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.
Articles
181 Documents
<![CDATA[THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) LEARNING MODEL ON THE STUDENTS’ READING COMPREHENSION IN LEARNING ENGLISH ]]>
<![CDATA[Zaenuddin, Nur Hikma]]>;
<![CDATA[Asriati, Siti]]>;
<![CDATA[Hafid, Hilda]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 1 (2024): English Language Teaching Methodology (ELTM) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i1.154
<![CDATA[This study aims to see the application of the Cooperative Integrated Reading and Composition (CIRC) learning model to students' reading comprehension in learning English. This study used a pre-experimental method. Data collection techniques were carried out through pre-test and post-test. The research was conducted at SMP Negeri 13 Makassar, with the population being class VIII students at SMP Negeri 13 Makassar. The results of this study indicated that for the main idea the average pre-test score of students before being treated with reading comprehension is 5.92 and the average post-test score of students after being treated with reading comprehension is 8.08. The significance of the main idea between the pre-test and post-test was 36.48%. Meanwhile, for the conclusion, the average pre-test score of students before being treated with reading comprehension was 5.6 and the average post-test score of students after being treated with reading comprehension was 8.32. The significance of the main idea between the pre-test and post-test was 48.57%. The results of data analysis showed that the increase in students' reading ability after being treated using the CIRC learning media increased the results quite significantly. = 0.05 with degrees of freedom (df) = 24 which shows the t-test value of 13.55 and t-table = 2.640. Based on the results of the post-test data obtained as the final result, this study provides a fairly good improvement. Finally, it can be concluded that the use of CIRC learning media is able to give a good influence in learning English, especially on reading comprehension. ]]>
<![CDATA[THE EFFECTIVENESS OF FLIPPED CLASSROOM MODEL BY USING GOOGLE CLASSROOM APPLICATION TO INCREASE STUDENTS’ LISTENING SKILL ]]>
<![CDATA[Wafiqah, Nurul]]>;
<![CDATA[ul Haq, Muhammad Zia]]>;
<![CDATA[Sangkala, Ismail]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 1 (2024): English Language Teaching Methodology (ELTM) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i1.239
<![CDATA[The purpose of this study was to find out whether the Flipped Classroom model with the Google Classroom application increase student learning outcomes in listening skills at SMKN 6 Bone. This study used a quasi-experimental method with a nonequivalent control group designed and applied in two classes with two different learning models. Experimental classes with the Flipped Classroom model using the Google Classroom application and control classes with the Teacher Centered Learning model. The population of this study was 114 students of class X of SMKN 6 Bone, while the sample consisted of 60 students from the initial three classes who were given pretests to determine which classes had balanced abilities to be used as experimental classes and control classes. The research process is carried out with the following procedures: giving pretest, applying treatment, and giving posttest. From the results of the posttest descriptive analysis, it is known that there are significant differences between the control class and the experimental class. This is evident from the from posttest result with p-value 0.03 (sig. <0.05). In addition, based on inferential gain analysis, it is known that p-value = 0.02 which means there are significant differences from the results of the pretest and posttest. So, it was concluded that the use of the Flipped Classroom model with Google Classroom application is effective to increase students' listening skills.]]>
<![CDATA[TEACHERS’ PERCEPTIONS ON THE USE OF PEER- CORRECTION AND SELF-CORRECTION TECHNIQUE TO TEACH WRITING ]]>
<![CDATA[Mustika]]>;
<![CDATA[Ampa, Hj. Andi Tenri]]>;
<![CDATA[Andi Baso , Farisha]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 3 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i3.269
<![CDATA[This study aims to determine the teacher's perception of the use of peer-correction and self-correction techniques to teach writing. This research method is a qualitative descriptive method. Research data were collected through interviews. Data were taken from two English teachers at SMAN 5 SELAYAR.The results of the study reveal that teachers believe that Peer-Correction and Self-Correction Techniques in Teaching Writing have a positive influence on students to gain knowledge, especially in writing lessons. In addition, Peer-Correction and Self-Correction techniques are suitable for use at every level of students. The researcher also found that the teacher had an important role in determining the type of material that was suitable for the learning objectives. ]]>
<![CDATA[THE IMPLEMENTATION OF FIX UP STRATEGY STUDENTS’ READING COMPREHENSION SKIL ]]>
<![CDATA[Asnidah, Sri]]>;
<![CDATA[Paturusi, M. Arief]]>;
<![CDATA[Burhanuddin, Wildhan]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 1 (2024): English Language Teaching Methodology (ELTM) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i1.271
