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 IMPLEMENTATION OF READ, ANSWER, DISCUSS, EXPLAIN, AND CREATE (RADEC) LEARNING MODEL TO IMPROVE STUDENTS’ READING ABILITY AT THE ELEVENTH GRADE OF SMA PESANTREN PUTRI YATAMA MANDIRI ]]>
<![CDATA[Anita]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Sitti Maryam Hamid]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.3
<![CDATA[This research aims to find out whether or not Read, Answer, Discuss, Explain, and Create (RADEC) learning model is effective to improve students’ reading ability in understanding a text at the eleventh grade of SMA Pesantren Putri Yatama Mandiri. The instrument of this research was a reading test about an explanation text consisted of 15 questions of multiple choice. This research used pre-experimental research that consisted of pre-test, treatment, and post-test. The population of this research was class XI A Regular that consisted of 20 students. The sample was selected by using a purposive sampling. The result of this research showed that the score of pre-test was 43.55 and post-test was 66.80. This research also showed the value of t-test was higher than the value of t-table (T-test > T-table). The value of t-test was 8.906 and the value of t-table was 2.093. It means that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Based on the research result, the researcher concluded that the implementation of Read, Answer, Discuss, Explain, and Create (RADEC) learning model was effective to improve students’ reading ability.]]>
<![CDATA[THE IMPLEMENTATION OF INNOVATIVE LEARNING MODELS BASED ON 2013 CURRICULUM AT SMAN 5 JENEPONTO ]]>
<![CDATA[Sulastri Syahrir]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.9
<![CDATA[The purpose of this study was to find out (1) the learning models implemented by English teachers and (2) how do the English teachers implemented of identified innovative learning models in teaching learning English at SMAN 5 Jeneponto. The subjects are 3 English teachers. The object of this research is implemented of five innovative learning models in teaching learning English. The instrument of this research is direct observation class to answer two objectives of this research.The findings of this research indicated that there were 3 innovative learning models implemented by English teachers, namely; Discovey learning, Problem-based learning, and Project-based learnin. The implementation of innovative learning models; (1) Discovey learning model, the steps are the teacher selection to the material, students to discovery and investigated of the problem, and self-analyzed the discovery data. (2) Problem-based learning, the teacher explained the material, students to find problem, students to presentation of the result, students provided reflection, and result of the investigation. (3) Project-based learning, the steps are students make a project related of material learning and solving of problem. ]]>
<![CDATA[THE EFFECTIVENESS OF ARCS ( ATTENTION, RELEVANCE,CONFIDENCE AND SATISFACTION) MODEL TO IMPROVE STUDENTS' LISTENING COMPREHENSION ]]>
<![CDATA[Riskayani]]>;
<![CDATA[Saiful]]>;
<![CDATA[Hilda hafid]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.86
<![CDATA[The aims of this study to find out the effectiveness of Using ARCS (Attention, Relevance, Confidence and Satisfaction) model to improve students’ listening comprehension at eleventh grade of SMAN 9 Makassar. In this research was a Descriptive Quantitative research which used experimental research by applying random sampling technique. The samples of the research were the eleventh grade students of SMAN 9 Makassar consisted of 25 students XI.MIA 4. The researcher used one group pre-test post-test design. This research was not control group. In the first step, the researcher gave pre-test and gave eight meetings treatment with narrative text material. After the researcher did the treatment, the researcher gave the students post-test.This research findings were the value of pretest to post-test was higher. Before treatment the value of pretest was 70.6, but after the treatment, the mean score of student post-test was 89.8. The result also showed the improvement of student’s listening increased 21.38 %. It showed that t-test > value was higher than t-table 7.08>2.0. So, the conclusion is H0 was rejected and H1 was accepted, the effect of ARCS (Attention, Relevance, Confidence and Satisfaction) model to improve students’ listening comprehension is effective.]]>
<![CDATA[THE EFFECT OF READ, COVER, REMEMBER, RETELL (RCRR) STRATEGY.ON STUDENT’S READING SKILL THROUGH NARRATIVE TEXT AT SMA NEGERI 3 BARRU ]]>
<![CDATA[Ikram Agus]]>;
<![CDATA[Uyunnasirah Hambali]]>;
<![CDATA[Sitti Maryam Hamid]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.92
