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Kaspul Anwar
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Jambi
INDONESIA
International Journal of Language Teaching and Education
Published by Universitas Jambi
ISSN : 26141191     EISSN : 25982303     DOI : -
Core Subject : Education, Social,
International Journal of Language Teaching and Education (IjolTe) is an open access published by Universitas Jambi, Master Program of English Language Education, Jambi, Indonesia. IJoLTe receives research-based and conceptual articles on English Language Education, Language Policy, English for Specific Purposes, Teaching English which have not been previously published, nor is it under review or consideration for book chapter or journal publication elsewhere.
Arjuna Subject : -
Articles 57 Documents
TEACHER’S EPISTEMIC BELIEFS ABOUT THE INTEGRATION OF DIGITAL LITERACY IN THE EFL CLASSROOM Cahyono, Syariful Imam Hadi; Drajati, Nur Arifah; Ngadiso, Ngadiso
International Journal of Language Teaching and Education Vol 3 No 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v3i2.7962

Abstract

Digital literacy is the skill which highly important to effectively use digital technology and to survive in the digital-rich environment. The study examines two in-service teachers? epistemic beliefs about the integration of digital literacy in the English Foreign Language classroom. The participants of the study are two English teachers in senior high school in Indonesia. The case study research design was used in the study, and qualitative content analysis was used to analyze the data obtained from the participants. The finding of the study revealed that digital literacy was perceived as a basic skill for learning with digital technology, a skill for collaboration and communication, a skill for evaluating information, and skill for reproduction. The study provided more insight to enhance the understanding of in-service teachers? belief about the integration of digital literacy.
EXPLORING EFL STUDENT-TEACHERS’ METACOGNITIVE AWARENESS IN EXTENSIVE LISTENING Nursyarah, Vera; Drajati, Nur Arifah; Ngadiso, Ngadiso
International Journal of Language Teaching and Education Vol 3 No 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v3i2.7961

Abstract

Listening plays a vital role in the field of foreign and second language learning. The study aimed to explore which types of metacognitive awareness and how participants employed it when they practiced Extensive listening outside the classroom. The participants involved in the study were two undergraduate students in one of the state universities in Indonesia. Both of them are males majoring in English Department in teaching training faculty. The study used a Case study research design. Semi-structured interview and documentation were used as a tool to collect the data. The instrument was adapted and derived based on Metacognitive Awareness Listening theory of Vandergrift et al (2006). The study revealed that students used problem-solving strategy, person Knowledge, and mental translation. The study implies that students should raise awareness in the listening process by knowing about themselves, listening Task and strategies they use to help their listening development. Besides that, teachers need to use metacognitive instruction to increase students? metacognitive listening awareness.
IMPLEMENTING COLLABORATIVE WRITING TO TEACH WRITING FOR NON-ENGLISH MAJOR STUDENTS Hanifah, Zahrotun; Suparno; Supriyadi, Slamet
International Journal of Language Teaching and Education Vol 3 No 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v3i2.7907

Abstract

This study aims to expose and explore the implementation of collaborative writing in a non-English department in a state university in Surakarta, Indonesia. The method used in this study was descriptive qualitative focusing on the procedures of collaborative writing. The participants of the study were 63 students who were then divided into 16 groups for their collaborative project. In collecting the data, the researcher conducted document analysis, observations, and interview with both the lecturer and students. Three students were selected purposively for interview. The findings of this study were specific procedures of collaborative writing for non-English major students and different types of collaborative writing strategy applied by students. The procedures of collaborative writing for non-English major students comprised forming group, determining topic, outlining, drafting, editing and revising, and submitting. Meanwhile, the strategies applied by students in collaborative writing were reactive writing and parallel writing. In the implementation of collaborative writing, students also faced some difficulties. Those are in terms of cooperation between group members, irresponsible group members, and active learning. In implementing collaborative writing especially for non-English major students, it is better for teachers to consider the language proficiency of the students. In addition, teachers? guidance is very important in the process of collaborative writing for non-English major students.
WHY DO THE STUDENTS DO DISRUPTIVE BEHAVIOR IN ENGLISH CLASSROOM? A CASE STUDY ON SENIOR HIGH SCHOOL STUDENTS IN ONE OF THE SMALL TOWN IN INDONESIA Jati, Anida Fadhilah; Fauziati, Endang; Wijayanto, Agus
International Journal of Language Teaching and Education Vol 3 No 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v3i2.7701

Abstract

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers? Management
CHALLENGED FOR HIGHER-ORDER THINKING SKILL IMPLEMENTATION: REPORTS FROM EFL CLASSROOM TEACHERS Kusumastuti, Ima; Fauziati, Endang; Marmanto, Sri
International Journal of Language Teaching and Education Vol 3 No 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v3i2.7579

Abstract

Higher-Order Thinking Skills (HOTS) become the current educational issues in Indonesia. The teachers have to be aware of its importance and have sufficient knowledge about it. This study aims to investigate junior high school teachers? perceptions and challenges in employing HOTS in the EFL classroom. This case study involved two junior high school English teachers from different schools. Data were collected through interviews and classroom observation for triangulation purposes. The findings showed that teachers have been conscious of the importance of HOTS, but they have different perceptions and different ways of implementing HOTS in their EFL classroom. However, there are also challenges that the teachers have to face when they employ HOTS in their classrooms.
PROMOTING STUDENTS’ READING COMPREHENSION USING GRAPHIC ORGANIZER: A CLASSROOM ACTION RESEARCH Sari, Neny Kartika; Drajati, Nur Arifah; Rochsantiningsih, Dewi
International Journal of Language Teaching and Education Vol 3 No 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v3i2.7394