<![CDATA[The objective of the study is to find out whether the use of Fix-Up Strategy enhance the students’ in reading comprehension in terms of literal and interpretative comprehensions. The research method is pre-experimental design with pre-test and post-test as quantitative research. The population of the research was students of SMP Unismuh Makassar. The total number of sample was 22 students which chosen by using purposive sampling. The instrument used to collect data in reading comprehension was reading text (narrative text).]]>
<![CDATA[THE EFFECTIVENESS OF CAKE APPLICATION ON STUDENTS’ SPEAKING SKILL IN ENGLISH CLASSROOM ]]>
<![CDATA[Rahmadani AM, Andi Rizki]]>;
<![CDATA[Latief, Hasnawati]]>;
<![CDATA[Hafid, Hilda]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i2.285
<![CDATA[The purpose of this study was to determine the importance of using the Cake Application as a result of making speaking training materials. The Cake Application by itself indicates that the researcher created the content as a video using the Cake Application as the source. Research material is a dialogue in which questions are asked and responses are provided. Limitations Analysis of speaking ability in terms of pronunciation is the main emphasis of this study.Pretest and posttest are used in this research strategy, which is an experimental approach. Subjects In this study used sampling. An oral test was used to obtain data for this study. The Pretest and Posttest sections of the test are separated. Before speaking in front of the class, students are encouraged to engage in a debate about their opinion on Tiktok as part of the pretest. Students should engage in a debate about Instagram during the posttest, express their opinion, and then speak out loud in front of the classBased on the results of the pre-test and post-test, it was found that t count was 10,749 as the significant level with a degree of freedom 30 (df = 31 – 1 = 30, then obtained t table 1.679 from the average score of pre-test 65.48 and post-test 82.32. This shows that the Cake Application material has a significant effect on enhancing abilities speak students in proper pronunciation.]]>
<![CDATA[THE EFFECTIVENESS OF PEER FEEDBACK ON STUDENTS’ SKILL IN WRITING NARRATIVE TEXT AT TENTH GRADE OF SMA MUHAMMADIYAH 1 UNISMUH MAKASSAR ]]>
<![CDATA[Binti Bakar, Suriani]]>;
<![CDATA[Saiful]]>;
<![CDATA[Setiadi, Muhammad Astrianto]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 1 (2024): English Language Teaching Methodology (ELTM) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i1.288
<![CDATA[This research aimed to find out whether peer feedback is effective to improve the students’ writing skill in the narrative text in the tenth grade of SMA Muhammadiyah 1 Unismuh Makassar. This research employed a quantitative method with a pre-experimental design that used pre-test and post-test. The instrument of this research was a writing test. The sample of this research was the students from the tenth grade of SMA Muhammadiyah 1 Unismuh Makassar consisted of 20 students. The sample was taken by using a purposive sampling technic. The research findings showed that there was a significant difference on students’ skill in writing narrative text through peer feedback. The students’ mean score in writing on the pre-test was 72,25. Then in the post-test, the students’ mean score in writing was 84,6. The value of the t-test was higher than the t-table which was 12,47>1,729. Therefore, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It can be concluded that peer feedback is effective to improve the students’ skill in writing narrative text.]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION THROUGH DIRECTED READING THINKING ACTIVITY (DRTA) METHOD ]]>
<![CDATA[Azahro, Nadiera Yulia]]>;
<![CDATA[Hamid, Radiah]]>;
<![CDATA[Hamid, Sitti Maryam]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i2.293
<![CDATA[The objective of the research is to find out whether Directed Reading Thinking Activity (DRTA) Strategy able to improve the students’ reading comprehension at the Twelfth Grade Students of SMA Negeri 3 Bulukumba. The method of the research used pre-experimental design. It consisted of pre-test, treatment and post-test design. The population of this research is the twelfth grade students of SMAN 3 Bulukumba. The researcher used Purposive Sampling Technique which involve one class XII IIS 3. Total sample are 29 students. The result of the study showed that Directed Reading Thinking Activity (DRTA) Method could improve the students’ reading comprehension especially in literal reading comprehension at the Twelfth Grade Students of the SMAN 3 Bulukumba. It was proved that the mean score of Pre-Test is 64 and the Post-Test mean score is 70,6. Based on the difference from the mean score students get in reading comprehension show the improvement from pre-test to post-test where the increase of students reading comprehension increased by 12%. The improvement of students’ achievement significantly. Thus, the null hypothesis (H0) is discarded, while the alternative hypothesis (H1) is accepted. The researcher emphasizes that the Directed Reading Thinking Activity (DRTA) made active because its activity foresees various strategy and it was meaningful for the daily students life. Also, Directed Reading Thinking Activity (DRTA) strategy in the learning reading comprehension is very effective, because the students more easy to understand with the prediction that identifying main idea and supporting details and it can be seen from the result of students’ reading scores is better.]]>
