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[The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency ]]>
<![CDATA[Sitti Aisyah]]>;
<![CDATA[Nuraeni Nuraeni]]>
<![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.v9i2.6234
<![CDATA[This research aimed to determine students’ English language proficiency after conducting an experiment. A method that was implemented was the use of a digital multimodal textbook application called Book Creator. This method focused on teaching students the English language using a digital textbook that promoted multimodality. In the test book, some modes were applied (teacher’s voice recorded, videos from the internet, and pictures). This research was a pre-experimental method that used one group sample. The research data was collected to measure the effectiveness of the method using pre-and post-test as the research instrument. From the data, it was found that the use of a digital multimodal textbook gave improvement to most of the student's English language proficiency. However, a few students only experienced a little improvement. The data shows that there was a significant difference in students’ scores between the pre-and post-test. The mean score in the pre-test was 47.81with the minimum score being 26 before the treatment. Meanwhile, after the application of the digital multimodal textbook, the mean score of the post-test encountered improvement to 65.50 and the minimum score was 40. From the data, it was revealed that even though most of the students gained a better understanding after the treatment. However, a few students still had difficulty upgrading their English language proficiency.]]>
<![CDATA[Developing “Reverb English†Textbooks for Kindergarten Students: Is It Effective? ]]>
<![CDATA[Fikra Raushani Khittahira]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![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.v9i2.6323
<![CDATA[English is one of the foreign languages taught in Indonesia. It has separated curriculum from other subjects which are taught in primary, secondary, and high schools by using English textbooks. However, English textbooks are limited to be developed in Kindergarten area. Therefore, this research conducted and aimed to develop adequate English textbooks based on Kindergarten syllabus which are annual and semester programs by the school. The researcher took the group A and B learners of Kindergarten students at TK Negeri Pembina 1 Malang year 2021/2022. The researcher involved 70 students as the participants. Research and Development (R&D) was conducted in this research with the ADDIE model. The instruments of the research were observation and interviews both teacher and students. The data analysis was obtained from the expert validation checklist also the transcription of the result from the interview with both teachers and students. Findings indicate that “Reverb English†textbooks are feasible and effective during the English teaching-learning process in the classroom for kindergarten students. It can help them to learn faster by visualizing the pictures and words in the book.]]>
<![CDATA[Dicto-Comp in Indonesian’ English Writing Class ]]>
<![CDATA[Nike Angraini]]>;
<![CDATA[Jaya Nur Iman]]>
<![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.v9i2.6332
<![CDATA[The present inquiry investigated the dicto-comp’ effectiveness on the writing achievement of EFL learners. An experimental research design, chiefly concerned on the non-equivalent pretest-posttest control group design, was taken into the research. Thirty six students were taken as the sample purposively. An English writing test was employed as the primary instrument to assess the writing achievement of EFL learners. The research results found out (1) the EFL learners’ English writing achievement level in the group of experimental after the treatment given was in the good and very good category, (2) dicto-comp significantly improved the EFL learners English writing achievement in the experimental group, and (3) dicto-comp made significant difference on EFL learners’ English writing achievement than those who were not. In conclusion, implementing dicto-comp improved the writing achievement of the EFL learners significantly. Pedagogical implications for English students and lecturers, stakeholder, and near future researchers were also made in this research.]]>
<![CDATA[Folklore as Local Culture-Based Material for Improving Students' Reading Comprehension of Narrative Text ]]>
<![CDATA[Riryn Fatmawaty]]>;
<![CDATA[Fita Faridah]]>;
<![CDATA[Novi Rahmania Aquariza]]>;
<![CDATA[Alfiyah Nurahmada]]>
<![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.v9i2.6338
