JELTII (Journal of English Language Teaching and Islamic Integration)
Journal of English Language Teaching and Islamic Integration (JELTII) is an open access and peer-reviewed journal that publishes original research articles or literature review related to English Language Teaching and Islamic Integration, and it is published bianually in January and July. It publishes biannually on January and July by English Teacher Education Department, Al–Hikmah Teacher Institute Surabaya.
Articles
83 Documents
<![CDATA[Re-proposing Cultural Based Curriculum System of Tamansiswa as the National Education Foundation in Indonesia ]]>
<![CDATA[Ramadhan, Rizki]]>
<![CDATA[ JELTII (Journal of English Language Teaching and Islamic Integration) Vol 1 No 02 (2018): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[The problems faced by the Indonesia educational system should have been examined deeply as it seems difficult to apply an educational system that can be implemented effectively. This issue can be seen from the number of curriculum changes recently. Considering that problems, developing educational system based on its own nation culture will be considered to be more effective in order to build the characters of the students. By developing Ki Hadjar Dewantara’s idea with his system, the educational system in Indonesia will be more practical and suitable, since this idea has been admitted as modern thought or ideas which will give a lot of beneficial for the learners. ]]>
<![CDATA[Continuous Literacy Program For All (CLP FALL) to Strengthen Muslim Students' Literacy Culture at Primary School ]]>
<![CDATA[Isgandi, Yiyin]]>
<![CDATA[ JELTII (Journal of English Language Teaching and Islamic Integration) Vol 1 No 02 (2018): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[The phenomenon of Primary School children is more fun to play games than reading and writing books. The literacy capability assessment of students in Indonesia by International Association of Educational (IAE) and Organization for Economic Co-operation and Development (OECD) from 2011-2015 still below the everage score as well as the country ranking. In 2015 the Ministry of Education and Culture socializes the massive School Literacy Movement named Gerakan Literasi Sekolah (GLS). However in fact, the majority of Primary Schools in Indonesia is less sensitive and cannot implement the program well in school. In order to solve the problem, the principal and teachers in the Primary School needs to apply the Continous Literacy Program for All (CLP FALL) consistently and measurably. By using Watson-Guthrie’s behaviorism theory and Piaget’s cognitive theory this program should be applied and developed. The program includes three pahases; 1) planning, 2) implementation, and 3) evaluation and development. The gradual implementation includes daily, weekly, monthly, semester, and annual activities involving all academic members.]]>
<![CDATA[KAHOOT: A Game Based Platform for Learning Reading ]]>
<![CDATA[Arif, M. Ichwan]]>;
<![CDATA[Syafii, Ahmad]]>
<![CDATA[ JELTII (Journal of English Language Teaching and Islamic Integration) Vol 1 No 02 (2018): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[This paper reviews Kahoot as a game based learning platform particularly in reading. It provides teachers an opportunity to create game or quizzes and take the scores simultaneously. Moreover, through Kahoot, the students can work hand in hand with their group and compete each other with another group. This situation will enhance their intention to learn and increase their achievement. This research revealed that using Kahoot could increase students reading comprehension.]]>
<![CDATA[The Implementation of TED Talk Video (TTV) as a Media to Teach Listening for Al-Hikmah Students at CEFR Level B1 ]]>
<![CDATA[Khoironi, Khoironi]]>;
<![CDATA[Hadi, Faishol]]>
<![CDATA[ JELTII (Journal of English Language Teaching and Islamic Integration) Vol 1 No 02 (2018): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[The major goal of this study is to investigate the implementation of TED Talk Video (TTV) as a media for teaching listening in the classroom and to explore the students’ response towards TTV in teaching listening. Listening skill, as one of the most important skills in English, needs excellent media as a great support to teach students about it, and TTV is assumed to be fascinating media to teach it. The common problem faced by the teachers in teaching listening is that they lack of alternative media to be used to teach it. Conventional way is the only way to teach them, such as by providing the audio sound which is not effective to teach listening. So, this research is considered to be important as a means to explore the implementation of TED Talk video. This qualitative research method involved a class of STKIP Al-Hikmah students who rich B1 level of English proficiency where most of them faced the similar problems in learning listening. The data were gathered through interview, observation, and questionnaires. The data collected by the researcher revealed that TED Talk Video is suitable and applicable to be implemented for students who are in B1 level of English proficiency. The data also proved that both teacher and students felt more comfortable to conduct teaching-learning process. Most students said that TTV gave more advantages than the disadvantages related to their listening skill. Thus, it can be assumed that TTV is pertinent media to be used for teaching listening.]]>
<![CDATA[Developing English Material Through Picture Slide for Teaching Writing of Vocational School ]]>
<![CDATA[Mariana, Tety]]>
<![CDATA[ JELTII (Journal of English Language Teaching and Islamic Integration) Vol 1 No 02 (2018): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[The purpose of developing English material through picture slide is to develop English material in the form of pictures slide show in order to improve the competence of students in writing descriptive text for ten graders of Vocational High School. The development of this learning material is based on Borg and Gall's Research Development (R & D) concept theory by following steps design of needs analysis, material development, expert validation, pilot and final product. The result of the development of this product is a picture slide material. It can be used and developed as a medium of teaching English for students in order to improve their writing skill and increase the student's motivation to learn. The development of teaching material is able to provide different way in English learning especially in teaching English of writing descriptive text. Students have motivation in learning descriptive text in this case is to write a text. Teaching material through picture slide can be developed again in accordance with the needs of students by practitioners and English teachers]]>