<![CDATA[This.research aims to determine the effect of using the RCRR strategy on students'.reading ability. This research method is quantitative with a pre-experimental design.The subjects of this study were eleventh graders consisting of 20 students. 20 students in class XI MIPA 2 as an experimental class. The instrument used in this study was a multiple choice test. The test is given in the form of a pre-test..and a post-test. From the results of the analysis, the researcher indicates that the results of the average post-test score of the experimental class (78.50) are higher than the average value of the pre-test (52.25) obtained by students in the experimental class, so H0 is rejected and Ha1 acceptable. This means that there is a significant effect after the strategy treatment (RCRR).The increase in pre-test and post-test was 50.23%. Furthermore, the researcher has analyzed the t-test value, t-test t-table (18.763 ≥ 1.729) is greater than the t-table value. That is, there.is.a significant effect on the reading ability of.students who use the RCRR strategy taught in the eleventh grade MIPA 2 SMA Negeri 3 Barru.]]>
<![CDATA[The THE IMPLEMENTATION OF THEME-BASED TEACHING TO IMPROVE STUDENTS’ ENGLISH VOCABULARY IN SPEAKING ]]>
<![CDATA[Fitrah Rachmadani]]>;
<![CDATA[Erwin akib]]>;
<![CDATA[Eka Prabawati rum]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.99
<![CDATA[The objective of the research was to discover whether or not the theme-based teaching improve students’ vocabulary in speaking skill. This research was in quantitative design. The population of this research was 100 students in MTS Muhammadiyah Lempangan Gowa at VII grade. By applying simple random sampling technique, the sample of this research was 30 students of class VII-A. Research instruments used for collecting the data were pretests and posttest. The research was done in two cycles. The pretest consisted of six questions. The post test 1 consisted of one question with theme “school”. The post test 2 consisted of the similar instruction as the prior test but modified with pictures. The results of the research showed that the students' vocabulary mastery in speaking skill increased significantly. In pretest, there were only 14 students fulfill the KKM which was 70. The mean score of pretest was 68.3. In cycle 1, the mean score kept improving to 73.05 came from 21 students. In cycle 2, the mean score rose to 79.56 resulted from 24 students. There was 4 student left who did not pass the KKM. ]]>
<![CDATA[MALE AND FEMALE STUDENTS’ LEARNING STRATEGIES IN MASTERING ENGLISH VOCABULARY ]]>
<![CDATA[Wiwi Arianti]]>;
<![CDATA[Radiah Hamid]]>;
<![CDATA[Sujariati]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.103
<![CDATA[The objective of this research is to describe the learning strategies used by male and female students in mastering English vocabulary at MTS Ma’ Arif Banyorang. This Research used a qualitative descriptive. The population in this study is Seventh Grade Students of MTS Ma’ Arif Banyorang. In this research used purposive Sampling Technique in determining the sample. So, the total sample is 15 students. The Instrument of the research is interview with in-depth interview in order to elicit detailed information for the objective of the research. The results of the research shows that the vocabulary learning strategies for male, the strategies are (1) Watching movies, (2) Listening to music, Podcasts, YouTube, (3) Playing game. Meanwhile, the vocabulary learning strategies for female are (1) Memorizing, (2) Reading books, journals, articles, (3) Practicing speaking alone by the mirror, (4) Grouping Discussion. Bases on the findings the conclusion of the research is Male and Female students tend to employ Cognitive strategy as the dominant strategies to improve their vocabulary whereas Determination strategy became the least strategies that students used for vocabulary mastery at Seventh Grade students of Mts Ma’ Arif Banyorang.]]>
<![CDATA[THE USE OF VOA (VOICE OF AMERICA) LEARNING ENGLISH TO IMPROVE STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Afrida Rini Fitriwati]]>;
<![CDATA[Siti Asriati]]>;
<![CDATA[Ratu Yulianti Natsir]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.107
<![CDATA[This research aimed to find out whether or not the use of VOA (Voice of America) Learning English improve the students’ speaking skill in terms of accuracy and fluency at tenth grade students of SMK Negeri 1 Pinrang. The researcher used pre-experimental design with one group pre-test post-test design. The researcher conducted pre-test, treatment and post-test in the total of six meetings. The sample was class X OTKP 2 (Otomatisasi dan Tata Kelola Perkantoran) which consisted of 19 students. The instrument of this research was speaking test.The result of the research showed that there was an improvement between pre-test and post-test. The mean score of post-test in accuracy (68.78) was higher than the mean score of pre-test (51.52). Thus, the improvement of students’ accuracy was 33.50%. Moreover, the mean score of post-test in fluency (70.52) was higher than the mean score of pre-test (53.31). Thus, the improvement of students’ fluency was 32.28%. Moreover, based on the data analysis, the t-test value of accuracy was higher than the t-table value (18.55>2.101) and the t-test value of fluency was also higher than t-table (19.55>2.101). It means the Null hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted. Therefore, the researcher concluded that the use of VOA (Voice of America) Learning English can improve students’ speaking skill at tenth grade students of SMK Negeri 1 Pinrang. ]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS' MOTIVATION IN READING FICTION STORY AND THEIR ABILITY TO WRITING NARRATIVE PARAGRAPH ]]>
