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English Language Teaching Methodology (ELTM)
Published by Universitas Muhammadiyah Makassar
ISSN : 28281586     EISSN : 28100352     DOI : https://doi.org/10.56983/eltm.v2i1.45
Core Subject : Social,
Social Sciences
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Search results for , issue "Vol. 4 No. 2 (2024): English Language Teaching Method" : 20 Documents clear
THE EFFECTIVENESS OF USING ANTICIPATION GUIDE STRATEGY IN READING SKILL AT THE ELEVENTH GRADE STUDENTS’ OF SMAN 5 BULUKUMBA Reski, Reski; Saiful; Mahmudah, Dzur Rif’ah
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.984

Abstract

This research aim to found the effectiveness of using anticipation guide on students reading comprehension by conducting pre-experimental research at the eleventh grade of SMA Negeri 5 Bulukumba as the research location and taking sample with a total of 270 eleventh grade students, while the sample used was 25 students the process of data collection using pre-test and post-test by using SPSS Vol 25. The results of this study found that the use of anticipation guide strategy in the learning process to improve students reading comprehension that considered effective based on the data obtained where the mean score of the pre-test in interpretative and literal 63.12 became 90.64 in post-test. It can be seen that the mean score of the post test is higher than the mean score of pre-test. Based on these results, it can be concluded that anticipation guide strategy is effective in improving students’ reading comprehension.
GROWING STUDENTS’ SPEAKING SKILL TO LEARN ENGLISH THROUGH FILMS WITH THE FUN ENGLISH TEACHING METHOD FOR SENIOR HIGH SCHOOL Bin Rustam, Asrul; Bte Abdul, Nurdevi; Junaid
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1004

Abstract

The objective of this research is to find out students’ speaking skill through films with the fun English teaching method at SMA Muhammadiyah Makassar. The methodology of this research was a pre-experimental method. The subjects of this research were the tenth-grade students of SMA Muhammadiyah Makassar. The research instrument for data collection used in this research was the test to determine students’ speaking skill before and after treatment.  The result of this research showed that the t-test value was higher than t-table value. The t-test value of speaking skill is greater than t-table (-14.749>2.160), and the mean score of the students’ post-test (75.64) is higher than the mean score of the students’ pre-test (50.14), the mean score increased by about 25.5 points. The mean score of the post-test is higher than the mean score of the pre-test. It means that the null hypothesis (H0) was rejected while the alternative hypothesis (H1) was accepted. In other words, there is significant difference between the result of the pre-test and post-test in growing students’ speaking skill. Based on the findings, the researcher concluded that the films with the fun English teaching method grew students’ speaking skill.
EXAMINING SPEAKING ANXIETY OF INTERNATIONAL RELATIONS STUDENTS IN INDONESIAN UNIVERSITY Syifa, Fayza As; Khatimah, Khusnul
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1494

Abstract

This study delves into the examination of English speaking anxiety levels among students enrolled in the International Relations Program at Universitas Muhammadiyah Kalimantan Timur. Its primary objective is to discern the extent of anxiety experienced by students, identify the factors influencing it, and explore effective strategies to overcome this prevalent issue. Through the utilization of the Foreign Language Speaking Anxiety Scale (FLSAS) developed by Balemir (2009), coupled with comprehensive in-depth interviews, the research findings indicate that a significant majority, accounting for 65% of students, grapple with moderate levels of speaking anxiety. The average scores derived from the assessment of different dimensions of anxiety reveal notable figures: 3.26 for Communication Anxiety, 3.16 for Test Anxiety, and 3.26 for Fear of Negative Evaluation. The principal contributing factors exacerbating anxiety include communication apprehension, test-related anxiety, and fear of negative evaluation, often stemming from inherent uncertainties surrounding language proficiency and apprehensions regarding comprehension abilities. Effective coping mechanisms identified to alleviate this pervasive anxiety encompass a multifaceted approach, including practices such as speaking exercises in front of a mirror, meticulous preparation of speaking material, and consistent engagement in repeated practice sessions. These strategies collectively contribute to bolstering confidence levels while concurrently mitigating anxiety symptoms. This comprehensive study not only lays a robust foundation for tailored interventions aimed at ameliorating English communication skills among students but also sheds light on the intricate interplay between anxiety levels, underlying factors, and the efficacy of coping strategies.
AN ANALYSIS OF TEACHERS’ PRACTICE IN USING AUTHENTIC MATERIAL FOR THE 8th GRADE STUDENTS AT SMPN 1 BLANGPIDIE ACEH BARAT DAYA Hilma, Wardiatul; Moetia, Meristika
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1495

