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[STUDENTS’ ABILITY IN DIFFERENTIATING PRESENT CONTINUOUS TENSE AND GERUND OF THE FOURTH SEMESTER STUDENTS AT FKIP UKI TORAJA ]]>
<![CDATA[Viktor Siumarlata]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 3 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i3.926
<![CDATA[The problem statements are formulated as follows: to what extent is the student's ability to differentiate between the present continuous tense and the gerund of the fourth semester students at FKIP UKI Toraja? In this research, the researcher used the quantitative method. The participants of this research were fourth semester students at FKIP UKI Toraja. To collect the data, the researcher used a written test in the form of multiple choice. The researcher took 20 students to Campus 1. The research results finally extended the conclusion that the answer to the research question about the ability of the fourth semester students of FKIP UKI Toraja in differentiating present continuous tense and gerund, the researcher concludes that the ability of the fourth semester students of FKIP UKI Toraja in differentiating present continuous tense and gerund, falls into the failed category.shown by the mean score of 41.4.]]>
<![CDATA[The Use of Tutorial Video on YouTube as Alternative Media for Teaching Writing of Procedure Text ]]>
<![CDATA[Asmira AS]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Maharida]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i1.7
<![CDATA[The objective of this research is to use tutorial videos to improve the students’ writing skills as ninth graders. In this study, students' understanding was focused on the content and organization forms. Pre-experimental is a research method with pre-test and post-test as research instruments. The population in this study were students in the ninth grade of SMP Muhammadiyah 10 Makassar. The researcher took one class, namely class IX, as a sample consisting of 18 students. The findings showed that the average results of pre-test and post-test scores increased students' average scores. The average pre-test score was 39 for content and 39 for organization. Following treatment, students' post-test average scores increased by 77 in terms of content and by 76,7 in terms of organization. Meanwhile, students' writing skills in the form of content improved by 97%. Then, 96.7% of students' writing skills improved in terms of organization. This is evidenced in the results of the significance test in finding writing skills focusing on the content with a t-test value of 16.81 > 2.110 and organization with a t-test of 30.95 > 2.110. It is used to determine the hypothesis that occurs in this study. The hypothesis (H0) which was declared insignificant was rejected and the hypothesis (H1) was accepted, because the results of the t-test value for both content (16.81) and organization (30.95) were greater than the t-table value (2.110).]]>
<![CDATA[Analysis of Students' Learning Style on English Speaking Ability at SMP UNISMUH Makassar ]]>
<![CDATA[Andi Nirwana Burhanuddin]]>;
<![CDATA[Maharida]]>;
<![CDATA[Hijrah]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i1.67
<![CDATA[This research was a qualitative research and the research instrument used interview. The population of this research is the VIII grade students of SMP UNISMUH Makassar in class B. The research sample was 20 students. The research instruments was consisting of 15 items questions of interview, and each of the 5 question to find out the students learning style, visual, auditory or kinesthetic. The result of the data show that there was a difference students’ learning style in speaking ability. Based on the result of interview in SMP UNISMUH Makassar class B, two students have visual learning style, ten students have auditory learning style,and eight students have khinestetic learning style. ]]>
<![CDATA[Improving the Vocabulary of the Students by Using Duolingo Application at the Second Grade of SMP Negeri 1 Kelara ]]>
<![CDATA[Megawati]]>;
<![CDATA[Radiah Hamid]]>;
<![CDATA[Ismail Sangkala]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i1.176
<![CDATA[ This research aims to find out whether Duolingo Application can improve the vocabulary of the students especially in verb (transitive and intransitive verbs) in Second Grade of SMP Negeri 1 Kelara. The researcher applied Pre-Experimental Method by using one group pre-test and post-test design and collected data by giving pre-test and post-test. The sample for this research was Class VIII.3 of SMP Negeri 1 Kelara that consisted of 18 students. The sample was taken by using Purposive Sampling Technique and the data was analyzed by using IBM SPSS statistics version 26. Based on the research findings, the improvement of students' vocabulary by using the Duolingo Application in second grade of SMP Negeri 1 Kelara was good, because before using the Duolingo application the average score of students was 27.22, but after the students used the Duolingo application, the average score of students increased to 76.78. This significant improvement occurred because the Duolingo Application gave a good effect in teaching vocabulary. The Duolingo Application can make student learning more enjoyable because Duolingo can help students easily acquire new words with interesting picture features to understand the meaning of words. This makes students more active and enthusiastic in improving vocabulary. Therefore, based on these results, it is recommended to use the Duolingo Application in improving students' vocabulary especially in verbs.]]>
