Indonesian Journal of Integrated English Language Teaching
Indonesian Journal of Integrated English Language Teaching (IJIELT) is a scholarly peer-reviewed journal focusing on theories, approaches, methods, systems, designs, applications, implementations, and evaluations of integrated curricula. IJIELT welcomes authors to publish research or non-research articles on integrated English Language Teaching (ELT). Topics of interest include, but are not limited to: ELT and Information and Communication Technology (ICT), TEFL and Islamic knowledge or values, and TEFL, ICT, and Islam knowledge and values.
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<![CDATA[The Effect of Using Board Game on Students’ Speaking Ability ]]>
<![CDATA[Roswati Roswati]]>;
<![CDATA[Ame Rahmadawanti]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2455
<![CDATA[The main objectives of this research were to find out whether there is significant difference of students’ speaking ability taught by using and taught without using board game of the eighth grade students at Junior Islamic Boarding School Darel Hikmah Pekanbaru and whether there is significant effect of using board game on students’ speaking ability of the eighth grade students at Junior Islamic Boarding School Darel Hikmah Pekanbaru. The type of this research was quasi-experimental design. The writer used two groups pre-test and post-test design. The writer used experimental and control classes as sample of the research by using cluster random sampling in which the total sample was 40 students chosen from 5 classes as the population of this research. The writer used content validity and inter-rater reliability. In collecting the data, the writer used oral test. While, in analysing the data, the writer used independent sample t-test and effect size. Based on the data analysis, the writer found that t-test calculation is 6.150. It is higher than standard on t-table that is 2.72 in 1% and 2.02 in 5%. It can be read 2.02<6.150>2.72. Therefore, Ho is rejected and Ha is accepted; or there is significant difference of students’ speaking ability taught by using and taught without using board game of the eighth grade students at Junior Islamic Boarding School Darel Hikmah Pekanbaru. It also can be seen from effect size calculation that was calculated by using eta squared formula with the result 0.49 or categorised as large effect. Regarding the result of the effect size above, it can be concluded that there is significant effect of using board game on students’ speaking ability of the eighth grade students at Junior Islamic Boarding School Darel Hikmah Pekanbaru.]]>
<![CDATA[The Comparison between Individual and Collaborative Writing on Narrative Paragraphs Achievement ]]>
<![CDATA[Khairunnas Syafi’i]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2460
<![CDATA[The main objective of the study was to find out the difference of writing on narrative paragraphs achievement between students writing individually and collaboratively. This study was a comparative research which was intended to find out the difference between individual and collaborative writing narrative paragraphs achievement. The participants of the study comprised 54 students found in 2 classes randomized from eight classes. Individual writing was implemented on the first class (n=30) and collaborative writing was implemented on the second class (n=30). Data were collected using writing test. Quantitative data were analyzed using descriptive and inferential statistics. The findings showed that there was a significant difference between Individual and Collaborative Writing on Narrative Paragraphs Achievement of the Second Year Students at MAN 1 Pekanbaru.]]>
<![CDATA[A Survey Qualitative Study: Factors on Promoting and Hindering of Foreign Students to Communicate English ]]>
<![CDATA[Rizky Gushendra]]>;
<![CDATA[Mira Ayu Defitri]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2467
<![CDATA[The purpose of the study to investigate foreign students about the factors that influenced their willing to communicate English. The objectives of this research were to explain about the factors promote and factors hinder foreign students in using English. This research was administered at State Islamic University of Sultan Syarif Kasim Riau. The participants of this research were three foreign students and their classmates at State Islamic University of Sultan Syarif Kasim Riau. The researchers used purposive sampling to select the participants based on their judgment, then did some interviews to foreign students to triangulate into their classmates, which was used to confirm the information given by foreign students. Furthermore, the data were analyzed through reviewing, transcribing, coding and interpreting it. The data that had been collected through interviews were transcribed. Then, the data were matched and categorized into two categories. Finally, the result of analysis showed that both of the foreign students were influenced by language learning orientation, social influences, self-confidence, language anxiety and interlocutors as the factors promote and factors hinder underlying their willingness to communicate in English.]]>
