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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 10 Documents
 1 
Search results for , issue "vol. 5 no. 3 (2025): english language teaching method" : 10 Documents clear
Boosting Students’ Vocabulary Mastery: How Effective Is the Frayer Model? Nur Hawalia Anugrah; Ardiana; Ika Sastrawati
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.1737

Abstract

Vocabulary mastery remains a persistent challenge for Indonesian senior high school students, necessitating effective instructional strategies. This study investigates the effectiveness of the Frayer Model in improving students’ vocabulary mastery at SMAN 14 Gowa. Employing a pre-experimental quantitative design, the study involved 36 tenth-grade students selected through purposive sampling. Data were collected using a 20-item vocabulary test administered as pre-test and post-test, covering nouns, verbs, adjectives, and adverbs. Over six instructional meetings, the Frayer Model was implemented to facilitate concept definition, example analysis, and contextual application. Statistical analysis using SPSS 24 revealed a significant improvement in students’ vocabulary scores, with the mean increasing from 67.22 to 82.22. The t-test results confirmed the model’s effectiveness (t-count = −9.065 > t-table = 2.030). This study contributes empirical evidence supporting the Frayer Model as a practical and effective approach to vocabulary instruction in EFL classrooms.
Breaking The Silence: Speaking Anxiety among Tenth Graders at SMAN 1 Luwu Utara Tiara Annur Basitha; Mochtar Marhum; Maf’ulah
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.1774

Abstract

Speaking anxiety is a common barrier that students face in language learning, particularly in situations requiring verbal communication. This study investigates the factors, causes, and strategies to overcome speaking anxiety among tenth-grade students at SMA Negeri 1 Luwu Utara. Employing a descriptive qualitative design, data were collected through interviews and questionnaires. Findings revealed three primary forms of speaking anxiety: communication anxiety, test anxiety, and fear of negative evaluation. Key causes included limited vocabulary, fear of mistakes, and low self-confidence. To address these issues, students adopted strategies such as preparation, positive thinking, and relaxation techniques. This research highlights the urgency of fostering a supportive classroom environment that reduces anxiety and promotes active participation, offering valuable insights for educators seeking to enhance student engagement and communication skills. By identifying both the root causes and coping strategies, the study contributes to a deeper understanding of how to effectively support students facing speaking anxiety.
A Qualitative Approach to the Use of Digital Modules in Teaching Argumentative Essay Writing to University Students Siti Aminah Hasibuan
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.1927

Abstract

This study investigates the use of digital modules as a pedagogical tool in teaching argumentative essay writing to university students, using a qualitative research approach. The research aims to examine how digital learning materials enhance students’ understanding of argumentative structures, improve writing skills, and support autonomous learning. This study employed a qualitative research methodology to explore how digital modules are used in teaching argumentative essay writing to university students. A qualitative approach was deemed appropriate for capturing the lived experiences, perceptions, and challenges encountered by both students and instructors in an authentic educational setting. Data were gathered through classroom observations, in-depth interviews with students and instructors, and analysis of students' written work. The findings suggest that digital modules provide structured and accessible content that aids students in organizing their ideas, developing critical arguments, and refining their writing techniques. Additionally, the interactive nature of digital modules fosters student engagement and motivation. Despite some challenges related to technical access and digital literacy, the overall impact of using digital modules in writing instruction is perceived as positive. In conclusion, digital modules can serve as effective scaffolding mechanisms that guide students through the complexities of argumentative writing. When designed with clear instructional sequences, examples, and interactive components, digital modules help students understand essay structure, develop coherent arguments, and engage in independent revision.
Competency-Based Grammar Mastery: Teaching Parts of Speech to Freshman EFL Students Burhanuddin; Sahril Nur
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.1928

Abstract

This study investigates the implementation of Competency-Based Education (CBE) for teaching the parts of speech to freshman EFL students in higher education. Addressing the urgent need for more effective grammar instruction, the research introduces a performance-based, learner-centered approach that links grammatical forms to authentic communication tasks. By integrating CBE principles—measurable outcomes, continuous assessment, and contextualized practice—the instruction moves beyond memorization toward demonstrable linguistic competence. Classroom observations, student outputs, and feedback reveal that CBE significantly increases learner engagement, autonomy, and mastery of basic grammatical categories. The findings highlight the novelty of applying CBE to foundational grammar, demonstrating its potential to strengthen students’ accuracy and communicative competence early in their academic journey. The study contributes a practical framework for first-year EFL instruction, emphasizing that mastery of the parts of speech is essential for students’ progression into advanced grammar and speaking performance in subsequent semesters.
Integrating Deep Learning and Hypnoteaching to Improve Oral Communication Skills: A Research of Dental Nursing Students at Poltekkes Kemenkes Makassar Achmad Basir
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.1929

