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Indonesian Journal of Integrated English Language Teaching

IJIELT
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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 143 Documents

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An investigation of English Listening Strategies riri fauzana
Indonesian Journal of Integrated English Language Teaching Vol 2, No 1 (2016): March 2016
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

This study aims to examine learners’ use of listening strategies focusing on two main aspects: the listening strategy groups and the individual listening strategies used by EFL learners and the differences in the ways the listening strategies were used by effective and less effective listeners. To collect the data, the instrument was a questionnaire. The findings demonstrated that the participants were aware of listening strategies at the average level.

Developing and Implementing School-based Curriculum in Teaching English suciati anandes
Indonesian Journal of Integrated English Language Teaching Vol 2, No 1 (2016): March 2016
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

This study aims to investigate and explore school-based curriculum in teaching English at One Elementary School related to the curriculum policy and curriculum instructional of English as a local content in Elementary School. This case-study research employed interview, observation, document analysis and logbook to collect the data about the development and implementation of school-based curriculum (SBC) in teaching English at one elementary. The participants of this study are vice-principal of curriculum affair, teacher of English and student. Evidence from all data sources shows that between the development and implementing are not balance because the instructional documents, facilities, teaching-learning process are not supported each other. In conclusion, all of the aspects in developing and implementing SBC in teaching English at Elementary School should be reviewed and improved.

The Effect of Using What Is It? Technique on Students’ Writing Achievement and Their Motivation Fatimah Mulyani
Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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.

The Effect of Using Vocabulary Self-Collection Strategy on Students’ Reading Comprehension and Their Motivation Zulfirman Zani; jonri kasdi
Indonesian Journal of Integrated English Language Teaching Vol 2, No 2 (2016): June 2016
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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.

REFLECTION OF ENGLISH READING CURRICULUM IN JUNIOR HIGH SCHOOL TEXTBOOKS: IMPLICATION FOR CURRICULUM DEVELOPMENT Bukhori Bukhori
Indonesian Journal of Integrated English Language Teaching Vol 3, No 1 (2017): Vol. 3 No. 1, Juni 2017
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

This study investigates the reflection of English reading curriculum in Junior High School textbooks in terms of types of syllabus, reading tasks and cognitive level of reading tasks. Two books have been employed as documents to be analyzed in this research. The first book is Bahasa Inggris Sekolah Pertama Kelas VIII Edisi 4 which is one of electronic textbooks (Buku Sekolah Elektronik (BSE)) published by Department of National Education. The second book is English on Sky (EOS)2 for Junior High School Students Year VIII from Erlangga publisher. The findings suggested that both BSE and EOS have reflected a part of English reading curriculum. In this case BSE is better than EOS. However, both textbooks need to be improved in fulfilling the curriculum demand in terms of types of reading tasks and cognitive levels of reading tasks. Based on the research findings, some recommendations for curriculum development are finally presented.

DEVELOPING ICT MATERIAL TO ENHANCE EFL TEACHERS PERFORMANCE IN ELT CLASSROOM Siswandi Siswandi
Indonesian Journal of Integrated English Language Teaching Vol 3, No 1 (2017): Vol. 3 No. 1, Juni 2017
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

This paper has identified an exciting future in which the nature of English as a subject is radically changed, embracing new literacies as a focus and a means for learning and teaching. It has also discussed the factors that impede progress. However, this does not mean that our training of future teachers should present the role of ICT in the teaching of English as limited to that of enhancement, providing a tool to support traditional approaches to the teaching and learning of English. On the contrary, it is essential that we encourage student, teachers to appreciate the powerful impact of ICT on English as a subject, the diversity of texts, uses of literacy and means to facilitate teaching and learning it provides. It is therefore essential that student teachers are aware of their potential to transform learning in their classrooms. By supporting them in gaining the knowledge, confidence and critical awareness to recognize the potential of ICT, we may enable them to provide a vibrant and dynamic English curriculum and embrace further change in the future.

THE EFFECT OF USING BIO-POEM STRATEGY ON STUDENTS’ WRITING ABILITY IN DESCRIPTIVE PARAGRAPH rizki amelia; firza khaira maulida
Indonesian Journal of Integrated English Language Teaching Vol 3, No 2 (2017): Vol. 3 No. 2, December 2017
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

The aim of this research was to find out whether there was any significant effect of using bio-poem strategy on students’ ability in writing descriptive paragraph at Mts Darul Falah Salo Kampar Regency. This research was Experimental Research. The design was quasi-experimental research. The writer formulated the problems that would be answered by using the quantitative research. The subject of the research was the second year students of MTs Darul Falah Salo Kampar Regency academic year 2016/2017. The object of this research was bio poem strategy and their writing ability on descriptive paragraph. The writer took two classes: experimental and control. Experiment class was with 17 students, and control class was with also 17 students. To analyze the data, the writer adopted independent sample T-test formula by using SPSS 20 version. After analyzing the data, the writer found that the students’ writing ability was taught by using bio-poem strategy at MTs Darul Falah Salo was categorized into good level. The students’ writing ability was taught without using bio-poem strategy at MTs Darul Falah Salo was categorized into less level. Writer found that Ha: sig. (2 tailed)<0.05. From the research finding it can be concluded that teaching writing by using bio-poem strategy gave large effect on students’ writing ability in descriptive paragraph at MTs Darul Falah Salo Kampar Regency.

