IJET Indonesian Journal of English Teaching最新文献_第10页

ICE BREAKER: A STRATEGY TO ENHANCE STUDENT’S ABILITY IN SPEAKING OF ISLAMIC JUNIOR HIGH SCHOOL AT SAWIT SEBERANG, LANGKAT REGENCY 破冰:提高学生伊斯兰教初中口语能力的策略

IJET Indonesian Journal of English Teaching Pub Date : 2018-08-14 DOI: 10.15642/IJET.2018.7.1.359-365

S. Daulay

{"title":"ICE BREAKER: A STRATEGY TO ENHANCE STUDENT’S ABILITY IN SPEAKING OF ISLAMIC JUNIOR HIGH SCHOOL AT SAWIT SEBERANG, LANGKAT REGENCY","authors":"S. Daulay","doi":"10.15642/IJET.2018.7.1.359-365","DOIUrl":"https://doi.org/10.15642/IJET.2018.7.1.359-365","url":null,"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.","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42418755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

THE EFFECTIVENESS OF DICTOGLOSS IN TEACHING WRITING SKILL VIEWED FROM STUDENTS' MOTIVATION 从学生动机看辨析在写作技巧教学中的有效性

IJET Indonesian Journal of English Teaching Pub Date : 2018-08-14 DOI: 10.15642/IJET.2018.7.1.366-380

Dian Pertiwi

引用次数: 1

Illocutionary Acts Used By Hillary Clinton in Presidential Election Debate 2016 – 2020 Period 希拉里·克林顿在2016 - 2020年总统选举辩论中使用的言外行为

IJET Indonesian Journal of English Teaching Pub Date : 2018-08-14 DOI: 10.15642/IJET.2018.7.1.3095-318

A. Ghofur, R. Rudiyanto

引用次数: 0

COMMUNICATION STRATEGIES USED BY EFL STUDENTS IN IMPROVING SPEAKING SKILL 运用交际策略提高英语学生的口语能力

IJET Indonesian Journal of English Teaching Pub Date : 2018-08-14 DOI: 10.15642/IJET.2018.7.1.355-358

Rahmi Aulia Nurdini

引用次数: 3

Teaching L2 writing through the use of Systemic Functional Linguistics (SFL) 运用系统功能语言学(SFL)教学第二语言写作

IJET Indonesian Journal of English Teaching Pub Date : 2018-05-31 DOI: 10.25170/IJELT.V13I1.1179

Setyo Prasiyanto Cahyono

{"title":"Teaching L2 writing through the use of Systemic Functional Linguistics (SFL)","authors":"Setyo Prasiyanto Cahyono","doi":"10.25170/IJELT.V13I1.1179","DOIUrl":"https://doi.org/10.25170/IJELT.V13I1.1179","url":null,"abstract":"This study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity. The data of this study were the twenty students’ hortatory texts which was analyzed using a framework of textual meaning proposed by Butt (2000). The analysis of the students texts show that most students were able to self-edit their own writings and edit their peer’s writing using thematic progression and cohesive devices. Students adopted skills of using both strategies in creating cohesiveness in their writing. In addition, students also produced critical response to the topic given through its theme and thematic displayed in the text analysis.","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91374125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Comparing the effect of ICT and longhand note-taking instructions towards learners’ comprehension test results 比较信息通信技术和手写笔记对学习者理解测试结果的影响

IJET Indonesian Journal of English Teaching Pub Date : 2018-05-31 DOI: 10.25170/IJELT.V13I1.1170

C. H. Karjo

{"title":"Comparing the effect of ICT and longhand note-taking instructions towards learners’ comprehension test results","authors":"C. H. Karjo","doi":"10.25170/IJELT.V13I1.1170","DOIUrl":"https://doi.org/10.25170/IJELT.V13I1.1170","url":null,"abstract":"With the advancement of technology nowadays, taking notes by hand seems old-fashioned to most students nowadays. They prefer typing using their various gadgets since it will be done faster, especially when there is a lot of information to be recorded. However, the use of ICT devices (such as laptops, smartphones, and tablets) in the classroom has a tendency to be distracting for the students – it is very easy for the students to take out their gadgets and click on Facebook or other applications during a dull lecture. The purpose of the present study is to find out whether note-taking using ICT devices affect the students’ understanding of the lecture. This study will use a quasi-experimental design, with 52 English department students of a private university as the participants. They will be divided into two groups as the control and experimental group. Participants of both groups were instructed to watch a video from TED talks twice. While watching the video, the control group was instructed to take notes by hand, while the other group was instructed to take notes using their various devices. After that, participants had to do a comprehension test of the lecture video. The results revealed that participants who took notes by handwriting performed better in comprehension test compared to those who took notes using ICT devices.","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90587416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning 运用TED和YOUTUBE在广泛性听力课程:探索自主学习的可能性

