Journal of Teaching and Learning English Issues
Journal of English Teaching and Learning (JETLI) is academic journal published by Tadris Bahasa Inggris Institut Agama Islam Negeri Kudus. JETLI dedicated to research on the teaching and learning of English as a second or foreign language. It presents information and ideas on theories, research, methods and materials related to language learning and teaching. The journal welcomes submissions on course design, teaching materials, teacher training, teaching methods, language assessment, bilingual education, as well as from the fields of sociolinguistics, psycholinguistics, and other related areas. The journal welcomes contributions that have in mind the common professional concerns of both the practitioner and the researcher, providing a bridge between theory and practice.
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<![CDATA[Task-Based Language Teaching; Potential Benefits and Possible Criticisms in Indonesian Contexts ]]>
<![CDATA[Maulana, Mochammad Ircham]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v4i2.12183
<![CDATA[The primary aim of English language teaching in Indonesia is to equip Indonesian students with communicative competence in English. However, due to the prevalent utilisation of traditional student-centered approaches that accentuates linguistic structural properties as well as the lack of exposure to and usage of the target language in the classroom, research has found that Indonesian school graduates’ English communicative skills are still low. Very few students can deliver ideas, thoughts, and feelings through English as a medium of communication. This conceptual review article aims to promote the viabilities of task-based language teaching (TBLT) method to accelerate students’ communicative skills in Indonesia. Drawing on a wide range of theories and research findings, it critically explores some potential benefits as well as addresses some possible criticisms of employing TBLT in Indonesia. It argues that TBLT promotes natural learning, generates students’ intrinsic motivation, and develops language skill development that can lead the students to accelerate their communicative competence.]]>
<![CDATA[Lecturer’s Feedback toward Students’ Willingness to Communicate in Tertiary EFL Classrooms Interaction during the COVID-19 Pandemic ]]>
<![CDATA[Rahmatika, Laily]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v4i2.12254
<![CDATA[The transformation of education during the COVID-19 pandemic has significantly impacted English teaching (EFL). To facilitate the successful implementation of this transformation, lecturers provide feedback to correct the error and enhance the skills of students to communicate. This study aims: (1) investigate the types of lecturer’s feedback used in the tertiary EFL interaction classroom during the COVID-19 pandemic and (2) identify types of lecturer’s feedback effect on students’ willingness to communicate of the tertiary EFL interaction classroom during the COVID-19 pandemic. Drawing on a qualitative study, data were collected by observation, audio and video recording, and transcription within two online tertiary EFL classroom of the Department of English Education at Universitas Muhammadiyah Surakarta. The result indicates that types of lecturer’s feedback into evaluative, interactive, corrective, and motivational feedback. Evaluative, corrective, and motivational feedback are identified effect in enhancing skills on students’ willingness to communicate. The results offer implications for language lecturers to be aware that providing feedback affects students' willingness to communicate success or failure.]]>
<![CDATA[Uncovering the Nexus between Language Culture and Identity Difference in the Context of Ethnic Self-Experience ]]>
<![CDATA[Al Hakim, Muhammad Arif]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v4i2.12255
<![CDATA[In this study of the language user, the connection between language culture and identity difference is examined from the ethnic context of language learning. This study aims to reveal the connection of those notions that is essential for language learners and will contribute to the development of language education. The research method of this study is autoethnography research. The author’s critical reflection as a reflective practitioner was used to elicit data by remembering and writing his personal experience. Then, the elicited data was analyzed using the theory of representation system, language culture, and identity difference. The findings of this study show that language, culture, identity, and difference have a robust linkage. The individual’s different culture and identity significantly affect the way he/she uses the language in certain contexts. Therefore, uncovering the interconnection of language culture and identity differences from critical self-reflection on ethnic-based experience may enrich a better understanding of the language learning process.]]>
<![CDATA[I Don't Understand What They Speak: Photovoice of Indonesian Higher Education Students ]]>
<![CDATA[Sari, Tri Susmita]]>;
<![CDATA[Naimah, Malikhatun]]>;
<![CDATA[Martalina, Ardiana Wafda]]>;
<![CDATA[Arjiani, Lisa Iin]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v4i2.11946
<![CDATA[This study discusses the problems and causes experienced by higher education students when listening to everything spoken by native speakers. They find it very difficult to understand speech spoken directly or from audio learning English. This makes them feel restless and uncomfortable in listening lessons and exams on campus while these subjects are very important for them as students. This study uses the photovoice methods in examining the problems experienced by several higher education students, so that it will focus more on the factors causing the problems and the problems experienced. The study was based on the experience of an English major in education. It involved four English speaking students and audio speakers. The study suggests that a parable occurred when an English education student understood the words of native speakers and audio speakers. It provides input to everyone associated with the study of English to recognize problems in understanding native speakers.]]>
<![CDATA[Elaborating Procedural Texts and Videos of Indonesian Culinary to Enhance Speaking Performances ]]>
<![CDATA[Hasanah, Yuli Astuti]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v4i2.11217
<![CDATA[The study described how the elaboration of creating procedural texts and videos of Indonesian culinary was used in selected EFL speaking classes in Kediri, Indonesia. The subjects of the research were the second-semester college students of IAIN Kediri. The researcher found that students had low performances in the speaking class. Classroom action research was applied to the study. The instruments used to collect the data were field notes, questionnaires, and interviews. Then, the data were analyzed descriptively. The result of the study identified that students increased collaboration of group working, confidence, learning motivation, and creativity. The study resulted those problems in speaking English could be solved through this technique. This study implies that the students improved their speaking performances by demonstrating procedural texts of making Indonesian culinary and recording them into videos that could be deliberately spread out through the YouTube website to share as valuable sources of knowledge and tutorials.]]>
