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All Journal English Language Teaching Methodology (ELTM) Journal of Language Testing and Assessment
Saiful
Universitas Muhammadiyah Makassar,Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : English Language Teaching Methodology (ELTM)

 1 
THE IMPACT OF USING WEBQUEST ON EFL STUDENTS READING COMPREHENSION AT FKIP UNISMUH MAKASSAR Maya Soraya; Saiful
English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures
Publisher : FKIP Unismuh Makassar

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Abstract

The objective of this study is to assess out the impact of use of WebQuesrt in teaching reading comprehension, which consists of improving students’ understanding of literal reading comprehension in terms of the main idea and supporting details. This study used pre-experimental. In collecting data, the researcher took the drata from pre-test and post-test. The population of the research was the third semester at FKIP Unismuh Makassar that consisted of 20 students. The results of the research showed that te students’ mean score of rthe pre-test before treatment was 52.30%. While after treatment, the mean score of post-test was 94.90%. The result of the data analysis indicated that there was a significant improvement in the students’ reading ability after being taught using WebQuest. It was proved by the result of the statistical analysis of the degree significance p=0.05 with degree of freedom (df)=19 indicated that the t-test (3.6) and t-table is (2.093) and significant. (2-tailed) 0.000. This suggests that the data of post-test as the final result gave the significant improvement. It’s concludedthat the use of WebQuest is able to give greater contribution in teaching and learning reading comprehension.
THE EFFECTIVENESS OF USING BOARD RACE GAME TO ENHANCE THE STUDENTS’ VOCABULARY MASTERY AT SMPN 8 DONGGO SATU ATAP Nurdina; St. Asriati AM; Saiful
English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (823.325 KB)

Abstract

This research aimed to enhance students’ vocabulary mastery at SMPN 8 Donggo Satu Atap by using board race game. The researcher used pre-experimental research where the data gained from the multiple choice test. The population of the research was the eighth grade of SMPN 8 Donggo Satu Atap in the academic year 2020/2021. The sample was taken by using purposive sampling technique and there were 80 students as population and 20 students as sample. The result presented that the mean score of students’ vocabulary mastery pre-test in the term verb was 45.25 become 78.5 in post-test with 73.48% improvement. Then, the mean score in term of adverb was 42.75 in the pre-test become 69 in the post test with 61.40% improvement. The t-test analysis presented that by applying 0.05 level of significant with the 19 degree freedom (df=20-1), t-test in the form of verb and adverb in vocabulary was greater than t-table which were 11.62>2.093 and 13.72>2.093. It means that, board race game has significant effect toward students’ vocabulary mastery in the term of verb and adverb.
THE EFFECTIVENESS OF ARCS ( ATTENTION, RELEVANCE,CONFIDENCE AND SATISFACTION) MODEL TO IMPROVE STUDENTS' LISTENING COMPREHENSION Riskayani; Saiful; Hilda hafid
English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (487.862 KB) | DOI: 10.56983/eltm.v2i2.86

Abstract

The aims of this study to find out the effectiveness of Using ARCS (Attention, Relevance, Confidence and Satisfaction) model to improve students’ listening comprehension at eleventh grade of SMAN 9 Makassar. In this research was a Descriptive Quantitative research which used experimental research by applying random sampling technique. The samples of the research were the eleventh grade students of SMAN 9 Makassar consisted of 25 students XI.MIA 4. The researcher used one group pre-test post-test design. This research was not control group. In the first step, the researcher gave pre-test and gave eight meetings treatment with narrative text material. After the researcher did the treatment, the researcher gave the students post-test.This research findings were the value of pretest to post-test was higher. Before treatment the value of pretest was 70.6, but after the treatment, the mean score of student post-test was 89.8. The result also showed the improvement of student’s listening increased 21.38 %. It showed that t-test > value was higher than t-table 7.08>2.0. So, the conclusion is H0 was rejected and H1 was accepted, the effect of ARCS (Attention, Relevance, Confidence and Satisfaction) model to improve students’ listening comprehension is effective.
Co-Authors Awalia Azis Firman Hilda hafid Juliana Basir Maya Soraya Nurdina Rezkia Riskayani St Asriati Sujariati Syahruni Ramadani