English Language Teaching Methodology (ELTM)
English Language Teaching Methodology (ELTM), Provides research results related to teaching methods that refer to general principles, pedagogies, and management strategies used in the classroom during the teaching and learning process related to language development. The ELTM journal also Formulates a framework to describe various language teaching procedures: approaches, methods, designs, procedures, and learning techniques.
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<![CDATA[THE STUDENTS’ PERCEPTION OF NOTETAKING TECHINIQUE IN READING SKILL AT UNISMUH MAKASSAR ]]>
<![CDATA[Andi Magfira Fausia]]>;
<![CDATA[Erwin Akib]]>;
<![CDATA[Farisha Andi Baso]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research aimed to find out The students’ perception of notetaking technique in reading skill at unismuh makassar the data werre conducted on november 2020 from 10 students of the fifth semester(e class).This use a descriptive qualitative research, the instrument was an interview. The interview was distributed to the students of fifth semester and it was taken on watsapp by voice note.The findings of this research showed that the result of the students’ perception of notetaking technique in reading skill, according to them they feel that notetaking technique is very usefull and it is very help them in learning and understand the subject. They express that notetaking is a good technique to appear in reading, cause with notetaking they just open their notes and they will read the notes and then they get the points from the text.]]>
<![CDATA[THE EFFECTIVENESS OF USING TEAM WORD-WEBBING IN TEACHING LITERAL READING COMPREHENSION AT THE TENTH GRADE OF SMA NEGERI 15 PANGKEP ]]>
<![CDATA[Asmira Suryaningsih]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Uyunnasirah Hambali]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[The principle target of this examination was to decide the adequacy of the effectiveness of using the Team Word-webbing in learning reading comprehension which comprises of increasing literal reading comprehension (in the term of main idea and in the term supporting details). The information was gotten by utilized pre-test and post-test plan. The count results show that the utilization of Team Word Webbing can improve reading comprehension skills of students. The students reading comprehension skills utilizing Team Word Webbing indicated preferred learning results over before the usage of Team Word-webbing. The aftereffects of factual examination utilizing the t-test recipe, the specialist acquired a t-value was 4.697 with a recurrence of df = 25-1 = 24, at the 50% essentialness level got t-table was 2.640. So the t test> t table or the invalid theory (H0) was dismissed and the elective speculation (H1) was acknowledged. Utilizing Team Word Webbing was entirely pleasant in the learning cycle and can help understudies increment their reading comprehension skills.]]>
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH SCAFFOLDING READING ]]>
<![CDATA[Fiqhi Yulianingsih]]>;
<![CDATA[Bahrun Amin]]>;
<![CDATA[Radiah Hamid]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This pre-experimental research aimed at finding out whether or not the use of Scaffolding Strategy are able to improve the students’ literal and critical reading comprehension at the Eleventh Grade Students of SMA Negeri 19 Gowa. The population of this research were the Eleventh Grade Students of SMA Negeri 19 Gowa in academic year 2019/2020. The researcher used a Purposive Sampling and took class XI IPA 1 as the sample of the research which consisted of24 students. The research used reading comprehension test as instrument. The result of this research found that the use of Scaffolding Reading could improve the students’ reading comprehension in term of literal and in term of critical reading comprehension. It based on the research result, the score of the students reading comprehension including the students’ literal reading improved (19.17%) from the mean score in the test in pre-test is 69.16 to be 88.33 in post-test. Besides, the students’ critical reading skill improved (17.5%) from the total score in pre-test is 69.33 to be 85.83 in post-test. It indicates that the score of the students’ reading comprehension in term of literal and critical reading in each indicator in post-test were greater than the pre-test.]]>
<![CDATA[STUDENTS’ LEARNING STRATEGIES IN VERBAL PRESENTATION IN THE FOURTH SEMESTER ENGLISH DEPARTMENT AT MUHAMMADIYAH UNIVERSITY OF MAKASSAR ]]>
