IJET (Indonesian Journal of English Teaching)
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Toonytools in Teaching Narrative Text: Pre Service Teachers' Experience
Get PDFAbstract. Technology has many applications in the field of media for teaching and learning. In private education, teachers have to be creative in creating interactive teaching media. Moreover, teaching media are needed to support the success of teaching and learning processes. Comics is favorable to read because it is fun. Online comics become popular in remote learning because students work a lot with online applications today. Toonytools is one of the favorable online comic creators. This study aims to investigate the use of Toonytools as a teaching medium in teaching Narrative Text. This study uses mix-method. A survey as a quantitative and qualitative interview was done to the students and the English Teacher. Some possible benefits and challenges within the implementation are suggested. The finding of this research is the effectiveness of using the online comic platform Toonytools, a learning media to teach the narrative text. This platform is easy to use and applied to make Toonytools feasible as a favorite online comic platform for teachers to create learning media
Content and Language Integrated Learning Practice in English for Accounting Course
Get PDFThe contextualization of materials in the context of teaching English for specific purposes (ESP) is a prerequisite to gain maximum input of language knowledge. The present study sheds some light on the practice of Content and Language Integrated Learning (CLIL) approach in English for accounting course. This study involved 38 Indonesian ESP students majoring in accounting of a public university in Surakarta Indonesia as the participants. Pre-experimental research design was conducted in eight meeting during the course, including the administration of vocabulary test to examine the participants’ score in pre-test and post-test. A focus group discussion (FGD) was also carried out to reveal the students’ perception about the practice of CLIL approach in English for accounting course. The results depicted that there was a significant difference on the participants’ vocabulary scores between the pre-test and the post-test. It was also portrayed that the participants positively perceived the CLIL practice in their class. The results of this study contribute to providing fruitful insights for teachers and future researchers about CLIL practice in English language teaching, specifically in the context of teaching English for specific purposes
The Use of Numbered Heads Together to Improve The 10th Grade Students’ Reading Comprehension Achievement At MAN 2 Lamongan
Get PDFAmong four language skills which are listening, reading, speaking and writing, reading is one of the most significant skills to be mastered by students in all grades. Reading gives students immense input of knowledge and information through various texts. Nonetheless, in the classroom, reading activities are long considered as monotonous and not interesting. Therefore, it becomes an urge for the teachers to apply more interesting technique to teach reading. In response to that matter, the teacher can use Numbered Heads Together technique as an alternative technique in teaching reading. This study explores the implementation of Numbered Heads Together in teaching descriptive text and describe the students’ reading comprehension in the implementation of Numbered Heads Together. The subject of this study were students tenth graders of MAN 2 Lamongan. This study is a qualitative case study which was conducted in two meetings. In the first meeting, the teacher just taught the descriptive text without any techniques. In the next meeting, the teacher introduced the technique and applied it in the class. The data of this study were collected from the result of the students’ task. The result of this study shows that the implementation of Numbered Heads Together assisted the students to engage actively in the whole process of learning. After using this technique, the number of students who got good achievement increased. It means that the students’ reading comprehension is improved after the implementation of NHT. In conclusion, NHT is a good technique to be used in teaching descriptive text, especially for the tenth grade students, since it helps them to overcome their difficulties in reading, creates a positive atmosphere in the class, and builds a good interaction for both the teachers and students.
The Role Of Cross-Cultural Understanding in Interpreting English Recount Texts
Get PDFThis study aimed at analyzing the role of cross-cultural understanding in interpreting English recount texts. The data of this study were obtained by reviewing documents of a book entitled “Histories of Nations: How their identities were forged” (Furtado, 2017). As a qualitative content analysis, all the data were analyzed qualitatively by classifying, coding and interpreting the data gathered that led us to some conclusions and suggestions. The study found that there were some words and phrases in the recount text that requires cross cultural understanding in order to be able to interpret those texts accurately. Therefore, in interpreting the recount text, it is necessary to understand not only the text in literal meaning, but also the cultural context in a comprehensive way. This focuses on cultural context deals with the history of social organization and religion system. Cross cultural understanding eases the readers to interpret the recount text appropriately. The study suggests that cross cultural understanding should be an important topic to be learnt intensively in learning English language at least at university education level as it will enable students to be capable of understanding English discourses comprehensively
Contributions of KARDS to Professional Identity of High School Teachers in an EFL Context
Get PDFThis research aimed at investigating the impacts of knowing, analyzing, recognizing, doing, and seeing (KARDS) on Iranian English as a foreign language (EFL) teachers’ professional identity reconstruction in the context of high schools. Purposive sampling and KARDS questionnaire were used to choose participants and to classify them into a more KARDS-oriented group (n=10) and a less-KARDS oriented group (n=10). The researchers employed pre-course and post-course interview, teacher educator’s and teachers’ reflective journals, and class debate as data gathering tools. Following the pre-course interview, there was an implementation phase of KARDS by means of which teachers were acquainted with it. Then, Grounded Theory was used for data analysis. Findings revealed that there were three big shifts from “uncertainty of practice to certainty of practice”, “the use of fewer macro-strategies to the use of more macro-strategies”, and “linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching” in teachers’ professional identities in both groups. The changes were similar in quality but not in quantity, and they should be incorporated in teacher education programs. The findings may encourage stakeholders to welcome uncertainty and confusion, to underline more macro-strategies, and to take a critical and transformative view of language teaching in language classrooms
