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Abdul Hadi
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INDONESIA
Indonesian Journal of Integrated English Language Teaching
Published by Universitas Islam Negeri Sultan Syarif Kasim Riau
ISSN : 23555971     EISSN : 29646448     DOI : http://dx.doi.org/10.24014/ijielt.v7i1.13770
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 138 Documents
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THE EFFECT OF USING SELF-EXPLANATION READING TRAINING (SERT) STRATEGY ON STUDENTS’ READING COMPREHENSION Roswati - Roswati; Fauzan - Ahmad
Indonesian Journal of Integrated English Language Teaching Vol 7, No 2 (2021)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v7i2.4033

Abstract

The aim of this study was to analyze the effect of using self-explanation reading training (sert) strategy on students’ reading comprehension. This research applied a Quasi-experimental research. There were 44 students as sample from 153 students of eleventh grade at MA Darul Hikmah Pekanbaru by using cluster random sampling technique. This researcher used multiple choice test. T-test was used to analyze the data. This research used an independent t-test formula by using SPSS 16 version. Based on the analysis of T-test Formula, Ha is accepted because the sig. value is 0.000<0.05. The research was conclude that there is significant difference of using Self-Explanation Reading Training (SERT) Strategy on reading comprehension in report text of the eleventh grade students at MA Darul Hikmah Pekanbaru.
Using Self-Correction and Peer-Correction Techniques to Improve Students’ Writing Skills: A Comparative Study Ade Yanti; Abdul Hadi; Dodi Settiawan
Indonesian Journal of Integrated English Language Teaching Vol 8, No 1 (2022)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v8i1.18494

Abstract

This research aimed to examine and compare the effects of using self-correction and peer-correction techniques on improvement of  students’ writing skills at Language Development Centre of a state Islamic university in Sumatera. The data were gathered using pre-test, post-test, writing assessment sheet and guidance sheet of self and peer correction techniques. This quantitative research was carried out by using an experimental method. The population consisted of 34 classes, and the samples were taken through cluster random sampling. As a result, 3 classes, consisting of 77 second-semester students, were selected. The research hypotheses were tested by using the Wilcoxon and Mann-Whitney tests. The results showed that, first, there was a significant difference in the students’ writing skills before and after using the self-correction technique. Second, there was a significant difference in students’ writing skills before and after using the peer-correction technique. Third, there was a significant difference in writing skills between the students who were taught using the self-correction technique and those who were taught using the peer-correction technique. The results also showed that the peer-correction technique had a more significant effect size on the scores for the students’ writing skills. Keywords: self-correction technique, peer-correction technique, students’ writing skill
Students’ Foreign Language Anxiety and English Reading Comprehension: A Correlational Study at Junior High School Putri Nurasiah; Dedy Wahyudi
Indonesian Journal of Integrated English Language Teaching Vol 8, No 1 (2022)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v8i1.18528

Abstract

ABSTRACTThe primary objective of this study was to examine the correlation between students’ foreign language anxiety and English reading comprehension. This study was a correlation research design. The sample was Junior High School students at the ninth grade of Junior High School 04 Dayun. Due to the small number of population in this study, which was 39 students, total sampling was taken. The study used a questionnaire to assess students’ foreign language anxiety and a test to find out students’ reading comprehension in collecting the data. To examine the relationship between two variables, this study employed the Pearson Product-Moment Correlation coefficient through SPSS 23.0. From the analysis, the result indicated that sig. (2-tailed) value was 0.001. It showed that Ho is rejected and Ha is accepted. The correlation coefficient (r) value was -0.762. It reveals that there is significant correlation between students’ foreign language anxiety and reading comprehension. To conclude, the students’ foreign language anxiety leads to reading comprehension, which means higher foreign language anxiety results in lower comprehension in reading and vice versa. 
EFL Lecturers’ and Students' Perception towards Online Learning in Riau context: Using Technology Acceptance Model (TAM) as the Organizing Framework Kurnia Budiyanti; Riza Amelia; Harum Natasha
Indonesian Journal of Integrated English Language Teaching Vol 7, No 2 (2021)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v7i2.18255

