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Aisyah Journal of English Language Teaching
Published by Universitas Aisyah Pringsewu
ISSN : -     EISSN : 30467802     DOI : https://doi.org/10.30604/aijelt.v3i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
The scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at English Education. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, language testing, linguistics and educational development at English Education. Teaching English as a second or foreign language English Language Teaching Information and communication technology (ICT)-based in ELT English literature for ELT English linguistics for ELT Curriculum design and development English syllabus and materials development English language testing and assessment English for Specific Purposes (ESP) Translation studies Second language acquisition (SLA)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 30 Documents
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INTEGRATING LOCAL CONTENT CULTURE THROUGH FOLKTALE AS A LANDMARK IN ELT Gustianing, Defy
Aisyah Journal of English Language Teaching (AIJELT) Vol. 1 No. 1 (2022): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v1i1.746

Abstract

The objective of the study to: (1) investigate the development of students’ cultural awareness by integrating a folktale as a landmark in the learning process; (2) know the learners’ perceive their English language learning toward integrating a folktale as a landmark in the learning process. Culture is the patterns which have explicit and implicit view. The essential view of culture consists of traditional, ideas, values, behavior, and cultural product. Nowdays, Indonesian cultural beyond the imagination to the world in various field. The cultural context that will describe is in educational field. There are three points as the fact which related to the English language learning and teaching process toward the learners. The majority of students lack cultural understanding, especially when it comes to local traditions. Unintentionally, the students misunderstand how culture affects learning. In order for the learner to have a bad attitude about learning culture. For the continued transfer of cultural knowledge, culture and ELT are still taught as a fixed system of formal structures and universal speech functions. In conclusion, this study demonstrates the positive effects of using Indonesian folktales as ELT content at the primary level in Indonesia. The participating teachers are of the opinion that exposing children to the material of such stories will help them learn English more quickly and more easily.
ENHACING STUDENTS’ WRITING IN RECOUNT TEXT THROUGH INDIRECT FEEDBACK Pratiwi Yunianti, Eka
Aisyah Journal of English Language Teaching (AIJELT) Vol. 1 No. 1 (2022): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v1i1.747

Abstract

This study aims to find differences in students' writing skills and aspects of writing that increase after applying indirect feedback as a technique. The method in this research is One group pretest-posttest. A total of 32 students from class X.10 were selected as the sample in this study. The data collection tool is a recount text writing test. The results showed that the t-value was higher than the critical value of (8.420>2.040), and the two-way test turned into large (zero.000 <0.05). Meanwhile, the aspect of students' writing that significantly improved became vocabulary because the increase became 4.26. therefore, it is possible to be concluded that there are differences in students' writing skills after applying indirect feedback as a technique. This research may help increase college students' writing skills, specifically in vocabulary.
THE INFLUENCE OF USING BELIVE IT OR NOT GAME TO IMPROVE STUDENTS' READING ABILITY Arif Wicaksono, Garda
Aisyah Journal of English Language Teaching (AIJELT) Vol. 1 No. 1 (2022): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v1i1.748

Abstract

The objective of the research was to find out the influence of Believe it or not games. In this research, the researcher used a quantitative method research design by using an experimental design. For the main technique, the researcher uses a multiple choices test which test consists of 50 items tests each item consisted of five options A, B, C, and D. In this research shows that in data analysis the researcher uses a T-test and got that t test≥ t-table: 6.82≥2.00 and 6.82≥2.66. So, Ho is rejected and Ha is accepted. So, it concluded that teaching reading through Believe it or not the game has a significant influence on students’ reading ability.
STUDENTS STRATEGY TO SOLVE DIFFICULTIES IN ENGLISH VOCABULARY ACQUISITION Ariyanti, Septika; Kurniati, Desi; Gustianing, Defy
Aisyah Journal of English Language Teaching (AIJELT) Vol. 1 No. 1 (2022): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v1i1.749

