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All Journal JELTII (Journal of English Language Teaching and Islamic Integration)
Antonius Setiawan
STKIP Pamane Talino
Languange, Linguistic, Communication & Media

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The Effectiveness of Project-Based Writing towards Students’ Mastery of Grammatical Accuracy Kunto Nurcahyoko; Masfa Maiza; Antonius Setiawan
Journal of English Language Teaching and Islamic Integration Vol. 2 No. 01 (2019): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

Teaching grammar has been one of the most challenging issues in Indonesia. Teacher-centered approach and the lack of students‟ motivation are among the factors limiting students to master grammar. The study aims at investigating the effectiveness of project-based writing toward students‟ mastery of grammar based on their motivation level. The study used a 2X2 factorial research design involving 60 students in two groups in one of high schools in Landak Regency, West Kalimantan. The data were collected through test and questionnaires. SPSS 20 was used for analyzing the data. The finding reveals that project-based writing is effective toward students‟ mastery of grammar. Besides, motivation level is also effective toward students‟ grammatical accuracy. Lastly, the analysis of variance shows that there is no interaction among students‟ motivation, techniques, and students‟ grammar with the level of sig. value at 0.821. The study suggests that teachers must be able to consider the presence of both a project and motivation in teaching and learning, especially to teach grammatical accuracy.
Teachers’ Perceptions towards Challenges in Teaching English as a Foreign Language in Least-Developed Region Antonius Setiawan
Journal of English Language Teaching and Islamic Integration Vol. 2 No. 02 (2019): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Teaching English as a Foreign Language is challenging. The body of literature has addressed the issue on the current challenges in teaching English as Foreign Language. However, only few studies have investigated the issue in remote areas of Indonesia. This qualitative study investigates the current challenges in teaching English in least-developed region of Indonesia based on the following criteria: language comprehension, method and approach, practical implementation, and socio-cultural environment. The data were collected from four English lecturers in one of teaching universities in Indonesia. The participants were selected using purposive sampling technique. The data were collected using in-depth interview and field observation which were then analyzed descriptively. The results of the study reveal that the participants have to deal with several obstacles in teaching English. Those obstacles include the students’ low proficiency of language comprehension, limited resources of materials, communication gap between lecturers and students, students’ lack of enthusiasm and participation in learning and lack of environmental support from society. From the observation, the participants show that the challenges are mitigated by adjusting their choice of pedagogical instruction and learning materials according to students’ level of language comprehension. The study suggests that the infrastructure development is strongly essential to establish a good teaching environment. Besides, creating positive understanding and paradigm about the sanctity of learning English for students might be able to help the students’ to study English better.
Teaching English towards the Hearing-Impaired Students Antonius Setiawan
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 01 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

The EFL teaching is challenging. Moreover, teaching English towards the hearing-impaired students (hereafter HIS) must have its own uniqueness because of the greater challenges. The exploration in this phenomenological study goes with the teacher’s lived experience in teaching English especially vocabulary towards the HIS. Telling narratively of the teacher’s lived experience in teaching English towards the HIS is the purpose of this research. The descriptions go on the teacher’s understanding, belief, feeling, intention, and action which are elaborated by the purpose of the teaching, the materials, the technique, and the achievement. According to the findings, the purposes of teaching vocabulary are to enrich their vocabulary mastery and to proof that the HIS can learn language. The teacher can only teach simple words because it takes time and lots of efforts. Visualization is the best teaching technique ever for the HIS because it helps better memorization since it gives emotional feeling for them. In conclusion, the HIS can learn simple vocabulary. Visualization helps them memorizing words better.
Co-Authors Kunto Nurcahyoko Masfa Maiza