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INDONESIA
Indonesian Journal of English Teaching
Published by Universitas Islam Negeri Sunan Ampel
ISSN : 23022957     EISSN : 25486497     DOI : https://doi.org/10.15642/ijet2.2021.10.2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
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.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 148 Documents
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Online Grammar Learning: How the Learners Perceive its Effectiveness Amanda Oktaviani; Antonina Anggraini Setiamunadi
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.83-93

Abstract

The pandemic forced all learning to be done online using technologies that can connect students and teachers in different locations. This online teaching and learning also needs to be applied to the teaching and learning of English grammar which is usually much more comfortable to be done offline. This study was conducted to find out university students' perception about the effectiveness of their online grammar learning and their reasons to say that their online grammar learning is effective or ineffective. The data were collected by using a questionnaire to 35 university students of batch 2017, 2018, and 2019. The findings revealed that the most of the students (68.57%) perceived that the online grammar learning is not effective. The reasons are that they could not understand the materials easily when they learnt it online (65.71%), they could not interact with other friends to learn together (54.29%), they could not get grammar corrections from the teachers directly in online learning (37.14%), and they could not follow teachers' grammar explanation easily (37.14%). Besides that, the requirements that they needed to fulfill to use the applications for their online learning also becomes another problem in their grammar learning such as the applications used needed strong internet connections (65.71%), the applications required the students to have a large storage capacity in the device that they used for grammar learning (31.43%), and the applications required the students to have more than 1 gigabyte of internet quota (25.71%).
Exploring the Use of Flipped Classroom in Influencing Listening Comprehension of Civil Engineering Students Juvrianto Chrissunday Jakob
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.48-56

Abstract

Nowadays, maintaining students’ listening ability, particularly during this COVID-19 pandemic is difficult to do. One of the influential aspects in learning English which is also affected by learning patterns in today's pandemic era is listening comprehension. This study elaborates the influence of using flipped classroom to the learning motivation of civil engineering students of Politeknik Negeri Ambon. This study aims at finding out whether or not the use of flipped classroom influences students’ listening comprehension in learning English. The study applied quasi experimental design. The population of the study took two classes of the first semester of TKJJ Study Program in Civil Engineering Department of Politeknik Negeri Ambon as sample through cluster random sampling. One class act as experimental group and other class act as control group. Experimental group taught by implementing flipped classroom while control group taught by using traditional method. The teaching materials used in this study refers to English for Specific Purposes (ESP) namely English for Civil Engineering. The results of the study revealed that the use of flipped classroom encourage students’ listening comprehension as shown from data that t-test value (4.3) was higher than t-table value (2.000). It means that flipped classroom has influenced and improved students’ listening comprehension in classroom. Keywords: civil engineering, ESP, flipped classroom, listening
Reading Strategies in Enhancing Students’ Reading Comprehension: Are They Still Relevant? Muhammad Andi Rusgandi
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.57-72

Abstract

Abstract. As a result of recent technological advancements, reading in the modern period has altered in more ways than only how students interact with textbooks. However, this technological advancement really has a detrimental effect on students' reading skills. Students tend to be lazy to read books and prefer to read entertainment stuff on cell phones where the language used is mostly informal. Due to the informal language that is often used in social media and messaging apps, students were struggling with a variety of issues such as a lack of pleasure in reading, a lack of critical thinking ability, a bad reading style, and a lack of strategy, all of which contribute to their ultimate demotivation to read. This review aims to discuss theories and previous studies related to the impact of implementation of reading strategies towards students’ reading comprehension. The findings of this review show that students’ reading comprehension are positively affected by the use of reading strategies. Therefore, it is clear that reading strategies effectively contribute a prominent improvement towards the students’ reading comprehension.
Students’ Digital Reading Habits For Digital Academic Text And Their Achievement: Digital Reading Text Hadi Putra; Erza Ahmad; Atik Umamah
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.73-82

Abstract

Abstract. The role of digital media is much useful for contributing to creating reading habits through the benefit of technology. Technology has grown up these days, the young generation is living a life in the modern area, where they could get their education everywhere not bound to a classroom. That’s the way the promoting of to create a literate society or reading habit in this modern era is might be important for EFL to study more easily with creating a literate society through reading cause reading is the identification of the symbols and the association of appropriate meaning with them. This study describe about what is the level of students’ digital reading habits for academic text with descriptive quantitative and the correlation between students’ habits in reading digital academic text and their achievement, is there any correlation or not. 95 students who have done with their reading material for academic text in 4th semester, only 39 students were include for this research. 31 item questionnaire was distributed to obtain data about students’ reading habit in digital academic text and their achievements. For the second instrument is based from the final course reading exam. The first result in student’s reading habits in digital academic text have an average result habits in reading or low habits in reading based on the SPSS calculation for the descriptive statistic, it means there are some other aspects of student’s reading habits in this private university by comparing for the previous study. Afterward the researcher analyze the data after collecting it. The data shows that students’ reading habits in digital academic text don’t affect on student achievement, it means that there is no significant correlation between the students’ reading habits in digital academic text and their achievement in the 4th semester at the private university of Malang.
Asset-based Approach Community Service for Developing Digital Textbook in Secondary Language (L2) Teacher Education Hilda Izzati Madjid; Afida Safriani; Rakhmawati
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.104-117

