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 EFFECT OF STATION ROTATION MODEL ON STUDENTS’ ENGLISH PRONUNCIATION ]]>
<![CDATA[Safira, Ega]]>;
<![CDATA[Nappu, Syamsiarna]]>;
<![CDATA[St. Asmayanti AM]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 2 (2023): English Language Teaching Methodology ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i2.282
<![CDATA[The objective of this study were to investigate (1) how is the effect of station rotation model on students’ Stress in pronouncing words at the eight grade of SMP Muhammadiyah Limbung and (2) how is the effect of station rotation model on students’ Intonation at the eight grade of SMP Muhammadiyah Limbung. The writer used pre-experimental research design with one group pre-test and post-test. The sample of this research was 20 students which was taken by purposive sampling technique. The data was analyzed using SPSS 28.00. The findings of the research proved that implementation of Station Rotation Model has a good effect on students’ English pronunciation in term stress and intonation. It could be seen from the students mean score between stress and intonation before and after using Station Rotation Model was pre-test on stress was 37.50 and post-test 64.50. While the students’ mean score of intonation was pre-tes 10.00 and post-test was 54.00. From the result of data analysis, it was indicated that the-test value of stress (9.423) was higher than t-table (1.729). While the t-test of intonation (6.242) was higher than t-table (1.729). Therefore, the study rejected the null hypothesis (H0) and accepted the alternative hypothesis (H1). After analyzing the data, it proved that the station rotation model has a good effect on students’ English pronunciation.]]>
<![CDATA[THE EFFECT OF “UP” MOVIE ON STUDENTS’ VOCABULARY AT MTSN PAREPARE ]]>
<![CDATA[Umar, Fadhly Akbar]]>;
<![CDATA[Ardiana]]>;
<![CDATA[Mannong, Andi Bulkis Maghfirah]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 2 (2023): English Language Teaching Methodology ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i2.324
<![CDATA[Vocabulary is an important aspect of learning english and any languanges. Students use vocabulary in order to develop ideas, thoughts and feelings. For students, mastering vocabulary is difficult since pronouncing and understanding words is difficult, and this discourages them to learn, because students only remember the vocabulary taught that day, which will be forgetten the next day due to a lack of implementation. This research aimed to improve students’ vocabulary mastery at MTsN Parepare by using “Up” movie. The researcher used pre-experimental research where the data gained from the vocabulary test. The population of the research was the eight grade of MTsN Parepare in the academic year 2022/2023. The result presented that the mean score of students’ vocabulary mastery consisted pre-test and post-test in terms of Noun, Adjective and Verb was 73,50 which categorized as “Poor” while post-test was 90,50 which categorized as “Good”. It is indicated that the mean score of pre-test and post-test was increase 17 point. The t-test analysis presented that by applying 0.05 level of of significant with the degree of freedom 23 and p value (sig.2-tailed) was 0.000 indicates that there is a significant difference of the result of pre-test and post-test of the students. In other words, the result of the (sig.2-tailed) of the students’ post test is not greater than the level of significance (0.000<0.05).]]>
<![CDATA[USING DIRECTIONAL TRACKING STRATEGY IN IMPROVE STUDENT’S READING COMPREHENSION ]]>
<![CDATA[A. Muh Suhair]]>;
<![CDATA[Sujariati]]>;
<![CDATA[Hambali, Uyunnasirah]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 2 (2023): English Language Teaching Methodology ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i2.422
<![CDATA[This study sought to determine whether using a directional tracking strategy, which concentrated on level reading comprehension and included literal reading comprehension in terms of the primary idea and supporting notion, improved students' reading comprehension. The study was applicable pre-experimental research using pre- and post-text for one group. The researcher employed the entire sampling approach. 29 students from class XI of IPS Sma Al Jameah Pattuku served as the research sample. In both the pre-test and post-test, the researcher employed reading test practise as an instrument. The research findings indicated that directional tracking strategies can enhance students' comprehension of what they read. It was demonstrated by the fact that the pre-mean test's score, which was 65.36 and was rated as fair, improved by 21.05% to 79.12 and was rated as good. As a result, the student's reading comprehension in terms of the primary idea and supporting idea improved. Literal comprehension is the end result of improvement. The study discovered that (20.34%) had a higher value than (21.77%). This figure indicates that there was an improvement between the student's pre-test and post-test results. The application of the directional tracking strategy to enhance students' reading comprehension in the SMA Eleventh Grade was found to be effective. The Al Jameah Pattuku.]]>