<![CDATA[Eka Rahmawati]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Hijrah]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research aims to identify the learning strategies used by students in verbal presentation in the fourth semester English department at Muhammadiyah University of Makassar and to explain the way of verbal presentation strategy apply by students at Muhammadiyah University of Makassar. In this research, the researchers used descriptive qualitative design. The researcher did not used direct interview or face to face but the researcher conducted the interview via online. The result of this research showed that the students at Muhammadiyah University of Makassar used several learning strategies in verbal presentation, they are extempore strategy, memorandum strategy, and small note strategy but there is the most dominant strategy that used by student in verbal presentation, it is extempore strategy. In delivered their presentation there are several ways, 1). The speaker prepares the material with an outline only then during the presentation it will be explained in detail, 2). The student do not used the script in its delivery, the student only makes preparations by memorizing from the text where the contents are about the information to be conveyed, or 3). The student use note to write key word, several important note or key note. All of the learning strategies in verbal presentation that used by students can help students’ to make well their presentation in front of class.]]>
<![CDATA[THE USE OF TALK SHOW TECHNIQUE TO IMPROVE THE STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Syariifah Faradiba Alattas]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Muh. Arief Muhsin]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research aimed to finding out the improvement of using talk show technique in speaking class eleventh grade students of SMA Muhammadiyah Limbung.In this research, the researcher applied pre experimental design to enhance the students speaking ability through talk show as technique in the classroom the Second Grades of Sma Muhammadiyah Limbung. The procedure of the treatment between the pretest (01) and the posttest (02). The pretest given to find out the students’ speaking ability before the treatment, and the posttest given to find out the students speaking skill after treatment. The population of this research was the students of the second grades SMA Muhammadiyah Limbung. The number of population is 120 students. In collecting data, the researcher used a test that consisted of pre-test, treatment, and post-test. The result of the research stated the using the Application of Tongue Twister to Improve the student’s pronunciation skill of the eleventh grade Students of SMA Negeri 4 takalar in academic 2020 it was proved by the t-test value that is 15.53 which was greater than the t-table value (2.074). The Eleventh Grade Students of SMA negeri 4 takalar had a high interest toward the use of The Application of Tongue Twister in Learning English Pronunciation. This was proved by the mean score .]]>
<![CDATA[THE USE OF ENREKANG FOLKTALES TO IMPROVE THE STUDENTS ]]>
<![CDATA[St. Nuraysia Daud]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Wildhan Burhanuddin]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research aimed to find out whether or not the use of Enrekang`s folktales can improve the students` speaking skill in learning Englis that the eleventh grade students of Man Enrekang, Enrekang and whether or not the use of Enrekang`s folktales can improve the students` speaking skill in learning Englishat the eleventh grade students of Man Enrekang, Enrekang. The result of analysis showed (1) the use of Enrekang`s folktales make the students more confidence, relax and very helpful in learning English. It also can be seen in mean score (X1) of the pre test was 5.55 and in post test (X2) was 8.3. . Then, the result of t-test = 17.18. So, where it is greater than t-table (1.729) and it means that there was a significance increase after used Enrekang`s folktales as a media.H0 was rejected and H1 is accepted. Therefore, the used of Enrekang`s folktales in learning English at the Eleventh grade students of Man Enrekang, could improve the students` speaking skill.]]>
<![CDATA[THE STUDENTS’ PERCEPTION ON THE USE OF DICTOGLOSS STRATEGY IN TEACHING ]]>
<![CDATA[Amaral Gibran]]>;
<![CDATA[Nur Qalby]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This study aims to find out (1) the students' perception; (2) The result of this research can help the teacher to more comfortably present the material about Dictogloss strategy, (3) The result of this research can be used as a reference to improve the ability of the student in understanding more about Dictoglos Strategy. This study uses a descriptive quantitative approach and data collection questionnaire. The result findings found that on two types of students' perceptions. The first type is students' positive perception, and the second types are students' negative perception on the use of Dictogloss strategy in teaching listening. At point 1 which was positive, namely, I feel motivated to do my English task on Dictogloss Strategy, this was evidenced by the large students’ response showing that 16 (61.53%) out of the students choose to Agree, and 9 (34.61%) choose Strongly Agree. Meanwhile, at point 14, students prefer to ask classmates about something they don't know then ask the teacher. The question is negative so that many students disagree with the question, the response showing that 14 (53.84%) out of the students choose strongly disagree, and 6 (23.07%) choose to disagree. The fact is that students prefer to ask the teacher to ask their classmates. Dictogloss strategy most of the students gave a positive response in teaching listening.]]>
