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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 Effectiveness of Tiktok Application in Improving Regular Verb Learning among Tenth Grade Students of Vocational High School Ibrahim, Maikhel Rusmana; Raihana, Esti
Indonesian Journal of Integrated English Language Teaching Vol 11, No 1 (2025): IJIELT: VOLUME 11, Number 1, 2025
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v11i1.36619

Abstract

This study examines the effectiveness of the TikTok application in enhancing regular verb learning among tenth-grade students at Vocational High School (SMK) Negeri 6 Pekanbaru. A quasi-experimental research design was applied, involving two classes: an experimental class of 36 students, who used TikTok-based learning activities, and a control class of 36 students, who were taught using conventional methods. The research instrument consisted of a multiple-choice test. To determine significant differences between the two groups, statistical data analysis, including a paired sample t-test, was conducted. The results showed that the experimental class exhibited a notable improvement, with their post-test scores increasing from an average of 51.39 to 76.94, reflecting a gain of 25.55 points. Meanwhile, the control class, which followed traditional teaching methods, demonstrated only a minor improvement from 56.11 to 61.25. The significance level (sig. 2-tailed) of 0.000, which is lower than the standard alpha level of 0.05, confirmed that the alternative hypothesis (Ha) was accepted. These findings suggest that the TikTok application significantly enhances regular verb learning among tenth-grade students at SMK Negeri 6 Pekanbaru. Keywords: Regular verbs, TikTok, digital learning, language acquisition
Teaching Writing of Recount Text by Using Picture and Picture Media with Cooperative Learning Model: An Experimental Study for Islamic Senior High School Students in Indonesian Context Bukhori, Bukhori; Fazira, Khairunnisa
Indonesian Journal of Integrated English Language Teaching Vol 10, No 1 (2024): IJIELT: VOLUME 10, NUMBER 1, 2024
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v9i2.20511

Abstract

This research aimed to determine whether there was a significant difference in writing ability between students taught using picture and picture media and those taught without it, within a cooperative learning model at an Islamic Senior High School in Pekanbaru, Indonesia. The study employed a quasi-experimental design with a non-equivalent control group to ensure a robust comparison between the two teaching methods. Two groups, an experimental class and a control class, were selected using cluster random sampling from the research population. Data collection was conducted through standardized writing tests, which provided a quantitative measure of the students’ writing abilities before and after the intervention. The data was then analyzed using an independent sample t-test, a statistical method that compares the means of two independent groups to determine whether there is a statistically significant difference between them. The results of the analysis indicated that the use of picture and picture media within a cooperative learning model had a positive influence on students' writing abilities, particularly in recount text. Specifically, students in the experimental class, who were taught using picture and picture media, showed a marked improvement in their writing skills compared to those in the control class, who were taught without this media. This improvement highlights the effectiveness of incorporating visual aids and cooperative learning strategies in enhancing students’ writing performance. Based on these findings, it is suggested that English teachers consider adopting picture and picture media within a cooperative learning framework when teaching writing, especially for recount texts.
Exploring the Implementation of Reading to Learn Strategy for Teaching Reading Comprehension to EFL Learners: A Case Study Hadi, Abdul; Ramadhani, Sari
Indonesian Journal of Integrated English Language Teaching Vol 10, No 1 (2024): IJIELT: VOLUME 10, NUMBER 1, 2024
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v10i1.26263

Abstract

 This study aims to explore the implementation of the Reading to Learn (R2L) strategy in teaching reading comprehension to English as a Foreign Language (EFL) learners at a vocational high school in Riau. By utilizing the six stages of the R2L strategy, the research systematically delves into how this method was applied to enhance reading comprehension among EFL learners through a thorough and in-depth qualitative approach. The study employed a qualitative case study research design, selecting an English teacher and three EFL learners as participants using a purposive sampling technique. Data were gathered through interviews and observations, and the subsequent analysis revealed that the implementation of the R2L strategy was less than satisfactory. Furthermore, the study found significant variability in participants' responses regarding the execution of each stage of the R2L strategy. This inconsistency underscores the need for improvements in the implementation process to fully capitalize on the potential benefits of the R2L strategy for teaching reading comprehension to young and adolescent EFL learners. The findings suggest that refining the application of the R2L strategy could lead to more effective teaching outcomes and better reading comprehension skills among EFL learners.   
Exploring Islamic Teachers’ Speech Acts in the Classroom at Private Islamic Junior High School in Rokan Hulu Riau Miski, Cut Raudhatul; Erni, Sukma; Roza, Ellya; Afrida, Afrida
Indonesian Journal of Integrated English Language Teaching Vol 10, No 1 (2024): IJIELT: VOLUME 10, NUMBER 1, 2024
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v9i2.31389

Abstract

Teachers’ ability to communicate lessons in the classroom is necessary needed to create meaningful teaching and learning process. The selection of words, how the words arranged and how they are uttered determine whether the class run effectively active or vice versa. Even, the nominal of utterances of teacher state how the class is conducted. The excessive proportion of the teacher's speech will actually make the class inactive and the teacher will have difficulty assessing the extent to which students understand the material presented. Barnes (2008) in Groves and Bull (2014) mentioned that teacher talk or teachers' speech in the classroom has an important role in improving and developing students' knowledge skills. This research was piloted to explore what speech acts expressed by the Islamic teachers in their classroom as it ended up to determine how the class directed. The research is qualitative design by taking one Islamic teacher of Private Islamic Junior High School in Rokan Hulu. The result mentions that the most dominant speech acts is the ordering of directive speech act. In this case, teacher often ordered students to accomplish their group discussion and present the result in front of the class. while the lack of productive questions on the stage of interactive and reflection lead to less of students’ critical thinking. For the next research, it is suggested to have more participants and use supplementary instruments to enrich the data.
Challenges in Teaching Pronunciation: Secondary Level English Teachers’ Perspectives Tiwari, Hari Prasad
Indonesian Journal of Integrated English Language Teaching Vol 10, No 1 (2024): IJIELT: VOLUME 10, NUMBER 1, 2024
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v10i1.26092