<![CDATA[THE USE OF THEME-BASED TEACHING TO IMPROVE THE STUDENTS' WRITING SKILLS IN SMKN 5 SELAYAR: A PRE-EXPERIMENTAL RESEARCH ]]>
<![CDATA[Noviyanti, Adelina]]>;
<![CDATA[Nunung Anugrawati]]>;
<![CDATA[Azis, Awalia]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 2 (2023): English Language Teaching Methodology ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i2.426
<![CDATA[This research aims to find out the use of theme-based teaching in improving the students’ writing skills in SMKN 5 SELAYAR.This research was pre-experimental research using quantitative design in analyzing the data. The instrument used was writing test which contain pre-test, treatments and post-test. The population was tenth grade of SMKN 5 SELAYAR students and the sample was X. FAR class that was selected by using purposive sampling technique. Based on the results of the research, it is found that the use of theme-based teaching can improve students' writing skills in terms of content, vocabulary and grammar in the form of descriptive text in class X FAR SMKN 5 SELAYAR. This is evidenced by the results of the students' scores. It can be seen from the average value of students that there is an increase of 21.1%. The pre-test was 67.03 which classified as good enough category and the post-test was 81.17 which classified as great category, the post-test score was higher than the pre-test. In addition, t-test value higher than the t- table value (12.415>1.699). It means that there is an improvement by using of theme-based teaching to improve the student' writing skills in descriptive text.]]>
<![CDATA[INCREASING THE STUDENTS READING COMPREHENSION OF REPORT TEXT WITH SOCRATIVE APPLICATION ]]>
<![CDATA[Sahrir, Vinky Audrini]]>;
<![CDATA[Hamid, Radiah]]>;
<![CDATA[Azis, Awaliah]]>
<![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.v3i3.13
<![CDATA[This research aims to find out the increasing of students reading comprehension of report text by using Socrative Application, especially on literal comprehension and interpretive comprehension in 10th grade students of SMA Negeri 14 Makassar.The research applied Pre-Experimental Method using one group pre-test and post-test research and collect data through pre-test and post-test instruments. The sample in this study was X MIPA 4 SMA Negeri 14 Makassar which amounted to 36 students. Samples was taken by using the Purposive Sampling Technique. The data obtained was also analyzed using SPSS Application version 25. Based on the research findings, before utilizing the advantages of the Socrative Application, namely ease of use, educational benefits or instant feedback, and quiz format and assessment of student mean score on literal comprehension is 49.4 and interpretive comprehension is 41.6. After utilizing the advantages of the Socrative Application the average student on literal comprehension becomes 70, while for interpretive comprehension is 51.2. The occurrence of this significant increase in literal comprehension is due to the advantages of the Socrative Application which can increase students' literal comprehension while the absence of significant increase in students' interpretive comprehension occurs due to the difficulty of students inrking conclusions on the Socrative Application.Therefore, based on these results, it is recommended to use Socrative Application at reading comprehension, especially in literal comprehension.]]>
<![CDATA[THE USE OF BERLITZ METHOD TO IMPROVE STUDENTS’ VOCABULARY IN DESCRIPTIVE TEXT ]]>
<![CDATA[Musliyadi]]>;
<![CDATA[Qalbi, Nur]]>;
<![CDATA[Yulianti Natsir, Ratu]]>
<![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.v3i3.18
<![CDATA[The objective of this research is find out whether Berlitz Method improve students’ vocabulary in English Learning Vocabulary or not. The researcher applied Classroom Action Research (CAR). The sample of the research was the Seventh Grade of SMP Pesantren Guppi Samata Gowa and take class VII A with a research sample of 20 students.The results showed that the students of class VII A at SMP Pesantren Guppi Samata experienced an increase from cycle I to cycle II. Improved vocabulary comprehension through the Berlitz Method This indicates a significant increase in students' reading comprehension from the diagnostic test to cycle I and cycle II, where the average score on the diagnostic test was 42.75. cycle I get the average value to 68.25. There was also a significant increase from cycle I to cycle II where the average student in cycle II was 84.25. From these findings, the researcher concludes that the use of the Berlitz method can improve students' vocabulary skills and make students active in the learning process]]>
<![CDATA[TEACHING ENGLISH READING MATERIALS THROUGH TEAM-BASED-PROJECT IN SMPN 4 BISSAPPU ]]>
<![CDATA[Sari, Suci Indah]]>;
<![CDATA[Maharida]]>;
<![CDATA[Saiful]]>
<![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.v3i3.21
