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 EFFECTIVENESS OF OME TV AS POINT TO POINT COMMUNICATION IN TEACHING ENGLISH SPEAKING SKILL AT SMKN 1 GOWA ]]>
<![CDATA[Mawarni]]>;
<![CDATA[Ampa, Andi Tenri]]>;
<![CDATA[Ul Haq, Muhammad Zia]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.284
<![CDATA[This research aimed to find out whether the use of Ome Tv as point to point communication effective in improving students’ speaking skill in terms of vocabulary and pronunciation after being taught trough Ome Tv at the second grade of SMKN 1 Gowa. The researcher applied pre-experimental method with one group pre-test post-test design and the data were collected by giving pre-test, treatment, and post-test. The population of this study was students from Tourism Industry Department at SMKN 1 Gowa in the academic year 2021/2022. The number of population was 29 students consist of one class. The sample of the research was second grade which consisted of 29 students’. The sample was taken by total sampling technique because small population. The researcher findings show that the mean score of the students’ in vocabulary is proved by post-test was 65.14% is higher than the mean score of the students’ in pre-test 43.34%. Mean score of the students’ pronunciation is proved by post-test was 64.00% is higher than the mean score of the students’ in pre-test 44.00% and the value of the t-test is greater that t-table (t-test>t-table). Vocabulary was greater than t-table (13.280>1.701), the test value of pronunciation was greater than t-table (15.905>1.701). It means that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. In other words, using Ome Tv was effective in improving students’ speaking skill in terms of vocabulary and pronunciation.]]>
<![CDATA[LECTURERS’ STRATEGIES IN ENGLISH SPEAKING CLASS AT UNIVERSITAS MUHAMMADIYAH MAKASSAR ]]>
<![CDATA[Haris, Nurfareha]]>;
<![CDATA[Dewi, Ratna]]>;
<![CDATA[Daddi, Herlina]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.462
<![CDATA[This research aimed to find out the differences of the strategies used by both lecturers and to find out the targets that planned to be achieve in using each strategy especially in speaking class at Universitas Muhammadiyah Makassar.The research applied Descriptive Qualitative Method using observation and interview sheet as instrument of the research, the subject in this study was two English speaking lecturers. Subject was taken by using the Purposive Sampling Technique. The data obtained was also analyzed using data reduction, data display, and data verification.Based on the research findings, in teaching speaking, Lecturer A used Presentation and Talks Strategy with the materials “Giving Compliment” and “Making Testimony” with the target students are able to make verbal presentation and used various forms of expression in everyday life. Meanwhile Lecture B also used Presentation and Talks Strategy with the materials “Present Perfect Tense” and “Passive Voice” with the target to make students say something in English with a good grammar and good pronunciation. Lecturer A & B have differences target in teaching English speaking, but they still have a correlation which they wanted to make students speak or talk actively.]]>
<![CDATA[FOCUS GROUP DISCUSSION AS COMMUNICATIVE ACTIVITY IN ENCHANCING STUDENTS’ SPEAKING SKILL AT SMAN 5 BARRU ]]>
<![CDATA[Nirma]]>;
<![CDATA[Sujariati]]>;
<![CDATA[Ariana]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.473
<![CDATA[This article identifies a problem with students' ability to speak in public, especially in the use of English. Therefore, the researcher provides a method as a goal to improve the speaking ability of students specifically in the use of English. therefore, researching a method in this case Focus Group Discussion as a Communicative Activity in Improving Students' Speaking Skills at SMAN 5 Barru. From this article, speaking improvement can be contained from two things, namely looking at the conversation and how much vocabulary is used as a benchmark for improving students' speaking. The method used by the researcher is a quantitative research model with three stages, namely pre-test, treatment and post-test to obtain results. From these results, after being given the Focus Group Discussion method, there was an increase from before the method was given. Therefore, the Focus Group Discussion method is good to use in the learning process to improve students' speaking skills, especially in learning English.]]>
<![CDATA[TEACHING ENGLISH SPEAKING SKILL THROUGH CAKE APPLICATION FOR TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 1 UNISMUH MAKASSAR ]]>
<![CDATA[Hasmin, Fauzia]]>;
<![CDATA[Akib, Erwin]]>;
<![CDATA[Maharida]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.971
