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 FABLE STORY TROUGH STAD TECHNIQUE TO IMPROVE STUDENTS READING COMPREHENSION AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Aisyah, Nur]]>;
<![CDATA[AM, St. Asriati]]>;
<![CDATA[Maharida]]>
<![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.v4i1.496
<![CDATA[This research aimed to find out to improve students’ reading comprehension that focused in determine the (main idea) and (conclusion) in the fable story in narrative text.This research employed pre-experimental research design with one group pre-test and post-test design. There were to variables: independent variable is the use of fable in terms of main idea and determining conclusion and dependent variable was the result of the test about improving students reading comprehension in terms of main idea and determining conclusion. The research findings showed that the students’ of SMP Pesantren Guppi Samata had low score in pre-test. After treatment, their post-test was significantly improved. The result of the research were the mean score of reading comprehension obtained by the students’ through pre-test was (main idea) 14.42 and (conclusion) 14.12 and post-test was (main idea) 22.95 and (conclusion) 21.48, with the t-test value is higher that t-table value (9,024 > 2,119). It meant that there was significant difference between before and after giving the treatment. It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was concluded that the using fable text was successful to increase the students’ capability in reading comprehension skills in reading English activity that improve them in narrative text. ]]>
<![CDATA[AN ANALYSIS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH YOUNG STUDENTS AT SMPN 1 BARAKA ]]>
<![CDATA[Djihat, Assalam]]>;
<![CDATA[Ampa, Andi Tenri]]>;
<![CDATA[Mallapiang, Yassir]]>
<![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.v4i1.501
<![CDATA[This research is ” An Analysis Of Teachers` Pedagogic Competence In Teaching English Young Students at SMPN 1 Baraka “. The purpose of this study is to examine the pedagogical competence that posses by the teacher in SMPN 1 BARAKA namely managing young students classroom and make the students stay curious and enthusiasm to learn english. This study was conducted to describe how teachers manage young students classroom, find out how well the teachers understand the needs of their young students and to see if the teachers pedagogical competencew have an impact on the students desire to learn english. In this study , researcher used purposive sampling to collect data. in this study, there was 4 class as observation data and 2 teachers as resource persons to interviews. This research was conducted at SMPN 1 BARAKA. The result of this study indicate that Based on the results of the observation and interview, the conclusion of this study are presented based on the data obtained which has been analysed. From all data analysis on how do the teachers able to manage the students and make them stay curious and enthusiasm to learn English. It can be concluded that experience can be one of the factors which affect the understanding and implementation of pedagogical competence specifically the classroom management. In addition, pedagogical competence is the ability of teaching that cannot be comprehended in short time.]]>
<![CDATA[TEACHERS’ STRATEGIES AND STUDENTS’ PROBLEM IN ENGLISH SPEAKING ]]>
<![CDATA[Hamzah, Muhammad]]>;
<![CDATA[Nappu, Syamsiarna]]>;
<![CDATA[Hijrah]]>
<![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.v3i3.502
<![CDATA[This study aimed to find out students' problem in English speaking and the teachers' strategies to overcome students problem in English speaking. In this study, researcher used descriptive qualitative method to describe and interprete an object in accordance with reality. Descriptive methods implemented for data analysis presented descriptively. The subjects of this study were 2 English Teachers of SMA Muhammadiyah 3 Makassar and 5 students’ of the 10 grade that were randomly chosen. The instrument used to get data was interview.The results of all data collected by interviewing the students’ problem in speaking are lack motivation, shyness, and anxiety when they speak English and the teacher strategy in english used direct method in maintain the problems and made sudents accustomed to English by always using english in class during the teaching and learning process.]]>
<![CDATA[THE USE OF DUBBING VIDEO METHOD IN TEACHING PRONUNCIATION AT SMAN 3 MAJENE ]]>
<![CDATA[Djasman, Ulfah Kurnia]]>;
<![CDATA[Rum, Eka Prabawati]]>;
<![CDATA[Hijrah]]>
<![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.v4i1.506