<![CDATA[Designing Writing Assessment Tasks for Junior High School ]]>
<![CDATA[Nur Aisyah Zulkifli]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2456
<![CDATA[Junior High School is the next step for students in learning English. In elementary school, learning target that should be reached by student is vocabulary mastery, then introduced by four language skills-speaking, reading, listening, and writing- in Junior High School. It can’t be denied, even they have Junior High School, and it is still found students who are difficult to write sentences in English. In fact, when English Education Department (EED) students are asked ‘how to asses students writing for Junior High School?’ They answered by writing paragraph. And, how to give students score? They answered by using rubric like stated at ‘Language assessment book by Arthur Huges’. Actually, writing assessment is not only focused on writing paragraph. For Junior high school, there are some writing performance can be used to assess students writing, and to give score it should be appropriate with the level of the student. The rubric used by EED students is the rubric for English as a second language. Therefore in this paper, writer describes how to design writing assessment task for Junior High School and its rubric. Hopefully, this paper can help EED students in designing writing assessment task when they do teaching practice (PPL) and making instrument for their research. ]]>
<![CDATA[The Effect of Using Guided Writing Procedure Strategy on Students’ Ability in Writing Descriptive Text ]]>
<![CDATA[Maria Olva]]>;
<![CDATA[Irwan Susandi]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2462
<![CDATA[This research aims to investigate the effect of using Guided Writing Procedure Strategy on Students’ Ability in Writing Descriptive Text at State Senior High School 2 Benai of Kuantan Singingi Regency. This research was an experimental research with quasi-experimental design by using pretest-post-test. The subjects was the tenth grade. It was a class experimental (X A), and it was a class control (X B). The technique used to collect data was a test. The type of the test was written test. In analyzing the data, the researcher used independent simple t-test and paired sample t-test by using SPSS 16.0 version. Then, the researcher used eta square formula to find out the effect of mystery strategy. Based the result, it showed that to score is 2.07 <16.462>2.82. Then the effect size was 0.91, therefore the researcher can conclude that there was a large effect obtained from students’ ability in writing descriptive text at State Senior High School 2 Benai of Kuantan Singingi Regency]]>
<![CDATA[The Effect of Using New American Lecture Strategy on Students’ Reading Comprehension ]]>
<![CDATA[Dahler Dahler]]>;
<![CDATA[Novia Ayu Trisma Y.]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2457
<![CDATA[The purpose of this research was find out whether there is any significant difference of using New American Lecture strategy on students’ reading comprehension in narrative text at State Junior High School 1 Tanah Putih Rokan Hilir Regency. The number of respondents of this research was 50 students. They were required to answer the question provided by the researcher. To analyze the data, the researcher applied Independent sample T-test and paired Sample T-test formula through SPSS 16. However, the type of this research was quasi-experimental design. After analyzing the data, the researcher found that there was a significant difference of using New American Lecture strategy strategy on students’ reading comprehension in narrative text at State Junior High School 1 Tanah Putih Rokan Hilir Regency, where Paired sample T-test shows 11.308 in the significant level 5% was 2.01, and in the level 1% was 2.80. Then alternative hypothesis (Ha) was accepted. which was shown by 2.01<11.308> 2.68.]]>
<![CDATA[The Effect of Using Buzz Group Technique on Students Ability in Writing Analytical Exposition Paragraph ]]>
<![CDATA[Nuardi Nuardi]]>;
<![CDATA[M. Syafii S. M. Syafii S.]]>;
<![CDATA[Inna Hayatul Anuar]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2463
<![CDATA[The objectives of the research were to know students’ ability in writing analytical exposition paragraph taught by using buzz group and taught without using buzz group, to get information the significant effect of students’ ability in writing analytical exposition paragraphs by using buzz group. In this research, the research design was a quasi experimental research.The population of this research was the eleventh grade students of Private Senior High School YKPP Dumai. There werenine classes; the number of population was233 students.The researcher used cluster random sampling as the technique sampling of the research. Class XI IPA 1 was control class, while XI IPA 5 was experimental class.Based on the data analysis, the researcher concluded that the score of sig. is higher than α (0.05 > 0.000) in the other word, there is a significant effect of using Buzz Group Technique on students’ ability in writing analytical exposition paragraph of the eleventh grade students at Private Senior High School YKPP Dumai. It means that Ha was accepted and Ho was rejected.]]>