<![CDATA[Transformative Pedagogy of Multiliteracies and the Challenges of Cultural Constraint in Indonesia ]]>
<![CDATA[Siregar, Yuniar Dwi Ansari]]>;
<![CDATA[Ramadhan, Rizki]]>
<![CDATA[ JELTII (Journal of English Language Teaching and Islamic Integration) Vol 1 No 02 (2018): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[This paper intends to see the literacy pedagogy in Indonesia from the point of view of transformative pedagogy of multiliteracies (Cope and Kalantzis, 2009). It can be argued that the educational change in Indonesia is moving away from the overt instruction (conceptualizing) orientation of literacy pedagogy to the transformed practice (applying) orientation of literacy pedagogy. Beside the convincing argument that this change is needed, there are several challenges in applying this practice in the classroom and one of it is the cultural constraint. This paper will try to describe Indonesian culture of learning as the basic argument of cultural constraint challenges and as an attempt to see the literacy movement in Indonesia from the sociocultural perspective of educational change. This description will then help framing the implications both for teachers as the agent of change and for government as on how to manage the change. Data and support written in this article are from secondary sources as this article intends to be a literature review. Suggestions coming from the literature discussed that a ‘collaborative work culture’ (Fullan & Hargreaves, 1992) is the solution of the challenge in implementing a transformative pedagogy of multiliteracies in Indonesian context.]]>
<![CDATA[The Use of Guided Writing to Improve Students’ Writing Skill ]]>
<![CDATA[Dieni, Novita Al Ihyak]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[This article reports a study on the implementation and the improvement of guided writing towards the student’s writing skill and to know the respond of the students towards the implementation of guided writing in the teaching and learning process at the second semester students of English Diploma III of Language and Culture Faculty in 17 Agustus 1945 Semarang University in the academic year of 2017/2018. The second semester students had problems dealing with writing skill. They have difficulties on: (1) expressing their idea in writing; (2) constructing correct sentences; and (3) vocabulary mastery. This study was categorized as a classroom action research. The study was conducted in two cycles. Each cycle was consisted of four steps: plan, action, observation, and reflection. To collect the qualitative data, the researcher used observation. To collect the quantitative data, the researcher conducted tests before and after the research implementation. In this research, the researcher used guided writing and communicative & process approach to improve student’s writing skill. The result of the research shows that guided writing could improve the students’ writing skill. Through guided writing, the students showed great interest to be actively involved to the teaching and learning process. The students were able to construct sentences correctly. In this case, the sentences they constructed were based on the researcher’s explanation. They also used more vocabularies in their writing. Their mean score of the pre-test was 63.3, while their mean score at the post-test, increased up to 76.1.]]>
<![CDATA[The Effectiveness of Project-Based Writing Toward Students’ Mastery of Grammatical Accuracy ]]>
<![CDATA[Nurcahyoko, Kunto]]>;
<![CDATA[Maiza, Masfa]]>;
<![CDATA[setiawan, Antonius]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[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.]]>
<![CDATA[Developing Video-Based English Textbook for Elementary School Students ]]>
<![CDATA[Surtikanti, Monika Widyastuti]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[In the Curriculum 2013, English is excluded from the Elementary School Subjects, especially for the State Elementary Schools. Some private elementary schools keep teaching English to their students. One of them is SD Kristen Widya Wacana Jamsaren. The English teachers found difficulty in providing a textbook that covers the students’ need. This is a Research and Development (R & D) study which conducts the preliminary survey, designing and developing the prototype of the product, conducting limited testing and product validation, having a revision process and describing the research result. This study is aimed at finding out the students’ need and providing a video-based textbook to teach English for the sixth grade students of SD Kristen Widya Wacana Jamsaren. The video-based textbook is developed based on the need analysis, syllabus and some theories related to teaching English to young learners.]]>
<![CDATA[The Use of Total Physical Response (TPR) Activities for Teaching Listening to Young Learners ]]>
<![CDATA[Englishtina, Inti]]>
<![CDATA[ Journal of English Language Teaching and Islamic Integration (JELTII) Vol 2 No 01 (2019): English Language Teaching ]]>
Publisher : <![CDATA[English Education Department STKIP Al Hikmah Surabaya ]]>
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<![CDATA[Although infants are not speaking, they are still active users of the language because they are physically responding to what has been said. As teachers of second and foreign-language learners, it is useful to consider the listening skills that are taught to children learning English as a first language. This article examines the use of Total Physical Response (TPR) activity as one of the activities for teaching listening to young learners. The article begins with the concept of Total Physical Response (TPR) activity, and continues with various ways of using this activity for teaching listening to young learners. In addition, the effectiveness of this activity is also discussed.]]>