Abstract

This research aimed to describe the process of improving students? reading comprehension of narrative text through graphic organizer strategy in SMP Regina Pacis Surakarta. It was conducted to the ninth year students, especially class VIII A as the subject of research. The researcher conducted a classroom action research. Achievement test, observation checklist and field note used as the tools of data collecting. The research findings showed that graphic organizer strategy was appropriate for teaching reading comprehension. Students? mean score increased from 63 to 78. The students were able to map out basic components of the story such as setting, problem, goals, action, and outcomes. Graphic organizerprovides structure and organization so students were able to comprehend the story more effective.
G.R.A.S.P.S STRATEGY: DECREASING STUDENTS' DIFFICULTIES IN WRITING PERSUASIVE TEXT Nurtjahyo, Stefanie Nike; Drajati, Nur Arifah; Sumardi, Sumardi
International Journal of Language Teaching and Education Vol 3 No 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v3i2.7391

Abstract

In literacy, writing becomes an essential component. It becomes the most difficult skill to be learnt because students need to express their ideas and write them accurately. Interesting learning in writing process is expected by them in term of developing their writing skill. This Classroom Action Research shows the students? ability in exploring their writing skill in the real-world situation by using G.R.A.S.P.S. (Goals, Rules, Audience, Situation, Product/performance, Standards) strategy. This study was carried out in a private school in Surakarta. One class from social program was taken for the sampling. There were 35 students who contributed to the study. Observation, questionnaire, recording, writing assessment reports were used.  Findings show that: (1) G.R.A.S.P.S strategy can motivate the students in expressing their ideas; (2) The interesting teaching-learning process in the classroom makes students feel enjoyed because of their roles in real-life situations. It can low pressure in writing; (3) The students also showed their self-confidence. This research is limited to G.R.A.S.P.S. strategy to foster the students in writing persuasive essay.
Improving Students’ Speaking Skill By Using Show And Tell Method: A Classroom Action Research bangun, betty kasita
International Journal of Language Teaching and Education Vol 2 No 1 (2018): VOLUME 2, Number (Issue) 1, March 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (966.66 KB) | DOI: 10.22437/ijolte.v2i1.4517

Abstract

This research employed a qualitative study using a Classroom Action Research approach by Kemmis and Mc. Taggart which was done during 3 cycles. Each of the cycle consists of four phases; planning, acting, observing, and reflecting, while each cycle was done in two meetings. Data were collected through the observation sheet, field notes, interview and and tests. The research findings show that there were improvement on students’ speaking skill. In cycle one, the process of teaching learning with Show and Tell Method suggested a potential improvement, the researcher found some minor technical problems and weaknesses that leave rooms for improvement. Afterward, necessary alterations and revisions were done and later applied in cycle two and three. The result of the research suggested that the students show a tremendous improvement during the process of teaching learning when Show and Tell Method was applied. The students’ participation and vocabulary mastery were increased; they were more active, enthusiastic, and confident in speaking. 
Using Video to Improve Pronunciation of The Second Years Students of FKI UIR Pekanbaru Putra, Al Malikul Ikhwanda
International Journal of Language Teaching and Education Vol 2 No 1 (2018): VOLUME 2, Number (Issue) 1, March 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (767.384 KB) | DOI: 10.22437/ijolte.v2i1.4519

Abstract

The purpose of the research is to find out the use of video to improve students’ pronunciation. The study employed a classroom action research. The participants of this study were 37 students. They were the second year students of FKIP (faculty of teacher training and education) in Islamic University Riau (UIR) Pekanbaru, Indonesia. This study was conducted in two cycles. Each cycle comprised four meetings. The data of this research were obtained through (1) observation sheets, (2) field notes, (3) interview, and (4) tests which consisted of consonants in detail, linking, and stress within target segments based on the phonetic symbols. The findings showed that the use of video in mastering pronunciation was able to improve students’ pronunciation. The study also revealed that the activities of using video enable students to enhance the quality of sound patterns they pronounce. In this case the researcher found that the key factors that enhance the quality of sound patterns were also influenced by familiar words, student’s basic needs and level. Hence, those factors should be considered in learning and teaching pronunciation. Moreover, the activity such as listening and imitating the way native speaker pronounces words and sentences as the lesson material can help students improve their pronunciation. The average class score of students’ pronunciation increased from 58.4 in the first cycle to 88.3 in the second cycle. Material, media, classroom activities, classroom management, teacher’s approach, and teacher’s strategy were also significantly essential for the improvement of students’ pronunciation.
Integrating ICT in English Language Learning: Students’ Perceptions of a State University in Jambi Province Oktalia, Dwi; Ngadiso, Ngadiso; Supriyadi, Slamet
International Journal of Language Teaching and Education Vol 2 No 1 (2018): VOLUME 2, Number (Issue) 1, March 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (784.891 KB) | DOI: 10.22437/ijolte.v2i1.4529

Abstract

This research was done in order to know students‘ perception toward integrating ICT in English Language Learning and also to find out problem that may faced by students during the ICT integration. This research used quantitative method in order to describe students‘ perception toward the use of ICT in ELL. This research involved English students from a state university in Jambi province as the respondents. The data were collected by using questionnaires adapted from Chutopama (2004). The questionnaires consisted of items related to the use of ICT for their learning, their reason(s) of using ICT, as well as the problem(s) encountered through the use of ICT for the learning. After that, the data were analyzed by using SPSS 16 that pointed at a point in which the students agreed that ICT is beneficial for their learning process, especially in terms of accessing information for learning. Nevertheless, employing ICT in learning needs to be supported by sufficient equipment, and needs to educate the students to be an agile user for better, more effective, and more efficient process of learning.