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International Journal of Research on English Teaching and Applied Linguistics
Published by Institut Agama Islam Negeri Bone
ISSN : 27748294     EISSN : 27749312     DOI : 10.30863
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Research on English Teaching and Applied Linguistics (IJRETAL) provides a forum for disseminating information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. IJRETAL publishes articles, book reviews, conference reports, and academic exchanges concerning the linguistic, sociolinguistic, and psycholinguistic description of English as it is used for the purposes of academic study and scholarly exchange. A wide range of linguistic, applied linguistic, and educational topics may be treated from the perspective of English for academic purposes; these include: -classroom language, -teaching methodology, -teacher education, -assessment of language, -needs analysis; -materials development and evaluation, -discourse analysis, -acquisition studies in EAP contexts, -research writing and speaking at all academic levels, -the socio-politics of English in academic uses and language planning.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 45 Documents
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ENGLISH STUDENTS’ SELF-RESILIENCE AND CHALLENGES IN DISTANCE LEARNING Jumatul Hidayah; Ruly Morganna
International Journal of Research on English Teaching and Applied Linguistics Vol 2, No 2 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (557.376 KB) | DOI: 10.30863/ijretal.v2i2.2454

Abstract

Due to the Covid-19 epidemic, learning has shifted from offline to online, affecting pupils' learning resilience and the complexity of learning obstacles. As a result, the focus of this study is on English students' resilience and the obstacles they experience during distance learning. This study used qualitative methodologies and included 20 English students who were purposefully chosen as participants. They were questioned in accordance with the study's objectives. An interactive model was used to analyse the interview data. The data suggest that in remote learning, students' self-control is lacking. They are under psychological duress. Their physical state was deteriorating, and several of them were experiencing headaches. They are mentally bored and unable to concentrate, and they cannot enjoy learning due to a lack of social interaction. Furthermore, students encounter issues connected to internet signals, budgeting to meet internet demands, and difficulty in locating learning resources during remote learning, all of which are classified as examples of poor technical competence.
REINFORCEMENT STRATEGIES EMPLOYED BY THE ENGLISH TEACHERS AT JUNIOR HIGH SCHOOL 17 KOTA JAMBI Ani Kurniasih; Wahyuni Fitria; Reni Andriani
International Journal of Research on English Teaching and Applied Linguistics Vol 2, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (512.467 KB) | DOI: 10.30863/ijretal.v2i1.2445

Abstract

Reinforcement is any response both in verbal and non verbal which modift students’ behavior in order to give feedback on their behavior either as a support or correction (Uzer Usman, 2005). This study focuses on investigating the kinds of reinforcement employed by English teacher at Junior High School 17 Kota Jambi class VIII. Researcher used qualitative method. The researcher also took 2 teachers who teaching in VIII class of Junior High School 17 Kota Jambi as the subject of the study. Techniques of collecting the data were interview and observation. In supporting the data was the observation of 2 English teachers. The result of research showed that the teachers gave both of verbal and non-verbal reinforcement during teaching English in class, such as Verbal reinforcement: Word reinforcement and Sentence reinforcement. Also Nonverbal reinforcement: gesture, proximity, activity and token/symbol. It also proved that giving kinds of reinforcement create good athmosphere into the class.
The students’ extrovert and introvert personality toward speaking performance Novita Paradilla; Muhammad Zuhri Dj.; Uswatun Hasanah
International Journal of Research on English Teaching and Applied Linguistics Vol 1, No 1 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (650.522 KB) | DOI: 10.30863/ijretal.v1i1.1197

Abstract

This research aims to analyze the influence of personality in speaking performance. The focus was an analysis of the influence of the extrovert and introvert personality of the student toward speaking performance. This research employed a descriptive qualitative research method with a case study approach. The data was collected through questionnaires, interviews, and speaking tests. The subject of this research was students at MA Baytul Mukarromah Welalange. There were 10 consisted of 5 extrovert and 5 introvert students that had been divided by using the Eysenck Personality Questionnaire to acquire the data needed. The data analysis was employed based on the procedure of data analysis suggested by Miles and Huberman that consisted of step reduction, display, and verification data. The result of this data described that there was no influence between extrovert and introvert personality toward speaking performance, but it is influenced by different levels of knowledge and frequent participation or well preparation. It showed that personality types are not a determiner factor for the success of Speaking Performance, it can be suggested that students with different personality types may employ different kinds of strategies for learning. Consequently, whether extrovert or introvert as long as the student had enough knowledge about the topic and also was supported by frequent participation or well preparation, the speaking performance would be better.
STUDENT DIFFICULTIES IN ENGLISH LEARNING DURING LIMITED PTM PERIOD Muhtarom Muhtarom; Azizatul Maghfiroh
International Journal of Research on English Teaching and Applied Linguistics Vol 2, No 2 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.554 KB) | DOI: 10.30863/ijretal.v2i2.2450