Abstract

This research aimed to investigate the effectiveness of integrating Deep Learning and Hypnoteaching in improving the oral communication skills of dental nursing students at Poltekkes Kemenkes Makassar. The significance of this research is based on the importance of oral communication competence in health education, while many students experience anxiety and low self-confidence, especially in the context of multicultural interaction. The novelty of this research lies in the implementation of a holistic learning approach that combines technology-based Deep Learning features with the psychological technique of Hypnoteaching to simultaneously address cognitive and emotional aspects of communication. The method used is a quantitative approach with a one-group pretest–posttest pre-experimental design involving 40 Dental Nursing students of Class 2A Diploma IV in the 2025 Academic Year, during six intervention sessions with an assessment of oral communication skills using a structured performance rubric. The findings revealed a statistically significant improvement in students’ oral communication performance, with the mean score increasing from 15.9 in the pretest to 22.2 in the posttest, representing a 39.6% improvement, particularly in self-confidence, pronunciation clarity, and response accuracy. Qualitative feedback further indicated reduced anxiety, increased motivation, and improved focus during speaking tasks. The results of research contribute to providing an innovative learning model based on the integration of technology and an effective psychological approach, and concludes that the application of Deep Learning and Hypnoteaching is proven to be able to improve the quality of oral communication of dental nursing students.
Beyond Fun: Teacher’s Challenges in Integrating Joyful, Mindful, Meaningful Learning In English Language Teaching Yasminar Amaerita Telaumbanua; April Niwati Gea; Bitta Maria Waruwu; Alvin Ebenezer Zamasi; Celsia Angelin Gulo
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.1932

Abstract

The Merdeka Curriculum promotes a deep learning paradigm through the integration of joyful, mindful, and meaningful learning. However, classroom practices in Teaching English to Young Learners (TEYL) frequently prioritize enjoyment while neglecting cognitive depth and reflective awareness, creating a critical gap between policy expectations and pedagogical implementation. This study aims to examine the challenges faced by English teachers in integrating joyful, mindful, and meaningful learning within English language instruction. Employing a qualitative descriptive approach, this study was conducted at SDN 078010 Banuasibohou Onozikho. The participants comprised one English teacher and sixteen fifth-grade elementary school students. Data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings reveal that joyful learning was the most consistently implemented dimension, as reflected in high student enthusiasm, active participation, and a positive classroom atmosphere. In contrast, mindful and meaningful learning were insufficiently developed. Students tended to rely on rote repetition with limited conceptual understanding or transfer of knowledge, while teachers encountered persistent difficulties in maintaining students’ focus and self-regulation. These challenges were further intensified by limited instructional resources, restricted instructional time, and uneven student readiness. This study contributes novel empirical evidence from a rural primary school context, highlighting the imbalance in the implementation of deep learning dimensions under the Merdeka Curriculum. The findings underscore the urgency of providing systematic pedagogical support, adequate learning materials, and continuous professional development to enable teachers to integrate joyful, mindful, and meaningful learning more effectively in English language teaching
Beyond The Silence: Psychological, Social, And Linguistic Barriers to English Speaking Confidence Nur Fajra; Abdah; Andi Naniwarsih
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.2065

Abstract

Speaking English requires not only linguistic knowledge but also sufficient confidence to take communicative risks. However, some beginning EFL learners remain silent, avoid interaction, and experience anxiety when asked to speak publicly. This study explored the self-confidence barriers experienced by seventh-grade students in English speaking at SMP Muhammadiyah 1 Palu. A descriptive qualitative design was employed with all seven students in the class and one English teacher as a key informant. Data were collected through a ten-item closed-ended questionnaire, a ten-question semi-structured teacher interview, classroom observation, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing/verification, supported by triangulation across the data sources. The findings indicate that students’ confidence problems were shaped primarily by the interaction of social, psychological, and linguistic barriers. Although most students felt relatively comfortable with the teacher’s structured questioning and 71.43% reported that pictures or videos reduced nervousness, all students considered regular speaking practice beneficial and all preferred small-group speaking to individual performance. At the same time, 100% reported that fear of grammatical mistakes could make them remain silent, while 85.7% experienced sudden vocabulary loss when being observed by peers. In addition, 71.4% lacked confidence to maintain eye contact, 85.7% experienced physical symptoms such as trembling or a racing heart, and 71.4% preferred silence when they did not know an English word. The study suggests that speaking instruction should prioritize psychologically safe interaction, frequent low-stakes practice, visual scaffolding, and flexible communication strategies.
From Scrolling to Speaking: Vocational Students’ Perceptions of social media For English Oral Development Sisyil Nabila; Sari Wulandari; Dewi Rara Amiati
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.2066

