Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is a journal published by the Faculty of Culture, Management, and Business, Mandalika University of Education.. The journal focuses on the following topics: 1. Theory and practice in English Language Teaching and Learning 2. Teaching English as a Second or Foreign Language 3. English language teachers’ training and education
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272 Documents
<![CDATA[Intercultural Communicative Competence: L2 Learners’ Participation on Debating Class ]]>
<![CDATA[Muliani Muliani]]>;
<![CDATA[Dedi Sumarsono]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v8i2.4528
<![CDATA[Taboos in conversations will take place between speaker and hearer as the cultural awareness of the target language culture is not taken into account in the teaching and learning processes of English triggered this research to be conducted. This research deals with an analysis of intercultural communicative competence of L2 learners by means of applying Constructivists Model in which the preliminary description of how competent they are on L2 culture can be described. This research is qualitative research where eight students were arranged in debating class involved as the subject. Two debaters from Executive English Debate Community were engaged in this research as the team to construct the activities for the students. By providing anobservation checklist and questionnaire, the finding shows that the students actively exchange their ideas, they feel part of learning, they are able to develop problem-solving through peer collaboration, and they are able to develop new skills and knowledge from the other members of groups. It can be noted that the motions provided during the research, in which the L2 culture is considered, have helped the L2 learners to enhance their intercultural communicative competence seen from their active participation.]]>
<![CDATA[Investigating the Implementation of Classroom Assessment by Novice English Teachers ]]>
<![CDATA[Karunia Eka Nafilatul Janah]]>;
<![CDATA[Syafi’ul Anam]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v8i2.3883
<![CDATA[Classroom assessment plays an important role in the success of English language teaching and learning in the classroom. Besides, implementing classroom assessment can be challenging for teachers since it needs a comprehensive process as well as adequate knowledge related to the subject matter. Some previous studies have proven that Indonesian novice teachers of English faced various challenges related to the real field of teaching that assessment is one of the challenges. Regarding the challenges of the assessment, this research is aimed at investigating the implementation of classroom assessment in assessing students’ English skills including its challenges and opportunities faced by novice English teachers. This research employed an open-ended questionnaire involving four female novice English teachers who have less than three years of teaching experience when this research is conducted. The results show that most of the novice English teachers implemented achievement tests that are often summative and used various tasks for assessing their students’ English skills. However, some of the novice English teachers could not answer the questions related to their practices of the assessment principles. Furthermore, the novice English teachers experienced challenges in implementing the classroom assessment such as when implementing peer-assessment, creating a valid grade in the assessment process, and not having enough time for the test preparation. Lastly, one of the novice English teachers involved in this research experienced the opportunities related to the implementation of classroom assessment as assessment not only can reflect the students’ learning progress, but also can know the weakness of the teaching.]]>
<![CDATA[Project-Based Learning for Mechanical Engineering Students in the Emergency Remote Teaching ]]>
<![CDATA[Dewanti Ratna Pertiwi]]>;
<![CDATA[Maria Asumpta Deny Kusumaningrum]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v8i2.4427
<![CDATA[Covid-19 has changed a lot of life sectors, including education. The government’s policy to carry out emergency remote teaching (ERT) immediately switches the teachers’ and lecturers’ plans on successful classroom activities. One of the classroom’s activities is project-based learning (PBL). With several limitations, challenges should be taken on so that designing simple but meaningful projects can facilitate project-based learning. Thus, some adaptations should be made since some students are economically impacted. Online learning modes, either synchronous or asynchronous were held to communicate the project. A descriptive qualitative research method was employed by involving two classes of mechanical engineering students. Data were collected from learning platforms observations, interviews with students’ representatives, and questionnaires administered to all students. The project was conducted in four stages; beginning the infographic project, developing the project, closing the project, and evaluating the project. The research indicated that the students completed and engaged in the project successfully through some problems that came up, mainly when the students had to have group work and communicate using internet media since most students were back home with various internet connection access. However, some assessable applications were employed so that the project was well accomplished. In conclusion, conducting a PBL in emergency remote teaching was successfully conducted with some simple available and accessable applications since the students’ conditions varied significantly.]]>
