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All Journal PREMISE: Journal of English Education and Applied Linguistics EXPOSURE JOURNAL JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Aptisi Transactions on Technopreneurship (ATT) PROJECT (Professional Journal of English Education) Klasikal: Journal of Education, Language Teaching and Science English Language Teaching Methodology (ELTM) Teaching English and Language Learning English Journal TONGKONAN: Jurnal Pengabdian Masyarakat Jurnal Ilmu Pengetahuan dan Teknologi Bagi Masyarakat Jurnal Dieksis ID Journal of Computer Interaction in Education (JCIE)
Ratu Yulianti Natsir, Ratu Yulianti
Muhammadiyah University of Makassar
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : English Language Teaching Methodology (ELTM)

 1 
INCREASING THE STUDENTS’ VOCABULARY ACHIEVEMENT IN WRITING SKILL THROUGH WORD ANALOGY TECHNIQUE Alamsari; Ampa, Hj. Andi Tenri; Natsir, Ratu Yulianti
English Language Teaching Methodology Vol. 4 No. 1 (2024): English Language Teaching Methodology (ELTM)
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i1.141

Abstract

The objectives of this research is to find out How are the students’ vocabularies achievement in Writing through word analogy technique in term of noun at the Seventh Grade of MTS Al-hidayah Lemoa and How are the students’ vocabularies achievement through word analogy technique in term of adjective at the Seventh Grade of MTS Al Hidayah Lemoa. This research used Classroom Action Research (CAR), which consists of two cycles and each cycle has four meetings. The result of the study was the used of Word Analogy Tecnique in teaching vocabulary substantially increased students’ vocabulary achievement at MTS Al Hidayah Lemoa. The students increased in vocabulary after using word analogy technique was very good. The students total score in nouns got 895 score in cycle I and in cycle II got 1410 score while the students total score in adjective got 900 in cycle I and in cycle II got 1720 score. The mean score for noun in cycle I got 4,5 score and in cycle II got 7,5 score while for adjective in cycle I got 4,5 mean score and in cycle II got 7,8 mean score it shows that from the diagnostic test who noun got 2,9 score and adjective 2,0 score the students’ vocabulary has increased.
THE EFFECTIVENESS OF PRE-READING STRATEGIES TO IMPROVE STUDETNS’ READING COMPREHENSION AT SMP NEGERI 16 BULUKUMBA Putri. A, Nurfaika; Natsir, Ratu Yulianti; Ariana
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.461

Abstract

The objective of this study was to find out if the use of pre-reading strategies was capable of increased students’ learning result of 9th grade students’ at SMP Negeri 16 Bulukumba. This research was divided class into 2 classes that refer to the control class and experimental class. The researcher data were collected through pre-test and post-test given to students and analyzing data using SPSS. The test gives to students in the form of pre-test as the beginning and post-test as the end of learning after given the treatment. The subject of the study was the students of grade 9th at SMP Negeri 16 Bulukumba as the research location and taking samples with a total population of 89 9th grade students while the sample used was 60 students, 30 students in control class and 30 students in experimental class. The result of this study showed that the pre-reading strategies could improve students’ learning result in reading comprehension where the pre-test of generic tructure is 78 and post-test is 80 for control class, while for experimental class the pre-test is 66.33 and 81 for post-test. For vocabulary results of control class, the pre-test is 77.66 and 92.33 for post-test (noun) 52.33 pre-test and 64.83 post-test (verb). In experimental class the pre-test is 59.66 and 91 for post-test (noun), 47.66 pre-test and 67.7 post-test (verb). in the end the value conclude of reading comprehension students’ in control class are 69.33 for pretest, 79.05 for postest. While in experiment class 57.88 for pretest and 79.9 for posttest. The students’ learning result that have been contained in this study showed improvement. On the initial ability of students’ pre-test the result obtained by students’ the average score of the class is less than  post-test result, both in control class and experimental class, the result obtained by students’ in both of control and experimental class an increase in students’ learning result in reading comprehension. And it is proven again from the results of the analysis of the "paired sample test" using SPSS, it was known that the significance value obtained is 0.000 < 0.05 for experimental class and 0.001 < 0.005 for control class. This can be seen from the guidelines of making decision where if the value of Sig. (2- taled) < 0.05 then H0 is rejected and H1 is accepted. This shows that the use pre-reading strategies is effective in improving the students’ reading comprehension.      
Frayer Model Vs. Vocabulary Struggles: A Classroom Breakthrough AT SMPN 1 Tompobulu Azizah, Wafiq Nur; Natsir, Ratu Yulianti; Hijrah
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1142

Abstract

This research explores the effectiveness of the Frayer Model as an innovative strategy to enhance vocabulary acquisition among eighth-grade students at SMPN 1 Tompobulu. Responding to the urgent need for more engaging and concept-driven vocabulary instruction, the study employed a quasi-experimental design with two groups: an experimental group and a control group (n = 25 each). Both groups completed pre- and post-tests using multiple-choice questions. Statistical analysis using SPSS 22 revealed a significant improvement in the experimental group’s mean score (from 36.80 to 76.80), compared to the control group (from 50.88 to 55.52). The t-test results (t = 5.951, p < 0.05) confirmed the effectiveness of the Frayer Model over conventional methods. These findings highlight the model’s potential to stimulate deeper student engagement and vocabulary retention, offering valuable pedagogical contributions for English language teaching in secondary education.  
Co-Authors Alamsari Ampa, Hj. Andi Tenri Andi Asri Jumiati, Andi Asri Andi Baso, Farisa Annisa, Nur Inna Ariana Asrawiah Asrawiah, Asrawiah Azisah, Riska Azizah, Wafiq Nur Erwin Akib Farisha Andi Baso, Farisha Andi Firman Firman Haerani Haerani Hambali, Uyun Nasirah Hambali, Uyunnasirah Haryanto Atmowardoyo, Haryanto Hijrah Isnaeni, Andi Murni Mahmud Nasir Nasir Nisa, Nurul Nurhidaya Putri. A, Nurfaika Sari, Riska Sitti Maryam Hamid, Sitti Maryam Sujariati Sujariati, Sujariati Syam, Nurul Aulya Syamsiarna Nappu, Syamsiarna Valeryevna, Petrosyan Nelya yati, sujariati