Abstract

Social media has become a familiar source of English-language input for adolescents, yet its value for speaking development depends on how learners perceive and use the available content. This study explored how eleventh-grade students at SMK Negeri 1 Sigi perceived the use of social media for developing English speaking skills. A descriptive qualitative design was employed with 12 students selected through purposive sampling and one English teacher serving as a key informant. Data were obtained through a questionnaire, semi-structured interviews, classroom observation, and documentation, and were analyzed through thematic analysis and triangulation. The findings revealed six recurring themes. Students perceived social media as useful for improving pronunciation, developing vocabulary, increasing motivation, building speaking confidence, and providing opportunities for speaking practice beyond the classroom. TikTok, YouTube, and Instagram were the platforms most frequently mentioned by participants, mainly because of their accessible video-based English content. Students reported learning through imitation, repetition, listening, watching videos, and recording or practicing their own speech. Nevertheless, the findings also identified difficulties in understanding fast speech and unfamiliar accents, fear of making mistakes, and distraction by entertainment-oriented content. Overall, students held predominantly positive perceptions of social media as a supplementary resource for English speaking development rather than as a replacement for classroom instruction. The study suggests that teachers should provide structured guidance, help students select appropriate English content, and turn passive viewing into active speaking tasks.
Teacher’s Perception of Student Motivation Toward Podcast-Based Listening Activities at SMK Muhammadiyah 1 Palu Ilsa Meidika; Sari Wulandari; Ismail Manangkari
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.2067

Abstract

This study examined an English teacher’s perception of students’ motivation when podcasts were incorporated into listening activities at SMK Muhammadiyah 1 Palu. The study was conducted to understand how students responded to podcast-based listening and what instructional factors appeared to influence their engagement. A qualitative descriptive approach was employed. The data were obtained from an English teacher through classroom observation, a semi-structured interview, and supporting documentation. The data were analyzed by organizing relevant information, identifying recurring themes, comparing evidence from different sources, and drawing conclusions through triangulation. The findings indicated that students’ motivational responses to podcast-based listening varied considerably. Students with relatively stronger English proficiency tended to show greater interest and participation, whereas students with limited English ability generally experienced difficulties in following the audio and were less actively involved. The teacher also perceived that the use of podcast technology alone did not automatically increase students’ motivation, particularly among learners who already demonstrated limited interest in English. Nevertheless, short and relevant podcast materials with accessible vocabulary were perceived as more appropriate for maintaining students’ attention. The teacher’s use of selected audio segments, playback-speed adjustment, level-appropriate materials, and follow-up classroom activities also supported student participation. The study concludes that podcasts may provide meaningful support for listening instruction when accompanied by appropriate scaffolding, relevant content, manageable audio length, and active learning tasks. Since the findings were based on one teacher’s perception, they should be interpreted as perceived student motivation rather than direct measurement of students’ motivational levels.
Supporting Vocabulary Learning Through Guided Reading Aloud in An EFL Junior High School Classroom Tiara H. Salihu; Andi Naniwarsih; Sari Wulandari
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v6i2.2068

Abstract

This study explored the use of guided Reading Aloud as a classroom approach for supporting English vocabulary learning among seventh-grade students at SMP Muhammadiyah 1 Palu. The study responded to a classroom need in which learners showed limited vocabulary knowledge and difficulty engaging with English texts. A quantitative pre-experimental design with a one-group pre-test–post-test structure was used. Seven seventh-grade students were selected purposively. Data were collected through written vocabulary tests administered before and after the instructional intervention, supported by classroom documentation. Because the sample was small, the Wilcoxon signed-rank test was used to examine the paired scores. The results showed that the group mean rose from 51.50 on the pre-test to 65.93 on the post-test, giving an average gain of 14.43 points. Six students recorded higher post-test scores, whereas one student showed a very small decline. The Wilcoxon analysis indicated a statistically significant difference between the two measurements (Z = −2.197, p = .031), with an estimated effect size of r = .83. The pattern suggests that guided oral reading may create useful opportunities for learners to repeatedly encounter vocabulary, connect written forms with pronunciation, and process words in context. However, the findings should be interpreted cautiously because the study involved only seven students and did not include a control group or a delayed retention measure. The study therefore presents Reading Aloud as a practical and promising classroom approach for vocabulary instruction in a lower-secondary EFL setting, while recommending larger and controlled studies to establish its effectiveness more robustly.

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