<![CDATA[The Effect of Using What Is It? Technique on Students’ Writing Achievement and Their Motivation ]]>
<![CDATA[Fatimah Mulyani]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2458
<![CDATA[The purpose of the study was to find out the effect of using What is it? Technique on students’ writing achievement and their motivation on descriptive paragraphs at state Junior High School 1 Kampar. This study was an experimental research which was intended to find out the effect of using What is it? Technique on the students’ writing achievement and their motivation. The participants of the study comprised 57 students found in 2 classes randomized from seven classes. Treatment by using What is it? Technique was given to an experimental class (n=29) but a control class (n=28) was not given treatment by using What is it? Technique. Data were collected using a writing test for writing achievement and a questionnaire for writing motivation. The data were analyzed by using inferential statistics. The findings showed that there was a significant effect of using What is it Technique on their achievement in writing descriptive paragraphs and there was a significant effect of using What is it? Technique on their motivation in writing descriptive paragraphs.]]>
<![CDATA[The Effect of Using Vocabulary Self-Collection Strategy on Students’ Reading Comprehension and Their Motivation ]]>
<![CDATA[Zulfirman Zani]]>;
<![CDATA[jonri kasdi]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2464
<![CDATA[The main aim of this study was to find out the effect of using vocabulary self-collection strategy on students’ reading comprehension and their motivation at Language Development Center of UIN SuskaRiau. It was a quasi-experimental research which was carried out in Comparison Group Pre-test/Post-test Design. The sample of this research was students of the Language Development Center who took English course at Level 2. They were divided into two groups, namelyan experimental class (PB 15) and acontrol class (PB 16) with a total of 58 students. The data were collected by using a reading comprehension test and a questionnaire. Vocabulary self-collection strategy was applied as treatment. The result of this research shows that there was a significant effect ofthe treatment on the students’ reading comprehension in the experimental group. The t-test result was 4.259;and its df was 56, by comparing number of significance. If probability is >0.05, the null hypothesis (H0) is rejected. If probability is <0.05, the alternative hypothesis (Ha) is accepted. Because of the significance was 0.000 < 0.05, Ha was accepted; and consequently H0 was rejected. There was also a significant effect of the treatment on the students’ motivation inthe experimental group. The t-test result was 8.431;and its df was 56, by comparing number of significance. Because of the significance was 0.000 < 0.05, thus, Hawas accepted andH0 was rejected.]]>
<![CDATA[The Effect of Using Wordless Picture Books Strategy on Students’ Ability in Writing Narrative Paragraph ]]>
<![CDATA[Paidi Gusmuliana]]>;
<![CDATA[Mardiana Fitri]]>
<![CDATA[ Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ijielt.v2i2.2459
<![CDATA[Many problems in learning English especially writing narrative paragraph are faced by most of the eight grade students of MTs Desa Sawah of Kampar Regency. The students were unable to express ideas in writing narrative paragraph. They were also unable to use good grammatical features, use generic structure clearly, and use vocabulary appropriately. Therefore, the writer was interested in conducting this research. The purpose of this research was to find out students’ ability in writing narrative paragraph taught by using wordless picture books strategy, to find out students’ ability in writing narrative paragraph taught without using wordless picture books strategy, and to find out whether there was any significant difference of students’ ability in writing narrative paragraph taught by using and without using wordless picture books strategy at Islamic Junior High School of Desa Sawah of Kampar Regency. This research is an experimental research, precisely a quasi-experimental research. The total sample of the research was 48 students. The instrument of the research was test. The data were analyzed by using independent sample t-test. It was used to find out whether there is any significant difference of students’ ability in writing narrative paragraph by using and without using Wordless Picture Books strategy to the eight grade students of Islamic Junior High School of Desa Sawah of Kampar Regency. Based on the data analysis by using SPSS 16 version, the writer found that the score of t-test is 9.543 which it is higher than t-table in level significant of 5% (2.02), and in level significant of 1% (2.69). It could be read 2.02<9.543>2.69. It can be stated that Hois rejected and Ha is accepted. It means that there is significant difference of students’ ability in writing narrative paragraph taught by using and without using Wordless Picture Books strategy at the eight grade students of Islamic Junior High School of Desa Sawah of Kampar Regency.]]>
