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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 181 Documents
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Boosting Vocabulary Through Play: Funbrain’s Impact on SMP Muhammadiyah 6 Students Suciani, Warfida; Ampa, Andi Tenri; Hambali, Uyunnasirah
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.911

Abstract

This study investigates the effectiveness of the Funbrain game in enhancing vocabulary achievement among seventh-grade students at SMP Muhammadiyah 6 Makassar. Addressing the urgent need for engaging, technology-based learning tools, a pre-experimental design with pre- and post-tests was employed. A purposive sample of 25 students participated, with data collected through a 20-item multiple-choice vocabulary test. Results revealed a significant improvement in students’ vocabulary scores—from a pre-test mean of 62 to a post-test mean of 83.8. Statistical analysis using a t-test confirmed the significance of this improvement (t-value = 13.6 > t-table = 1.71), leading to the acceptance of the alternative hypothesis (H1) and rejection of the null hypothesis (H0). These findings highlight the potential of educational games like Funbrain to support vocabulary acquisition in EFL contexts, offering a novel and interactive approach to language learning.
Frayer Model Vs. Vocabulary Struggles: A Classroom Breakthrough AT SMPN 1 Tompobulu Azizah, Wafiq Nur; Natsir, Ratu Yulianti; Hijrah
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1142

Abstract

This research explores the effectiveness of the Frayer Model as an innovative strategy to enhance vocabulary acquisition among eighth-grade students at SMPN 1 Tompobulu. Responding to the urgent need for more engaging and concept-driven vocabulary instruction, the study employed a quasi-experimental design with two groups: an experimental group and a control group (n = 25 each). Both groups completed pre- and post-tests using multiple-choice questions. Statistical analysis using SPSS 22 revealed a significant improvement in the experimental group’s mean score (from 36.80 to 76.80), compared to the control group (from 50.88 to 55.52). The t-test results (t = 5.951, p < 0.05) confirmed the effectiveness of the Frayer Model over conventional methods. These findings highlight the model’s potential to stimulate deeper student engagement and vocabulary retention, offering valuable pedagogical contributions for English language teaching in secondary education.  
Students’ Perception in Learning Narrative Text Using Animated Videos Rahmawati, Nisa; Siswana
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1828

Abstract

This study was motivated by the issue of students' low comprehension of narrative texts in English language learning, which is considered to be caused by the use of conventional learning media that are uninteresting and unsuitable for students' learning styles. Therefore, this study aims to explore and analyze students' perceptions of the use of alternative learning media, particularly animated videos, in improving their comprehension of narrative texts.The purpose of this study is to explore learners' perceptions of the use of animated videos as a medium for learning narrative text, as well as to identify the benefits and technical obstacles that arise during the learning process. This study used descriptive qualitative method with data collection techniques in the form of semi-structured interviews conducted with ten learners in one of the high schools in East Jakarta, with data analysis carried out thematically through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the application of animated videos was able to increase learning motivation, interest in the material, and students' understanding of the structural elements of narrative text such as plot, character, and setting. In addition, the media also contributed to the improvement of English language skills, especially in the aspects of listening and speaking. However, some students faced technical obstacles, such as narration that was too fast and accents that were difficult to understand. This study contributes to the development of adaptive, engaging, and diverse learning styles-appropriate animated video-based English language learning, and provides empirical insights for future innovations in learning media.
Teaching Vocabulary Through Play: The Circle Game In An Indonesian Classroom Ananda, Tri; Munir, Syahrul; Anggreni, Afrillia
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1853

Abstract

Vocabulary acquisition remains a persistent challenge in English as a Foreign Language (EFL) classrooms, particularly in relation to spelling accuracy, word meaning, and contextual usage. Addressing this issue, the present study investigates the effectiveness of the Circle Game as an interactive teaching strategy aimed at improving vocabulary mastery among eighth-grade students at SMP Negeri 1 Sindue Tobata. Employing a quasi-experimental design, 50 students were divided into control and experimental groups. The experimental group engaged in six Circle Game sessions, while the control group received traditional instruction. Data were collected through pre- and post-tests. Results indicated a notable increase in the vocabulary scores of the experimental group, rising from a mean score of 55.36 to 86.8, compared to the control group's improvement from 60.4 to 68.4. A t-test analysis confirmed the statistical significance of the difference between the two groups (t = 7.56 > 2.011). This study highlights the urgency of adopting engaging, student-centered methods in EFL instruction. The findings suggest that game-based strategies like the Circle Game can significantly boost vocabulary learning, motivation, and classroom interaction.
EFL Student’s Perception on Digital Learning Media Technology: The Case of Secondary School in Indonesia Majid, Fattakhu Firli Dewi Nur; Rahman, Abd; Anwar, Saiful
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1862