Abstract

As an international language, English is important in globalization era and therefore taught in secondary schools, including MTs as one of the Islamic ones. However, the students of this Islamic school might feel bored and even they avoid of having English. And, therefore, this study is to describe students' difficulties in learning English during limited offline Teaching Learning Process (PTM) Period and to describe the factors that cause learning difficulties in English during limited PTM Period. Then, the method used in this study is a descriptive research design. The subjects in this study were 33 students who are all in class IX-A MTsN Gresik for the academic year 2021/2022. Data collection techniques used in thisstudy were interviews, questionnaires and documentation, then the analysis used is a qualitative approach. Based on the analysis, the results are that there are two factors that affect the difficulty of learning English for students of class IXA MTsN Gresik, that are internal factors and external ones. The internal ones includes less motivation and interest in attending English lesson, while the external ones consist of the less attractive medias and the less various and innovative methods. Based on the results above, it can be concluded that, first, the students of class IX-A MTsN Gresik still have difficulty in learning English lessons, because of internal and external factors.
THE EFFECT OF SUGGESTOPEDIA IN VOCABULARY LEARNING TOWARDS INDONESIAN MADRASAH STUDENTS Tajariana Tajariana; Muhammad Zuhri Dj.; Musfirah Musfirah
International Journal of Research on English Teaching and Applied Linguistics Vol 3, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v3i1.3154

Abstract

The aim of this research is to improve students' vocabulary by Suggestopedia method where students can be more relaxed but stay focused in learning. This method is more to encourage students to have the suggestion that learning English is fun then, to find out where the students' vocabulary is using this method. The sample of this research is the eleventh-grade students in MA Daarul Quran Pajalele. The selected sample technique used is total sampling consisting of 16 students to learn English using instrumental music, stories, dialogue as one example of the suggestopedia method. This research is quantitative approach. The researchers use vocabulary test and multiple choice as vocabulary measurement tools known by students. Results of students' average scores before and after treatment, the mean score obtained by students in the post-test (85.94) is greater from the average grade of students in the pre-test (45.31). It is assumed that through this suggestopedia method very helpful to improve students’ vocabulary.
WHAT NON-ENGLISH STUDENTS SAY ABOUT GRAMMAR TRANSLATION METHOD (A STUDY AT SCHOLARSHIP PROGRAM) Herman Resyadi
International Journal of Research on English Teaching and Applied Linguistics Vol 3, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v3i1.3149

Abstract

This research attempts to show the effect of Grammar Translation Method (GTM) on non-English students at scholarship program. Open response questionnaire become the main instrument to collect the research data which involving 29 students from Arabic and Islamic Education at 4th semester. The data of the research are analyzed using textual analysis to give brief description of the students’ response. This research concludes that the GTM is beneficial for the students’ basic English knowledge and motivation as well as their English improvement in writing and reading, however the method is fail to improve the students’ communicative skills due to the lack of communicative focus in GTM.
OUTDOOR EXPERIENTIAL METHOD FOR ENHANCING STUDENTS' VOCABULARY Nurul Fadhilah Gazali
International Journal of Research on English Teaching and Applied Linguistics Vol 3, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v3i1.3153

Abstract

The purpose of this study was to examine the relationship between students' interest in learning through outdoor activity and their vocabulary mastery, as well as whether or not the use of outdoor experiential methods can improve students' vocabulary mastery and whether or not the students are interested in learning vocabulary in this way. This study used quantitative methods, specifically in the form of a quasi-experimental design, to address the aims. Thirty second-graders from Class VIII A served as the experimental group in this study, which was conducted at SMP Darul Aman in March 2020. Thirty second-graders from Class VIII B served as the control group. The researcher administered questionnaires to students to gauge their interest in the outdoor experiential technique and conducted vocabulary tests for the pretest and posttest to get information about the students' progress in vocabulary mastering. Three conclusions come from this study: 1) The students were interested in using the outdoor experiential method to learn vocabulary, 2) the students' interest in the method was positively correlated with their vocabulary mastery, and 3) the outdoor experiential method proved effective in improving students' vocabulary mastery.
INTERCULTURAL COMMUNICATIVE COMPETENCE OF STUDENTS FROM DIFFERENT CULTURES IN EFL CLASSROOM INTERACTION IN HIGHER INSTITUTION Sukardi Weda; Fathu Rahman; Haryanto Atmowardoyo; Iskandar Abdul Samad; Siti Sarah Fitriani; Mawardin M. Said; Andi Elsa Fadhilah Sakti
International Journal of Research on English Teaching and Applied Linguistics Vol 3, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v3i1.3148