<![CDATA[This research aims to find out is there any improvement of the students’ speaking accuracy especially in their vocabulary and pronunciation by using “CAKE” application for the tenth grade students of SMA Muhammadiyah 1 Unismuh Makassar. The researcher used a pre-experimental research using quantitative design. The population was the tenth grade students of SMA Muhammadiyah 1 Unismuh Makassar and the sample was X MIA class that was selected by using purposive sampling technique. The instrument used was speaking test which contain pre-test, treatment and post-test.The research findings indicated that the use of “CAKE” application in teaching speaking accuracy especially in vocabulary and pronunciation were giving significant effect to the students’ speaking ability. It was proved by the mean score of students speaking accuracy in vocabulary of the pre-test was 66.84 then improved to be 77.04 in post-test and the mean score of students’ speaking accuracy in pronunciation of the pre-test was 66.08 then improved to be 77.08 in post-test. In addition, t-test value higher than the t-table value (17.791>2,064). It means that there is an improvement by using “CAKE” application to improve students’ speaking accuracy in vocabulary and pronunciation.]]>
<![CDATA[INTEGRATING COMMUNICATIVE TASKS AND COGNITIVE APPROACH IN ENGLISH LANGUAGE SPEAKING SKILLS AT SMPN 3 BAJENG ]]>
<![CDATA[Sabar, Surahmi]]>;
<![CDATA[Nappu, Syamsiarna]]>;
<![CDATA[Junaid]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.1001
<![CDATA[This thesis aims to find out the effect of Integrating Communicative tasks and Cognitive Approaches on students’ English Language Speaking skills in terms of pronunciation and fluency for the first grade of SMPN 3 Bajeng.Pre-test and post-test were employed in this pre-experimental study. The kids at SMP Negeri 3 Bajeng VII grade make up the population of this study, and the researcher employed random cluster sampling to create the sample. The study's sample consisted of 27 pupils. A speaking test with 4 questions served as the research tool.The analysis of the data reveals that before the treatment, there was a difference in the scores of the students taking the pre-test and post-tests. The fact that the post-test score of 57.40 is greater than the pre-test average of 35.18 indicates that pupils have improved their pronunciation skills. Pre-test 34.25 and post-test 64.81 together demonstrate the student's fluency's mean score. Additionally, it was determined through the t-test analysis that the t-test value was higher than the t-table; the value was 11.83>2.05. Hypothesis (H0) is rejected and the Alternative Hypothesis (H1) is accepted as the result of this study's hypothesis. It means that integrating communicative tasks and cognitive approach has an effect on the pronunciation and fluency of students in speaking skills.]]>
<![CDATA[THE USE OF SPINNING WHEEL MEDIA IN LEARNING TO SPEAK IN THE CLASS X SMAN 6 BONTOA MAROS ]]>
<![CDATA[Yuliana, Yuliana]]>;
<![CDATA[Syatriana, Eny]]>;
<![CDATA[Hijrah]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.1018
<![CDATA[This study aims to determine whether there is an influence on the use of spinning wheel media in speaking, especially in the vocabulary and fluency of students in class X Sman 6 Bontoa Maros. This study uses a pre-experimental method to analyze data with a quantitative design. The instruments used were speaking tests and oral tests which consisted of a pre-test, treatment and post-test. The population is students in class X Sman 6 Bontoa Maros and the sample is X MIPA 1 with the use of purposive sampling technique.. This opinion was proven by the results of students' scores in the form of speaking texts, things This can be seen by the higher post-test average scores, namely vocabulary (79.10) and fluency (85.73) compared to the pre-test vocabulary (44.47) and fluency (46.31). Furthermore, there was an increase of 77.0% (vocabulary) and 85.0% (fluency) in learning to use spinning wheel media for six meetings. In addition, the difference in the value of the t-test is higher than the value of the vocabulary t-table (73.262 > 2.101) and fluency (21.075 > 2.101).]]>
<![CDATA[THE IMPACT OF INSTRUCTIONAL INTERVENTION ON STUDENTS’ READING COMPREHENSION WITH ANALYTICAL EXPOSITION TEXT ]]>
<![CDATA[Syam, Sukma Pebriani]]>;
<![CDATA[AM, St. Asriati]]>;
<![CDATA[Daddi, Herlina]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.1040