<![CDATA[Communication Strategies Used By EFL Students in English Classroom Setting ]]>
<![CDATA[Arif Rahman]]>;
<![CDATA[Dian Novia Isroyana]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v8i2.4482
<![CDATA[The main objective of teaching English is to allow the learner to communicate orally and successfully. People all over the place study a foreign language to enable them to communicate effectively. This study investigates a phenomenon about communication strategy used by EFL students in English Classroom Setting. The focus of this study is to investigate the types of communication strategies and the most frequent types of communication strategies employed by EFL Students. It took place in Institut Pendidikan Nusantara Global that located in Central Lombok. The participant of this study was a total of 20 students from the second semester. A qualitative research design was used to collect the data need in this study embarrassing interviews and observation as main instruments; the observation used were field notes and videotape aimed to get the documentation of the study. The finding of the study shows that most of the students employed the types of communication strategy i.e.: Asking for clarification, requesting an explanation, asking for repetition, circumlocution, message abandonment, meaning negotiation, and interaction monitoring. Furthermore, the communication strategies frequently used by students i.e.: asking for clarification, message abandonment, and meaning negotiation. In conclusion, every student has their own communication strategy but the researcher categorized those strategies into several types.]]>
<![CDATA[Square Talks®: A Mobile App to Support EFL Learners’ Vocabulary Development ]]>
<![CDATA[Ima Normalia Kusmayanti]]>;
<![CDATA[Retno Hendryanti]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v8i2.4393
<![CDATA[In recent years, mobile-based game language learning has proliferated due to its promising prospects and positive impacts in improving teaching and learning outcomes in English vocabulary development. With this phenomenon, Square Talks® was developed specifically to aid EFL beginner learners with their English vocabulary. This study aims to examine the effectiveness of the game app in developing the learners’ English vocabulary development. This study employed a quantitative approach focusing on 34 EFL beginner learners. The focus has been on how effective the game app was statistically and overall experience of using the game app. Data were collected through vocabulary tests and a survey. The test results showed that Square Talks® has improved the subjects’ English vocabulary development with the t-value of the test results is -19.93 indicating a significant effect in increasing the subjects’ English vocabulary development. The survey result revealed positive acceptance toward playing Square Talks® in terms of effectiveness (4.49), usability (4.34), and satisfaction (4.52). Therefore, Square Talks® can be considered to be an alternative learning tool to facilitate EFL beginner learners’ vocabulary development.]]>
<![CDATA[Reciprocal Questioning Procedures in Reading Comprehension: Does It Increase Students’ Motivation? ]]>
<![CDATA[Bq Zuhrotun Nafisah]]>;
<![CDATA[Dedi Sumarsono]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v8i2.4423
<![CDATA[Reading is essential and serves as a basic building block in English language learning process. As a result, a teacher must have an effective teaching technique in teaching reading comprehension. This study aims to find out the influence of reciprocal questioning towards students’ motivation in reading comprehension of the third-grade students at SMP Negeri 3 Praya. The research was conducted through experimental research, the pre-test and post-test were used as the design. The instrument was used a set of questionnaires (Likert scale) for motivation test. The data analysis that used was descriptive analysis and inferential analysis for measuring the motivation test in form of questionnaires. Then, according to the result of the test, it showed that t-test 4.865 was higher than the t-table 2.423 at the level of significance 0.50. It means that, there was a positive effect of Reciprocal Questioning procedure towards students’ motivation in reading comprehension.]]>
<![CDATA[SEM-PLS Analysis of Factors Affecting the Effectiveness of English Course Online Learning during Covid-19 Pandemic ]]>
<![CDATA[Ely Trianasari]]>;
<![CDATA[Ika Yuniwati]]>;
<![CDATA[Made Detri Suryantini]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i1.5228