Abstract

The authors address the study on intercultural communicative competence (ICC) of EFL students from different culture at higher education in the classroom setting. ICC is the most interesting and important topic in every meeting among people from different ethnic groups. López-Rocha (2016) mentions that intercultural communicative competence (ICC) needs to be incorporated in the language curriculum if educators hope to help students develop an appreciation for the language and culture studied, an awareness of their own culture, and the development of skills that will allow them to be competent, adaptable, and communicators. This present study therefore aims at exploring students’ perceptions on the practice of intercultural communication competence in EFL classroom at English Department, Faculty of Languages and Literature State University of Makassar, Indonesia in 2019/2020 academic year. A questionnaire was distributed and responded by fifty four undergraduate students. The data obtained from respondents were analyzed using descriptive statistics illustrating mean, standard deviation (SD), sum, and percentage of students’ perceptions on the questionnaire dealing with ICC practices in EFL classroom. The findings reveal that the students enjoy interacting with other students from different cultures. Other evidences from the study are: 1) they find it easy to talk to students from different cultures, 2) they like to be with students from different cultures, 3) they are open-minded to students from different cultures, 4) they respect the ways students from different cultures behave, 5) They try to get as much information as they can when interacting with students from different cultures, 6) they never think their culture is better than other cultures, 7) they often give positive responses to students from other cultures when maintaining interaction, and 8) they have a feeling of enjoyment towards diversity in their classroom interaction. The implication of the study is that the inclusion of ICC in the curriculum at higher education is a must.
PHONOLOGICAL INTERFERENCES IN THE ENGLISH OF BUGINESE STUDENTS Ani Dyah Astuty
International Journal of Research on English Teaching and Applied Linguistics Vol 3, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v3i1.3152

Abstract

The problem of phonological interference, which is a key contributor to incorrect pronunciation of English as a foreign language, is still a problem in English language instruction, especially in the area of pronunciation and phonology. Therefore, it's crucial to look into how native language influences how English sounds are produced by EFL students. This study brought to light the phonological errors that Buginese students make when pronouncing English sounds. This study used a qualitative approach, particularly in the form of case studies, to address the objective. 10 second-semester students who are originally from different Buginese regions participated in this research at State University of Makassar. The researcher tested students' pronunciation of English consonants to gather information about the students' phonological interference. The test recording was then translated and examined in light of the students' pronunciation errors. It was discovered that eight consonants were mispronounced by Buginese students, which areconsonants /f/, /v/, /θ/, /z/, /ʃ/, /ʒ/, /dʒ/, and /ð/. Buginese pupils make the closest sounds that are present in Buginese to pronounce these eight consonants. The study's findings were useful in that they helped identify certain English sounds that Buginese pupils had trouble pronouncing, which the English lecturer might use to help the students' pronunciation.
THE INVESTIGATION OF PARENTS’ PERSPECTIVE TOWARDS THE IMPORTANCE OF ENGLISH LEARNING AT PRIVATE ISLAMIC SCHOOLS IN MAKASSAR Ary Putra Sanusi
International Journal of Research on English Teaching and Applied Linguistics Vol 3, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v3i1.3151

Abstract

The current school curriculum is seen to have far too many disciplines to cover. In general, there are three types of courses taught in middle and high school: general subjects, science subjects, and social subjects. This subject group really grows in Islamic schools when religious subject groups are present. The concentration of learning that students must follow is a phenomenon as a result of so numerous disciplines. According to prior research, this attention is kept by parents of children who have particular expectations of them. This paper is the result of an investigation into Parents' Perspective towards the Importance of English Learning at Private Islamic Schools in Makassar. The research reveals that some parents who think that learning English is not too important, tends to be unimportant or even not important at all compared to religious learning where they give the doctrine directly to their children (students) or indirectly by not showing the appreciation for the results of learning English the children get

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