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
187 Documents
<![CDATA[CREATING STUDENTS STUDY GROUP USING COOPERATIVE LEARNING METHOD TO IMPROVE THE STUDENTS VOCABULARY LEARNING ]]>
<![CDATA[A. Putri Meylani Sugandi M]]>;
<![CDATA[Hasnawati Latief]]>;
<![CDATA[Ratu Yulianti Natsir]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (474.71 KB)
|
DOI: 10.56983/eltm.v2i2.152
<![CDATA[Learning is the process of acquiring knowledge and mastering skills. However, there are obstacles in learning English, namely vocabulary mastery. Therefore, several interesting teaching methods were made so that students are interested in learning English. One of them is a cooperative method that will be used by researchers. The purpose of this study is that researchers want to see whether the use of cooperative learning methods can improve students' vocabulary knowledge, especially nouns.The research methodology used in this study was Classroom Action Research (CAR) which was carried out in two cycles with the aim of increasing students' vocabulary knowledge through the use of group cooperative learning methods. substantially improve students' vocabulary mastery at SMP Yapend Bungaya Makassar in the 2022 school year. Student learning achievement in cycle II is(75,3) much greater than in cycle I (65,3) and Diagnostic Tests (55,62). The cooperative learning method is able to substantially improve the vocabulary understanding of the second grade students of SMP Yapend Bungaya Makassar. Student achievement in the second cycle is greater than the first cycle as indicated by the Diagnostic Test.. ]]>
<![CDATA[UTILIZING PICTURE STORIES TO ENHANCE READING COMPREHENSION NARRATIVE TEXT TO SECOND GRADE STUDENTS ]]>
<![CDATA[Hasmila]]>;
<![CDATA[Erwin Akib]]>;
<![CDATA[Junaid]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 1 (2021): ELTM: Teaching Strategies ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (675.98 KB)
<![CDATA[The objective of the analysis was to distinguished whether or not or not the utilization of image stories to boost reading comprehension on narrative text of second grade students of SMPN three Lembang in year 2020/2021. The tactic during this analysis used similar experimental analysis. The quasi-experimental analysis designed were used 2 categories that were schooled 2 completely different methodology. The experiment cluster was schooled with image stories, and also the management cluster was schooled standard. The population at the second grades students of SMPN three Lembang carries with it seventy five students, the sample were of forty eight students (26 students) experimental cluster and twenty two students (controlled class). Bearing on the applied mathematics result, the findings of this analysis showed that the mean score of post-tests for the experimental cluster was seventy nine.23, whereas the mean score of post-tests for the management cluster was seventy six.40. it implies that the mean score of the experimental cluster was bigger than will the management teams. it absolutely was obtained that t-test was four.36 and also the t-table was a pair of.51 for alpha (α) zero.05. The t-test was beyond t-table (86.08 > 4.042) It implies that H1 was accepted and metallic element was rejected. supported the findings of this analysis, it is terminated that the used of image stories as methodology to boost reading comprehension on narrative text of second grade students at SMPN three Lembang in pedagogy was effective to enhance the students’ reading skills]]>
<![CDATA[THE IMPLEMENTATION OF DEMONSTRATION METHOD TO IMPROVE STUDENTS’ SPEAKING SKILS IN PROCEDURE TEXT ]]>
<![CDATA[Miftahul Jannah]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Sitti Maryam Hamid]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 1 (2021): ELTM: Teaching Strategies ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (652.217 KB)
<![CDATA[Speaking is one of the active skills that have to be mastered by students. One of the texts that have to learn by students is procedure text. Procedure text is a text that contains information that includes instruction, procedure or steps or ways that show how something is done. Due to the characteristic the use of demonstration method is an interesting choice. This research aimed to improving students’ speaking skills in procedure text at the twelfth grade students of SMA Muhammadiyah 5 Makassar using demonstration method. The researchers used pre-experimental research by quantitative method where the data gained from the oral test. The population of the research was the twelfth grade of SMA Muhammadiyah 5 Makassar in the academic year 2020/2021. The sample was taken by using purposive sampling technique there were 20 students of 151 students. The result presented that the students’ pre-test mean score in form of vocabulary was 39 to be 78 in post-test with 100% improvement. Then, the mean score in form of pronunciation was 39 in the pre-test to be 77.5 in the post test with 98.72% improvement. The t-test analysis presented that by applying 0.05 level of significant with the 19 degree freedom (df=20-1), t-test in the form of vocabulary and pronunciation higher than t-table which were 22.16>2.093 and 21.43>2.093. It means that demonstration method has significant effect toward students’ speaking skills in procedure text in the form of vocabulary and pronunciation.]]>
