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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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Class Interaction Analysis in English Learning Based On Flanders Interaction Analysis Category System (FIACS) Danti Novianti; Hijrah; Nunung Anugrawati
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.222

Abstract

The objective of this research is to describe the kinds of classroom interaction take place between teacher and student and describes what is the most dominant talk take place in classroom interaction based on the Flanders Class Interaction Analysis Category System (FIACS).This research used descriptive qualitative research. The data of this study are the interaction between teacher and students in the classroom. The data were taken by recording the classroom interaction. The subject of this research was 17 students and one English Teacher. The researcher used observation for techniques of collecting data. Flanders Interaction Analysis used to identify and analyze teacher and students interaction in classroom.Based on the result of this study, it could be concluded there are 10 categories of interaction, 7 categories of teacher talk, such as accepts feelings, praises or encourage, accepts or uses students ideas, asking question, lecturing, giving directions, criticizing or justifying authority; 2 categories of students talk namely students talk response and students talk initiation and 1 category of silence. The researcher concludes that the teacher was dominant in the classroom. It proved by the percentage of teacher talk was 58.70% than students talk was 30.34%, and the kinds of classroom interaction, the students participation was 30.34% has higher percentage than others and silence was 10.94%.
The Use of Time Token Method on Students Speaking Ability Dedi Eryandi Nugraha; Syamsiarna Nappu; Yasser Mallappiang
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.224

Abstract

The researcher conducted a pre-experimental research with one group Pre-Test, treatment and post-test design. The instrument of this research was speaking test or oral test.This research aimed to find out whether or not the use of the Time Token method effect the eleventh grade students’ speaking ability in terms of smoothness and pronounciation. The sample of this research was class XIIPA2 that consisted of 18 students of SMAN 5 Soppeng.  The result showed that Time Token method was effective to effect students’ smoothness (78.33) and pronounciation (73.61)  in speaking ability which was proved by the mean score of the Post-Test that was higher than the mean score of the Pre-Test smoothness (42.77) and pronunciation (48.88). Then, there was an effect as many as 83.14% (smoothness) and 50.59% (pronunciation) in describing some topics in three meeting (personal introduction, introduce their family, or explain their favorite place). It means that the student in the speaking class by using Time Token method could affect their speaking ability especially Fluency(smoothness) and pronounciation. However, this only method could not significantly affect the holistic speaking learning activities unless teachers’ use it in their teaching and learning procces.
Analysis of Teachers Pedagogical Competence in Teaching English at The Second Grade of SMK NEGERI 4 GOWA Titi Amalia; Ummi Khaerati Syam; Ardiana
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.227

Abstract

This research aims to determine the pedagogical ability of teachers in teaching English in grade II OF SMK NEGERI 4 GOWA. The subject of this study used the qualitative descriptive method. This study focused on the eleventh grade level of SMK Negeri 4 Gowa and the main subjects of this study were two English teachers of SMA NEGERI 4 GOWA. The data in this study were taken from observations and interviews. The form of checklist observation data aims to analyze the pedagogical ability of teachers in teaching English. The data from the interview is to find out the competence of the teacher in teaching.Based on the research findings, it shows that the two teachers at SMK NEGERI 4 GOWA still do not meet all the indicators contained in the seven aspects of teacher pedagogical competence.                  
Investigating The Students' Reading Difficulties in Understanding English Text Nurul Annisa; Ummi Khaerati Syam; Andi Bulkis Maghfirah Mannong
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.228