<![CDATA[This study aims to determine whether or not the dubbing video method can improve students' pronunciation, especially diphthongs in learning English in class XI SMAN 3 Majene. The research method used is quantitative with a pre-experimental design. The researcher gave a pre-test to the students, then the researcher conducted treatment through the dubbing video method, and at the end of the meeting, a post-test was given. The population used in this research were students of class XI at SMAN 3 Majene. The sample of this research was the students of the class XI IPA, which included 26 students using a purposive sampling technique.The results showed that the use of the dubbing video method was significant in improving students' pronunciation, especially diphthongs. This is evidenced by the mean pretest score before treatment of 43.08 and the mean value after being given treatment of 53.46, the percentage increase of 24.09%. After analyzing the results of the pre-test and post-test data, the researcher found that the pronunciation value of the p-value (0.000) is smaller than α (0.05). It was concluded that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. That means there is a significant difference between the pre-test and post-test. Therefore, it can be concluded that the application of the dubbing video method in the learning process provides an increase in pronunciation for students.]]>
<![CDATA[THE STUDENTS’ PERCEPTION OF SELF-DIRECTED DIALOGUE IN IMPROVING ENGLISH SPEAKING SKILL AT ENGLISH DEPARTMENT EDUCATION OF UNIVERSITAS MUHAMMADIYAH MAKASSAR ]]>
<![CDATA[Supriyanto, Andi Muhammad Fiqri]]>;
<![CDATA[Baso, Farisha Andi]]>;
<![CDATA[Hijrah]]>
<![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.v4i2.522
<![CDATA[This study aimed to look for the students' perception of self-directed dialogue in English speaking skill precisely in terms of fluency and vocabulary. The subjects of this study were fourth-semester students of the English Education Depatment, Faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar. The study used interview as an instrument to obtain data in this study.The results of this study showed that self-directed dialogue is effective in improving the students’ English speaking skill in terms of fluency and vocabulary. It was shown when the students had much time to practice with their pairs and tried sharing their knowledge regarding English speaking skill each other. There were no such hardships that students encountered in the process of self-directed dialogue. Correspondingly, students found this learning method positive and engaging.]]>
<![CDATA[USING SHADOWING TECHNIQUE IN TEACHING SPEAKING TO THE ELEVENTH GRADE STUDENTS OF MAS DARUL FATH BONTOLANGKASA ]]>
<![CDATA[Misrawati]]>;
<![CDATA[Anugrawati, Nunung]]>;
<![CDATA[Mallapiang, Yassir]]>
<![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.v3i3.526
<![CDATA[The objective of this research was to find out the students’ speaking skill by using shadowing technique at the Eleventh Grade of MAS Darul Fath Bontolangkasa The researcher used a pre-experimental research is included in the Quantitative method. Quantitative method is a method of collecting and analysing data from various sources in an organized manner. Quantitative method which emphasized on Shadowing Technique application as treatment and it’s impact on student speaking skill. Purposive sampling technique to be used in this research. It consisted 1 class of the students, the number of population was 7 students.The sample of this research was class XI in which the number of the sample was 7 students. The instrument of this research was used speaking test. In collecting the data the researcher used test namely speaking test which was distributed in pre-test and post-test and used the research instrument was speaking test. Based on the findings, it was found that students were could be taught to speaking and indicated that achievement of the Eleventh Grade of MAS Darul Fath Bontolangkasa was improved by using shadowing technique .This was evidenced by the mean score in terms of content pre-test was 61 and post-test was 80the improvement of the content was 0.32 % which means there was significant difference between pre-test and post-test. Based on the research finding the researcher concluded that using shadowing technique in teaching English for students’ proven improved their speaking skill.]]>
<![CDATA[THE EFFECT OF DRILLING COMMUNICATION TECHNIQUE IN TEACHING STUDENTS’ PRONOUNCIATION AT SMA NEGERI 19 GOWA ]]>
<![CDATA[Alfira, Nurfani]]>;
<![CDATA[Rum, Eka Prabawati]]>;
<![CDATA[Azis, Awalia]]>
<![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.v4i2.529
<![CDATA[The purpose of this study was to determine whether or not the use of the Drilling Communication Technique as a medium was effective in teaching students' pronunciation in the eleventh grade (SMA Negeri 19 Gowa in the academic year 2021/2022). This study used a pre-experimental design with pre-test and post-test designs. The comparison of pre-test and post-test scores is determined by the treatment outcome. The test was administered twice, once before and once after treatments or the teaching and learning process, using a recording tool.Based on the results of the study, the results of the data showed that there was a significant difference between the post-test and pre-test of students in the pre-experimental class. This increase is evidenced by the pre-test and post-test scores. From the post-test, the researcher found that the mean scores (72.88) were greater than the pre-test mean (46.22). It shows that there is a significant difference between the students' pre-test and post-test scores. According to the study's findings, Drilling Communication Technique could help students pronounce SMA Negeri 19 Gowa more accurately.]]>