Abstract

The development of digital technology has brought significant changes to the field of education, especially in the process of learning English. The use of digital learning media enables the delivery of materials to be more interactive, flexible, and engaging for students. This study aims to explore the perceptions of tenth-grade students at a secondary school in Banyuwangi, East Java, Indonesia, regarding the use of digital learning media in English language learning. Employing a qualitative case study approach, data were collected through classroom observations, semi structured interviews with 11 students, and questionnaires involving 30 participants. The findings, which were analyzed using thematic analysis for qualitative data and descriptive statistics for questionnaire results, indicate that the majority of students hold positive to very positive perceptions of digital media, particularly in terms of enhancing comprehension (average score 4.17) and making the learning process more engaging (average score 4.23). Classroom observations reinforced these results, showing that over 75% of students demonstrated active engagement when the teacher used interactive tools such as Quizizz, Wordwall, and YouTube-based instructional videos. Interviews revealed that digital media increases motivation and makes learning more enjoyable and interactive. Despite these benefits, the study also identified significant challenges, including limited device availability, unstable internet connectivity, and insufficient teacher guidance in using digital media. Approximately 20% of students showed passive behaviour or lacked confidence in technology based learning environments. Students also expressed the need for additional teacher training, the provision of stable Wi-Fi, and more structured and varied digital-based assignments. This study emphasizes that the successful integration of digital media in English learning relies heavily on adequate infrastructure, teacher readiness, and inclusive instructional strategies. These findings contribute valuable insights for educational policy and practice in the digital era, offering recommendations to improve digital literacy, professional development for educators, and equitable access to technological resources for all students
Pre-service English Teachers' Perception on The Challenges and Strategies During Their Teaching Practice Program Alif , Abdilah Mirza; Hamid, Ade Ismail Ramadhan; Khatimah, Khusnul
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1867

Abstract

This study investigates the perceptions of pre-service English teachers regarding the challenges they face and the strategies they employ during their teaching practice. Drawing on semi-structured interviews with five final-year English education students, the research explores real-world classroom experiences from the perspective of those preparing to become full-time teachers. The findings reveal several key challenges, including limited teaching time, inadequate school facilities, classroom management difficulties, low student motivation, and struggles with lesson preparation especially in adapting to unfamiliar content or integrating technology. Despite these obstacles, the participants employed a range of adaptive strategies such as using digital tools (e.g., ChatGPT, Quizizz), aligning materials with student interests, incorporating games and quizzes, and building positive classroom relationships. These approaches reflect a student-centered mindset and highlight the importance of flexibility, creativity, and continuous self-development. The study emphasizes the need for improved teacher preparation programs that support both pedagogical competence and emotional readiness, equipping future educators to thrive in diverse and often unpredictable teaching contexts.
The Use of ChatGPT In Writing: English Students Perception and Satisfaction Yulistyawan, Farhan; Halim, Abdul; Puspita, Rani Herning
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1868

Abstract

Chat GPT, a generative language model recently created by OpenAI, has received widespread criticism from people around the world. ChatGPT illustrates both the potential opportunities and challenges in education. This research aims to investigate the nuances of students' use of ChatGPT, an AI-powered English writing assistant, with a focus on their opinions, experiences, and overall happiness.  Because of its potential to enhance students' writing abilities, the use of artificial intelligence (AI) as an English writing assistant has drawn attention as the field continues to transform the educational landscape.  using semi-structured interviews and a qualitative method approach.  Uncovering the complex elements that influence students' opinions on ChatGPT is the goal of this study.  To give a thorough knowledge of the tool's efficacy, the research will examine the user interface, adaptation to different writing styles, and the perceived influence on writing skill.
Exploit The Grammarly Application in English Language Program Writing Skills: In Perceptions Xena, Esmeralda Dida Ayu Amindexa; Setyawan, Mochamad Ardi; Anwar, Saiful; Pambayun, Rizki Nurfida
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1875