<![CDATA[This research aimed to find out the impact of instructional intervention on students' reading comprehension with analytical exposition text. The instrument of this research used a test about analytical exposition text that consisted of 20 question of multiple choice. This research used pre- experimental research that consist of pre-test, treatment and post-test. The sample of this research was class XI of SMA Muhammadiyah 2 Makassar that consisted of 20 students. The sample used a total sampling technique. The data was analyzed using SPSS 29.00. The results of this research showed that the score of pre-test was 28.5 classified as very poor categorized and post-test was 62.5 classified as fair categorized. 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 13.309 and the value of t-table was 2.093. It means the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Based on the research results, the researcher concluded that the implementation of an instructional intervention was effective to improve students’ reading comprehension]]>
<![CDATA[TEACHERS’ STRATEGIES TO DEVELOP COGNITIVE DOMAIN STUDENTS’ AT SMPN 33 SINJAI ]]>
<![CDATA[Nurfadillah]]>;
<![CDATA[Rum , Eka Prabawati]]>;
<![CDATA[Ardiana]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.1077
<![CDATA[This study was conducted to determine the purpose of the study, namely to describe Teachers’ strategies to develop students’ cognitive domain SMPN 33 Sinjai. The subjects in this study were two teachers and six students of SMPN 33 Sinjai. The purpose of this study is to find out the English teacher strategies to develop students’ cognitive domains and to find out the students’ responses toward the strategies implemented by teachers in developing cognitive domains. The instruments used to collect data are observation, interviews, and documentation. Data analysis in this study is Analysis (QDA), Data Reduction, and Data Display.The results showed that the English teachers' strategies to develop students’ cognitive domain consisted of two strategies, namely the first is simple repetition, the second is using games to get students interested and the students’ responses toward the strategies implemented by the teacher is developing cognitive domains, namely the student response to the simple repetition strategy and the student response using games to get students interested.]]>
<![CDATA[A CONTENT ANALYSIS OF ENGLISH TEXTBOOK ENTITLED “WHEN ENGLISH RINGS A BELL” ]]>
<![CDATA[Widyastuti, Iin]]>;
<![CDATA[Syam, Andi Tenrisanna]]>;
<![CDATA[Yahya, Amalia]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.1581
<![CDATA[The purpose of this research is to evaluate the suitability of the materials in the English textbook titled "When English Rings A Bell" for second-grade junior high school students at UPT SMP Negeri 1 Tana Lili, in terms of content, language, and presentation as determined by BSNP (Badan Standar Nasional Pendidikan). This study employs content analysis methodology, with researchers acting as human instruments. The instrument was completed using several statement items in a checklist based on BSNP's textbook evaluation criteria. The results indicate that the textbook is systematic, balanced, and student-centred, supporting autonomous learning and self-evaluation. However, continuous improvements are necessary to optimize its content and presentation fully.]]>
<![CDATA[TRILINGUAL FOLKSONGS BOOK: TRANSLATING TANA LUWU FOLKSONGS INTO AN ENGLISH-INDONESIAN SONGBOOK ]]>
<![CDATA[Sahraini]]>;
<![CDATA[St. Hartina]]>;
<![CDATA[Husnaini]]>;
<![CDATA[Syarani, Novi]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i3.1593
<![CDATA[Translating folk songs into English or another language can play a crucial role in ensuring the survival of these traditions in a globalized world. This research attempted to design of the translation of Tana Luwu folksongs into Indonesian-English songs book. The research question of this research is “How is the appropriate design of English-Indonesian Translation book of Tana Luwu folksongs?”. The participants of this research were students at SMAN 3 Luwu in tenth grade. The research was Research and Development (R&D) utilizing the 4D model. It consists of defining, designing, developing, and disseminating. This research used several instrumens: a questionnaire and interview for need analysis, an experts’ validation, and a questionnaire for students’ and teachers’ perceptions. The researcher employed Nida & Taber's (2003) Translation theory to interpret the song's figurative language. The outcomes of this research is Trilingual folksongs book which consists 11 compilation of Tana Luwu Folksongs translated in English and Indonesian, then equipped with vocabulary list and barcode for each song. In this research, three experts were involved in validating the product, therefore the research shows that based on expert validation and student and teacher perceptions, this research product is feasible to use globally. Folk song translations book can be a way for these people to re-establish a relationship with their heritage by giving them an opportunity to experiencing and comprehending their cultural origins in a language that is more familiar to them.]]>