<![CDATA[THE STUDENTS’ PERCEPTION OF NOTETAKING TECHINIQUE IN READING SKILL AT UNISMUH MAKASSAR ]]>
<![CDATA[Andi Magfira Fausia]]>;
<![CDATA[Erwin Akib]]>;
<![CDATA[Farisha Andi Baso]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (470.047 KB)
<![CDATA[This research aimed to find out The students’ perception of notetaking technique in reading skill at unismuh makassar the data werre conducted on november 2020 from 10 students of the fifth semester(e class).This use a descriptive qualitative research, the instrument was an interview. The interview was distributed to the students of fifth semester and it was taken on watsapp by voice note.The findings of this research showed that the result of the students’ perception of notetaking technique in reading skill, according to them they feel that notetaking technique is very usefull and it is very help them in learning and understand the subject. They express that notetaking is a good technique to appear in reading, cause with notetaking they just open their notes and they will read the notes and then they get the points from the text.]]>
<![CDATA[THE EFFECTIVENESS OF USING TEAM WORD-WEBBING IN TEACHING LITERAL READING COMPREHENSION AT THE TENTH GRADE OF SMA NEGERI 15 PANGKEP ]]>
<![CDATA[Asmira Suryaningsih]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Uyunnasirah Hambali]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (521.979 KB)
<![CDATA[The principle target of this examination was to decide the adequacy of the effectiveness of using the Team Word-webbing in learning reading comprehension which comprises of increasing literal reading comprehension (in the term of main idea and in the term supporting details). The information was gotten by utilized pre-test and post-test plan. The count results show that the utilization of Team Word Webbing can improve reading comprehension skills of students. The students reading comprehension skills utilizing Team Word Webbing indicated preferred learning results over before the usage of Team Word-webbing. The aftereffects of factual examination utilizing the t-test recipe, the specialist acquired a t-value was 4.697 with a recurrence of df = 25-1 = 24, at the 50% essentialness level got t-table was 2.640. So the t test> t table or the invalid theory (H0) was dismissed and the elective speculation (H1) was acknowledged. Utilizing Team Word Webbing was entirely pleasant in the learning cycle and can help understudies increment their reading comprehension skills.]]>
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH SCAFFOLDING READING ]]>
<![CDATA[Fiqhi Yulianingsih]]>;
<![CDATA[Bahrun Amin]]>;
<![CDATA[Radiah Hamid]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (530.609 KB)
<![CDATA[This pre-experimental research aimed at finding out whether or not the use of Scaffolding Strategy are able to improve the students’ literal and critical reading comprehension at the Eleventh Grade Students of SMA Negeri 19 Gowa. The population of this research were the Eleventh Grade Students of SMA Negeri 19 Gowa in academic year 2019/2020. The researcher used a Purposive Sampling and took class XI IPA 1 as the sample of the research which consisted of24 students. The research used reading comprehension test as instrument. The result of this research found that the use of Scaffolding Reading could improve the students’ reading comprehension in term of literal and in term of critical reading comprehension. It based on the research result, the score of the students reading comprehension including the students’ literal reading improved (19.17%) from the mean score in the test in pre-test is 69.16 to be 88.33 in post-test. Besides, the students’ critical reading skill improved (17.5%) from the total score in pre-test is 69.33 to be 85.83 in post-test. It indicates that the score of the students’ reading comprehension in term of literal and critical reading in each indicator in post-test were greater than the pre-test.]]>
<![CDATA[STUDENTS’ LEARNING STRATEGIES IN VERBAL PRESENTATION IN THE FOURTH SEMESTER ENGLISH DEPARTMENT AT MUHAMMADIYAH UNIVERSITY OF MAKASSAR ]]>
<![CDATA[Eka Rahmawati]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Hijrah]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (492.043 KB)
