Indonesian Journal of English Teaching
IJET (Indonesian Journal of English Teaching) is an education journal for English language teachers, lecturers, university professors, and others who work with school-aged or university students, teaching English as a Foreign Language (EFL), English as a Second Language (ESL), English for Specific Purposes, or English for Academic Purposes. ISSN: 2548-6497 (online) ISSN: 2302-2957 (printed) IJET (Indonesian Journal of English Teaching) is a peer-reviewed academic journal published biannually by Department of English Teacher Education, UIN Sunan Ampel Surabaya. The journal is committed to ensuring that each issue contains a blend of voices, including public and private school educators from the elementary, middle, high school, madrasah, and university perspectives. IJET publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes, and book reviews in the fields of (but not limited to) the English language teaching in Indonesia. It can also cover the teaching of English language elements in all areas and age levels.
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<![CDATA[English as A Lingua Franca: How It Is Interpreted and Implemented in EFL Classroom ]]>
<![CDATA[Rizki Ramadhan]]>;
<![CDATA[Yuniar D A Siregar]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.97-102
<![CDATA[People all around the globe has recognized that English is now used as its lingua franca. It means that English has been used as a means to communicate in every aspect of situation among people who do not share the same first language. This phenomenon is being analyzed by linguists, so that the term English as an International Language, English as a Lingua Franca, or World English(es) emerge and become an interesting topic to be discussed, especially how teacher should interpret and how it could affect their belief and their behavior in teaching and learning classroom. However, there are found that some English teacher is still unfamiliar with this term and how it can influence teaching behavior. This article aims to accommodate those missing part and gives more enlightenment to the English teacher about ELF phenomenon.]]>
<![CDATA[The Washback Effects of Testing Practices on English Language Teaching ]]>
<![CDATA[Nunun Nuki Erfiani]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.103-109
<![CDATA[Teachers often confused how they can get feedback from their students as one of supporting education components they need. Therefore, washback effects are important as the feedback. This essay studies the washback effects of testing practices on English language teaching. This essay covers three important parts which discuss washback effects. The first part tells the introduction which consists of background to the study, objectives of the study, and limitation of the problem. The second part clarifies English language teaching in Indonesia, English language teaching in Junior High Schools, testing practices on English language teaching, factors influence testing practices, washback effects of testing practices, and areas affected by washback. The third part reviews research studies on washback effects to explore the washback effects of testing practices on English language teaching. The last part, conclusion, is consistent with the effects of washback of testing practices on English language teaching.]]>
<![CDATA[Integrating ORAI Application in Teaching English at Senior High School ]]>
<![CDATA[Halimah Halimah]]>;
<![CDATA[Jauhar Helmie]]>;
<![CDATA[Nuraeni Susulawati]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.110-117
<![CDATA[As an English teacher in the era of industrial revolution 4.0 it is hoped that a teacher is able to apply any kinds of teaching media to create the teaching and learning atmosphere joyfully and to support in gaining the teaching and learning objectives effectively. There are numerous teaching media based on technology. One of them is Orai Application that is applied in teaching and learning of English especially speaking fluency. Today, all graduates face a world transformed by technology, in which the Internet, cloud computing, and social media create different opportunities and challenges for formal education systems. Higher education in the fourth industrial revolution is a complex, dialectical and exciting opportunity which can potentially transform society for the better. The fourth industrial revolution is powered by artificial intelligence and it will transform the workplace from tasks based characteristics to the human centred characteristics. This paper is aims to explore the use of Orai application in classroom teaching speaking in assisting student’s speaking fluency.]]>
<![CDATA[The Effect of Using Literacy Integrated Method on The Students’ Reading Achievement in Narrative ]]>
<![CDATA[Selamat Husni Hasibuan]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.118-130
<![CDATA[This research was to investigate the effect of using literacy integrated method on the students’ reading achievement in narrative text. Population of this research was the second year students of Junior High School in SMP NEGERI 13 Binjai Jl. Letjend Jamin Ginting in the academic year 2017/2018. Two classes were taken by total sampling which divided into two groups, the first group VIII-1 which consisted of 36 students was experimental group which was given treatment by literacy integrated method and second group VIII-2 which consisted of 36 students was control group which was given treatment by using grammar translation method. Each group was given a pre-test and post-test. After the data had been collected, these were analyzed by using t-test formula. Based on the result of this research, it was concluded that there was significant effect of using literacy integrated method on the students’ reading achievement in narrative text.]]>
<![CDATA[Learners’ Cognitive Level: Learning Outcomes Based Analysis ]]>
<![CDATA[Muhammad Saifuddin]]>;
<![CDATA[Dwi Nurcahyani]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.131-139