<![CDATA[Developing Students' Speaking Ability Through Infographics Media at MAN 4 Bone ]]>
<![CDATA[Melsiani Melsiani]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Wildhan Burhanuddin]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i1.184
<![CDATA[The purpose of this study was to determine whether the use of Infographics with MAN 4 Bone students in the tenth grade improved students' speaking skills in terms of fluency, fluency, and vocabulary accuracy. Researchers used a pre-experimental design and quantitative methods using one group for pre and post-tests.In the academic year 2021–2022, 87 students of class X MAN 4 Bone are the population of this study. To select the research sample used cluster random sampling method. The speaking test was used as a data collection method.The results showed that Infographics Media succeeded in improving students' speaking ability. Children's eloquence supports it. The mean pre-test score was 4.82, while the post-test mean score was 7.58. The average pre-test for students' accuracy was 5.10, while the post-test average increased to 7.79. Both the accuracy and fluency value of the t-test were higher than the t-table value (17.82 > 1.701) and the accuracy value of the t-test was higher than the t-table value (16.61 > 1.701). As a result, the Null hypothesis was refuted and the Alternative Hypothesis was adopted. The study researchers came to the conclusion that Infographics media improves students' speaking ability. ]]>
<![CDATA[Using Genre Based Approach To Enhance the Students Writing Skill at MAN 4 BOne ]]>
<![CDATA[Andi Badania Tenri Waji]]>;
<![CDATA[St. Asriati]]>;
<![CDATA[Maharida Manindar]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i1.186
<![CDATA[This study sought to ascertain whether using a genre-based approach while teaching tenth-grade MAN 4 BONE students to write improved their writing abilities in terms of organization and substance. Data were gathered by administering pre-tests, treatments, and post-tests as part of the researcher's pre-experimental approach with a one group pre-test post-test design. 33 students from the X class of MAN 4 BONE made up the research sample.95 pupils from MAN 4 BONE's first grade class made up the study's population. To choose the sample for the study, the cluster sampling technique was used. The method utilized to collect the data was writing ability.The study's findings demonstrate that the students' post-test mean score of 64.39 for content is greater than their pre-test mean score of 45.15. Students' average grade Pre-test scores of 41.61 and 71.36 demonstrate organization, while the hypothesis t-test scores for both content and organization were 2.88 and 3.31, respectively. It denotes Ha's acceptance. based on the discovery that the results of the pre- and post-test differ significantly. A genre-based approach is excellent for improving pupils' writing abilities in terms of structure and substance.]]>
<![CDATA[The Implementation of Vocabulary Learning Strategies In Students Vocabulary Size ]]>
<![CDATA[Meliyana Junaid]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Uyunnasirah Hambali]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i1.193
<![CDATA[Using vocabulary size as a teaching strategy to help students improve their vocabulary is the primary goal of this study (in term noun and verb). At SMPN 1 Bide Satap, this study was carried out. In the following academic year, which will be 2021. Twenty-five second graders participated in this study. Purposive sampling was used to choose the sample. Class VIII has 25 pupils. There were a total of 25 students in the study. This study used a pre-experimental design with a single group pre-test and post-test. It was decided that Class VIII would be the experimental class for vocabulary size teaching. A vocabulary exam was utilized to get the data. The nouns t-test value is 4.869 and the verb t-test value is 4.47 with a frequency of db = 25-1 = 24 at a 50 percent significance level obtained t-table = 2,640, according to inferential statistical analysis using the t-test method. The null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted, if the t test is greater than the t table. In other words, the final post-test data reveals a significant improvement. We conclude that students who utilize vocabulary learning methodologies are able to increase their vocabulary size significantly]]>
<![CDATA[The Running Record as Method to Improve The students' Reading Ability ]]>
<![CDATA[Sukarwati, Nasrah]]>;
<![CDATA[Akib, Erwin]]>;
<![CDATA[Setiadi, Muhammad Astrianto]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i1.204
