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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pendas : Jurnah Ilmiah Pendidikan Dasar Awang Long Law Review Jurnal Pemerintahan dan Politik Vox Populi English Language Teaching Methodology (ELTM) Journal of Language Testing and Assessment Transformasi: Journal of Economics and Business Management Jurnal Cendekia Mengabdi Berinovasi dan Berkarya Journal Education For All: Media Informasi Ilmiah Bidang Pendidikan Luar Sekolah Journal of Computer Interaction in Education (JCIE) ENDLESS : International Journal of Future Studies Aksi Kita: Jurnal Pengabdian Kepada Masyarakat Al-Wasathiyah: Journal of Islamic Studies
Ariana
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : English Language Teaching Methodology (ELTM)

 1 
THE EFFECT OF CONTEXTUAL REDEFINITION STRATEGY (CRS) ON STUDENTS’ VOCABULARY IN READING COMPREHENSION AT THE 10th GRADE OF SMK NEGERI 2 SELAYAR Insyirah, Lilih; Firman; Ariana
English Language Teaching Methodology Vol. 3 No. 3 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i3.311

Abstract

This study aims to find out whether Contextual Redefinition Strategy (CRS) was effective to enhance vocabulary at the 10th grade of SMK Negeri 2 Selayar. This research used quasi experimental design. The population of this research was the tenth-grade students of SMK Negeri 2 Selayar which consisted of 60 students. The sample of this research was 40 students taken by purposive sampling technique. The researcher used vocabulary test as the instrument of this research. Based on the research findings, the result showed that using Contextual Redefinition Strategy (CRS) was effective to enhance students’ vocabulary. It is proved by the means score of post–test between experimental group and control group. The means score in experimental group before and after treatment (47.15 became 89.50) and in control group before and after treatment (44.05 became 59.40) Moreover, the findings revealed that  p-value of post-test score was 0.000 with the level significance 5% (0.05). It can be concluded that p-value (0.000) < sig ɑ = (0.05, 5%). Then, the effect size gained was 2.8. Thus, it proved that Contextual Redefinition Strategy (CRS) was effective at a strong level on students’ vocabulary in reading comprehension.  
PROMOTING HIGHER ORDER THINKING SKILLS THROUGH ORAL PRESENTATION AT SMA NEGERI 12 GOWA Mutmainna, Ainun; Khaerati Syam, Ummi; Ariana
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.v4i1.314

Abstract

This study aims to see how to higher order thinking through oral presentations can improve speaking ability in learning English at the eleven grade of SMA NEGERI 12 GOWA. This research used quantitative research with a pre-experimental approach. The researcher gave pre-test to students, and then the researcher gave the students’ treatment using higher order thinking approach through oral presentation. After treatment is given, researcher gives the students’ post-test.The population in this study were students of the class XI IPA SMAN 12 Gowa. The sample of this research was the students of the class XI IPA 2, included 20 students. The result showed that the t-test value was higher than t-table value. The t-test value of speaking in terms of pronounciation is greater than t-table (8.03 > 2.09302), the t-test in terms of grammar is greater than t-table (7.66 > 2.09302), the t-test in terms of vocabulary is greater than t-table (7.25 > 2.09302) and t-test in terms of fluency is greater than t-table (7.68 > 2.09302). The results calculate the t-test of the indicators speaking in the students’t-test in pronounciation, grammar, vocabulary and fluency is greater than t-table (30.62 > 2.09302). It was concluded tha the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. That means there were significant differences between the results of student pronounciation, grammar, vocabulary and fluency in speaking ability by using higher order thinking approach through oral presentation.
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.      
FOCUS GROUP DISCUSSION AS COMMUNICATIVE ACTIVITY IN ENCHANCING STUDENTS’ SPEAKING SKILL AT SMAN 5 BARRU Nirma; Sujariati; Ariana
English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i3.473

Abstract

This article identifies a problem with students' ability to speak in public, especially in the use of English. Therefore, the researcher provides a method as a goal to improve the speaking ability of students specifically in the use of English. therefore, researching a method in this case Focus Group Discussion as a Communicative Activity in Improving Students' Speaking Skills at SMAN 5 Barru. From this article, speaking improvement can be contained from two things, namely looking at the conversation and how much vocabulary is used as a benchmark for improving students' speaking. The method used by the researcher is a quantitative research model with three stages, namely pre-test, treatment and post-test to obtain results. From these results, after being given the Focus Group Discussion method, there was an increase from before the method was given. Therefore, the Focus Group Discussion method is good to use in the learning process to improve students' speaking skills, especially in learning English.
An ANALYSIS OF STUDENTS’ DIFFICULTIES FACTOR IN READING SKILL AT SMPN LEMBANG BOSANG 12 KEPULAUAN SELAYAR Yusrizal; Sangkala, Ismail; Ariana
English Language Teaching Methodology Vol. 5 No. 1 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i1.1590

Abstract

This research only focuses on analyzing students' difficulties in reading skills. Based on preliminary research, it shows that students still face difficulties in reading skills related to aspects and factors of reading skills. Therefore, this research aims to analyze students' difficulties in reading skills in Class IX of SMPN Lembang Bosang 12 Selayar Islands in the 2023/2024 academic year. descriptive qualitative research design was used in this research. Class IX was taken as a sample because it had lower reading scores than other classes.Document analysis, and interviews were used to collect data. The three main phases of data analysis are data condensation, data presentation, and conclusion drawing.After analyzing the data, the results showed that there were 3 aspects of students' difficulties in reading skills. Thus, the most difficult aspect that students face in reading skills is vocabulary. Based on student interviews, there are three factors of difficulty in reading skills. Thus, the factors of difficulty faced by students in reading skills are that students experience difficulty in understanding reading in long sentences, difficulty in using strategies, and difficulty in concentrating
Co-Authors Akbar Lufi Zulfikar Al azimah, Laila AM, St Asriati Amelia, Jamila Andi Niniek Paryati Andini, Sari Anggraeni N, Ardilah Asrianto, Muhammad Aulia Rusnaini Hasibuan Basir, Achmad Bella Nur Syifa Syahrul Besse Sahriana Darti Cristiani, Grace Dahlia Permata Sari Darmansah, Tengku Dhini Abizah Dwi Putra, Bintang Ridzky Ferdiansyah Firman Fitriani Gusti Anggit Yata Zaka Hafid, Hilda Hana Rahmawati Zen Hayati, Susani Hilmi, Muhummad Ainul Insyirah, Lilih Ismail Sangkala, Ismail Khaerati Syam, Ummi Kurnia, Iis lisa sari Mallombasi Marianda Arwinda, Desy Meisyara, Anggi Muhammad Muhammad Keanu Haekal Muhammad Ridho Wardhana Mujib, Saiful Mutmainna, Ainun Nasution, Muhammad Roihan Nirma Nunung Anugrawati, Nunung Puan Achmad Alisyahbuni Puspitasari, Eri Putri. A, Nurfaika Rahmawati, Rahmawati Rasidin, Rayhan Hanif Ratu Yulianti Natsir, Ratu Yulianti Rosdiana Rum, Eka Prabawati Safitri, Dilla Saiful Salim, Anisa Salsabila, Asmarani Sani, Nadilah Putri  Sari, Devita Eka Sujariati Sukri Ummi Khaerati Syam, Ummi Khaerati Yusrizal Zikrillah, Andi Zulfiqar