<![CDATA[This study aims to improve students' reading ability related to understanding main ideas and supporting ideas. This research is quantitative research. The subjects of this study were students of class VIII.. In analyzing the data, researchers used data reduction, data presentation, and data verification. This research is a pre-experimental design research using pre-test and post-test. The population in this study were students of class VIII SMP Negeri 4 Bissappu and for sampling the researchers used random sampling. The research sample was 25 students.The results of the data show that there is a difference between the students' pre-test and post-test. The main score of the students before being given treatment was 52.5 and increased to 80.36 after applying the Team-Based-Project. In addition, from the t-test analysis, the t-test value is greater than the t-table, the students' total vocabulary mastery (8.34>1.714).]]>
<![CDATA[THE USING OF QUIZIZZ APPLICATION TO IMPROVE STUDENTS’ VOCABULARY OF TENTH GRADE STUDENTS OF SMA NEGERI 13 PANGKEP ]]>
<![CDATA[Asti, Aisyah]]>;
<![CDATA[Hamid, Radiah]]>;
<![CDATA[andi baso, Farisha]]>
<![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.v4i1.77
<![CDATA[This study focuses on finding out the improvement of students' vocabulary by using Quizizz Application at the tenth grade students of SMA Negeri 13 Pangkep. This type of research is Pre-experimental research. The sample for this study was selected by consisting of 28 students. The data from this study were obtained from the pre-test and post-test as a comparison material to determine the level of student improvement before and after using the Quizizz Application.The result of this research showed that the use of the Quizizz Application is very helpful for students in improving students' vocabulary mastery at Tenth Grade Students of SMA Negeri 13 Pangkep. This can be seen in how much improvement the student's scores are. This study shows the improvement that occurred in 24.34%. In addition, this is also supported by the data analysis results are the t-test value (7.73) is higher than the t-table value (1.703). By this result, it is concluded that there is a significant difference on students‟ vocabulary mastery before and after they are taught using Quizziz Aplication and it shows that application is effective to improve students’ vocabulary mastery.]]>
<![CDATA[IMPROVING STUDENTS' LISTENING SKILL THROUGH PODCASTS ]]>
<![CDATA[Astuti, Ayu Viviyani]]>;
<![CDATA[Syam, Ummi Khaerati]]>;
<![CDATA[Daddi, Herlina]]>
<![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.v4i1.97
<![CDATA[The aims of this research was to describe and find out; (1) The implementation of the podcasts in improving students’ listening skill; (2) The improvement of students listening skill through podcasts. The method that used in this research was Classroom Action Research (CAR). This study was conducted following Kemmis and MacTaggart action research procedures; planning, acting, observing, and reflecting. This research carried out in two cycles. The cycle consisted 8 meetings. Most of the students got the good scores. The score of Minimum Mastery Criterion (KKM) was 75. In the first listening test there was 4 students who got points of over 75, that is 20%. In the second listening test there was 6 students who got points over 75, the presentage is 45%. It was increased by 10%. Afterwards, in the third listening test there was 16 students got points over 75. Next, there was improvement 45% for the second listening test, 80% from the first listening test to the third test. The class condition during teaching learning process was good and also got the positive response from the English teacher and students towards the action. To sum up, listening English podcasts can improve students’ listening skill.]]>
<![CDATA[INCREASING THE STUDENTS’ VOCABULARY ACHIEVEMENT IN WRITING SKILL THROUGH WORD ANALOGY TECHNIQUE ]]>
<![CDATA[Alamsari]]>;
<![CDATA[Ampa, Hj. Andi Tenri]]>;
<![CDATA[Natsir, Ratu Yulianti]]>
<![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.v4i1.141
<![CDATA[The objectives of this research is to find out How are the students’ vocabularies achievement in Writing through word analogy technique in term of noun at the Seventh Grade of MTS Al-hidayah Lemoa and How are the students’ vocabularies achievement through word analogy technique in term of adjective at the Seventh Grade of MTS Al Hidayah Lemoa. This research used Classroom Action Research (CAR), which consists of two cycles and each cycle has four meetings. The result of the study was the used of Word Analogy Tecnique in teaching vocabulary substantially increased students’ vocabulary achievement at MTS Al Hidayah Lemoa. The students increased in vocabulary after using word analogy technique was very good. The students total score in nouns got 895 score in cycle I and in cycle II got 1410 score while the students total score in adjective got 900 in cycle I and in cycle II got 1720 score. The mean score for noun in cycle I got 4,5 score and in cycle II got 7,5 score while for adjective in cycle I got 4,5 mean score and in cycle II got 7,8 mean score it shows that from the diagnostic test who noun got 2,9 score and adjective 2,0 score the students’ vocabulary has increased.]]>
