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All Journal JELTII (Journal of English Language Teaching and Islamic Integration)
Achmad Anang Darmawan
STKIP AL-HIKMAH
Languange, Linguistic, Communication & Media

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The Implementation of Total Physical Response (TPR) in Teaching Speaking Faishol Hadi; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10547659

Abstract

Generally, speaking skill is one of the essential skills that must be acquired by students at school. The students are hoped to be able to communicate in English in their daily activities. Event though, student unrarely use it because feeling unconfident and absolutely need a way to solve the problem. This research would investigate the implementation of TPR in Teaching Speaking. To analyze how TPR is used by teacher and students’ response in learning English especially speaking skill, qualitatitive methodologies ar employed. Teacher and English learners from SMPN 1 Purwosari in the 8th grade served as the participants. Observation, questionnaires, and interviews were used to collect the data. The most students gave positive response toward the implemetation of TPR in learning speaking. It was proved from the result of the interview and questionnare. The students had fun to learn English in speaking by using many movements during learning activity and they were able to follow their teacher’s intruction well. However, few students did not interest toward TPR in learning English speaking lesoon. The suggestion for other researchers is to investigate the implementation TPR in teaching other languages aspect such as grammar. The researchers are also suggested to investigate the effectiveness of TPR teaching method to improve students’ particular English skill.
THE PROFILE OF EFL TEACHERS’ CANDIDATE TPACK IN NEW NORMAL ERA Imadul Bilad; Achmad Anang Darmawan; Lina Aris Ficayuma; Ahmad Syafi’I
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10547668

Abstract

TPK, and TPACK constructs, which prompted researchers to question the peculiarities of these three TPACK domains. Referring to TPACK's weaknesses in terms of precision and heuristic values, they concluded that TPACK may be theoretically effective but provides limited practical benefits for teachers, researchers, and administrators. The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices, specifically in relation to the content they were teaching.
TEACHER'S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN NEW NORMAL ERA Imadul Bilad; Achmad Anang Darmawan; Lina Aris Ficayuma
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548487

Abstract

Recognizing that each teacher has unique strengths, preferences, and learning styles, they tailored their instructional approach accordingly. By aligning their teaching methods with their own characteristics, they were able to optimize TPACK development and create meaningful and engaging learning experiences for their students
WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA Adia Budjana; Achmad Anang Darmawan; Lina Aris Ficayuma
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548463

Abstract

In recent years, researcher interested in mobile-assisted language learning (MALL) for online learning of English as a foreign language (EFL). In the current era of digitalization, access to information and materials can be easily found in cyberspace, either by accessing a page or by using an application. With these advances in technology, can be used as a tool to facilitate the educational process. The Ministry of Education and Culture is aware of the current needs,because by utilizing technology it can reach and distribute broad policies, as well as optimize the implementation of the Merdeka curriculum. As a teacher, this is a challenge in itself to bring students to learning transformation, where the teacher acts as a facilitator to encourage the learning process.
WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA AT ENGLISH CLUB OF SMPIT INSAN KAMIL SIDOARJO Adia Budjana; Achmad Anang Darmawan; Lina Aris Ficayuma
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10547703

Abstract

The objective of this study was to figure out the steps of implementation one of the features of the Whatsapp Messenger application, namely Voice chat as an online learning media for students at English club of SMPIT Insan Kamil Sidoarjo. The method used in this research is descriptive qualitative method. The population in this study were all English Club members of SMPIT Insan Kamil Sidoarjo. The sample of this research is a chairman and 20 members of the English Club, as well as eight members to find out the student's response. In this study, there were three stages, the first was pre-activity. at this stage, the teacher provides material reinforcement during class learning. The second is the Whilst activity, at this stage the teacher gives instructions using Whatsapp text combined with Whatsapp voice notes. At this stage students also implement the instructions given by the teacher using Whatsapp voice notes. After that, students fill out the submission list sent by the teacher. The third stage is the closing activity, in this activity the teacher provides feedback in the form of evaluating and appreciating the results of student performance. In student responses, it was found that six out of eight students interviewed stated that they felt happy with the online learning through Whatsapp voice chat. Suggestions for other researchers to investigate the effectiveness of using features such as video calling to improve students' English skills.
THE CHALLENGES FACED BY EFL PROSPECTIVE TEACHERS DURING TPACK DEVELOPMENT Imadul Bilad; Lina Aris Ficayuma; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548056

Abstract

The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices, specifically in relation to the content they were teaching. This proficiency in TCK enables them to utilize technological tools and resources in a purposeful and pedagogically sound manner, enhancing the overall quality of instruction in the classroom. As a result, these prospective teachers are better equipped to meet the demands of the digital age and provide meaningful and engaging learning experiences for their future students. However, it is important for them to continue developing their pedagogical and content knowledge along with their technological skills to ensure a comprehensive and well-rounded TPACK profile.
BUILDING SELF IMPROVEMENT IN TEACHING PROCESS THROUGH TEACHER TALK IN EFL CLASSROOM Rihza Galih Faturrochman; Achmad Anang Darmawan; Faishol Hadi
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548169

Abstract

English started to get recognition from very limited number of students who was granted an access to a formal education. Unlike Dutch language, Indonesian people tend to be more open since it’s not related to the colonialism language according to relationship betwEen Indonesia and British. Even after proclamation of independence, English was declared as the first foreign language due to its necessity towards international society. With the perspective of Indonesian people in general that learning English can upgrade someone’s status in the society, help to master technology and academic knowledge, and provide a better opportunity of occupation(Mappiasse & bin Sihes, 2014), English getting more attention in the learning curriculum in Indonesia. In 1989, English become a compulsory subject to be taught in the school and until today English become one of subject to be tested in national examination.
Co-Authors Adia Budjana Ahmad Syafi’I Faishol Hadi Faishol Hadi Imadul Bilad Lina Aris Ficayuma Rihza Galih Faturrochman