Abstract

The purpose of this study is to identify the difficulties faced by the eighth-grade students of SMP Negeri 3 CAMBA, as well as the factors causing the students' problems understanding English reading text. This study is qualitative. The eighth-grade students of SMP Negeri 3 CAMBA were the research subjects. The data collection methods are interviews and tests. The researcher presents the data from the difficulties in understanding English reading text. The result of the research shows that there are 26.31% of students have difficulties understanding to look for the main idea of the text. Then, there are 12.86% of students have difficulties understanding the vocabulary of the text. Then, there are 8.77% of students have difficulties in understanding and making inferences from the text. Next, there are 52.04% of students have difficulties understanding to look for the detailed information in the text. The factor causing the students difficulties found in comprehending English reading text there is difficulty in understanding the meaning of words, difficulty in determining the main idea, difficulties in understanding a long sentence in the text, difficulty in understanding vocabulary, house environment, and school environment.
Increase the Speed Reading Ability Through Tracker-and-Method at SMA Negeri 2 Jeneponto Nurul Ulfah; Muhammad Arief paturusi; Firman
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.237

Abstract

  This study aims to improve students' speed reading skills by using the tracker- and-pacer method in SMA Negeri 2 Jeneponto, especially in grade XI Science 3.  The method used is tracker-and-pacer. The tracker-and-pacer method is a method of speed reading by using a pen or pen when reading. collect data by giving pre-test and post-test. the subjects of this study were students of grade XI science 3 as many as 30 students who took part in this study. based on the results of the study before being given treatment with the pre-test results by speed reading, none of the students managed to enter the good and very good categories. after being given treatment, the results of the post-test students experienced an increase of 6.7 very good, 53.3 good and adequate 40.0. The conclusion of this study is that the use of the tracker-and-pacer method in improving speed reading has increased.
The Implementation of Online English Learning Classroom by The English Teachers at SMP Islam Al- Azhar 24 Makassar Kirana; Andi Tenri Ampa; Junaid
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.296

Abstract

This study intended to investigate (1)  what types of online learning are used by the English teachers at SMP Islam Al- Azhar 24 Makassar (2) How do the English teacher use online Learning at Smp Islam Al-Azhar 24 Makassar.This study use Descriptive Qualitative method.  The interwiew question consisted of 20 question, there are 10 question about types of online Learning and 10  how do the english teachers in use online learning. The researcher did the interview at the English teachers who teaches in class of Smp Islam Al-Azhar 24 makassar. The Data analysis was carried out by reducing the data, then presenting the data, and after that drawing conclusions and verification.The result have shown that the types of online learning are used by the English teachers are blendid Learning and hybrid online learning. The teachers mostly use various platform of online learning in teaching English through blended or hybrid learning.    
The Learning outcome of using Augmented Reality Instruction to Enhance Students’ English Vocabulary Learning in the EFL Elementary School Chang Tin-Chang; Chin-Huang Daniel Liao; Huang Hsun-Hui
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.921

Abstract

As for the rapid advance in technology, language instructors must search for a new methodology to educate students in technological instruction.  This study aimed to explore the learning achievement with AR technology. This study examined the learning outcomes of English vocabulary learning in an AR instruction classroom with technological devices. 51 fourth -grader students participated in the instruction in Taichung city in Taiwan. The experimental method was employed to analyze learning data, including AR instruction(ARI) pre- and post-test, multimedia ppt instruction(MPI) pre- and post- test, and significant t -test. The total of 25 students from the experimental group experienced the ARI method, while 26 other students from the controlled group experienced the MPI method. The result revealed that AR instruction was a significant difference level(p<.001).  Comparing ARI and MPI group, the mean score post-test of the AR instruction group(M=92.59) was better than the multimedia ppt group(M=84.86). As for learning improvement, the improvement percentage of AR instruction(I=23.1) was higher than multimedia ppt instruction(I=14.24). Therefore, the results from the data analysis revealed that AR instruction facilitated EFL students’ learning and significantly improved the students’ English vocabulary achievement.     
USING CONTEXT CLUES OF NARRATIVE STRUCTURE TO IMPROVE THE STUDENTS VOCABULARY MASTERY : SMPN 1 TOMBOLOPAO Umar, A. Surya Kharisma; Saiful; Firman
English Language Teaching Methodology Vol. 3 No. 2 (2023): English Language Teaching Methodology
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i2.17

