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INDONESIA
IJET (Indonesian Journal of English Teaching)
ISSN : 23022957     EISSN : 25486497     DOI : -
Indonesian Journal of English Teaching (IJET) 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 elementary, middle, high school, madrasah, and university perspectives.
Articles 11 Documents
Search results for , issue " Vol 7, No 1 (2018): July" : 11 Documents clear
RELATIONSHIPS AMONG WRITING AND READING AS RESPOND ON CRITICAL JOURNAL REVIEW Grace, Dita
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | Full PDF (136.046 KB) | DOI: 10.15642/ijet.2018.7.1.341-344

Abstract

AbstractThe integrating of reading and reading in L2 is not the new area, however, the reading and writing only a few studies receives enough attention and implemented in the teaching L1 and L2. This study is aimed to reveal relationships among reading and writing on critical review journal. Thus, the participants in criticism show the ability of L2 learners on reading which confesses through writing. In another occasion, the participants show judgment which representative error is written after reading. This research is going to certain faultiness on writing L2 as judgmental on reading a review on journal.
PROMOTING WRITING EXPERIENCES THROUGH LEARNING COMMUNITY TO TRIGGER STUDENTS IN WRITING Yamin, Muhammad
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | Full PDF (461.32 KB) | DOI: 10.15642/ijet.2018.7.1.345-354

Abstract

This study aims at discussing the importance of promoting writing experiences through learning community to trigger students in writing. This is review study with analytic descriptive way by describing and discussing the related literature studies. It deals with writing experiences as the capital to write. While there is no experience, there is no writing. Learning community used in this study is the learning facility so that the students can learn how to write. More active in learning community, the student get the knowledge and experience of writing. Those become the inspiration for them to rewrite what to write. 
THE EFFECTIVENESS OF DICTOGLOSS IN TEACHING WRITING SKILL VIEWED FROM STUDENTS MOTIVATION pertiwi, dian
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | Full PDF (952.153 KB) | DOI: 10.15642/ijet.2018.7.1.366-380

Abstract

This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta. The sampling used in this research was cluster random sampling with two classes as sample, namely experimental class taught using Dictogloss and control class taught using Direct Instruction. The collect the data, there were two instruments used in this research namely, writing test and motivation questionnaire. Writing test was used to find out students’ writing skill, while motivation questionnaire was conducted to know students’ motivation levels. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing; (2) Students having high motivation have better writing skill than those having low motivation.
IMPROVING THE STUDENTS SPEAKING ABILITY THROUGH ROLE PLAY METHOD CJ, Juvrianto
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | Full PDF (705.057 KB) | DOI: 10.15642/ijet.2018.7.1.331-340

Abstract

This research highlights the speaking ability of the students which categorized in tenth year students of SMA Negeri 3 Parepare . The students were taught through role play method to know the improvement of the students speaking ability. The data collected in 2012 by applying quasi-experimental method, with two group pre-test and post-test design. The samples were taken of the research were consisted of 43 students from two classes taken from the population. The result of the data analysis shows that the students’ speaking mastery improved significantly. It was showed by the mean score of pre-test was 49.34 and the post-test was 71.304. It shows that the use of role play method can improve the students’ speaking ability of the tenth year students of SMA Negeri 3 Parepare significantly. Besides the different score of pre-test and post-test, the mean score of the students in post-test was 71.304 is higher than the Kriteria Ketuntasan Minimal (70) in SMA Negeri 3 Parepare. After analyzing the data by using the test formula, the result of t-test value in post-test was 1.868 and t-table value was 1.684. It means that the t-test value (1.868) was higher than t-table value (1.684). Those indicate that H1 was accepted and H0was rejected and the students who were taught through role play method are better than the students who were taught through conventional method.This research highlights the speaking ability of the students which categorized in tenth year students of SMA Negeri 3 Parepare . The students were taught through role play method to know the improvement of the students speaking ability. The data collected in 2012 by applying quasi-experimental method, with two group pre-test and post-test design. The samples were taken of the research were consisted of 43 students from two classes taken from the population. The result of the data analysis shows that the students’ speaking mastery improved significantly. It was showed by the mean score of pre-test was 49.34 and the post-test was 71.304. It shows that the use of role play method can improve the students’ speaking ability of the tenth year students of SMA Negeri 3 Parepare significantly. Besides the different score of pre-test and post-test, the mean score of the students in post-test was 71.304 is higher than the Kriteria Ketuntasan Minimal (70) in SMA Negeri 3 Parepare. After analyzing the data by using the test formula, the result of t-test value in post-test was 1.868 and t-table value was 1.684. It means that the t-test value (1.868) was higher than t-table value (1.684). Those indicate that H1 was accepted and H0 was rejected and the students who were taught through role play method are better than the students who were taught through conventional method.
THE EVALUATION OF BOBBY BOLA DAN PERI BUKU AJAIB 3 FOR LANGUAGE LEARNING Hendryani, Rika
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | Full PDF (556.628 KB) | DOI: 10.15642/ijet.2018.7.1.319-330