<![CDATA[IMPLEMENTING HYPERCORRECTION APPROACH TO REDUCE THE STUDENTS FOSSILIZATION IN ENGLISH PRONUNCIATION AT SMA NEGERI 7 SELAYAR ]]>
<![CDATA[Hajar, Sitti]]>;
<![CDATA[Prabawati Rum, Eka]]>;
<![CDATA[Sastrawati, Ika]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 3 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i3.306
<![CDATA[The purpose based on this research was to find out whether or not the hypercorrection approach reduces the student’s fossilization in English pronunciation at SMA Negeri 7 Selayar. The researcher used a pre-experimental design and quantitative method using one class for a pre-test and post-test.In the 2022–2023 academic year, the population of this study were 32 students of class 10 IPA at SMA Negeri 7 Selayar. To determine the research sample, cluster sampling method is used. The speaking test is used a data collection method.The results show of the study show that the application of the hypercorrection approach can reduce the fossilization of students’ pronunciation in vowels (/i:/, /I/, /e/, /æ/). This is evidenced by using pre-test scores (39.53) and a post-tests score(72.18), which shows that in addition to the test scores, students’ pronunciation in the post-test is higher than the pre-test. (29.10) which is higher based on the t-table value (1.696). As a result, the Null hypothesis was refuted and the alternative hypothesis was adopted. In the study the researcher came to the conclusion that Hypercorrection reduces student’s fossilization of pronunciation.]]>
<![CDATA[THE EFFECT OF CONTEXTUAL REDEFINITION STRATEGY (CRS) ON STUDENTS’ VOCABULARY IN READING COMPREHENSION AT THE 10th GRADE OF SMK NEGERI 2 SELAYAR ]]>
<![CDATA[Insyirah, Lilih]]>;
<![CDATA[Firman]]>;
<![CDATA[Ariana]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 3 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i3.311
<![CDATA[This study aims to find out whether Contextual Redefinition Strategy (CRS) was effective to enhance vocabulary at the 10th grade of SMK Negeri 2 Selayar. This research used quasi experimental design. The population of this research was the tenth-grade students of SMK Negeri 2 Selayar which consisted of 60 students. The sample of this research was 40 students taken by purposive sampling technique. The researcher used vocabulary test as the instrument of this research. Based on the research findings, the result showed that using Contextual Redefinition Strategy (CRS) was effective to enhance students’ vocabulary. It is proved by the means score of post–test between experimental group and control group. The means score in experimental group before and after treatment (47.15 became 89.50) and in control group before and after treatment (44.05 became 59.40) Moreover, the findings revealed that p-value of post-test score was 0.000 with the level significance 5% (0.05). It can be concluded that p-value (0.000) < sig ɑ = (0.05, 5%). Then, the effect size gained was 2.8. Thus, it proved that Contextual Redefinition Strategy (CRS) was effective at a strong level on students’ vocabulary in reading comprehension. ]]>
<![CDATA[PROMOTING HIGHER ORDER THINKING SKILLS THROUGH ORAL PRESENTATION AT SMA NEGERI 12 GOWA ]]>
<![CDATA[Mutmainna, Ainun]]>;
<![CDATA[Khaerati Syam, Ummi]]>;
<![CDATA[Ariana]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 1 (2024): English Language Teaching Methodology (ELTM) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i1.314
<![CDATA[This study aims to see how to higher order thinking through oral presentations can improve speaking ability in learning English at the eleven grade of SMA NEGERI 12 GOWA. This research used quantitative research with a pre-experimental approach. The researcher gave pre-test to students, and then the researcher gave the students’ treatment using higher order thinking approach through oral presentation. After treatment is given, researcher gives the students’ post-test.The population in this study were students of the class XI IPA SMAN 12 Gowa. The sample of this research was the students of the class XI IPA 2, included 20 students. The result showed that the t-test value was higher than t-table value. The t-test value of speaking in terms of pronounciation is greater than t-table (8.03 > 2.09302), the t-test in terms of grammar is greater than t-table (7.66 > 2.09302), the t-test in terms of vocabulary is greater than t-table (7.25 > 2.09302) and t-test in terms of fluency is greater than t-table (7.68 > 2.09302). The results calculate the t-test of the indicators speaking in the students’t-test in pronounciation, grammar, vocabulary and fluency is greater than t-table (30.62 > 2.09302). It was concluded tha the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. That means there were significant differences between the results of student pronounciation, grammar, vocabulary and fluency in speaking ability by using higher order thinking approach through oral presentation.]]>