<![CDATA[This study aimed at revealing students’ level of cognitive domain depicted in learning objectives of the TOEFL subject matter. Using learning outcomes based analysis, this study further sought to investigate the attainable learning outcomes. The investigation covered an identification of learners’ cognitive level, in what level the learners’ cognitive skill is in relation to learning taxonomy and whether the learning outcomes was attainable or not. This study used two different data collection methods, they were textual analysis of learning outcomes and observation. The analysis referred to analyzing the currect syllabus used in TOEFL teaching and learning process while the observations were conducted during the learning process to find out the suitability between stated learning objectives and the learning activities carried out in the class as well as their relationship to the application of learning taxonomy. As a result, it was revealed that the the designed syllabus was not well formulated in terms of performance objectives. In relation to cognitive domain, the objectives did not use proper action verbs that it discouraged to unreachable learning outcome. In fact, the students’ cognitive level was at ‘understanding’ level that it could not achieve the outcome set in ‘applying’ level.]]>
<![CDATA[The Use of Facebook and Development of Students’ Writing Skills ]]>
<![CDATA[Ni Made Anggi Arlina Putri]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.140-145
<![CDATA[This qualitative study investigates the extent to which Facebook supports EFL teaching and learning, potential and challenges of using Facebook on English writing subject, and teacher and students’ responses toward Facebook implementation. Conducted at a junior high school in Surakarta, this study involved one EFL teacher and five students as participants. Data from classroom observation, interview, and documentation suggest that the use of Facebook as a technology-based media in English writing classroom enhances the discussion and participation in teaching-learning activities. After a class discussion on Facebook facilitated by the teacher has allowed the student to visit the Facebook and to have a group discussion. The social media has provided students with a better learning process through a variety of multi-media resources which enhance autonomous learning strategies and improves their achievement of English writing.]]>
<![CDATA[Improving Students’ English-Speaking Skills Through Behavior Modification in Indonesian Islamic Boarding Schools ]]>
<![CDATA[Izzuddin A]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.146-156
<![CDATA[A number of modern Islamic Boarding Schools (IBS) have long implemented a unique English Language Teaching (ELT) strategy in improving their students’ English-speaking skills. In IBS, for example, head of language department requires the students to communicate in English in daily activities, and punishment is imposed to those who do not speak English. However, there was no specifically academic term used to describe such strategy, nor was there a study to investigate the effectiveness of the strategy. This essay investigates what IBS-applied ELT strategy is, and to what extent it is effective in improving speaking skills of the students. It is found that IBS has made use of a behaviour modification as ELT strategy. The behaviour modification is able to encourage students to communicate in English in their daily activities. It also leads students to acquire accuracy, complexity and fluency in speaking.]]>
<![CDATA[The Use of Picture to Improve Students’ Speaking Skill in English ]]>
<![CDATA[Rahmi Aulia Nurdini]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.157-162
<![CDATA[This study is aimed to investigate how to teach English speaking or conversation interestingly for students by using a picture so that the students are easier to learn and enjoy in speaking English to others in the classroom. Method employed was descriptive qualitative method by doing observation and library research. Findings shows that using picture is one of good way to create an interesting learning process, so the students can easier to understand the lesson, and get enthusiastic to speak English to others in the classroom. Finally, if student always practice it repeatedly even out of the class, they will be able to remember permanently what they had learned and they will improve their ability in speaking English automatically.]]>
<![CDATA[Code Switching Types Used by Lecturers ]]>
<![CDATA[Syilvia Wenny J]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.163-171
<![CDATA[It became one phenomenon occurred when lecturer changed one language (L1) into other language (L2) in one utterance. This was one kind of bilingualism named code switching. On this study, it focused on the types of code switching used by English lecturers in STIE Muhammadiyah Jambi. The objective of this study was to identify the types of code switching used by English lecturers. This was descriptive research. The participants were four English lecturers who taught English I for the first semester students at STIE Muhammadiyah Jambi. There were 2 meetings for each class to be recorded their teaching activity and also analyzed. After analyzing, it was found that there were three main types of code switching which were tag switching, inter-sentential and intra-sentential. In inter-sentential code witching it was divided into 2 sub type which were metaphor and situational code switching. The percentages of those types were 21.54% of tag switching, 33.07% of metaphor,16.15% of situational (or 49.22% of inter-sentential), and 29.23% of intra-sentential. Based on those data, it could be concluded that metaphor of inter-sentential code switching is the highest type used by lecturers. It happened because the lecturers tend to emphasis on learning purpose.]]>
<![CDATA[The Effects of Using Duolingo Towards Student’s Vocabulary Mastery (An Experiment of Junior High School Students at Omega Sains Institute) ]]>
<![CDATA[Hermariyanti Kusumadewi]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2018.7.2.172-186
<![CDATA[Learning a foreign language is not so tedious and troublesome through the internet software to be the easiest platform, lots to avail and reach, such as Duolingo. Duolingo deliberately carry the concept of "playing while learning" to make it more fun and easier to use by all ages. This research aim is to find out the effects of using Duolingo towards student’s vocabulary mastery. It also expected to enable tutors to utilize electronic media such as Duolingo to support more modern and interesting teaching activities such as mobile or web-based applications. This research is an experimental research to find effects of using Duolingo (x) towards student’s vocabulary mastery (y) in controlled condition. The experimental method used is true-experimental design, the researchers used Post-test Only Control. The sampling technique used by the researcher is simple random sampling, which is the experimental class VIII consisting of 30 students, as well as the control class VIII consisting of 30 students. The result of student learning English with media Duolingo's Android Application has a positive effect compared to conventional student approaches.]]>
