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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448 Documents
<![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): June ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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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[Learning Connected Speech by Pronouncing Song Lyrics: Students' Perspective ]]>
<![CDATA[Auliatuz Zahrotul Jannah]]>;
<![CDATA[Sulton Dedi Wijaya]]>;
<![CDATA[Ro'ifah Ro'ifah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 1 (2022): June ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v9i1.5156
<![CDATA[Connected speech is a big role in English and has to be understood and mastered by English learners. 20 English Education Department students which are included in the English learner category are the subject of this research. This study aims to investigate how students’ perspective on learning connected speech by pronouncing song lyrics. This study used a qualitative method to focus on analyzing students’ thoughts and it presented descriptively. To collect the data, the researcher used questionnaires and interviews. Totally 58 statements in questionnaires and 16 questions through interviews have given to the subject as a completion. The main finding of this research is all subject loved to listening English song. They has positive responses on learning connected speech using song lyrics. They state that learning connected speech by pronouncing song lyrics can be an effective and fun way. They also feel confident, happy, and close to natives. By seeing the finding, it can be conclude that the problem that existed like students' difficulty when listening to the native speaker speaking, bad pronunciation, shame, less fluency, and even no connected speech are tackled. Moreover, they can learn without boredom because they learn in the way they loved.]]>
<![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): June ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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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[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): June ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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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[Emerging Word Games to Improve Young Learners' Vocabulary Skills in Ambonese Islamic School ]]>
<![CDATA[Rohib Adrianto Sangia]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 1 (2022): June ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v9i1.5233
<![CDATA[This study aims to determine the implementation of word games and their impact on student learning outcomes in learning new vocabulary in grade VII Mts Hasyim Asyari Ambon academic year 2020/2021. This research was conducted in three cycles. Using word games as a methodology in teaching English vocabulary starts with the preliminary activities of the teacher opening the class, preparing word game activities, and conveying the objectives of the material. Then in the core activity, the teacher applies the word games. The teacher gives instructions about the rules and activities of word games. In the closing activity, the teacher asks students to express their difficulties and problems when doing word games. The subsequent finding is that student learning outcomes increase each cycle, wherein only five students, or 20%, have completed the pre-cycle using conventional methods. During the first cycle, learning was carried out using word game methodologies. The number of students who achieved completeness threshold rose to 16 people or 64%. In the last cycle, all students can complete the post-test with the same methodology. It shows that using the word games methodology to deliver vocabulary learning materials has significantly improved student learning outcomes.]]>
<![CDATA[Remote Learning in the Crisis of Covid-19: Motivating or Demotivating the EFL Students to Learn? ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Taufik Suadiyatno]]>;
<![CDATA[Abdul Kadir Bagis]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 1 (2022): June ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v9i1.5257
<![CDATA[The implementation of virtual learning in the time of covid-19 pandemic had potentially affected the students’ learning motivation. This research was aimed at finding out; (1) the level of the EFL learning motivation when the remote learning is implemented during the Covid-19; (2) How was the EFL learning motivation when the remote learning implemented during the Covid-19. This study was conducted at two different universities majoring English department and medical laboratory technology department consisting of 202 students. To gain the data, a questionnaire on learning motivation was delivered to the students. The data was analyzed using the Likert scale of agreement or disagreement to interpret the types of learning English motivation. In analyzing the data, both quantitative and qualitative were used as a mixed-methods was applied. The findings of the study showed that the students' motivation was categorized into high level or slightly close to medium level of motivation. Other interesting findings were that the distance learning was claimed less effective because the materials were claimed tent to be difficult, error internet connection, less interaction between students and teachers, and so forth. On the other hand, some students argued that digital learning improves their ability in utilizing the technology media, encourages, encouraged them to be independency and curiosity, and trained the students to be more confident.]]>
<![CDATA[Developing Mystery Box in Teaching Narrative Text for Speaking Class at Junior High School ]]>
<![CDATA[Silvya Utami]]>;
<![CDATA[Mukhtarul Anam]]>;
<![CDATA[Riryn Fatmawaty]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 2 (2022): December ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v9i2.5758
