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Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP

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Published by IKIP Mataram

ISSN : 23550309 EISSN : 25485865 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

Journal of English Language Teaching (Jo-ELT) is a journal published by the Faculty of Language Education and Art of IKIP Mataram. The journal contains the results of researches in English language teaching and researches that are closely related to theory and practice in teaching English. This journal is published biannually in June and December.

Arjuna Subject : -

Articles 108 Documents

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THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY Ariani, Sri; Setianingsih, Tri
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 2 (2018)
Publisher : IKIP Mataram

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students? vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

COMPARATIVE STUDY BETWEEN SASAKNESE AND ENGLISH AFFIXATION TO IMPROVE STUDENTSâ€™ VOCABULARY MASTERY Nafisah, Baiq Zuhrotun; Sugianto, Sugianto; Suadiyatno, Taufik
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 1 (2018)
Publisher : IKIP Mataram

The research is aimed at finding out the distinctive between Sasak language and English language affixation in which this is the starting point of investigating whether or not it has some similarities or may differences. The similarities will bring the easiness to the students while the differences will bring the difficulties. The result of the study is very particularly aimed to improve students? vocabulary mastery during the classroom teaching action. Hopefully, it will bring some positive effect on students? mastery regarding to the worse condition of vocabulary mastery. The interview was conducted closely to the research participants to dig up the information on how the affixation might change the meaning of particular word in Sasak language which then confirmed to that of English language have. The data collected through the interview process then will be transcribe and reduced based on research need for the sake of answering the research question. The research conclusion was made based on data finding during the field interview process. The research result than applied in the classroom teaching practice and published widely on journal of English language teaching.

THE USE OF TRUE AND FALSE ESSAY GAMES TO ENHANCE STUDENTSâ€™ WRITING ACHIEVEMENT AND CLASSROOM INTERACTION Anhar, Anhar
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 6, No 2 (2019)
Publisher : IKIP Mataram

This study was aimed at investigating the students? writing performance and classroom interaction through the use of true and false essay game strategy. This study was collaborative action research consisted of two cycles. The steps were planning, action, observation, and reflection. This research involved the 19 students of class 11th grade students of SMKN 3 Pujut. The data were qualitative in nature and supported by those of quantitative. The data were obtained from the observation sheet, questionnaire, and writing test. Meanwhile, the quantitative data were obtained by conducting writing post-test at the end of the actions. The research finding showed that use ?True and False Essay Games? was proved to be significant to improve the students? writing skills and classroom interaction. The strategy of True and False Essay Games makes an enthusiasm, empowering and challenging series of activities that vary the classroom interaction and activities during the teaching-learning process. Moreover, this strategy helped the students to build a positive relationship among them. Quantitatively, the mean of the students? writing scores in the pre-test is 50. Meanwhile, the students? score of the post-test was 55. The improvement was 5 in the first cycle. In cycle 2, the students? score of the post-test was 80.32. In the presentations between cycle 1 and cycle 2 was 30.4 It can be concluded that the True and False Essay Games was able to enhance students? writing skill and classroom interaction viewed from organization, content, grammar, vocabulary, and mechanics.

THE CORRELATION BETWEEN STUDENTSâ€™ MOTIVATION AND LEARNING GRAMMAR Qomariyah, Siti Syafi'atul
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 6, No 1 (2019)
Publisher : IKIP Mataram

This correlation research aimed to find out whether there is correlation between students? motivation and learning grammar. The population of this research was the students at the second grade students of MTs Al-Muslimun NW Tegal, which consisted of 104 students. The sample of this research used one class which consisted of 26 students. The sampling technique used simple random sampling. The instruments of this research used grammar test and questionnaire. The result of the analyzed showed that the value of r-test (0.880) was higher than r-table (0.388), in 0.05 of significant level. Based on the result of the study, it could be concluded that there was correlation between students? motivation and learning grammar. In other words, alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected.

AN ANALYSIS OF COMMUNICATION TYPES OF DEAF STUDENTS WITH ENVIRONMENT Rahmah, Cipta Rizqi; Kholiq, Abdul
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 2 (2018)
Publisher : IKIP Mataram

The research aimed to analysis (1) the deaf student communicate with the deaf student; (2) with other disability; and (3) with normal people. This research used a qualitative approach. The sources of data are focusing on the communication types of deaf students by three deaf people SMALB Banjarmendalan Lamongan academic year 2016/2017. Data Collection Techniques are interview; observation; and documentation. Research Instruments in this study are a notebook to write about the interview; checklist paper; and field note. Analyzing technique in this study are organizing, coding and reducing, interpreting and representing. The result of this study are Deaf children's communication with deaf children is more dominant using nonverbal rather than verbal. Use of continuous verbal communication such as Kinect (facial expression, eye contact, sign language), haptics, paralanguage, and proxemict. Deaf children communicate with other disability (down syndrome) is Deaf children's communication with dominant down syndrome children using nonverbal communication types. The use of intense verbal communication such as kinestict (facial expressions, eye contact, sign language) and haptics are two very important aspects of their communication. Deaf children's communication with normal people uses a combination of verbal (oral and writing) and nonverbal (kinect, haptic, and proxemic). Teachers will use a clear combination of sign language and oral. While researchers use oral, written and sign language to make it easier for deaf students to understand the conversation.

