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[Critical, Logical & Creative Thinking in A Reflective Classroom Practices ]]>
<![CDATA[Suciana Wijirahayu]]>;
<![CDATA[Hendro Priyatmoko]]>;
<![CDATA[Siti Hadianti]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.33-40
<![CDATA[This study examines the application of higher order thinking in a class of Word Formation in Modern English course in Faculty of Classical and Modern Philology, Sofia University. The course description, classroom activities and assessment are presented to give evidence on how high order thinking was applied by the lecturers. The experience of taking courses in Language and Culture program, Department of English and American Studies, implemented in the four language skills from the courses of Varieties of Spoken English and The Principle of Literary Analysis are also elaborated. In the English classrooms, the students were asked to apply higher order thinking skills in order to improve their English mastery. Deep understanding about the subject matters and being able to construct pedagogical content knowledge to develop higher-order thinking skills of the students were shown in the classroom practices in this study.]]>
<![CDATA[Indonesian Novice English Teachers’ Identity Formation: GETTING ALONG WITH TENSIONS ]]>
<![CDATA[Anastasia Nelladia Cendra]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.41-53
<![CDATA[In the early years of teaching, beginning teachers should make a lot of adjustments while dealing with many expectations from others, which may cause some tensions for them. Under a narrative inquiry framework, the researcher collected reflective stories of five Indonesian beginning teachers of English language and interviewed them to examine common tensions experienced and how they cope with these tensions. The findings revealed 19 kinds of tensions they were facing, ranging from the more common tensions to contextual tensions. Furthermore, four common coping strategies were identified, namely looking for solutions by themselves (negotiating, choosing one stream, and learning more about something), accepting as the situation as it is, receiving help without asking, and sharing with significant others. It is suggested that fellow teachers, school staff, and related authorities give more to help beginning teachers handle the tensions. Keywords: beginning teachers, coping strategies, identity, tensions]]>
<![CDATA[British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships ]]>
<![CDATA[Hiwa Weisi]]>;
<![CDATA[Ali Raygan]]>;
<![CDATA[Fatemeh Bakhtiari]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.9-22
<![CDATA[Native English accents (British and American) are known as highly favored and accepted varieties compared to other existing accents in English as foreign language (EFL) context. Notwithstanding the research accomplished on EFL learners’ attitudes toward either of the accents (British or American), studies are still scant regarding the investigation of their perspectives in detail toward one of the accents specifically within the context of Iran. The aim of this study is to examine the Iranian EFL learners’ attitudes toward the two major known English accents (British and American. Additionally, the study highlights the major factors contributing to the learners’ preferences toward either of the accents (British or American). To that aim, a developed and validated questionnaire was distributed among 108 EFL learners selected from two of the major EFL contexts (universities and private institutes). The results indicated that the majority of the learners preferred American over British English accent. Besides, factor analysis revealed that American English exposure, lack of guidance, and lack of reinforcement toward British accent were among the mentioned factors accepted by learners for their preference of American. Finally, the study concludes with interpretations regarding the learners’ decision making issues in either of the two major accents, and recommendations are provided for revisiting the EFL learners’ attitudes and insights toward native English accents.]]>
<![CDATA[A Contrastive Analysis Between English and Indonesian Kinds of Sentences ]]>
<![CDATA[Lulu Jola Uktolseja]]>;
<![CDATA[Hamim Sujaja]]>;
<![CDATA[Mario Fridolin Matinahoru]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.54-61
<![CDATA[The difference between English and Indonesia language become one of the hardest things to learn and to be understood. It could be seen by the grammar of the language and the system of communication between both languages. The aim of this study is to identify the difference and the similarity sentence between English and Indonesia Language and analysis contrastive between both languages. This study used a qualitative descriptive approach to find out the contrast between both of them. the sample in this study were 20 students of English Department Students in Victory University, especially the 2nd Semester. The result of this study was the main error of the students was in Declarative Sentence (DS), Negative Sentence (NS), Interrogative Sentence (IS) and Exclamatory Sentence (ES) i.e 92.86%. Based on the research, we found out that the students did those errors because the pattern of those sentences are different whereas the Imperative Sentence (IMS) has the same pattern with English.]]>
<![CDATA[Intercultural Communicative Competence in ELT: Lecturers’ Perception and Practice ]]>
<![CDATA[Umi Fitriyah]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[pratiwi retnaningdyah]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.62-71
<![CDATA[“One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication, thanks to its worldwide lingua franca. For these reasons, Intercultural Communication Competence (ICC) should be more concerned in English Language Teaching (ELT) tertiary contexts. This study aims to gain an indepth understanding on this issue by investigating English teachers' perceptions and practices on ICC in ELT . The study uses a mixed method, to find the perspective of the lecturers, the researcher use questionnaire and interview, while for the practice the reseracher use observation. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.”]]>
<![CDATA[Integrated Components of Intercultural Competence in English Language Teaching at College: Case Study ]]>
<![CDATA[Muh Hesan]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.72-80