THE DIFFICULTIES FACED BY THE STUDENTS IN ANSWERING THE WRITTEN EXPRESSION SECTION OF THE TOEFL TEST Mainar Fitri
Indonesian Journal of Integrated English Language Teaching Vol 3, No 2 (2017): Vol. 3 No. 2, December 2017
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

TOEFL test is one of the requirements for the students of English Study Program FKIP UNRI to finish their study at S1 Degree. Based on the researcher’s observation, most of the students did not pass the TOEFL Test. The students followed the test for several times till they reached the passing grade. It seemed that the students got difficulties in answering the TOEFL Test. So, in this research the researcher focused on analyzing the students’ difficulties in answering the Written Expression section of the TOEFL test. The aims of this research were to identify the categories of items in the Written Expression section of the TOEFL test which were difficult for the third-year students of English Study Program FKIP-UNRI . and to identify which categories of items that were easy for the students. This research was a quantitative research. The researcher analyzed the categories of items tested in TOEFL test, especially in the Written Expression section. There were 12 categories of items tested in the Written Expression section of the TOEFL test based on Longman Preparation Course for the TOEFL Test by Deborah Phillips (2000: 144-221). The categories consisted of subject-verb agreement, parallel structure, comparative and superlative, the use of the verbs, the forms of the verbs, passive verbs, nouns, pronouns, adjectives and adverbs, articles, prepositions and usages The result of the research showed that there were 10 categories of items that were difficult for the students. The categories were parallel structures, comparatives and superlatives, the use of the verbs, passive verbs, nouns, pronouns, adjectives and adverbs, articles, prepositions and usages. While the categories of items which were considered easy for the students were subject-verb agreement and the forms of the verbs. So, in general, the students got difficulties in answering the Written Expression section of the TOEFL test.

THE CORRELATION BETWEEN LEARNING STYLES AND ENGLISH LEARNING ACHIEVEMENT Diah Ayu Novita Sari; R. Roswati
Indonesian Journal of Integrated English Language Teaching Vol 4, No 1 (2018): IJIELT Vol. 4 No. 1, 2018
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

English teacher has done many efforts to enhance students’ learning achievement, but in fact most of students still had difficulties in learning English. It is proofed from their scores in English subject. In relation to the problem above, the researchers is intended to find out whether there is correlation between students’ learning style and English learning achievement at seventh grade students of State Junior High School 5 Tapung. The instruments used in this research were questionnaire for students’ learning style and documentation for English learning achievement. The total population was 51 students. By using Chi Square formula through SPSS 22.00 in analyzing the data, the researchers found that the value of Sig. (2-sided) was 0.013, and the data was significant at the level of 5%. In other words, Sig. (2-sided) value is lower than 0.05 (Ho is rejected and Ha is accepted). It means that there is correlation between learning style and English learning achievement at seventh grade students of State Junior High School 5 Tapung. Based on the Cramer’s V value (0.353), the effect of students’ learning styles on their English learning achievement is categorized into large effect. It means that there is a high association between learning style and English learning achievement.

Using Numbered Head Together Technique on Students’ Reading Comprehension nurdiana nurdiana
Indonesian Journal of Integrated English Language Teaching Vol 2, No 1 (2016): March 2016
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

In increasing students’ reading comprehension, various techniques have been applied by the lecturer. However, based on the preliminary study, it was found that the students have low comprehension in reading, including the narrative text. Numbered head together technique was offered to improve students’ reading comprehension. The purpose of the research were to investigate the difference of students’ reading comprehension on narrative text before and after being taught by using Numbered Head Together Technique and to investigate the effect of using Numbered Head Together Technique toward students’ reading comprehension of narrative text at the English Education Department of UIN Suska Riau.The research design was quasi experimental research. The population was the third semester students of English Education Department of UIN Suska Riau. Two groups which consisted of 55 students were invited to be samples by using cluster-random sampling. Both groups were administered the pretest and the posttest. The technique of collecting data used test. The technique of data analysis used was paired sample t test. The research found that there was significant difference of students’ reading comprehension on narrative text after being taught by using numbered head together technique for experimental class and non-treatment of numbered head together technique for control class. It was stated by the value of sig. (2-tailed) was 0,000. It was smaller than 0,05. It meant that the use of Numbered head together technique had a significant effect on students’ reading comprehension on narrative text.

Page 4 of 15 | Total Record : 143

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Contact Name Abdul Hadi

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Journal Mail Official dedy.wahyudi@uin-suska.ac.id

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Location Kab. kampar, Riau INDONESIA

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Contact Name
Abdul Hadi

Contact Email
abdul.hadi@uin-suska.ac.id

Phone
+6281371051614

Journal Mail Official
dedy.wahyudi@uin-suska.ac.id

Editorial Address
Jl. H. R. Soebrantas KM. 15 Tuahmadani, Tuahmadani Pekanbaru

Location
Kab. kampar,

Riau

INDONESIA