<![CDATA[Online learning is an alternative approach for continuing the learning process while the COVID-19 epidemic is underway. This research was undertaken to find out the factors affecting the effectiveness of English course online learning at Banyuwangi State Polytechnic during the Covid19 Pandemic. The factors studied included the quality of the media, the quality of the students, the quality of the modules/materials, the quality of the learning methods, and the quality of the tutors/trainers. The number of respondents was 259 students who were taken by using a purposive random sampling. The instruments used in this research were questionnaire and interview delivered online. The Partial Least Square (PLS) approach was used to examine this study model, which was aided by Smart PLS software. As for the results of this study, the overall p-value is smaller than 0.05, meaning that all variables have a positive influence on the effectiveness of online learning. The highest influence is from the variable of quality of students and the lowest is from the quality of tutors. The findings implicate that to deliver a successful online learning course, teachers must be able to create a new learning experience and atmosphere at each meeting through the use of diversified media, real learning resources, and appropriate learning methods in order to pique students' interest and motivate them to participate more actively in learning.]]>
<![CDATA[Motivational Factors Influencing Pre-Service EFL Teachers to Choose Teaching as A Future Career ]]>
<![CDATA[Indah Eka Asriani]]>;
<![CDATA[Rahayu Apriliaswati]]>;
<![CDATA[Dwi Riyanti]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i1.5132
<![CDATA[Motivation to choose teaching profession has a significant role in the professionalism and commitment to the teaching profession. This study investigates motivational factors that influence pre-service teachers of English Education Study Program at FKIP Tanjungpura University, Pontianak to choose teaching as a future career. Unlike the previous research in the Indonesian context that mostly used intrinsic, extrinsic, and altruistic motivation frameworks, this study used a motivational framework by Watt & Richardson (2007) named FIT-Choice Scale. This research was conducted using a survey method. The number of participants in this study is 216 pre-service teachers. By using an online questionnaire that contains close-ended questions adapted from FIT-Choice scale and open-ended questions, the findings show that the main motivational factors that influence the pre-service teachers to choose English teaching as a future career are subject interest (M: 6.13), intrinsic career value (M: 5.78), social utility value (M: 5.75), and prior teaching and learning experience (M: 5.79). Moreover, related to the belief about teaching, the pre-service teachers perceive teaching as a profession with high task demand (M: 5.40), but they rated task return lower (M: 4.91). Furthermore, the researchers also identified other motivational factors mentioned by participants in open-ended questions named religious, personal and professional development, and dual benefit of learning to become an English teacher.]]>
<![CDATA[Model Development of Children’s Language Skills Based on Digital Literacy ]]>
<![CDATA[Yeni Probowati]]>;
<![CDATA[Deny Kuswahono]]>;
<![CDATA[Nur Irmayanti]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i1.5191
<![CDATA[This research generally aims to develop a model of children’s language skills based on digital literacy in Pondok Benowo Indah RT 03 RW 08 Babat Jerawat, Pakal Surabaya. First, to determine the process or stages of learning language skills using narrative stories or fairy tales from a YouTube application that is watched by them and is accompanied by their parents. The two processes or stages of developing language skills are by retelling stories or fairy tales that they see with their parents and writing moral messages in the stories or fairy tales. The method used in this study is quantitative-qualitative (mix method). The data were analyzed using content analysis techniques. The data will be analyzed through the following steps: 1) classifying the data, 2) displaying the data, 3) interpreting the data, and 4) drawing a conclusion. The study intends to create and develop a role of language skills for the children who mostly like their devices compared to playing together with their peers outside the home. For parents, this model of language skills can later be applied at home when they are together and interact with their children. For children, this is a diversion from the gadgets they often hold when they are at home.]]>
<![CDATA[Interactive Media Edpuzzle and Its Implementation in Teaching Vocabulary in New Normal Era ]]>
<![CDATA[Endang Mastuti Rahayu]]>;
<![CDATA[Pradana Bhaskoro]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i1.4425
<![CDATA[The aim of this study was to describe the use of interactive media EdPuzzle in teaching vocabulary. Many students had difficulties finding the right vocabulary in conveying ideas because the learning media used by the teacher was not varied. In new normal era, the teacher must be good at choosing interactive media for teaching vocabulary. One of interactive media was EdPuzzle, because it could make the learning process to become interesting. This study was quantitative descriptive. The research subject was the 8th-I grade of students at SMPN 2 Taman which consisted of 33 students. In this study, the researchers used an observation guide and questionnaire to collect the data which were then analyzed descriptive quantitatively and in percentage terms. The result of observational data analysis showed that the interactive media EdPuzzle used in teaching vocabulary made students more active and the class become fun. The results of the questionnaire analysis showed that 54% of students agreed that teaching vocabulary using interactive media Edpuzzle helped them understand the text. The conclusion was that interactive media EdPuzzle could be used in teaching vocabulary, because students felt more enjoyable, interested, and excited, also easier to memorize the English vocabulary during learning process.]]>