Abstract

In recent years, educational technology has transformed how students develop academic writing skills. Digital tools not only improve efficiency but also enhance learning through interactive and adaptive feedback. Among these innovations, artificial intelligence–based writing assistants provide immediate feedback, linguistic accuracy, and stylistic improvement. Grammarly, in particular, has gained attention in higher education for its accessibility, user-friendly interface, and ability to address grammar, vocabulary, and coherence. Its widespread use among non-native English-speaking students underscores the need to understand how learners perceive and utilize such tools.This study examines English Education students’ perceptions of Grammarly at Universitas 17 Agustus 1945 Banyuwangi as a tool to enhance academic writing. Using a qualitative descriptive approach and purposive sampling, ten students participated in semi-structured interviews. The research explored usage frequency, perceived benefits, and limitations.Results indicate that students generally view Grammarly positively, especially for improving grammar, sentence structure, and vocabulary. Features like real-time feedback, tone detection, and clarity suggestions are valued for aiding learning. However, concerns include occasional contextual inaccuracies and the risk of overreliance, potentially reducing self-editing and critical thinking skills.The study concludes that Grammarly should supplement, not replace, teacher feedback or manual revision, and recommends further research on its long-term impact and integration with other writing resources.
Exploring English Vocabulary Enhancement In Indonesian EFL Students: Case Study Analysis of Mastery of Subtitle Film In Senior High School Napa , Siti; Kristiawan, Dana Yudha; Setyawan, Mochamad Ardi
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1876

Abstract

This study explores the impact of subtitles in movies on English vocabulary acquisition among EFL learners at a secondary school in Indonesia. Using a qualitative approach and a case study design, this study examined the vocabulary learning experiences of sixth-grade X1 students in one high school in East Java. The data collected over one semester included vocabulary test observations, semi-structured interviews using ten directed essay questions, and reflection notes to capture students' perceptions and learning strategies. Thematic data analysis showed that the use of movie subtitles is in both English and Bahasa Indonesia. Significantly facilitated vocabulary acquisition through simultaneous exposure to audio and text, contextualized word meanings, and natural repetition of language input. The findings of this study highlight several important aspects: (1) English subtitles help students recognize word forms and spelling, while Indonesian subtitles support the understanding of the overall meaning. (2) Students develop self-learning strategies such as pausing, repeating parts of the film, switching subtitle modes, and taking notes on new vocabulary. (3) Learning motivation and engagement are enhanced when the films viewed match students' interests and are accompanied by interaction with peers. However, they have encountered challenges, including dialogue that is too fast, a mismatch of subtitles with audio, and difficulty understanding idioms or indirect expressions. The study concludes that movie subtitles are an effective and engaging medium for vocabulary development, provided they are supported by proper scaffolding, learner awareness, and access to quality audiovisual materials.  
Exploring English Teaching Practices in Orphanages: A Qualitative Study Using the Narrative Inquiry Approach Agatsya, Titah; Hikmah , Nuril; Sandya, Yesika Agnes; Novitasari, Devi
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1887

Abstract

This study investigates English language teaching practices in orphanages, highlighting the lived experiences of volunteer educators in non-formal settings. Using a narrative inquiry approach at Mutiara Insan Orphanage, Banyuwangi, East Java, the research uncovers emotional, pedagogical, and contextual complexities in teaching under social and resource constraints. Data were gathered through participatory observation, narrative interviews, visual documentation, and literature review. Findings reveal that non-professional volunteers primarily use gamification to engage learners of diverse ages and proficiencies. Despite challenges such as limited resources, time, and inconsistent learner backgrounds, volunteers demonstrated adaptive, empathetic, and inclusive teaching practices. Notably, children showed gains in both basic English skills and socio-emotional confidence. This research offers a novel lens on English instruction in marginalized, under-researched contexts and underscores the urgent need for sustained pedagogical support and reflective practice in orphanage-based education.

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