<![CDATA[This research aims to develop a Mystery Box for teaching speaking in narrative text for junior high school students. To improve speaking skills students often face several problems such as lack of confidence when speaking in a foreign language. The main purpose of this research is to help students improve students' speaking skills gradually during teaching and learning activities in the classroom. This study uses Research and Development (R&D) model from Thiagarajan or commonly known as 4D (Four-D). The stage is Define, which is a definition that includes observation and analysis of student needs, then Design which includes product design formats and material selection, then Develop includes product design, validation by experts, revisions, and small-scale to large-scale experiments, the last is Disseminate, namely dissemination product form is a Guidebook. Observation data, interviews, and questionnaires for students used qualitative while the expert validator questionnaires and students' speaking scores used quantitative. There were two experts who tested this product and the participating students were class IX G, IX H, and IX I. The result of the analyzing all the data, according to the experts Mystery Box categorized was very good and most of the students felt enthusiastic in the class. It can be concluded that the Mystery Box is a learning media for helping students to improve students’ speaking skills.]]>
<![CDATA[The Metacognitive Strategy to Achieve Listening Comprehension in Kulni Modern Islamic Boarding School ]]>
<![CDATA[Muhamad Farhan Munawar Tanjung]]>;
<![CDATA[Yayu Heryatun]]>;
<![CDATA[Siti Sa'diah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 2 (2022): December ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v9i2.5776
<![CDATA[Metacognitive is the process of thinking about our minds, which is how a process, and control that information to find new understanding/knowledge and seek relationships with other knowledge. The purpose of this study is to discover how students in class XI of Kulni Modern Islamic Boarding School at Cikande, Serang Banten in use English listening metacognitive strategies, as well as the differences in improving English listening comprehension among students before and after receiving metacognitive learning. The population of this study included 61 students from class XI of Kulni Modern Islamic Boarding School at Cikande, Serang Banten. The sample consisted of 29 students from A class XI. The researcher used quantitative data analysis in this study. Data is gathered by administering tests to the class. There are two kinds of tests: pre-test and post-test. According to the study's findings, the average pre-test score at researcher Modern Islamic Boarding School at Cikande, Serang Banten was 40.41, and the average post-test score in the experimental class was 57.21. Based on the data presented above, it is possible to conclude that there is a 41.5 percent change in learning outcomes. Based on the result of the study, applying metacognitive strategies for learning can help students become interested in listening activities and can be an alternative innovation in learning listening.]]>
<![CDATA[EFL Public Speaking Class Anxiety at STKIP PGRI Banjarmasin ]]>
<![CDATA[Vivi Aulia]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 2 (2022): December ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v9i2.5849
<![CDATA[Public speaking was a crucial activity that involved the act of making a speech in front of audience. When the students were required to deliver their speech in front of others, they may face a more difficult situation. This frequently results in anxiety where people experience the fear of giving public speeches. This research aimed to investigate the level of EFL students’ public speaking anxiety (PSA) at STKIP PGRI Banjarmasin and how they used their individual efforts or strategy to reduce their PSA. This research was conducted with a mixed method design. There were 16 EFL students investigated using the Public Speaking Class Anxiety Scale (PSCAS) questionnaire and interview after they passed a Public Speaking course during a semester. The results of this research revealed some important findings. First, most EFL students have a high level of PSA. Next, most of them feel that they are afraid of making mistakes when they were performing public speaking in class. The third, the main factor causing them to have PSA was the feeling that they were afraid of having negative evaluations from the teachers and their classmates after performing the public speaking activity. Finally, they usually practice with friends beyond the class as one of their individual efforts to reduce their PSA. The conclusion of this research showed that the majority of EFL students’ PSA at STKIP PGRI Banjarmasin was at a high level and working with friends was the most individual effort they usually made to reduce their PSA.]]>
<![CDATA[An Analysis of Students’ Ability in an Interpretive Listening Course ]]>
<![CDATA[Destina Kasriyati]]>;
<![CDATA[Refika Andriani]]>;
<![CDATA[Herdi Herdi]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 2 (2022): December ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v9i2.6009
<![CDATA[The world of education currently requires students to study from home through online learning because of the covid 19 pandemic. Online learning has been going on for almost 2 years so learning is no longer face-to-face. Students faced some problems when they should learn interpretive Listening courses through online learning. One of the problems such as; Students got some difficulties understanding the material. This is the concern of researchers to analyze students’ learning outcomes in an interpretive listening course during online learning. This research approach uses descriptive quantitative utilizing descriptive statistics. There were 55 students who participated in this research. The data was gathered by an online test. The test is available at https://www.examenglish.com. The result suggests students had an average of score 69.4 of the total sample, namely 55 students. Then there is a minimum or lowest score of 30 and the highest is 77. This score has conversion based on score of the Common European Framework of Reference for Languages (CEFR). Therefore, it indicated that student learning outcomes in interpretive listening courses can be categorized as advanced. Where they have an advanced level in understanding and comprehending of listening activities. Even with limited facilities and sometimes unsupported internet networks, the learning outcome was running well.]]>