<![CDATA[The study aims to describe the use of folklore in the classroom to improve students’ reading comprehension and to ascertain the reactions of the students to this approach. 22 students in 9th Grade B at SMPN 1 Sugio are the subjects of the study, which employs the classroom action research methodology. Participation of the students to improve their reading comprehension is the theme of all the key phrases. The teacher needs to inspire the students more, though. Utilizing interviews, observations, and questionnaires, data is gathered. 14.28.% of students met the minimal mastery level criterion, according to their preliminary test results (KKM). The initial cycle was deemed ineffective. Students who attained the bare minimum mastery in The first cycle was deemed a failure. The percentage of students who met the minimal mastery level criterion (KKM) was only 53.57% or 15 students. The second cycle is regarded as a success. It was because 26 students, or 92.85% of the test participants, met the minimal mastery level criterion (KKM). The percentage of students who got up increased with each cycle, and the findings suggested that reading folklore could improve students' reading comprehension. Reading folklore in the classroom raises students' enthusiasm, enjoyment, and participation. Reading the narrative text through folklore can improve students' reading comprehension.]]>
<![CDATA[The Integration of Multimodality in EFL Classes: Students’ Perception ]]>
<![CDATA[Khalif Arfazul Ilmi]]>;
<![CDATA[Dian Novita Dewi]]>
<![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.v9i2.6343
<![CDATA[Technology has greatly influenced education in the twenty-first century. Multimodal teaching is one of many classroom methods brought by technology. However, only a few studies have been conducted on how to create a multimodal pedagogy to assist EFL students in enhancing their language skills. Therefore, the purpose of this study was to investigate the perceptions of high school English students regarding the integration of multimodality into English classroom practices. Participation in this study was determined using a random sample. Data was gathered from 100 high school students in SMA Panjura, Malang. These students have experienced using multimodal in their learning process for six weeks. In this research, a quantitative method with a survey research design was chosen. The data were analyzed using SPSS 24 and the data was presented descriptively. The study revealed that the majority of students had a positive attitude toward the implementation of multimodality in their learning process in response to the characteristics of current students.]]>
<![CDATA[Developing Flashcards Learning Media to Teach Grammar in Recount Texts for Tenth Grade ]]>
<![CDATA[Oryzanda Oryzanda]]>;
<![CDATA[Ahmad Saifudin]]>;
<![CDATA[Widiarini Widiarini]]>
<![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.v9i2.6346
<![CDATA[Language plays a crucial part in the foundation of communication in daily life and academic activity. Learning an additional language such as English in school is very important. Mastery of English grammar is required to compose a word or sentence in English. Â It takes grammar proficiency to create words or phrases in English. Students in class X IIK 2 MA Bustanul Muta'allimin comprise the study's sample population. Most of the students in this class had trouble putting simple sentences together. According to the results of the needs analysis, the result of the questionnaires, 77% of the students had difficulties constructing their simple sentences in English. Furthermore, 80% of the 13 samples indicated they wished to learn using engaging media. This research was conducted aiming to develop learning media in teaching grammar. The ADDIE model design, created by Dick and Carry in 1996, is used in this research process, known as research and development (R&D). There are five steps in this development that are following the ADDIE model, that is Analysis, Design, Development, Implementation, and Evaluation. The result of media expert validation and material expert validation achieved scores of 80.26% and 68.05%, respectively. A score of 76% was obtained when the questionnaire about using learning media was completed by student respondents. Flashcard media have a level of validity that makes them appropriate for usage, according to the result of expert validation and student response. As a result, this learning media is used effective tool for increasing students' interest in studying.]]>
<![CDATA[EFL Students' Perceptions toward the Integration of Bahasa Indonesia (L1) In English Language Teaching ]]>
<![CDATA[Nizar Saputra]]>;
<![CDATA[Asirah Asirah]]>
<![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.v9i2.6350
<![CDATA[The application of the first language (L1) in English language teaching (ELT) has long been practiced, and its practice has been controversial in foreign language teaching. This research aims to investigate students’ attitudes toward the application of Bahasa Indonesia (Indonesian students’ L1) in ELT. This research is framed through a quantitative survey in which the 32 participants were invited to take online self-administered questionnaires. Result suggests that the integration of Bahasa Indonesia in English language teaching as a pedagogical tool is considered beneficial to improve students’ English proficiency, enhance English vocabulary, and improve comprehension. In addition, the participants also believed that the numerous use of L1 or Bahasa Indonesia may provide less opportunity for students to develop their speaking skills. When it comes to preferences of language use in ELT, most students agreed that their English teachers should integrate both Bahasa Indonesia and English, in which the use of Bahasa Indonesia to be minimized while English to be predominated.]]>