<![CDATA[The purpose of this study was to determine whether the used of running records as a learning method could improved students' reading skills at Mts Muhammadiyah Likuboddong. The research method used was the pre-experiment method with one group pretest and posttest design. The researcher collected data by gave pretest and posttest by gave essay test. The subjects of this study were 2nd grade students of Mts Muhammadiyah Likuboddong. Sampling used total sampling. The total of samples was 18 students.The results showed that the used of running records as a learning method could improved students' reading skills. This was evidenced by the average value of the main idea in the pre test was 44.9 which increased in the posttest to 65.2 with an increased of 45%. While the average value of supporting ideas in the pretest was 40.6, increased in the posttest to 58.8 with an increased of 44%. This means that there was an increased in students' reading ability, especially in literal understanding related to main ideas and supporting ideas and it was concluded that running records as a learning method can improved students' reading skills at Mts Muhammadiyah Likuboddong. Thus it was stated that the Null Hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.]]>
<![CDATA[An Analysis of Teachers' Questioning Strategies to Attract Students' Activeness and Curiosity in the Classroom Interaction ]]>
<![CDATA[Abdul Rahman]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Andi Bulkis Maghfirah Mannong]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i1.207
<![CDATA[The purpose of this study were to find out (1) what types of questioning strategies the English teachers used to attract students' activeness and curiosity in the classroom interaction and (2) what are students’ responses on teachers’ questioning strategies at SMP Muhammadiyah Limbung. The subject of this research are 2 English teachers and 6 students with purposive sampling technique. The object of this research are to find out what types of questioning strategies the English teachers used in the classroom interaction and what are students’response on the teachers’ questioning strategies. This research used descriptive qualitative method. Data collected from classroom observation class with field notes and interview. Data analysis is divided into three stages: data reduction, data display, and verification (conclusion drawing).The results of this research was English teachers of SMP Muhammadiyah Limbung used questioning strategies. They used probing questioning strategy and factual questioning strategy. They used some of classification probing questioning strategy, they were prompting probing question, clarifying question and switching probing question. The teachers used probing questioning strategy, especially for using prompting probing question is to make students more excited to answer the question with some clues from their teacher. And then, using clarifying probing question is to make students remember the material that their teacher had been given them before and next, using switching probing question is to give the chance for the other students to answered the question when their friend answered the question, so they can discuss about their answer and make it conclusion to find the right answer. And also they used factual questioning strategy to require the students to recall specific information students have learned. It can conclude that used questioning strategies was very helpful for the teachers to make their students more active in the class and help them to understand about the material delivered by the teacher.]]>
<![CDATA[The Analysis of Formal and Informal Learning in Crossover Learning Strategy to Students’ Activeness at SMP Negeri 29 Makassar ]]>
<![CDATA[Sitti Mariana]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Hijrah]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i1.215
<![CDATA[This research aimed to analyze the crossover learning strategy in student activeness. The researcher used descriptive qualitative method. The subject of this research was the Seventh grade studets at SMP Negeri 29 Makassar. The researcher used an observation and interviews as instruments to collect the data in this research.Based on the results of the study, the results showed that the types of formal and informal learning in students' crossover learning strategies were formal learning carried out in the classroom while informal learning was outside the classroom (done at home). The implementation of the crossover learning strategy in the learning process is very helpful in achieving the learning atmosphere desired by teachers and students connecting formal (in the classroom) and informal learning (at home) so that students are able to play an active role in the learning process, students are also required to seek more information so that the material conveyed in more detail and clearly and able to solve problems, students are also able to answer questions and discuss with their friends. In this case students are more motivated, more disciplined in learning and responsible.]]>