CRAFTING MEDIA TO ENHANCE STUDENTSâ€™ ENGLISH VOCABULARY Permana, Dira; Qomariyah, Siti Syafi'atul
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 1 (2018)
Publisher : IKIP Mataram

This study aims at (1) seeking whether or not crafting media is able to enhance students? English vocabulary of fourth grade at SDIT Anak Sholeh Mataram and (2) elaborating on how Craftingmedia is implemented to enhance students? English vocabulary of fourth grade at SDIT Anak Soleh Mataram. This study used Classroom Action Research (CAR) with test, observation, and documentation as the instruments of gaining data. Based on data findings, the mean score of pretest was 80.7 and posttest was 88.9. This significant gap in scores between pretest and posttest (8.2) implied there had been enhancement in students? English vocabulary achievement as the students were taught by using Crafting media. Crafting media was implemented through several related phases which presented students? direct and active selves-involvement to pump up the students? learning motivation to recognize various objects their surroundings. Thus, it can be concluded that Crafting media is able to enhance students? English vocabulary learning of fourth grade at SDIT Anak Sholeh Mataram. Furthermore, Crafting also could help the students drive their motor and language skills. Therefore, it is expected that English teachers use Crafting media as an alternative teaching media to enhance students? vocabulary in the English class learning.

CULTURAL ARTIFACTS IN STUDENTSâ€™ LITERACY NARRATIVE Setyaningrum, R. R
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 6, No 1 (2019)
Publisher : IKIP Mataram

Literacy narrative is students? writing. The students write their experiences in pass about how they learn reading, writing, speaking or listening in English. Students? literacy narrative tells their effort to change identity from positional identity to figurative identity by using cultural artifacts. This study presents to identify the cultural artifacts to improve the students? figurative identity through students? literacy narrative. The objectives of study are to identify the cultural artifacts that use to change their identity by using literacy narrative. Qualitative research used to identify the cultural artifacts through students? literacy narratives assignment and interview. The samples of the study are 20 students of senior high school. The finding result showed cultural artifacts are as tools to change their identity as a poor writer to be a good identity. Based on the students? literacy narrative almost all of the students change their identity by cultural artifacts as books and English program (extracurricular). But some others, they joined English course beyond the school?s program. Considering the findings, this research highlights the need several times to identify the kinds of students? identity by using ethnography.

IMPROVING STUDENTSâ€™ READING COMPREHENSION THROUGH LISTENâ€“READâ€“DISCUSS (LRD) STRATEGY AT MA NURUSSABAH PRAYA TENGAH Terasne, Terasne; Sugianto, Nanang; Wahab, Abdul; Ulfa, Maria
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 2 (2018)
Publisher : IKIP Mataram

This research was aimed at describe whether listen-read-discuss (LRD) strategy be able to improve students? reading comprehension or not. It was a classroom action research. The data collected uses quantitative and qualitative data. Quantitative data was gained from the result of pre-test and post-test from reading test. Meanwhile, qualitative data was gained from the result of observation sheets toward students and teachers activity. The instrument uses were test and observation sheet. The result shows that the strategy be able to improve the students? reading comprehension in report text. The improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-test was 69.5 (35%), there were seven students who passed the minimum passing grade, in the post-test one, 72.2 (60%), twelve students passed the minimum passing grade and in the post-test two, 78.25 (85%), seventeen students passed the minimum passing grade (KKM).

THE IMPLEMENTATION OF VOCABULARY BUILDING STRATEGY IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS Syafrizal, Syafrizal; Haerudin, Haerudin
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 1 (2018)
Publisher : IKIP Mataram

Vocabulary as one of English component and it?s very important to learn. Before the students master the four skills they have to know some vocabularies to support them in learning English. English vocabulary as one of the language skill elements has an important role for young learners in learning foreign languages. In presenting English, especially vocabulary, the teacher should be creative in choosing materials and able to stimulate the student's interest. The teacher needs to manipulate some strategies to support the teaching and learning process. Teaching English for young learner is different from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults. The type of this research is descriptive qualitative research. This research is a descriptive qualitative research that focuses on vocabulary building strategy in teaching vocabulary to young learners. It describes the technique and method used by the teacher in teaching English vocabulary to young learner.

CONTEXTUAL TEACHING LEARNING (CTL) APPROACH IN SPEAKING MATERIALS FOR STUDENTSâ€™ 21ST CENTURY SKILL: DOES IT HAVE ANY EFFECT? Muliani, Muliani; Sumarsono, Dedi
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 6, No 2 (2019)
Publisher : IKIP Mataram

In this era, having only speaking competence is not adequate for the students. They also need to possess some other skills like critical thinking which is also known as the 21st century skill. The 21st century learners must possess both self-direction and an ability to collaborate with individuals, groups, and machines. To support this, new speaking materials based on the context of the real world need to be used in teaching the students to ensure the EFL thinking critically is urgently needed. This paper is aimed at knowing the effect English speaking material which is based on contextual teaching learning towards EFL critical thinking in speaking. To achieve this purpose, the students were taught using speaking material which is based on contextual teaching-learning before the speaking test was taken at the end. To analyze the data t-test was applied. The data analysis showed that CTL had a significant effect on students? critical thinking after being treated.

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Contact Name
I MADE PERMADI UTAMA

Contact Email
permadi_utama@ikipmataram.ac.id

Phone
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Journal Mail Official
joelt@ikipmataram.ac.id

Editorial Address
-

Location
Kota mataram,

Nusa tenggara barat

INDONESIA