Abstract

ABSTRACT Service learning embedded in the course plays a vital role in transforming theoretical knowledge into practical one. It provides students with the concept and brings them in contextualizing their concept that they have already learned in the classroom. This study explores the process of enacting service learning using asset-based approach to university-community engagement. This study employed multiple data sets from observation, semi-structured interviews with teachers and principles, focused group discussion with students, and students’ products of digital textbooks. The findings revealed that service learning using the asset-based approach empowered all the stakeholders and contributed to emergence of the equitable partnership between university and community. The students’ product of a digital textbook represents collaboration between English teachers, the teacher educator, and the university students who successfully designed learning resources that meet the academic level and interests of students of the school partners. Keywords: Asset-Based Community Development (ABCD), Service Learning, Digital learning resources, Digital literacy
Self-Efficacy of Lecturers and Students in Academic Writing: Are there any differences? Rizka Safriyani; Siti Asmiyah
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.12-26

Abstract

Self-efficacy is a critical component of academic article writing. Numerous studies have demonstrated that self-efficacy affects reading comprehension, but few have examined the level of self-efficacy between students and lecturers regarding academic writing. Consequently, this study sought to ascertain students' and lecturers' levels of self-efficacy in academic writing. By administering questionnaires and conducting interviews with students and teachers, this study takes an explanatory mixed-methods approach to the topic. The online survey assesses self-efficacy in academic writing, and students and lecturers complete unstructured interviews. The study enrolled eighty students and eighteen lecturers from the English Department of UIN Sunan Ampel Surabaya. The results indicate that students enrolled in the English Language Education and English Literature Study Programs have a moderate level of self-efficacy. The self-efficacy of lecturers in the English Language Education and English Literature Study Programs demonstrates similar results. Additionally, they are moderate, with a slightly higher average index. This study also discusses the implications of research in the field of education
Developing OCEAN as a Game based on English Learning in teaching Vocabulary Afita Dewi Prastiwi; Maxima Ari Saktiono
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.27-38

Abstract

Abstract This study applied Research and Development (R&D) study which developed game application based English learning. The purpose of this study is to improve the leaner’s vocabulary and reduce their anxiety in mastering English. Vocational maritime students had problem in memorizing vocabularies and based on the result of need analysis, they need a media that can ease them in learning English. This study followed some steps in developing the game application, those were; assessing need analysis, writing performance objective, instructional strategy’s development, instructional materials’ development and selection, implementation of formative and summative evaluation. The instrument of this study were questionnaire and interview to gain students response in need analysis process and in evaluation. OCEAN can catch the learner’s attention and decrease their anxiety in learning English. Most of students agree if the game improves their motivation and they can enjoy playing the game. The development of this game as an educational game has good impact and responses even though some improvements are needed.
Higher Order Thinking Skill’s Instruction Delivered by EFL Teacher During an Online Learning Nazelya Puspita Kencana
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.1-11

Abstract

HOTS promote the idea of assessing students’ critical thinking, creative thinking, and problem solving. Many teachers claimed to implement HOTS in the classroom, but turned out they tended to have LOTS in their teaching and learning process. Since the teaching and learning process has shifted from in person meeting to the virtual one due to COVID-19, there was an adjustment to conduct the learning process. Hence, the present study aimed to figure out teacher’s strategies to deliver HOTS’ instruction, students’ HOTS, and the construction of HOTS’ instruction during online learning. This study employed qualitative research and two English teachers were involved. The data was gathered through classroom observation. The findings revealed that direct instruction and questioning strategies were efficient and effective to activate students’ HOTS through asking the students’ point of views about online and offline learning systems and having the students’ work in group to discuss a certain topic. Further, analyzing and evaluating procedural knowledge and metacognitive knowledge were the most abilities exposed by the instructions. In this case, the students activated their critical thinking, creative thinking during online learning. Then, the instructions delivered by the teachers during the class promoted students’ creative thinking and critical thinking because they encouraged students’ creativity, motivated their self-confidence to participate in the class, had the students be communicative, and exposed students’ understanding and knowledge. The instructions were clear enough and reflected imperative and interrogative sentences, so that the students easily understood what they needed to do during the learning process. However, one teacher could not promote HOTS pretty well because he encouraged the students to talk about direct and indirect speech, which was the area about understanding conceptual knowledge.

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