Google class in ELT: A study of Student's Responses in English for Nutrition
Get PDFGoogle classroom (GC) is one of the best platforms produced by Google that has some purposes for education, especially in teaching and learning process. In S1 Nutrition department, the application of Google Classroom is still rarely used and still few lecturers of Nahdlatul Ulama University of Surabaya use this application maximally for teaching any courses, including in teaching English. This research aims to find out the students’ responses of using GC in English Class of nutrition profession. This paper also presents GC features and the benefits of using it. The participants have had some experiences in using it. The participants are 37 students from three classes chosen through random sampling. The data was collected through questionnaire survey from the students’ responses. The data then was analyzed qualitatively. The results presented that from statement 1-10, only statement 1 (GC can accommodate e-learning) and statement 9 (GC is easy to use) which have reached 64,9% (Agree). The lowest percentage was 45,9% (GC is as a character building). They agreed that GC has many benefits and the priorities of benefit to accommodate e-learning and easy to use. However, it still needs to be explored further of the directly impact to the students for building their character
EFL Students’ Speaking Achievement And Its Relationship With Epistemic Beliefs
Get PDFThe purpose of the present research is to uncover relationship between English as a Foreign Language (EFL) students' speaking score achievement and their epistemic beliefs. To this end, 63 Indonesian EFL students completed two different instruments, namely EFL epistemic beliefs questionnaire and final test of Intensive Speaking course. The results of Pearson Product Moment Correlation demonstrated that speaking achievement is significantly correlated with epistemic beliefs adapted from Emaliana (2017), consisting seven sub dimensions, namely, fix ability, certain knowledge, simple knowledge, omniscient authority, learning and communication strategies, foreign language aptitude, and motivation and expectation. Likewise, the findings manifested that sophisticated students who are indicated by high level of epistemic beliefs outperform simple students, who are otherwise having low level of epistemic beliefs. This research holds significant implications for curriculum, teaching and learning materials and instructional media developers, as well as teachers to afford students with personal beliefs about knowledge and knowing EFL to enhance the students' speaking skill
EFL Learners’ Problems in Using Tenses: An Insight for Grammar Teaching
Get PDFThe primary goal of learning a foreign language is to be able to communicate in the language, both in spoken and written form. This is also the case for Indonesian learners especially learners of English Language Education Program in ULM who learn English as their major. However, most of them believe that without abundant knowledge of grammar, they will not be able to speak or even write in English well. One of the problems they face is that they still doubt or confuse which tense(s) of English they have to use when they speak or write. This study aimed at finding out the learners’ problems batch 2018 in using English tenses by using a multiple choice test and a questionnaire. The study employed a quantitative approach and described the result in descriptive form. The subject of this study was the whole population of English Language Education Program batch 2018, in total 98 students. The findings reveal that most of them have problems with past perfect tense (61%), past perfect continuous tense (61%), and future perfect continuous tense (67%). These problems related to the difficulty in applying the aspect and tense in the right context, first language interference, lack of practice and repetition, and students’ confidence in using the language. It is suggested that language teachers should focus their language instruction not only to form but also to function and meaning of the tenses. Additionally, using various techniques suited to teaching tenses is advisable to increase students’ to increase communicative skills
The Effect of Culture – Based Approach in Improving Students’ Reading Comprehension on Spoof Text
Get PDFThis research was intended to investigate the effect of a culture-based approach in improving students’ reading comprehension on spoof text. For that purpose, a true experimental study was applied to the eleventh-grade students of SMAN 1 Soreang. The sample of this study was 88 students from that school. These students were divided equally into the control and experimental group. The experimental group was given the Culture-Based Approach (CBA) as the treatment in comprehending the text. The students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by the T-test. The findings could be summarized that generally, students from the experimental group gained better achievement than from the control group on their post-test scores. The data analysis also showed that there was a significant difference between the mean score of the pre-test (53.45) and the post-test (58.39.). Furthermore, the result of the t-test (5.707) was relatively higher than the t- table (2.018) for a 0.5 percent level of significance. It indicated that the students’ achievement was significantly improved after the treatment of using a Culture-Based Approach. Thus, it is recommended that a Culture-Based Approach should be considered as an alternative choice for English teachers in teaching spoof text
The Influence Of Graphic Organizers, Language Aptitude And Attitude Towardsstudents'english Learning Achievement
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As one of the tools that can be applied in teaching and learning process, a graphic organizer is the most effective strategy that recommended by researchers not only in improving students’ English necessary skills but also in reducing students’ negative attitude on learning English. This study was conducted to find out the positive and significant influence of graphic organizer as the delivery strategy towards the students’ reading ability as well as to figure out the positive and meaningful interaction between graphic organizers, language aptitude and students’ attitude towards students’ English learning achievement. Quasi-experiment with a nonequivalent control group design was applied by involving 160 students as the subject of the study. The results showed that there was a positive and significant effect among Graphic Organizers and language aptitude as the main effect, and there were significant interaction effects among them in improving students’ reading ability