<![CDATA[Developing an Android-Based Reader Digital Application to Teach Reading Aloud at SMPN 7 Blitar ]]>
<![CDATA[Dian Aprilia Briliani]]>;
<![CDATA[Widiarini Widiarini]]>;
<![CDATA[Istina Atul Makrifah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 10 No. 1 (2023): June ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i1.6437
<![CDATA[Students in junior high school, especially in 7th grade are commonly taught reading aloud on learning English. Based on those reasons, research on developing an android-based reader digital application is really needed to be conducted because technology could create productive and interesting teaching and learning process. The purposes of the study are to find out the process of developing an android-based reader digital application as media to teach reading aloud in 7th grade at SMPN 7 Blitar and to figure out the feasibility of an android-based reader digital application as media to teach reading aloud in 7th grade at SMPN 7 Blitar. In order to develop the product Research and Development (R&D) method by Borg and Gall contained 10 steps was used. And it is reduced to 7 steps because of the seven steps can be developed in the product and there is limited time. The observation did by questionnaires. A technique for collecting data from multiple validator experts. Effectiveness is derived from the results of student surveys. The results of this survey show that the materials expert's overall score was 93.8% and 90% for display layout and design by media professionals. Data collection for a survey of 30 students was also 85%. The result shows that the use of applications in he English learning process is approved by teachers and students. The students also sense more motivated to learn English through the application and show an attractive to use the application as the virtual teacher assistant.]]>
<![CDATA[Vocational High School Teachers’ Pedagogical Competence in Teaching English ]]>
<![CDATA[Heri Hidayatullah]]>;
<![CDATA[Siti Syafi’atul Qomariyah]]>
<![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.v9i2.6641
<![CDATA[Pedagogical competency is one of several competencies that teachers have to have merely for being a professional teacher. Referring to the process of recruitment held by governments and the reality of the teaching and learning process in the context of formal school, this current study tried to find out how the teachers’ pedagogical competence, especially in vocational high school. A descriptive qualitative research design was applied in order to deeply dig and analyzed the data needed. The subjects of the research were two teachers along with their own students. Interview and questionnaire were distributed to collect data and then analyzed using triangulation. The findings showed that the teachers understand and know well about their students’ learning styles which in turn to design and implement their teaching and learning via making conversation with the students and doing a pretest. However, most of the students’ responses were in contrast with the teachers’ responses. It could be concluded that the teachers’ pedagogical competence was categorized into low level due to not all students in their classes being invited to do conversation.]]>
<![CDATA[A Textbook Analysis of “My Next Words†for the Fifth Grade Elementary School ]]>
<![CDATA[Pipit Novianti]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 10 No. 1 (2023): June ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i1.6972
<![CDATA[Textbooks are one of the materials used in the teaching and learning process. Textbooks have many benefits and important components in achieving the goals of the needs of learners (Cunningsworth, 1995). A qualitative method was conducted in this study. In brief, a descriptive qualitative research design was used to analyze and investigated an English textbook entitled Student’s Book “My Next Words†for Elementary School published by the Ministry of Education and Culture. The research data were collected from the content of the English textbook. To reveal the English textbook's content and appropriateness, this present study explored and researched an English textbook entitled Student’s Book "My Next Words" for Elementary School that applied Merdeka Curriculum. Following the BSNP (2017) criteria, the textbook was appropriate for use in the teaching and learning process, particularly in teaching English to Young Learners. Even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved.]]>