Abstract

Video games have received much attention in recent years as a tool for foreign language learning.  Number of research has shown the positive impact of video games on language learning learners. This study is aimed to find out the extent to which Bobby Bola & Peri Buku Ajaib 3 meet the 10 principles for designing video games for foreign learning proposed by Purushotma, Thorne, and Wheatley (2009). The findings of this study show that Bobby Bola & Peri Buku Ajaib 3 adhere only to 2 principles, i.e., the principles of “communication and input mechanism should have a playful spirit to them” and “students should be allowed to spend extra time in activities they enjoy and to minimize time in ones they dont”. The result of this study hopefully would be beneficial to the studies of video games for foreign language learning. It is also hoped that it can provide further information for those who wish to evaluate or use video games as a language learning tool.
ICE BREAKER: A STRATEGY TO ENHANCE STUDENT’S ABILITY IN SPEAKING OF ISLAMIC JUNIOR HIGH SCHOOL AT SAWIT SEBERANG, LANGKAT REGENCY daulay, sholihatul hamidah
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | Full PDF (592.641 KB) | DOI: 10.15642/ijet.2018.7.1.359-365

Abstract

This research was aimed to enhance students’ speaking skill at eight grade students of Islamic Junior High School Sawit Seberang, Langkat Regency. The subject of this research was a class consisted of 40 students. The research consisted of two cycles. Each cycles consisted of two meetings. The object of this research was to enhance students’ speaking skill by the use of Ice Breaker strategy. This research was conducted by using Classroom Action Research. Qualitative and Quantitative data were used in this research. The qualitative data while the quantitative data were taken from students’ score in Pre-Test, Post Test I, and Post-Test II. The result of analyzing data indicated that there was significance enhancement on students’ speaking skill after the use of Ice Breaker strategy. It can be seen from the students’ score in every cycle. In Pre-Test, there were only 30% (12 students) whose score up to 75. In Post-Test I, there was 52.5% on the percentage of students whose score up 75 (21 students), while in Post-Test II there were 80% students whose score up 75 (32 students). From data analysis, it showed that there was enhancement on students’ speaking skill. It can be seen from the mean of Post-Test II was 80.3. In other words, students’ speaking skill has enhanced. Based on the qualitative data, the students gave good responses and showed enthusiasm after the use of Ice Breaker strategy in speaking skill.
DEVELOPING SYSTEMATIC DESIGN OF INSTRUCTION USING TRADITIONAL GAMES INTO SPEAKING GAME AS AN INOVATION OF SUPPORTING ENGLISH TEACHING MATERIAL prastiwi, afita dewi
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | Full PDF (428.033 KB) | DOI: 10.15642/ijet.2018.7.1.381-392

Abstract

Abstract:Speaking English was a problem for Junior High School students. Improving students’ speaking ability was a difficult thing for the teacher and integrating speaking with character education as stated in curriculum was an additional work for the teacher.This study was conducted to develop traditional games into speaking games as an inovation of supporting English teaching material which was integrated with character education in Junior High School. Research and Development design in developing the games was used to achieve the aim of the study. The sources of the data were the students and teachers’ need analysis and the teacher and students’ responses toward the games. The data was analyzed descriptively in terms of proposed teacher’s guideline for teaching speaking using traditional games integrated with character education. The development process of the product in this study was successful to motivate the students to speak and to build the students’ character.
COMMUNICATION STRATEGIES USED BY EFL STUDENTS IN IMPROVING SPEAKING SKILL Nurdini, Rahmi Aulia
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | Full PDF (491.479 KB) | DOI: 10.15642/ijet.2018.7.1.355-358

Abstract

This study aimed to investigate communication strategies (CSs) used by EFL students in improving speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students have improvement in speaking when they used communication strategies (CSs). The strategies used by the students such as non-linguistic means, appeal for help, and fillers or hesitation device, message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to communication strategies (CSs) aspect to obtain the optimum results of teaching-learning processes. 
USING MEDIA TO TEACH DIFFERENT LEARNING STYLE IN X AND XII GRADE OF VOCATIONAL SCHOOL OF MEDICAL NUSANTARA PAMEKASAN khulufiah, elly imrotul
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | Full PDF (556.628 KB) | DOI: 10.15642/ijet.2018.7.1.294-304

Abstract

The purpose of this article is knowing the use of media to teach different learning style of student in Vocational School of Medical Nusantara Pamekasan. In this article, the researcher got the data by doing direct interview with one of the English teacher in that school. Based on the data, this article explain about the use of media to teach students with differet learning style.
Illocutionary Acts Used By Hillary Clinton in Presidential Election Debate 2016 – 2020 Period Ghofur, Abd; Rudiyanto, Rudiyanto
IJET (Indonesian Journal of English Teaching) Vol 7, No 1 (2018): July
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Original Source | Check in Google Scholar | DOI: 10.15642/ijet.2018.7.1.3095-318

Abstract

The aims of this research are to find out types of illocutionary acts and the function of illocutionary acts performed by Hillary Clinton in presidential election debate of United State. the data collection is done by doing four steps. Reading the material or the transcription of the debate to be analyzed, finding illocutionary acts used by Hillary Clinton in each of her utterances, recording the data into the data sheet, the last step is categorizing the data based on the classification of illocutionary acts and also the functions of illocutionary act. The result showed that there are five types of illocutionary acts performed by Hillary Clinton in which it shows that Hillary Clinton performed all types of illocutionary acts. They are assertive, commissives, directives, expressives, and declaratives.

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