IJET (Indonesian Journal of English Teaching)
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Students’ Digital Reading Habits for Digital Academic Text and Their Achievement
Full text linkAbstract. 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
Problems of Online Learning in The Perspective of English Education Students IKIP Budi Utomo Malang
Full text linkThe Covid-19 pandemic has prompted the government to make regulatory changes in several aspects, including education aspect in Indonesia. The government implements a new policy, namely online learning, including at the university level. Although it is effective in stopping the spread of Covid-19, it turns out that there are still many problems that students must face in its implementation. This study used descriptive qualitative method. Collecting data using questionnaires and interviews. The data collected will be analyzed using descriptive statistics. The subjects in this study were students of English Education IKIP Budi Utomo. Through this research, the problems faced by students can be recorded. The results showed that the problem faced by students was the decreased in academic motivation caused by the inability of students to participate in online learning. Many students admit that they are less focused, constrained by the internet connection and quota, and inadequate learning media
Exploring the Use of Flipped Classroom in Influencing Listening Comprehension of Civil Engineering Students
Full text linkNowadays, 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, listenin
Probing the Needs of Injecting Technical Communication in English Module in Indonesia Railways Polytechnic: A Students’ Perspectives
Full text linkFor employment, industries want recent graduates to have strong technical communication abilities. Therefore, it is important for engineering organizations to have competent technical communicators. As a result, this study looks at how Indonesian polytechnic engineering students assess their own technical communication competency needs in terms of knowledge, abilities, and attitudes toward technical communication in English. A survey on students' perceived needs for technical communication skills received responses from 85 diploma students in various engineering courses at a polytechnic. The study's findings showed that the students' knowledge and abilities about technical communication in English were low intermediate (mean > 3,5 score). In comparison to knowledge and attitudes about technical communication in English, skills in technical communication in English had the lowest mean score. This suggested that the pupils lacked technical English communication abilities. Despite this, the study's findings indicate that students understood the importance of technical communication skills for their future careers. Because need analysis is a continuous process for identifying learning needs, this study has shown that it is worthwhile to review the current needs of the polytechnic engineering students since students' responses could serve as a basis for the improvement of the classroom materials. Finally, this study has recommended that technical communication courses be included to the polytechnic education system since they are crucial for employment in a variety of fields, including engineering.
 
Enhancing Students' Writing Skill Through Peer-Editing Technique: A Classroom Action Research to the 11th Grade Students of SMK Negeri 1 Teluk Keramat in Academic Year 2021/2022
No full textAbstract: The purpose of this study was to solve the problems found in students’ writing especially the errors in the use of authorial and secretarial aspects to the 11th grade students from OTKP major SMK Negeri 1 Teluk Keramat in the academic year 2021/2022. 18 students participated in this study. Using Classroom Action Research (CAR), this study tried to improve students’ writing skill of personal letter by the use of the peer-editing technique. The results showed that the use of the peer-editing technique successfully improved students’ writings of personal letter. It was found through the process of using the peer-editing technique, students were likely to give various types of comments and suggestions in the text structure, grammar, vocabulary, punctuation, and spelling. Through the implementation of the peer-editing technique, the students became aware of those aspects of personal letter. Finally, in the process of revision, comments from peers helped students in developing ideas and gradually produced better writing results. It was indicated by the reduction of errors found in cycle II. The improvement of students’ writing results occurred in both authorial (text structure, grammar, vocabulary) and secretarial (punctuation, spelling) aspects. Therefore, this classroom action research was successful. Students’ writing skill was improved gradually by the use of the peer-editing technique
The Use of Authentic Material in English Classroom Teaching: Indonesian New Curriculum
Full text linkThe Indonesian current curriculum is derived as operational curriculum for school initiator (KOSP). In language learning, the KOSP focuses on the competences to use the language with six basic skills: listening, reading, speaking and writing, with addition Watching and presenting. “watching and presenting” skills is to accommodate the receptive skill from the video and productive skill through media content such as YouTube, Instagram, Tik Tok etc. The KOSP uses genre-based approach in language teaching that emphasizes on the contextual applicable use of the language. with four main activities: Building knowledge of the text, Modelling of the text, Joint construction of the text and Independent construction of the text. In addition, this paper explores about the use of authentic material and its advantages in language learning classroom. Furthermore, the paper presented some example about the use of authentic material in implementing KOSP specifically for basic English in Junior and senior high school. The first authentic material is students’ photograph to teach recount text where the students tell about the photograph either in written and oral. The second authentic material is students’ realia to teach descriptive text
The Using E-Learning in The English Learning Process on Students’ Writing Descriptive Text During a Pandemic in Ma Ma’arif Nu Assa’adah Bungah Gresik Grade X
Full text linkThis study aims to determine 1) the role and function of E-learning and the added value obtained by students from the use of (E-Learning) during the pandemic at Ma'arif NU Assa'adah Bungah Gresik grade x. This research was conducted at the Islamic High School in the village of Bungah, Bungah sub-district. The research method used is descriptive qualitative. The research data were obtained through recorded interviews with 4 informants, namely 3 students and teachers who taught grade X English, classroom observation, documentation, and literature study. This study used the interactive model data analysis technique of Miles and Huberman. The results showed that the role of E-Learning during a pandemic at Ma'arif NU Assa'adah Bungah Gresik grade x was as a facility to support the English learning syllabus at Ma'arif NU Assa'adah Bungah Gresik. Its function is as a means to access (ELearning), as a means of learning that is more interesting and interactive because it brings students closer to information and communication technology devices for learning English, and serves as a means of gathering and discussion for students. Students get added value by using (E-Learning). First, students get a lot of information and study materials, which are up to date easily, quickly, and in more detail. Second, students get information and learning materials in various media formats in the form of text, pictures, and videos that are of interest to them. Third, the students' English skills can develop, especially reading, writing, vocabulary, and grammar skills. Fourth, students are more active and enthusiastic in the learning process because they are directly involved in the process of obtaining information and learning materials needed in learning English.
Keywords: information and communication technology, pandemic, learning, media
Online Grammar Learning: How the Learners Perceive its Effectiveness
Full text linkThe 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%)
Students Perception towards the Use of Insert Learning App in Blended Learning to Enhance Reading Comprehension
Full text linkOne of essential skills to expand students’ knowledge and abilities is reading. Various media and platforms have been used by teachers to support the learning and teaching process moreover during the online class. However, to help students to easily understand about what they read, teachers have to make and provide technique, strategy and media for the needs of their students, including in reading mastery. The use of appropriate media can be pivotal for teachers in order to make the students understand by considering its efficiency. This paper focuses on investigating the students’ perception towards the use of Insert Learning App in Blended Learning and Teaching to enhance students’ comprehension in reading. This study uses a case study method. The participants were master degree students of English Department, in total 50 students consisted of 22 male students and 38 female students. To find out the students’ perception towards the use of Insert Learning, the data were collected mainly through questionnaires and interviews. The result of this study reveals that the majority of students have positive perceptions regarding the usage of Insert Learning as a teaching media for reading comprehension in blended learning. It is beneficial tools to makes reading more interactive and engaging. Students also claim that Insert Learning is easy to use because it is connected as an extension in Google Chrome
Asset-based Approach Community Service for Developing Digital Textbook in Secondary Language (L2) Teacher Education
No full textABSTRACT
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 literac