IJET Indonesian Journal of English Teaching Pub Date : 2018-05-31 DOI: 10.25170/IJELT.V13I1.1180

Yuyus Saputra, A. Fatimah

引用次数: 29

Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education 跨文化交际课堂中的社会行动者:跨文化教育的话语视角

IJET Indonesian Journal of English Teaching Pub Date : 2018-05-31 DOI: 10.25170/ijelt.v13i1.1171

Fuad Abdullah, Lulita

{"title":"Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education","authors":"Fuad Abdullah, Lulita","doi":"10.25170/ijelt.v13i1.1171","DOIUrl":"https://doi.org/10.25170/ijelt.v13i1.1171","url":null,"abstract":"This study focused on how teachers and students as the social actors in an Intercultural Communication (IC) classroom were represented discursively. A video recording transcript of IC classroom activities at a state University in Indonesia was selected as the data source. The data source was rigorously analysed through van Leeuwen’s Socio-semantic inventory of social actors framework (Van Leeuwen, 1996). The main findings show that social actors in IC classroom can be categorised into two main thematic representations, namely positive and negative ones. disclosed that Hamzah as the representative of classroom presenters was represented as victimised, oppressed, intimidated and minoritised actor. Hamzah’s Mathematics teacher was depicted as an intolerant, dehumanising, discriminatory and oppressing actor. Hamzah’s Social Sciences teacher was illustrated as a racial, stereotyping, dominant and provoking actor. The Intercultural Communication teacher was delineated as the actor endeavoring to encourage his students to be tolerant, critical, supportive and open-minded people. Hamzah’s classmates in IC classroom were characterised as sympathetic, supportive, friendly and reactionary actors.","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82304680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

Sign Language Interpreting in English Language Teaching for a Deaf Student: A case study 聋人英语教学中的手语翻译:个案研究

IJET Indonesian Journal of English Teaching Pub Date : 2018-05-31 DOI: 10.25170/IJELT.V13I1.1169

Adhika Irlang Suwiryo, Ellis R. Artyana

{"title":"Sign Language Interpreting in English Language Teaching for a Deaf Student: A case study","authors":"Adhika Irlang Suwiryo, Ellis R. Artyana","doi":"10.25170/IJELT.V13I1.1169","DOIUrl":"https://doi.org/10.25170/IJELT.V13I1.1169","url":null,"abstract":"This paper discusses the case of appropriating a teaching approach as a response to the needs of a Deaf student registering to an English Department of a State University in Depok. The study particularly looks at the sign language interpreting practice in the classroom. In the teaching and learning process, the sign language interpreter has a significant role in transferring the course materials from the lecturer. In other words, the interpreter becomes one important factor for the student's achievement in acquiring the target language. However, there are several challenges faced by the interpreter in delivering the teaching content, such as, speech tempo, the usage of determiners (this, that), the usage of media, classroom preparation, and language differences (English and BISINDO—the natural sign language used by the Deaf community in Indonesia). The aim of this paper is to provide a clear picture concerning 1) sign language interpreting process in English teaching classroom, 2) the coordination of interpreter and lecturer(s), both in classroom preparation as well as teaching process, and 3) challenges experienced by the interpreter. Questionnaire and in-depth interviews are used with the lecturers, the student, and the interpreter in order to elicit as well as acknowledge the data related to the classroom preparation and teaching process. Data were transcribed, coded, and analyzed following interpretive paradigm. The results of this research offer suggestions in sign language interpreting process in English teaching classroom.","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80289312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognitive grammar on "smash": Perspectives from Langacker's framework “粉碎”的认知语法:Langacker框架的视角

IJET Indonesian Journal of English Teaching Pub Date : 2013-10-01 DOI: 10.25170/ijelt.v9i2.649

Chong Seng Tong, Yu Jin Ng, Noor Azam Abdul Rahman, Zalina MohdKasim

引用次数: 0