Abstract

This research was conducted to investigated the way teachers teach and apply the lesson using authentic materials in learning reading at SMPN 1 Blangpidie Aceh Barat Daya. This research was also influenced by the background of students who have just learned English in junior high school, that make English as a language is difficult for them. This research used descriptive qualitative as the research method. The instruments used to collect data are classroom observations and interviews. Data analysis in this study is analysis Data Reduction, Data Display and draw conclusions. The results showed that the teachers have carried out differentiated learning using authentic materials. Authentic materials in the classroom is derived from genuine exposure to real-world sources. In the development of reading using authentic material, the material sources in reading lessons that teachers most often use are newspapers, articles and social media, updated and accessed via the internet. In Conclusion, using authentic material improves students' reading translation skills, vocabulary, pronunciation, and motivation to learn English in the classroom at SMPN 1 Blangpidie Aceh Barat Daya.
AN ANALYSIS OF MARKETING MAJOR STUDENT ON ENGLISH SPECIFIC PURPOSE AT SMKN 1 ACEH BARAT DAYA Aswarni; Moetia, Meristika
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1496

Abstract

The purpose of this study was to ascertain what instructional resources SMKN I Aceh Barat Daya's marketing students require and analyzing student’s needs in learning English in this school. This research was also influenced by the marketing students' background, that the material provided did not specifically address the marketing department and the teachers only used English textbooks in general material. This research used descriptive qualitative as the research method. The instruments used to collect data are questionnaires and interview. Data analysis in this study is analysis Data Reduction, Data Display, and Conclusion Drawing. The results at this study showed that the teacher still use general for vocational schools and ESP is not yet implemented at SMKN I Aceh Barat Daya. Second, the data interview indicated that the English language skill most needed by marketing students is speaking. In addition, teacher and students agreed that speaking is a helpful skill to support their future work.
THE ROLE PLAY TECHNIQUE TO IMPROVEMENT THE STUDENT’S SPEAKING SKILL FOR THE 8th GRADE STUDENTS AT SMPN 1 BLANGPIDIE ACEH BARAT DAYA Nasihah, Isti Qomaton; Moetia, Meristika
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1497

Abstract

The research was conducted to effectiveness of role-play in improving students' speaking skills SMPN 1 Blangpidie Aceh Barat Daya, and increasing their motivation by utilizing this role-play technique. This research was influenced by students' perception that speaking skills are one of the most challenging aspects of learning English. The study employed a quantitative descriptive research method. Data analysis was conducted using a paired t-test. The results indicate that students have benefited from using the role play technique. The success of using role play in the classroom was obtained from exposure to real data statistical calculation of t-test 4.37 and t-table value 2. 093. Roleplay improved student motivation and is also effective in improving students' speaking skills in class.
STUDENT READING ANXIETY OF ENGLISH LEARNING CLASS AT XI GRADE Rianawati, Devi; Pradana, Dian Arief; Anwar, Saiful; Pambayun, Rizki Nurfida
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1534

Abstract

This study investigates the factors contributing to reading anxiety among eleventh-grade students learning English as a foreign language at MA NW Islamic High School. Utilizing a qualitative research approach, the researchers conducted observations and interviews to gather in-depth insights into students' experiences and perceptions of reading anxiety. The data analysis process, guided by the framework established by Matthew B. et al. (2014), involved data reduction, visualization, inference, and validation to identify key themes and patterns. The findings indicate that 60% of the students’ exhibited signs of anxiety during reading activities, with significant sources of this anxiety including fear of making mistakes, challenges in understanding complex texts, and difficulties with unfamiliar vocabulary. Emotional responses such as embarrassment and self-consciousness were also prevalent, further exacerbating students' reluctance to engage in reading tasks. The study highlights the critical need for educators to recognize and address these anxiety-inducing factors, thereby fostering a supportive learning environment that enhances students' confidence and competence in reading English texts. Addressing reading anxiety is essential for improving students' learning outcomes in English language education. By implementing tailored interventions and support strategies, educators can help mitigate anxiety levels, promote effective reading practices, and ultimately enhance students' overall academic performance. This research underscores the importance of creating a nurturing educational atmosphere that empowers students to overcome their reading challenges and succeed in their language learning journey.
INTEGRATING A BILINGUAL TO IMPROVE LEARNING OUTCOMES AT AT SRJ STATE ELEMENTARY SCHOOL Afifah, Lia nur; Pradana, Dian Arief; Anwar, Saiful; Rohmah, St. Shabibatul
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1535