<![CDATA[Nurul Fhadilah Rauf]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[St.Asmayanti Amaliah]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.109
<![CDATA[The objective of the research was intended to identify the students’ interest in writing narrative paragraph, their ability in writing narrative paragraph and knowing whether or not there was a correlation between students’ interest and their ability of student’s class XI at MA Al-hidayah Makassar. This research Proposal will find out the correlation between students' motivation in reading fiction story and their ability to writing narrative paragraphs that focuses on students’ motivation in reading fiction story and their ability to writing narrative paragraphs. Special for writing ability, namely writing narrative paragraphs, focused, and concerned with the paragraph content and vocabulary. The writer will apply pre-experimental method with questioner and writing test, and collect the data based on the test. The sample of the research will choose class XI at MA Al-hidayah Makassar. The sample will take by using purposive sampling technique. The result of the data indicated that the mean score of the students’ motivation in reading fiction story is 75.36 and it is classified as high motivation and the minimum score is 69.00, and the maximum score is 79.00. Next, the mean score students’ writing narrative paragraphs is 72.12 and it is classified as fair category, the minimum score is 61, and the maximum score is 79. ]]>
<![CDATA[THE EFFECT OF GUIDING QUESTIONS TECHNIQUE IN TEACHING STUDENTS TO WRITE CONTENT OF RECOUNT TEXT AT SMP NEGERI 1 SUNGGUMINASA ]]>
<![CDATA[Nurhikmah Ismail]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Andi Asri Jumiaty]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.110
<![CDATA[The objective of this research was to find whether there is significant effect of using Guiding Questions Technique in teaching students to write content of recount text at SMP Negeri 1 Sungguminasa. The method of this research was pre-experimental with one group pre-test and post-test design. The data gathered from pre-test, treatment, and post-test. The result of this research revealed that there was significant effect from students' writings after they applied Guiding Questions Technique to write content of recount text. It was proved from the results of pre-test mean score (48.33) and the post-test mean score was (81.67). Besides, the t-test value (15.418) was higher than the t-table value (1.6991). Based on the data results, it was concluded that Guiding Questions Technique brought significant effect while teaching students to write content of recount text.]]>
<![CDATA[CREATING STUDENTS STUDY GROUP USING COOPERATIVE LEARNING METHOD TO IMPROVE THE STUDENTS VOCABULARY LEARNING ]]>
<![CDATA[A. Putri Meylani Sugandi M]]>;
<![CDATA[Hasnawati Latief]]>;
<![CDATA[Ratu Yulianti Natsir]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.152
<![CDATA[Learning is the process of acquiring knowledge and mastering skills. However, there are obstacles in learning English, namely vocabulary mastery. Therefore, several interesting teaching methods were made so that students are interested in learning English. One of them is a cooperative method that will be used by researchers. The purpose of this study is that researchers want to see whether the use of cooperative learning methods can improve students' vocabulary knowledge, especially nouns.The research methodology used in this study was Classroom Action Research (CAR) which was carried out in two cycles with the aim of increasing students' vocabulary knowledge through the use of group cooperative learning methods. substantially improve students' vocabulary mastery at SMP Yapend Bungaya Makassar in the 2022 school year. Student learning achievement in cycle II is(75,3) much greater than in cycle I (65,3) and Diagnostic Tests (55,62). The cooperative learning method is able to substantially improve the vocabulary understanding of the second grade students of SMP Yapend Bungaya Makassar. Student achievement in the second cycle is greater than the first cycle as indicated by the Diagnostic Test.. ]]>