Abstract

Online learning in the pandemic has been conducted with less preparation by both the teachers and the students. Whether or not it has been effective, little is known. The research aims to conduct research on EFL lecturers’and students’ perception toward online learning from the perspective of technology acceptance model by Davis et al. (1989). The design of the reserch is descriptive quantitative. There were 14 EFL lecturers  and 121 EFL students recruited in the study. Data collection method was a questionnaire with a 5-Likert scale. Data analysis was descriptive statistics. The findings reveal that the lecturers’perceived usefulness and the perceived ease-of-use fall on high category (respectively, 72,95% and 71,1%) and the students’ lecturers’perceived usefulness and the perceived ease-of-use fall on high category (respectively, 79.10% and 72.50%). Out of all items, the lecturers mostly appreciated the flexibility of online learning in term of time and place (82.86%); and the students mostly appreciated the online learning’s opportunity to study English ((77,19%). Some suggestions are given to future researchers, namely (1) the next researcher can recruit more participants, (2) the next researcher can use different instruments to collect the data, like observation, interview and tests. Keywords: online learning, perceived usefulness, perceived ease-of-use, face-to-face.
RETELLING STORY THROUGH PICTURE SERIES TO IMPROVE STUDENTS' SPEAKING SKILL AT ASSALAM ISLAMIC JUNIOR HIGH SCHOOL NAGA BERALIH AIR TIRIS KAMPAR REGENCY Annisa Nadya Ramadhani; Idham Syahputra
Indonesian Journal of Integrated English Language Teaching Vol 7, No 2 (2021)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v7i2.17959

Abstract

A spoken language is important to human life, if we would like to have a good speaking, we should have a good speaking skill. However, after observing and conducting inerview an English teacher at MTs Assalam Naga Beralih. In general, students have difficulty at retelling story through picture series, especially in speaking skill such as pronounciation, vocabulary, grammar, fluency and comprehension. The purpose of this study was to determine the significant improvement in students' speaking skills through retelling story using a series of pictures. This research used quantitative research. One Group Pre-Test Post-Test method used in this research. This research was held on October until November 2021 at MTs Assalam Naga Beralih Air Tiris Kampar Regency. The sample consisted of 25 students. Thus, speaking test was used to gather the data. The results showed that the average score of students after being taught to retell stories using a series of pictures (81.20) was higher than before being taught to retell stories using a series of pictures (63.90). Keywords: Retelling Story, Picture Series, Speaking Skills.
THE EFFECT OF TEACHING ENGLISH USING DIGITAL STORYTELLING ON STUDENTS' WRITING SKILL AT THE SECOND GRADE OF SMP NEGERI 1 KAMPAR Nadya Rosalina; Samsi Hasan
Indonesian Journal of Integrated English Language Teaching Vol 7, No 2 (2021)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v7i2.18124

Abstract

Based on this preliminary research, it was found that second grade students of SMP Negeri 1 Kampar got difficulties on their writing skill such as did not understanding how to start writing a story and cannot developing the ideas. This research aimed to know the effect of teaching English using digital storytelling on students’ writing skill especially in writing narrative text at the second grade of SMP Negeri 1 Kampar.The design of this research was a quasi-experimental. Therefore, this research used two class; control class and experimental class. The population of the research was second grade of SMP Negeri 1 Kampar. The object of this research was the effect of teaching English using digital storytelling on students’ writing skill. In this research, 59 students from 212 students were chooses as samples. To analyze the data, the researcher used independent sample t-test by using SPSS 20 version and effect size formula.Based on the data analysis, it was proved by finding of effect size formula was 0.13. It was categorized as moderate effect. It means that there was a significant effect of teaching English using digital storytelling on students’ writing skill at SMP Negeri 1 Kampar. Keywords: Effect, Digital Storytelling, Writing Skill, Narrative Text. 
The Anxiety Level between Extrovert and Introvert Students in Speaking English Mainar - Fitri; Wega Novriewani
Indonesian Journal of Integrated English Language Teaching Vol 7, No 2 (2021)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v7i2.17785

Abstract

Students’  performance in speaking English can be influenced by students’ anxiety. This research aimed to find out the difference  of anxiety level between extrovert and introvert students in speaking performance. This research was conducted at one of  senior high schools in Pekanbaru, Riau Province, Indonesia  by using cluster random sampling technique.  The method of the research was not experimental but causal-comparative research. There were two types of questionnaires used to collect the data. The Eysenck Personality Inventory questionnaire was used to classify the extrovert and introvert students, while to find out the speaking anxiety level between extrovert and introvert students, the questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS was used.. By using product moment formula through SPSS 2.4 in analyzing the data, it was found that the sig.t was 0,000, smaller than the sigma alpha of 0,05 (sig.t <0,05). It means that there is a significant difference of speaking anxiety level  between extrovert and introvert students. The percentage score of anxiety level in speaking performance of extrovert students was 106%%. It was categorized as "Low" level. The percentage score of anxiety level in speaking performance of introvert students was 122%. It was categorized as "Medium" level.
Structural Composition of the AUX (Auxiliary) in English and Indonesian: A Contrastive Grammatical Analysis Abdul Hadi
Indonesian Journal of Integrated English Language Teaching Vol 8, No 2 (2022): IJIELT VOLUME 8, NUMBER 2, 2022
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v8i2.20562