Abstract

In today’s globalized world, English language proficiency is essential for academic and professional success. This study investigated the effectiveness of a bilingual learning approach in improving English language skills among second grade students at Sumberrejo Elementary School in Banyuwangi. The study involved 16 students and implemented a strategy that integrated Indonesian as a first language (L1) with English as a second language (L2). Using Classroom Action Research (CAR) methodology, this study conducted tests that showed an increase in students’ English language skills, with an average score increasing from 79.6% to 86.1%.These findings highlight the benefits of a bilingual approach. Integrating L1 and L2 in the learning process facilitates better understanding and retention of English concepts, reduces cognitive load, and increases students’ self-confidence. The use of culturally relevant local materials engages students by making learning more relevant and stimulating.This study underscores the importance of using students’ mother tongue as a scaffold in English language learning. The bilingual method successfully overcomes language barriers and creates an inclusive classroom atmosphere, improving linguistic skills and enhancing cognitive abilities such as problem solving.Despite the diverse backgrounds of students, the bilingual approach effectively meets individual learning needs and preferences. This study concludes that the implementation of bilingual strategies, complemented by relevant local content, can significantly improve English teaching and learning in primary schools.    
ACTION RESEARCH ON MOBILE LEARNING AS A MEDIA TO INCREASE ENGLISH VOCABULARY SKILLS Kartika; Pradana, Dian Arief; Pambayun , Rizki Nurfida; Afriani, Imroatul Husna
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1537

Abstract

This study is a classroom action research (CAR) conducted by researchers to improve the quality of learning. This class action research uses mondly as an additional learning media in the classroom to learn vocabulary. Mondly is a language-learning app with a range of engaging features. This study selected Mondly as a tool for classroom learning. The subject of this research is class 12b students at MA N.W school, totaling 20 students. This research using data from pre-test and post-test results as well as observations made by researchers and English teachers to measure student participation and engagement. This study was conducted in a limited time to improve students' scores. The researcher found significant results from the pre-test score of 66.4% and the post-test score of 76.8%, which showed a 10% increase in student vocabulary from the average result. The results of the observation also showed an increase in student activity from 65% to 75%, which showed that students were active in answering questions, and also students collected work sheets on time. It can be concluded that this study has progressed in terms of grades and student engagement between the first and second meetings. Conclusively, Mondly proved to be effective as an additional learning medium due to its engaging features, which kept students motivated and active in class. These findings suggest that integrating Mondly into classroom teaching can have a positive impact on students' learning outcomes in vocabulary.  
TRANSLATION APPLICATIONS IN EFL CLASSROOM: INSIGHTS FROM STUDENT PERCEPTIONS Siumarlata, Viktor; Sallata, Yizrel Nani; Rachel
English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i2.1541

Abstract

With the advanced and innovative development of Information and Communication Technologies (ICT), translation apps have gained popularity. As a language learning tool, translation app has become increasingly popular among students, especially those who are learning a new language on their own. Learning a foreign language can be a challenging task, especially if you are not fluent in the language you are trying to learn. However, with the help of modern technology, translation apps can be one of the tools to help learn a new language. The objective of this research is to investigate the students’ perception on the use of translation applications. This study uses a qualitative method. Researchers applied this method to describe students’ perceptions about the use of translation apps in learning foreign languages. The results of this study indicate that the sixth semester srudents of English Education Study Program of UKI Toraja (Christian University of Indonesia Toraja) have 2 different perspectives in responding to the use of translation applications in learning foreign languages, namely positive and negative perspectives. From the positive perspective, mostly students stated that translation app in learning are really helpful in translating languages, increasing vocabulary, translation apps speed us up in translating languages, easy to use, and some of them are free. From negative perspective, most of the students stated that translation app can make them lazy to learn new things and become dependent, so there is no effort to try to increase knowledge

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