<![CDATA[In this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in English language teaching for instance. On the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. Therefore, this paper reports on a qualitative case study which investigates two English teachers’ practice of integrating intercultural competence in English language teaching at college level. Specifically, this paper provides analysis of intercultural components embedded in teachers’ practice of intercultural integration in teaching English. The data were collected through observation, and unstructured observational notes were employed. The observational data were analysed following sub-processes, are familiarizing, reducing, identifying and classifying, interpreting, and presenting. The result indicates that both English teachers’ understand the objective of English language teaching that teaching language is also teaching the culture as it is showed in their teaching process an intercultural integration, which includes some intercultural components such as attitudes, knowledge, and skills.]]>
<![CDATA[Implementation of Dialogue Journal in Teaching Writing Descriptive Text ]]>
<![CDATA[Jauhar Helmie]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.90-104
<![CDATA[Dialogue Journals Writing (DJW) or Written Dialogue Journals are written dialogues or conversations between students and teacher kept in a personal journal book over period of time on a particular topic preferred by both the students and the teacher (Peyton and Reed, 1990; cited from Collin (2003). This study explored the implementation of dialogue journal as media in teaching writing descriptive text. The subjects of this study were students at Eleventh Grade of vocational high school. This study is qualitative case study which conducted in three meetings. The data were obtained from classroom observations, documentations from the learners and questionnaire. The result of document analysis showed that the students’ writing was poor. It can be seen from the students’ writing performance which was analyzed based on the writing indicator by Brown and Abeywiakram (2010). However, from the students’ dialogue showed that the students could understand the content of their friends’ writing. Also from the students’ dialogue, they could express their feelings toward their friends’ writing. While the result of classroom observation showed that the implementing of DJW brought new atmosphere for the students during learning activity. They could enjoy the learning while writing descriptive text through DJW. Meanwhile the result of questionnaire showed that students gave positive response toward implementing DJW. As the suggestions, the use of Dialogue Journal can be solution for the students who lack of practice writing. Moreover, it can build their writing habit. Thus, the teacher can use Dialogue Journal in learning activity.]]>
<![CDATA[Developing E-Writing Materials for The Junior High School Students ]]>
<![CDATA[Khoiriyah Fathur]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.23-32
<![CDATA[This study aims at developing appropriate e-writing material to meet the needs of the students of MTs Negeri Kota Pasuruan. The teaching materials were developed to facilitate students’ psychological aspect and achieve their pedagogical goal. These materials which are based on the English Curriculum standard of content were developed in the form of interactive CD-ROM. It provides scaffolding flowing from fully guided, partly guided, to fully free learning. The study employs a design and development model of Richey and Klein (2007) with three main stages: identifying research problem phase realized through needs analysis, model development research, and model validation research for both internal and external validation. The result of the data from the students shows that the final product can be regarded as an appropriate e-writing material for the students. The data are supported by the result obtained from English teachers; these materials reflect constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment. Therefore, these materials which reflect Contextual Teaching and learning (CTL) are categorized as a very good material and no revision needed.]]>
<![CDATA[The Use of Gallery Walk in Teaching Descriptive Text to Promote Higher Order Thinking Skills for 7th Graders ]]>
<![CDATA[Uswatun Khasanah]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.81-89
<![CDATA[The purpose of this research was to analyze the use of Gallery Walk in teaching reading descriptive text and how it promoted higher order thinking skills for 7th graders. The subject of the research was the teacher of Junior High School in Surabaya. In finding the sample of the research, the participant was the 7th grade students of Junior High School. The data of the research was the teacher and to gain the detail data and information, the researcher gathered the data by using two techniques, they were observation and documentation in four meetings in the classroom. The teacher used Gallery Walk method in teaching descriptive text and to promote the students’ higher order thinking skills the teacher implemented the step of the lesson plan, such as Grouping, distributing material, students’ presentation, sharing knowledge, collective reflection and conclusion. The result of the data showed that the use of Gallery Walk in teaching reading descriptive text can promote higher order thinking skills of 7th graders, especially in level C3 to C5 (Applying, Analyzing and Evaluating). Connected to the result, the writer suggests teachers to practice teaching using this method to promote students’ higher order thinking skills as mentioned in k13 Curriculum.]]>
<![CDATA[THE QUESTIONING TECHNIQUES USED BY FOREIGN-EDUCATED BACKGROUND TEACHER TO PROMOTE CRITICAL THINKING ]]>
<![CDATA[Irene Rosalina]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Suhartono ,]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.1-10
<![CDATA[Critical thinking is a cognitive skill that must be achieved by a student in higher education. By having critical thinking, especially in a language class, a student must understand the language and the message it brings to be communicated fluently and it will be a good asset for their future, especially to face the world of work. To foster students' critical thinking, a teacher is required to give them fairly complex questions with suitable questioning techniques. Asking the right technique is a good way to trigger critical thinking. This research uses a qualitative approach and focuses on indigenous teachers who have studied abroad as a subject. The teacher was chosen because, based on theory, overseas have felt a better critical thinking environment, have adapted and absorbed ways to be active in the classroom. This study aims to determine the types of questions and questioning techniques used by teachers to trigger critical thinking students. The results showed that the teacher used high-level cognitive questions namely the types of analysis (25, 3%), synthesis (21%) and evaluation (20, 3%). Then the questioning technique that most teachers use is the decomposition type (25%). It can be concluded that the teacher can foster students' critical thinking by providing high-level questioning techniques and questions with high cognitive levels]]>