Abstract

The purposes of the present study are to explore students’ difficulties in vocabulary acquisition and to discover the strategy which able to solve students difficulties in vocabulary acquisition. Strategies are specific methods used to approaching a problem or task, modes of operation for achieving a particular end, plan or designs for controlling and manipulating certain information. The research object of this study is the students in seventh A of SMP Negeri 7 Metro. The researchers use observation, interview and document to collect the data. The result of the study shows that there are some strategy to solve the students difficulties in English vocabulary acquisition: meta-cognitive strategy, cognitive strategy, and socio-affective strategy. Each of strategies plays important roles in vocabulary acquisition.
IMPLEMENTING AUTHENTIC MATERIALS OF PROCEDURE TEXTS TO FOSTER STUDENTS’ SPEAKING ACHIEVEMENT AT THE SECOND GRADE OF SENIOR HIGH SCHOOL Alexander Bastian, Arif
Aisyah Journal of English Language Teaching (AIJELT) Vol. 1 No. 1 (2022): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v1i1.750

Abstract

The purpose of this study was to examine second-year high school students' attitudes toward the use of authentic materials in the classroom and to determine whether or not they had a positive impact on their speaking performance when reading procedural texts. Thirty students from Science 3 class at SMA N 15 in Bandar Lampung were selected as the sample for this study. In this study, participants were divided into a pre- and post-test group. The questionnaire and oral communication test were used to compile the data. According to the findings, students' proficiency in public speaking was elevated after being exposed to authentic materials. The average gain was 17.40 points, with post-test scores averaging 79.43 compared to the pre-test average of 62.03. A p-value of 0.05 or less indicates that the level of significance is lower than the data. Using primary sources may have helped students improve their public speaking skills. Contrarily, 22 students (73.03%) reported being active, liking, and satisfied with the teaching learning process when using authentic materials. The preceding findings suggest that using genuine resources can boost students' speaking proficiency in procedure texts and increase their satisfaction with the classroom experience.
Exploring Students’ Perceptions toward MOOCs-Mediated Online Discussion Task among Indonesian University Students Fitri Mulati, Dyah
Aisyah Journal of English Language Teaching (AIJELT) Vol. 1 No. 1 (2022): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v1i1.751

Abstract

This article was designed as a case study surveyed twenty-nine students with master’s degrees from the English Education Department who have participated in Massive Open Online Courses (MOOCs) on the topic of Academic Writing by Canvas Network to investigate students’ perceptions toward MOOCs-Mediated specifically on Online Discussion Task. A questionnaire comprised five questions answering general information about participants and ten close-ended questions measuring perception of MOOCs-Mediated in an Online Discussion Task, and a semi-structured interview was conducted for collecting the data. Seventy-six percent of total students have never known of the MOOCs phenomenon nor did MOOCs mediated-online discussion tasks before participating in this lecturer’s task-based course while their reasons for participating in this course are for gaining knowledge, getting badges certificates, and following the lecturer’s assignment. The findings then denote that the participants have positive perceptions toward Online Discussion Tasks in MOOCs and regarded this activity as a future learning tool for their teaching and learning practice. This research has implications of being an example of having teaching and learning tools for blended learning way.
EXPLORING STUDENTS’ OPINION ON THE IMPLEMENTATION OF LOCAL CULTURE BASED LEARNING IN TEACHING ENGLISH Prayudha S, Joko
Aisyah Journal of English Language Teaching (AIJELT) Vol. 2 No. 1 (2023): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v2i1.1075

Abstract

Culture is an aspect of life that influences the mindset and habits of a population in a region. Culture is also an element that cannot be separated from a community's pattern of life, so it is very necessary to understand a culture in order to determine boundaries when carrying out an activity in everyday life. This study aims to examine students' perceptions of learning English based on local culture. Research using qualitative methods through a descriptive approach. Participants in this study consisted of 30 students who were studying English. Data were obtained through observation and interviews related to students' opinions when learning English through local culture-based learning. Data were analyzed through data reduction, data display, and conclusion. The results of the study show that students are highly motivated to understand English material related to local culture. In addition, students can more easily understand the material provided related to local culture and can be more confident when explaining their understanding and knowledge using English.
THE ADVANTAGES AND BARRIERS OF THINK PAIR SHARE TECHNIQUE IN READING COMPREHENSION ACHIEVEMENT IN EFL CLASS: A REVIEW Arif Alexander Bastian; Rizki Anugrah Putri Rahayu
Aisyah Journal of English Language Teaching (AIJELT) Vol. 2 No. 1 (2023): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v2i1.1083

