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

joelt
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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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DIVERSITY OF LEARNING: THE BASIS FOR FURTHER INSTRUCTION IN TEACHING MODALITY Muliani, Muliani; Hidayatullah, Heri
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 4, No 2 (2017)
Publisher : IKIP Mataram

This research deals with the diversity of learning as part the development of Interstate New Teachers Assessment and Support Consortium (INTASC Standards) teaching model in teaching Modality. Regarding the use of modalities in English as foreign language for students in Indonesia,it cannot be denied that to most of the students particularly where this research is being carried out, the students awareness of the of modalality limits up to the use of those modal verbs in text ignoring the context. In other words, the ignorance of cultural use occurs in which in contrast, language use must take tense and aspect into consideration. By that reason, the need of teaching modalities further is the main concern as the aim of this research. 80 students of the English Department of IKIP Mataram were involved as the subject of the research where formative assessment were found by applying ?learning style? topic. It was implemented b means of preparing the questionnaire consisting of 1-10 with three-color-box (a,b,c) in which the students were asked to color the box with question mark inside where eventually it was found that the students? diversity can be seen from their hobbies which they use as their learning styles. Most of students love to do sport exercise, watch movie, listening to the music, travelling, reading novel, and singing. Besides, it is also found that students are different in their learning style where some students prefer to learn by discussing, in peer, move around, learn in quite, or even to some of them, any situation things that can distract theirconcentration. In short, it can be concluded that the students are categorized as visual, auditory, and kinesthetic learners.

FIGURATIVE LANGUAGE IN THE SCARLET LETTER Fadlilah, Lilik
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 4, No 1 (2017)
Publisher : IKIP Mataram

The purpose of this witing is to give a brief understandable of figurative language used in the Scarlet Letter novel and add references to undertand the social value and its implication. Figurative language that stated in the novel connects any object or character to a symbolic meaning through simile, metaphor, allusion, or personification. Hawthorne?s main device for communicating his message in The Scarlet Letter is figurative language that make the story flew strongly and has a highly stylized symbolic fable.The tight structure and figurative language of the novel is like walking in to many-sided of mirrors where we see every fact in unending succession of relation to every other fact. In other side, this writing can be used to broader knowledge about stylistics that it is reliable or recommended strategy in teaching linguistics and literature.

THE APPLICATION OF THE LEARNING STRATEGY TO IMPROVE THE SPEAKING SKILL OF THE SECOND GRADE STUDENTS AT SMA UII YOGYAKARTA IN THE ACADEMIC YEAR 2011/2012 Permana, Dira
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 1, No 1 (2014)
Publisher : IKIP Mataram

The objectives of this study were to identify the problems of the second grade students in speaking English and to discover the effective steps of the learning strategy to improve the speaking skill of the second grade students at SMA UII in the academic year 2011/2012. This study applied a classroom action research and was conducted in two cycles consisting of planning, acting, observing, evaluating, and reflecting. Subjects of the research were the second grade students of SMA UII in the academic year 2011/2012. Data collecting techniques used were observation, interview, diary and speaking test. Data analysis techniques used were descriptive analysis. Based on the research, there were four strategies applied in cycle I, i.e., the strategies of asking for clarification or verification, grouping, repeating and placing new words into a context. The result of strategies application in cycle I gave positive and negative responses that it did not give much significance to the students? speaking skill. The highest speaking score of the students in cycle I was 18. Therefore, revision was done. There were two strategies that must be revised in cycle II, which were the strategies of grouping and repeating. As the revision was done in cycle II, students showed positive response and gave significant improvement to the students? speaking skill. The highest speaking score of the students in cycle II was 27. Thus, it can be concluded that the learning strategy is successfully implemented and improves the speaking skill of the second grade students at SMA UII in the academic year 2011/2012.

ENGLISH TRAINING PROGRAM THROUGH DEBATE METHOD FOR TEACHERS OF SMKN 1 SINGOSARI MALANG Wibowo, Arining
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 3, No 2 (2016)
Publisher : IKIP Mataram

The aim of this training is to teach English language teachers of Vocational High School/SMKN 1 Singosari Malang. The absolute role of English as a medium of communication and learning for vocational students is undeniable. Vocational High School is dedicated to produce technical worker which they are prepared to be readily working after graduated without continuing to study on college degree. By having English language as their fluent second language, alumnus will have big weapon to compete in the current bothersome job demand. Problem of teaching-learning English is the one background of this training. English Debate method is a new method in SMKN 1 which they are introduced various techniques to learn English. By this method, teachers will be talented to teach English to students actively and innovatively. The result of this training told us that English Debate is effective method to be applied on teaching-learning English especially on speaking.

VIDEO TO IMPROVE STUDENTSâ€™ SPEAKING ABILITY Cahyani, Dian Anik
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 2, No 2 (2015)
Publisher : IKIP Mataram

Video as an audio-visual material in teaching English has grown rapidly and it is obvious that the use of video is a great help for students in stimulating and facilitating the target language. This study tries to solve students? speaking problems and improve speaking ability by using video. The writer uses Classroom Action Research as research design. The implementation of video in teaching speaking class is arranged to bring benefit of the language learners. Video can make the classroom atmosphere more interesting and make students easier to speak. Video also stimulates students to be active. The students? response about the implementation of video is positive and it will be alternative strategy in teaching speaking. So, video can improve the students? speaking ability.