<![CDATA[THE EFFECTIVENESS OF USING CAKE APPLICATION ON STUDENTS' PRONUNCIATION SKILLS AT SMP UNISMUH MAKASSAR ]]>
<![CDATA[Hermawati, Sri]]>;
<![CDATA[Bte Abdul, Nurdevi]]>;
<![CDATA[AM, St. Asmayanti]]>
<![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.v3i3.536
<![CDATA[This study aims to find out the use of Cake Application in improving the students' pronunciation skills at the nine grade of SMP Unismuh Makassar.This research used quantitative research with a pre-experimental approach. The researcher gave pre-test to the students, and then the researcher gave the students’ treatment using Cake Application. After giving treatment, researcher gave post-test to the students. The population in this study were students of the class IX SMP Unismuh Makassar. The sample of this research was the students of the class IX.A, included 33 students.The result showed that the t-test value was higher than t-table value. The t-test value of pronunciation is greater than t-table (8.21>2.03693). It was concluded that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. That means there were significant differences students' pronounciation skill before and after using the Cake Application. The research conducted shows that the use of Cake Application on students’ pronunciation skills was effective.]]>
<![CDATA[AN ANALYSIS ON EMPHATIC LISTENING STYLE IN EFL CLASSROOM ]]>
<![CDATA[Arief, Mardhatillah]]>;
<![CDATA[Syatriana, Eny]]>;
<![CDATA[Hamid, Sitti Maryam]]>
<![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.v3i3.553
<![CDATA[The objectives of this research are: (1) To explore the styles of empathic listening skill used by EFL teacher in the classroom at SMP Negeri 4 Majauleng; (2) To determine EFL students’ perceptions toward empathic listening skill in the classroom at SMP Negeri 4 Majauleng. This study employed a qualitative research methodology. The researcher used a qualitative method, observing classrooms through video and audio recording, documentation, and interviews with teachers and students. The subject of the research was 20 students from one class who have participated in emphatic learning activities and assessed their views of emphatic listening in the learning activity SMP Negeri 4 Majauleng. The instrument of the research used observationand Interview. The Result of the research show that EFL teacher of SMP Negeri 4 Majauleng applied five empathic listening styles, they are questioning, advising, judging, analyzing and supporting. The students gave positive perception toward the used of empathic listening skill by the teacher in the classroom due to the fact that the emphatic listening gave good influence to the listening skill of the students.]]>
<![CDATA[AN ANALYSIS OF CLASSROOM MANAGEMENT USED BY TEACHER IN TEACHING ENGLISH ]]>
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Akib, Erwin]]>;
<![CDATA[Sujariati]]>
<![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.v3i3.556
<![CDATA[This research used a qualitative research design. The English teacher at SMAN 1 Enrekang's 11 IPA 1 grade served as the study's subject. In-depth interviews and observation were the research tools used to get the data. For both the interview and the field notes, the researcher utilized semi-structured questions. The five aspects of classroom management that were the focus of the study were discipline, rules and routines, relationships, engaged and motivated instruction, and physical design. The actual layout of the teacher's classroom had two separate seating configurations. The first arrangement was in tidy rows for when the teacher delivered lessons and made presentations. The second arrangement had separate tables set up for small group discussions. This demonstrated the teacher's flexibility in changing the seating position to accommodate various class activities. The teacher devised routines to encourage discipline and enthusiasm in the learning process, as well as a learning agreement with each student at the start of each lesson. The teacher used team-building exercises that required collaboration to reach a common objective as well as small group talks to encourage relationships among the students. In order to establish relationships with the pupils, the teacher also adopted a personal style, frequently encouraging them at the beginning of lessons and complimenting their efforts. The teacher used a variety of teaching tools, including a whiteboard for presentations and questioning and laptops and speakers for games, to keep the class interested and motivated.]]>