<![CDATA[INVESTIGATION PEDAGOGICAL COMPETENCE OF ENGLISH TEACHERS AT SMP NEGERI 3 KAROSSA ]]>
<![CDATA[Fifi Elvira]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Muhammad Astrianto Setiadi]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This study aims to find out (1) the students' perception; (2) The result of this research can help the teacher to more comfortably present the material about Dictogloss strategy, (3) The result of this research can be used as a reference to improve the ability of the student in understanding more about Dictoglos Strategy. This study uses a descriptive quantitative approach and data collection questionnaire. The result findings found that on two types of students' perceptions. The first type is students' positive perception, and the second types are students' negative perception on the use of Dictogloss strategy in teaching listening. At point 1 which was positive, namely, I feel motivated to do my English task on Dictogloss Strategy, this was evidenced by the large students’ response showing that 16 (61.53%) out of the students choose to Agree, and 9 (34.61%) choose Strongly Agree. Meanwhile, at point 14, students prefer to ask classmates about something they don't know then ask the teacher. The question is negative so that many students disagree with the question, the response showing that 14 (53.84%) out of the students choose strongly disagree, and 6 (23.07%) choose to disagree. The fact is that students prefer to ask the teacher to ask their classmates. Dictogloss strategy most of the students gave a positive response in teaching listening.]]>
<![CDATA[THE STUDENTS’ PERCEPTION OF REWARDS AND PUNISHMENT TOWARD THEIR MOTIVATION IN ENGLISH LEARNING ]]>
<![CDATA[Ulfaminingsih]]>;
<![CDATA[St. Asriati AM]]>;
<![CDATA[Muhammad Asrianto Setiadi]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research was conducted to determine students' perceptions and effect of reward and punishment for their motivation in learning English. This study reveals that students' perceptions of reward and punishment in learning English are something that is very fun and enjoyable when applied in the learning process because it can increase enthusiasm for learning. The effect of rewards and punishment on student motivation in learning English are: first, reward increases student motivation to be more active in learning, second, the reward increases students' interest in English subjects; and third, rewards motivate students to repeat their good achievements. Regarding the effect of punishment on student motivation, this study found that punishment has various effects on student motivation. First, punishment also increases student motivation to be more diligent in study. When the teacher punishes students, they are triggered to do or do better to prove to other students that they are able to improve their achievement in English learning. Second, punishment prevents students from repeating the same action or behavior again. Students try to arrive on time after they are deemed late for class, and they will pay more attention to teacher warnings after being punished. Third, punishment turned out to make students feel embarrassed, lose self-confidence, and feel nervous about being in a school environment.]]>
<![CDATA[THE USE OF WEBTOON ILLUSTRATION IN IMPROVING THE STUDENTS’ READING ACHIEVEMENT ]]>
<![CDATA[Gatri Raka Putri karsa]]>;
<![CDATA[St Asriati AM]]>;
<![CDATA[Muhammad Arianto Setiadi]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research aimed to find out whether the use of Webtoon Media Illustration improve students’ achievement of literal comprehension and interpretative comprehension at the tenth grade students of SMA Negeri 3 Jeneponto. The Subjects of this research consisted of 29 students at the tenth grade MIA 3 of SMA Negeri 3 Jeneponto. The method used quantitave research with pre-experimental research that consisted of pretest, treatment and posttest. Reading test in essay Form was used as an instrument. The result of data indicated that, the students mean score of pre-test in literal comprehension is 56.90. While the post-test was higher 75.52. It meant that there was a significant difference. In addition, the students’ mean score of pre-test in interpretative comprehension was 60.34. While the posttest was higher than mean score of pre-test, the posttest in interpretative comprehension was 79.31. It can be concluded that the use of webtoon media illustration can improve students’ reading achievement]]>