<![CDATA[Revealing Teachers’ Methods in Teaching Test of English as Foreign Language (TOEFL) ]]>
<![CDATA[Maharani, Sinta]]>;
<![CDATA[Miftachudin, Miftachudin]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v4i2.12204
<![CDATA[This study aims to investigate Teachers’ methods and find out the most common use method in teaching TOEFL in International Class Program (ICP) of IAIN Salatiga. This qualitative research applies interviews and documentation in populating data. The data were derived from lecturers’ journals on teaching TOEFL from 2010 to 2020 and probed the details on the interview session with the lecturers of TOEFL in ICP of IAIN Salatiga. The researcher found there were ten methods namely Synchronous and Asynchronous Method, Autonomous Learner Method, Drill and Practice Method, Error Analysis Method, Games Based Learning Method, Inquiry-Based Instruction Method, Questions & Answers Method, Mind Mapping Method, and Communicative Language Teaching (CLT) Method. The most common use methods in teaching TOEFL are Drill and Practice Method, and Discussion Method. The result of this study provides the teachers’ insight in teaching TOEFL effectively.]]>
<![CDATA[Lecturer’s Feedback toward Students’ Willingness to Communicate in Tertiary EFL Classrooms Interaction during the COVID-19 Pandemic ]]>
<![CDATA[Laily Rahmatika]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v4i2.12254
<![CDATA[The transformation of education during the COVID-19 pandemic has significantly impacted English teaching (EFL). To facilitate the successful implementation of this transformation, lecturers provide feedback to correct the error and enhance the skills of students to communicate. This study aims: (1) investigate the types of lecturer’s feedback used in the tertiary EFL interaction classroom during the COVID-19 pandemic and (2) identify types of lecturer’s feedback effect on students’ willingness to communicate of the tertiary EFL interaction classroom during the COVID-19 pandemic. Drawing on a qualitative study, data were collected by observation, audio and video recording, and transcription within two online tertiary EFL classroom of the Department of English Education at Universitas Muhammadiyah Surakarta. The result indicates that types of lecturer’s feedback into evaluative, interactive, corrective, and motivational feedback. Evaluative, corrective, and motivational feedback are identified effect in enhancing skills on students’ willingness to communicate. The results offer implications for language lecturers to be aware that providing feedback affects students' willingness to communicate success or failure.]]>
<![CDATA[Revealing Teachers’ Methods in Teaching Test of English as Foreign Language (TOEFL) ]]>
<![CDATA[Sinta Maharani]]>;
<![CDATA[Miftachudin Miftachudin]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
Show Abstract
|
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Original Source
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Check in Google Scholar
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DOI: 10.21043/jetli.v4i2.12204
<![CDATA[This study aims to investigate Teachers’ methods and find out the most common use method in teaching TOEFL in International Class Program (ICP) of IAIN Salatiga. This qualitative research applies interviews and documentation in populating data. The data were derived from lecturers’ journals on teaching TOEFL from 2010 to 2020 and probed the details on the interview session with the lecturers of TOEFL in ICP of IAIN Salatiga. The researcher found there were ten methods namely Synchronous and Asynchronous Method, Autonomous Learner Method, Drill and Practice Method, Error Analysis Method, Games Based Learning Method, Inquiry-Based Instruction Method, Questions & Answers Method, Mind Mapping Method, and Communicative Language Teaching (CLT) Method. The most common use methods in teaching TOEFL are Drill and Practice Method, and Discussion Method. The result of this study provides the teachers’ insight in teaching TOEFL effectively.]]>
<![CDATA[Task-Based Language Teaching; Potential Benefits and Possible Criticisms in Indonesian Contexts ]]>
<![CDATA[Mochammad Ircham Maulana]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
Show Abstract
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Original Source
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DOI: 10.21043/jetli.v4i2.12183
<![CDATA[The primary aim of English language teaching in Indonesia is to equip Indonesian students with communicative competence in English. However, due to the prevalent utilisation of traditional student-centered approaches that accentuates linguistic structural properties as well as the lack of exposure to and usage of the target language in the classroom, research has found that Indonesian school graduates’ English communicative skills are still low. Very few students can deliver ideas, thoughts, and feelings through English as a medium of communication. This conceptual review article aims to promote the viabilities of task-based language teaching (TBLT) method to accelerate students’ communicative skills in Indonesia. Drawing on a wide range of theories and research findings, it critically explores some potential benefits as well as addresses some possible criticisms of employing TBLT in Indonesia. It argues that TBLT promotes natural learning, generates students’ intrinsic motivation, and develops language skill development that can lead the students to accelerate their communicative competence.]]>
<![CDATA[Uncovering the Nexus between Language Culture and Identity Difference in the Context of Ethnic Self-Experience ]]>
<![CDATA[Muhammad Arif Al Hakim]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
Show Abstract
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DOI: 10.21043/jetli.v4i2.12255
<![CDATA[In this study of the language user, the connection between language culture and identity difference is examined from the ethnic context of language learning. This study aims to reveal the connection of those notions that is essential for language learners and will contribute to the development of language education. The research method of this study is autoethnography research. The author’s critical reflection as a reflective practitioner was used to elicit data by remembering and writing his personal experience. Then, the elicited data was analyzed using the theory of representation system, language culture, and identity difference. The findings of this study show that language, culture, identity, and difference have a robust linkage. The individual’s different culture and identity significantly affect the way he/she uses the language in certain contexts. Therefore, uncovering the interconnection of language culture and identity differences from critical self-reflection on ethnic-based experience may enrich a better understanding of the language learning process.]]>