Abstract

There are significant linguistic differences between English and Indonesian despite the fact that modern Indonesian adopts the Roman script in its writing system. Unlike English, Indonesian is most probably a language without tenses, or if it has tense(s), no single element of its auxiliary rules will be affected by the tense(s). Language component-wise, the differences in vocabulary, pronunciation, and grammar are obvious between the two languages. In grammar, the structural composition of the AUX (Auxiliary) in Indonesian is heavily based on function words (sedang, akan, and other equivalents of Modals in English). These function words remained unchanged whatever the tense of the sentences is. English, on the other hand, is significantly affected by its structural composition of the AUX. Therefore, it takes quite significant time for Indonesian learning English to get used to the usage of English auxiliary system as it is much more complicated than Indonesian auxiliary system. Conversely, English speakers learning Indonesian most probably will find the structural composition of the AUX in Indonesian fairly simple to master. 
AN ERROR ANALYSIS OF STUDENTS’ DIGITAL WRITING IN USING SENTENCE CONNECTORS AT THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF UIN SUSKA RIAU Fajar Mubarak; Rizki Amelia
Indonesian Journal of Integrated English Language Teaching Vol 8, No 2 (2022): IJIELT VOLUME 8, NUMBER 2, 2022
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v8i2.20434

Abstract

The purpose of this research is to explain the dominant error in using sentence connectors in digital writing by the fourth semester students of English Education Department of UIN SUSKA RIAU. This research was a research with descriptive quantitative design. This research was conducted on November 08th, 2021 until February 08th, 2022 at UIN SUSKA RIAU. The subject of this research was the fourth semester students of English Education Department of UIN SUSKA RIAU while the object of this research was students’ error in using sentence connectors in digital writing. The research population of this research consisted of 125 students while the sample of this research was 19 students of the fourth semester of English Education Department of UIN SUSKA RIAU. The researcher employed purposive sampling. The data were collected through documentation. In collecting the data, the researcher used a written documentation from the students’ writing assignment given by the lecturer. The researcher collected and evaluated the result of the students’ assignment by using raters, and the researcher used 2 raters. After collecting the data from raters, the researcher analyzed the data by taking Step of Error Analysis. The result of this study showed that the types of errors found in this research was error of omission which had 36 errors or 46% of total error. Then, error of addition which had 15 errors or 19% of total error. Furthermore, error of misinformation which had 22 errors or 28% of total error. Last, error of misordering which had 5 errors or 7% of total error. In conclusion, the dominant error of students’ digital writing in using sentence connectors at the fourth semester students of English Education Department of UIN SUSKA RIAU was error of omission.
Identifying Students’ Phonological Errors in Pronouncing Vowel Diphthong at MAN 1 Pekanbaru Hafifah Dwi Lestari; Rizky Gushendra
Indonesian Journal of Integrated English Language Teaching Vol 8, No 2 (2022): IJIELT VOLUME 8, NUMBER 2, 2022
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v8i2.18612

Abstract

This research aimed to identify students’ phonological errors in pronouncing vowel diphthongs.Furthermore, the researcher also formulated the problem in a question, what kinds of voweldiphthong sound that is most frequently found errors in students’ pronunciation at tenth gradeMAN 1 Pekanbaru. The subject of this research was the tenth grade of MAN 1 Pekanbaru in theacademic year 2021/2022. This research used the descriptive quantitative method. The researcherrandomly selected 60 samples from 395 populations. The instrument of this was a pronunciationtest of the English Vowel Diphthong word containing 8 types of English Vowel Diphthong andfor each type, there are 2 focus words, and a voice recorder to record the students’ pronunciation.The result of the identification showed that the students made errors out of a total of 339 words.The kinds of errors on vowel diphthong sound which are most frequently found in students’pronunciation at tenth grade MAN 1 Pekanbaru are in Diphthong [ɔʊ] the focus word is “although”gets a total error of 72%. In Diphthong [ʊə] both focus words get the highest total error, which is“during” gets 65% and “obscure” get 62%. And the last Diphthong [aɪ] with the focus word is“sacrifice”, which gets a total error of 61%.

Page 10 of 14 | Total Record : 138

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