<![CDATA[This research aims to identify the learning strategies used by students in verbal presentation in the fourth semester English department at Muhammadiyah University of Makassar and to explain the way of verbal presentation strategy apply by students at Muhammadiyah University of Makassar. In this research, the researchers used descriptive qualitative design. The researcher did not used direct interview or face to face but the researcher conducted the interview via online. The result of this research showed that the students at Muhammadiyah University of Makassar used several learning strategies in verbal presentation, they are extempore strategy, memorandum strategy, and small note strategy but there is the most dominant strategy that used by student in verbal presentation, it is extempore strategy. In delivered their presentation there are several ways, 1). The speaker prepares the material with an outline only then during the presentation it will be explained in detail, 2). The student do not used the script in its delivery, the student only makes preparations by memorizing from the text where the contents are about the information to be conveyed, or 3). The student use note to write key word, several important note or key note. All of the learning strategies in verbal presentation that used by students can help students’ to make well their presentation in front of class.]]>
<![CDATA[THE USE OF TALK SHOW TECHNIQUE TO IMPROVE THE STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Syariifah Faradiba Alattas]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Muh. Arief Muhsin]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (766.054 KB)
<![CDATA[This research aimed to finding out the improvement of using talk show technique in speaking class eleventh grade students of SMA Muhammadiyah Limbung.In this research, the researcher applied pre experimental design to enhance the students speaking ability through talk show as technique in the classroom the Second Grades of Sma Muhammadiyah Limbung. The procedure of the treatment between the pretest (01) and the posttest (02). The pretest given to find out the students’ speaking ability before the treatment, and the posttest given to find out the students speaking skill after treatment. The population of this research was the students of the second grades SMA Muhammadiyah Limbung. The number of population is 120 students. In collecting data, the researcher used a test that consisted of pre-test, treatment, and post-test. The result of the research stated the using the Application of Tongue Twister to Improve the student’s pronunciation skill of the eleventh grade Students of SMA Negeri 4 takalar in academic 2020 it was proved by the t-test value that is 15.53 which was greater than the t-table value (2.074). The Eleventh Grade Students of SMA negeri 4 takalar had a high interest toward the use of The Application of Tongue Twister in Learning English Pronunciation. This was proved by the mean score .]]>
<![CDATA[THE USE OF ENREKANG FOLKTALES TO IMPROVE THE STUDENTS ]]>
<![CDATA[St. Nuraysia Daud]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Wildhan Burhanuddin]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (378.308 KB)
<![CDATA[This research aimed to find out whether or not the use of Enrekang`s folktales can improve the students` speaking skill in learning Englis that the eleventh grade students of Man Enrekang, Enrekang and whether or not the use of Enrekang`s folktales can improve the students` speaking skill in learning Englishat the eleventh grade students of Man Enrekang, Enrekang. The result of analysis showed (1) the use of Enrekang`s folktales make the students more confidence, relax and very helpful in learning English. It also can be seen in mean score (X1) of the pre test was 5.55 and in post test (X2) was 8.3. . Then, the result of t-test = 17.18. So, where it is greater than t-table (1.729) and it means that there was a significance increase after used Enrekang`s folktales as a media.H0 was rejected and H1 is accepted. Therefore, the used of Enrekang`s folktales in learning English at the Eleventh grade students of Man Enrekang, could improve the students` speaking skill.]]>
<![CDATA[THE STUDENTS’ PERCEPTION ON THE USE OF DICTOGLOSS STRATEGY IN TEACHING ]]>
<![CDATA[Amaral Gibran]]>;
<![CDATA[Nur Qalby]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (576.264 KB)
<![CDATA[This study aims to find out (1) the students' perception; (2) The result of this research can help the teacher to more comfortably present the material about Dictogloss strategy, (3) The result of this research can be used as a reference to improve the ability of the student in understanding more about Dictoglos Strategy. This study uses a descriptive quantitative approach and data collection questionnaire. The result findings found that on two types of students' perceptions. The first type is students' positive perception, and the second types are students' negative perception on the use of Dictogloss strategy in teaching listening. At point 1 which was positive, namely, I feel motivated to do my English task on Dictogloss Strategy, this was evidenced by the large students’ response showing that 16 (61.53%) out of the students choose to Agree, and 9 (34.61%) choose Strongly Agree. Meanwhile, at point 14, students prefer to ask classmates about something they don't know then ask the teacher. The question is negative so that many students disagree with the question, the response showing that 14 (53.84%) out of the students choose strongly disagree, and 6 (23.07%) choose to disagree. The fact is that students prefer to ask the teacher to ask their classmates. Dictogloss strategy most of the students gave a positive response in teaching listening.]]>