Abstract

The goals of this research are twofold: (1) to learn more about the benefits of adopting TPS, and (2) to identify the challenges that arise when using TPS to the development of reading abilities and provide potential solutions to them. Cooperative learning is one of several effective pedagogical approaches that may be used to instruct students in reading. The Think-Pair-Share method is one kind of collaborative education. This research shows the ups and downs of using the Think, Pair, Share technique in EFL reading instruction. TPS allows students to work both alone and in groups, provided they follow the methods provided. TPS identifies the text's message in pairs to facilitate student comprehension. Using this method, kids may be engaged, motivated, and ultimately successful in their reading comprehension. However, TPS has a few limitations that hinder reading comprehension. Some pupils don't pay attention since they know they can talk about anything else with their companion other than the assigned material. Then, pupils who aren't well-versed in the material (the questions) are more inclined to cheat for their partners. Teachers may help students overcome these difficulties by choosing engaging subjects and pairing them together effectively.
A DESCRIPTIVE CONTENT ANALYSIS OF THE TEXTBOOK USED OF ENGLISH FOR SPECIFIC PURPOSE Defy Gustianing; , Prasetyawan Aji Sugiharto; Zulfa Diana Romadhona
Aisyah Journal of English Language Teaching (AIJELT) Vol. 2 No. 1 (2023): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v2i1.1084

Abstract

In English foreign language situations, students rarely have chances to use English outside the classroom, consequently English textbook seems to be the only source by which students receive input and the main material for both teachers and students to rely on as well. Every teacher and student needs textbooks to support their teaching and learning process. A textbook is best seen as a source for achieving aims and objectives that have already been set in terms of learners’ needs. English for a specific purpose (ESP) program is therefore built on an assessment of purposes, needs, and the functions for which English is required. As a matter of fact, ESP assesses needs and integrates motivation, subject matter, and content for the teaching of relevant skills. The objective of the study is (1) to comprehend the term of textbooks, (2) to excavate the growth and definition of English for specific purposes and (3) to comprehend the textbook of English for specific purposes. The criteria lists of textbook authors have to be an expert, they have to give examples that relate to the student’s own experiences. The list of activities to be carried out the aims which providing criteria, guidelines, and recommendations. In conclusion, the Textbook of English for specific purposes the most important aspect for teachers to try to engage students with the content they are going to be dealing with. In this case, the authors could take the example of the book, entitled “English for Careers, Tourism 2” by Robin Walker and Keith Harding to make the explanation clearly.
THE ADVANTAGES AND BARRIERS OF DYNAMIC ASSESSMENT IN EFL WRITING: A REVIEW Dyah Fitri Mulati; Intan Mahardika Kusumastuti
Aisyah Journal of English Language Teaching (AIJELT) Vol. 2 No. 1 (2023): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v2i1.1085

Abstract

Assessment may affect the quality of teaching and learning. Dynamic Assessment (DA) is essential for teachers and students in education, especially in administering the assessment process. DA is a pedagogical approach grounded on Vygotsky's idea from the Zone of Proximal Development (ZPD). The key to such formation is the mediation session (by the teacher) and the automaticity or independency in performing the task (by the student) due to the appropriate guideline for administering the assessment. DA offers a more significant opportunity for future capabilities and experience to present and affords material about learning in general, including language learning. This paper presents an overview of DA in EFL Writing and its advantages and barriers in improving the quality of teaching with strategies to address. As the main results, this study revealed several advantages of using DA in EFL Writing and several barriers, including needing a precise procedure, taking more extended time, and more effort to implement. This paper is expected to contribute to developing teaching and learning quality, especially in assessing students in the EFL Writing context.

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