THE EFFECT OF SUMMARIZING TECHNIQUE ON READING ACHIEVEMENT Qomariyah, Siti Syafi?atul
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 2, No 1 (2015)
Publisher : IKIP Mataram

This article is a report of experimental conducted at the second year students of SMA Kanjeng Sepuh Sidayu Gresik. This study was conducted to measure the effect of summarizing technique on reading achievement. The instrument used for collecting data was test. The data analysis showed that mean of pretest was 37,94 in experimental group and 33,68 in control group. The result of t-test of pre-test was 2,444 and t-critical was 1,684 in level of significant .05. And the mean of post-test was 74,52 in experimental group and 68,39 in control group. The difference between the two mean score is 6.13. The mean of the control group is lower than the experimental one. In which the highest score was 52 and the lowest score was 20 in control group and experimental group. From the data analysis, the writer got findings. The mean score of experimental group was 74.52 and the mean score of control group was 68.39. after applying the ANCOVA formula, it indicates that F-value was 4.117 and the critical value with the level of significance .05 was 4.00. The finding shows that students? achievement of reading in posttest (after treatment) of experimental group was higher than control group. It was found out that summarizing technique was effective in reading achievement.

THE EFFECTIVENESS OF MEMORY TRICKS GAME IN TEACHING GRAMMAR Ningsi, Cicilia; Suadiyatno, Taufik; Sandiarsa S., K. Dedy
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 4, No 2 (2017)
Publisher : IKIP Mataram

This research was aimed to find out the effectiveness of Memory Tricks game in teaching grammar. The research was experimental research and the design that was used was pre-test and post-test design. The population of the study was the first grade students of SMKN 1 Kuripan especially in TKJ (TeknikKomputer and Jaringan) course which consisted of three classes. Two classes were chosen as the samples, those were TKJ 1 Class as experimental group consisted of thirty five students and TKJ 3 Class as control group consisted thirty five students. They were chosen by usingSimple Random Sampling technique. Experimental group was treated by Memory Tricks game and control group was treated by Verb Search game. The instrument that was used objective test in forms of completion items test. Then, the scores were analyzed by using statistical analysis. It showed the mean score of experimental group was 76 while the mean score control group was 69.2 and the value of t (t test) = 2,7922 was higher than the value of (t table) = 1.9955 at the significance level of 0.05% and the number of degree freedom (68). Therefore, according to the result of the analysis, it can be concluded that there is a significant difference between student?s grammar scores taught by Memory Tricks game and taught by Verb Search game. In other words, Memory Tricks game is effective in teaching grammar.

FORMATIVE QUIZZES TO IMPROVE INSTRUCTION, STUDENTâ€™S PARTICIPATION AND UNDERSTANDING IN ACADEMIC WRITING Saidah, U. H.
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 3, No 2 (2016)
Publisher : IKIP Mataram

A combination of presentation and discussion as an instruction method is excellent per se. However if it is implemented in a classroom unceasingly without any other instruction variations, it might cause discouragement of students in their learning. To vary, there are a lot of instruction methods available to improve instruction as well as students? participation and understanding, one of which is formative quiz. A formative quiz is an informal test given to students as an assessment conducted continuously aimed at adjusting instructional practices in order to improve students? learning. In implementing formative quizzes as an instruction method, an investigation is conducted using classroom action research design operating two cycles. The first cycle is to measure the lecturer?s instruction, and the second cycle is to measure the students? participation and understanding. Conclusively it is found out that formative quizzes have improved lecturer?s instruction, students? participation and understanding in academic writing course.

UTILIZING QUESTIONING TECHNIQUE TO IMPROVE THE STUDENTSâ€™ COMPREHENSION SKILLS ON EXPOSITORY TEXTS Hidayatullah, Heri
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 3, No 1 (2016)
Publisher : IKIP Mataram

This collaborative classroom action research (CAR) which was assembled in two cycles aimed at describing the implementation of questioning technique in improving the students? comprehension skills on expository text. The procedures of instruction involve four steps namely (1) explaining and brainstorming; (2) grouping and discussing; (3) leading; and (4) concluding and presenting. The finding which supported by data on the teaching-learning process shows that the percentage of the students who get greater than or equal to 20 point at the first test is 59.5 % and 80 % in the second test. Accordingly, with 70 % of the participants get 20 point in the set-up criteria of success, it concluded that such technique is still outstanding in improving the students? comprehension skills on expository texts type.

TEACHERSâ€™ TECHNIQUES IN TEACHING VOCABULARY AT THE FIRST YEAR STUDENTS OF MTS. ASHOLIHIYAH LOPAN KETAK EAST LOMBOK Kamarudin, Kamarudin
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 2, No 2 (2015)
Publisher : IKIP Mataram

This research deals with teachers? techniques in teaching English vocabulary at the first year students of MTs Assholihiyah Lopan Ketak East Lombok. It is expected to serve as an attempt to contribute to more teachers? techniques in teaching vocabulary at junior high school in especially in Assholihiyah Lopan Ketas East Lombok as well as the reference to the teachers who teach English vocabulary. It applied a qualitative approach. The subject of the research was one of English teacher. The data was collected through questionnaire and interview. The data was analyzed through data reduction, display, and conclusion. The result was the teacher of class 1 (1 and 2) used the identifying picture and categorizing object technique. And the teacher in class 1 (3) used categorizing objects technique to teach English vocabulary. Those techniques found from the textbook, so the teacher develops this technique by herself. In presenting English especially vocabulary, the teacher should be creative in choosing the material and able to stimulate the students interest.

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Contact Name
I MADE PERMADI UTAMA

Contact Email
permadi_utama@ikipmataram.ac.id

Phone
-

Journal Mail Official
joelt@ikipmataram.ac.id

Editorial Address
-

Location
Kota mataram,

Nusa tenggara barat

INDONESIA