Abstract

Correct pronunciation is a fundamental aspect of effective communication. It significantly enhances students’ overall speaking abilities. Nevertheless, teaching of pronunciation in the context of English as a Second / Foreign Language (EFL/ ESL) remains on the fringes and is marginalized within the academic syllabus and classroom dynamics, particularly in the secondary level schools of Nepal. This qualitative study aims at exploring the challenges faced by secondary level English teachers in teaching pronunciation. The research is based on the perspectives of six experienced secondary level English teachers who are engaged in teaching English at the secondary level. The researcher employed purposive sampling to select the participants. The study utilized semi-structured interview as the primary data collection technique. Each of the interviews was audio recorded and subsequently transcribed for meticulous analysis. The data was analysed employing thematic approach of qualitative data analysis The study highlighted nine different challenges which include priority issue, weak foundation at basic level, ignoring mispronunciations, time limit, teachers’ insufficient knowledge, copying peers, lack of instructional resources, lack of students’ reading habit, lack of exposure. The study suggests emphasizing pronunciation, increasing practice, enriching resources, promoting reading, and enabling real-world exposure to address the challenges.
Investigating Students’ Perception of Effective EFL Teachers’ Teaching: A Survey Study at One of the State Junior High Schools in Indonesia Wahyudi, Dedy; Losari, Novika
Indonesian Journal of Integrated English Language Teaching Vol 10, No 1 (2024): IJIELT: VOLUME 10, NUMBER 1, 2024
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v9i2.20772

Abstract

The study aims at investigating students’ perception of effective EFL teachers’ teaching at one of the State Junior High Schools in Indonesia. The sample in the study was 132 students from 5 classes of State Junior High Schools 40 Pekanbaru. It was selected by using simple random sampling technique. This study employed a survey research design in terms of descriptive quantitative approach. The result in the study showed that students’ perception of effective EFL teachers’ teaching were very positive for each indicator namely delivery, fairness, knowledge and credibility, and organization and preparation. It revealed that the perception of effective EFL teachers’ teaching showed highest percentage of the statement of strongly agree such as effective teachers are friendly in rapport category, effective teachers give clear explanations in delivery category, effective teachers treat all students fairly in fairness category, effective teachers have a good knowledge of vocabulary in knowledge and credibility category, and effective teachers make their own supplemental material in organization and preparation category. It can be concluded that the students’ perception of effective EFL teachers’ teaching should be well identified by English teachers for the remarkable progress of teaching English in the classroom. Key words: Students’ Perception, Effective Teaching, EFL Teachers
Students’ Problems for not Completing English Homework Fitri, Mainar; Andriani, Weli
Indonesian Journal of Integrated English Language Teaching Vol 10, No 1 (2024): IJIELT: VOLUME 10, NUMBER 1, 2024
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v10i1.22214

Abstract

The purpose of this research was to describe students’ dominant reason for not completing their English homework. This research was descriptive quantitative research. The population of this research were students of a senior high school in Indonesia. In this research, the researchers took the sample by using purposive sampling technique. So, the total of sample of this research were 59 students from the total number of the population. The instrument used in this research was a questionnaire. The researchers gave 8 items of statements which consisted of four indicators (behaviorism theory, constructivism theory, maturational theory, and ecological system theory). Based on the result of the research, it was found that the students’ dominant reason for not completing English homework was maturational theory with the percentage was 29% with the mean 3.83 categorized into high level. The researcher concludes that the most dominant reason the students do not do the homework because the students are not developmentally ready to complete the task and do not understand the homework (maturational theory).
The Use of the Jigsaw Technique on Students’ Reading Comprehension Zulyanis, Fitri; Natasha, Harum
Indonesian Journal of Integrated English Language Teaching Vol 10, No 1 (2024): IJIELT: VOLUME 10, NUMBER 1, 2024
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v10i1.17554

Abstract

AbstractThis study was aimed at determining whether there is a significant effect on reading comprehension of class IX Junior High School Madrasah Tarbiyah Islamiyah (MTI) Agam Regency. This research s classified as quasi-experimental research. This study involved 53 students consisting of two groups, namely Class XI A as the experimental group and Class IX B as the control group. The experimental group was taught using the jigsaw technique, while the control group was taught using textbook-based techniques. Data were obtained using pre-test given to both groups before treatment and post-tests given after treatment. The pre-test and post-test data of both groups were analyzed using descriptive and inferential statistics. After the data was tested and declared homogeneous and normal, the hypothesis was tested using the Kolmogrov-Smirnov test. The results showed that there was a significant effect in reading comprehension between students who were taught using the jigsaw technique and students who were taught using textbook-based techniques.  The calculated significance value is 0.055 greater than 0.05 (sig value = 0.55> 0.05).  Therefore, this research hypothesis is accepted.  This means that there is significant effect in the reading comprehension of students who are taught using jigsaw technique as learning technique in class IX Junior High School Madrasah Tarbiyah Islamiyah (MTI)Bayur. Keywords: Jigsaw Technique, Reading, Reading Comprehension

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