Abstract

This study aimed at finding out the influence of  Using Context Clues of Narrative Structure to the Students Vocabulary Mastery of class VII A SMPN 1 Tombolopao. The method of this research was Pre-Experimental research. Data of the research were collected through Context Clue test (Pre-Test and Post-Test). The sample of this research was the VII A Class students of SMPN 1 Tombolopao. The sample was taken by using purposive sampling technique. Based on the results researcher found that context clue gave positive experience and effect in mastering the vocabulary. Result of research was found by the writer in context clue test from students. commonly described that context clue gave positive experience and effect in mastering the vocabulary. Students were able to put the correct word and get new knowledge in using vocabulary. The English teacher also gave supportive explanation about how this strategy implemented in her class, even there was still gap in teaching method when this strategy implemented in the classroom, but at least it gave them advantages in vocabulary learning. In observation the writer found commonly showed good category when context clue strategy. It gave improvement in teaching and learning activity in English class. Student seen to be attractive, gave participation and asking more often in the classroom as same as their vocabulary understanding.
USING DECODING SKILLS FOR STUDENTS AUTOMATICITY IN READING COMPREHENSION AT SMA NEGERI 10 MAROS: SMA Negeri 10 Maros Kurniati; Syam, Ummi Khaerati; Sangkala , Ismail; Firman
English Language Teaching Methodology Vol. 3 No. 2 (2023): English Language Teaching Methodology
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i2.25

Abstract

This study aims to determine whether there is a significant effect of using decoding skills on students' reading comprehension in grade X students of SMA Negeri 10 Maros in the academic year 2021-2022. The researcher applied a quasi-experimental design. In this study, the population was class X SMA Negeri 10 Maros with a total of 104 students from 4 classes, and the sample in this study was selected using a purposive sampling technique with a total of 52 students and divided into two classes: X MIA 1 as a control class that was treated without using decoding skills, and X MIA 2 as an experimental class that was treated using decoding skills. In this study, the method used was a quantitative one. The research instrument in this study used two reading tests that were administered twice: at the first meeting in learning, a pre-test was carried out, and at the last meeting in learning, a post-test was carried out after using decoding skills. The data was analysed using the t-test. The result obtained from this study showed the heterogeneity of student performance in reading comprehension after applying decoding skills and without applying the strategy. The result showed a post-test score p-value of 0,001 with a meaning rate of 0,05 (5%). In other words, the p-value (0,001) sig a = 0,05 (5%) was provided. Therefore, the outcome of the effect size was 1,58. It provided that using decoding skills was effective to use a strong level on students’ reading comprehension of descriptive text at the tenth-grade students of SMA Negeri 10 Maros at a strong level.  
ACCELARATING THE STUDENTS' FREQUENCY WORD FOR BASIC CONVERSATION BY GIVING A WEEKLY ACHIVABLE TARGET OF ENGLISH VOCABULARY AT JUNIOR HIGH SCHOOL 1 BONTOMMARANNU Masitah; Abdul, Nurdevi bte; Hafid, Hilda
English Language Teaching Methodology Vol. 3 No. 2 (2023): English Language Teaching Methodology
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i2.88

Abstract

This research is aimed to To find out many Action verbs and Phrasal Verbs are achivable by first grade students’ in a week at Junior High School. The research applied pre-experimental method with one group pre-test post-test design and the data were collected by giving pre-test, treatment and post-test. the sample of the research was VII 8 at Junior High School 1 Bontomarannu which consisted of 16 students. The population of this study was the first grade at  Junior High School 1 Bontomarannu which consisted of 296 students in the academic year of 2021/2022. The sample was taken by cluster random sampling technique to select the sample of the research. The technique used for obtaining data was vocabulary test words. The research findings showed that the mean score of students vocabulary in action verb was proved by post-test 76.87 it was higher than the mean score of the students in pre-test 41.25. Mean score of the students vocabulary in phrasal verb was proved by pre-test 42.87 and post-test 76.25. and the hypothesis t-test value was 4.01. it means that Ha was accepted. In other words, vocabulary by giving a weekly achivable target was very good in enhance the students vocabulary especially in action verb and phrasal verb.  

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