Journal Of Teaching Of English
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at English Education. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at English Education.
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<![CDATA[AN ANALYSIS OF STUDENTS’ ANXIETY AND SELF-EFFICACY IN WRITING AT ENGLISH DEPARTMENT OF HALU OLEO UNIVERSITY ]]>
<![CDATA[Lena, Nur]]>;
<![CDATA[Jaya, Amir]]>;
<![CDATA[Mursalim, Mursalim]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13916
<![CDATA[Anxiety  is  one  of  students'  problems  in  writing.  Students  with  high anxiety have enormous impact on their writing outcomes. The purpose of this study was to find out the students anxiety in writing and their self-efficacy categories. This study employed survey design. The sample of this study was the students of the fourth semester in writing III course which consisted of 33 students.  The data  were  collected by  using close-ended  questionnaire and interview guide. The close-ended questionnaire was analyzed by using SPSS 16 version while interview was analyzed descriptively. The result showed that cognitive anxiety was  dominant category of writing anxiety and  unity  was dominant category of writing self-efficacy experienced by the students.Keywords: Students Anxiety, Students Self-Efficacy, Writing Performance.]]>
<![CDATA[THE EFFECT OF CHAIN DRILL TECHNIQUE ON STUDENTS’ SPEAKING ACHIEVEMENT AT SMP NEGERI 3 RAHA ]]>
<![CDATA[Shyerlin, Wa Ode]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13921
<![CDATA[This study aims to find out whether there is a significant effect of chain drill technique on the first year of SMP Negeri 3 Raha. The research question formulated “is there any significant effect of chain drill technique on students’ speaking achievement at SMP Negeri 3 Raha?â€. The design of study was pre-experimental research design that consisted of one group pre-test and post-test. The population of this study was all students on the first year of SMP Negeri 3 Raha who were registered in academic year 2017/2018. The sample of this study was one class namely VII3  which consisted of 22 students. The instrument of this study was oral test in dialogue based on the cue card about how to greet and respond. The research used Paired Sample T- test to analyze the result of the study of the effect of chain drill technique on students’ speaking achievement after analyzing the normality of the data in the experimental class. The result shows that students’ speaking ability in the post test is 2.806 higher than 1.647 is the post test. The hypothesis testing is found that the level of significant is 0.00, since the level of significance value is less than 0.05, i.e. 0.00<0.05, the null hypothesis (H0) is rejected and H1 is accepted. It means that the use of chain drill technique shows a significant difference on students’ speaking achievement on the first year of SMP Negeri 3 Raha based on the result of the post-test. Keywords: Speaking, Teaching Speaking, Chain Drill Technique]]>
<![CDATA[THE USE OF IMPROVISATION TECHNIQUE IN TEACHING SPEAKING AT THE SECOND GRADE OF SMAN 1 KUSAMBI ]]>
<![CDATA[Nurwia, Nurwia]]>;
<![CDATA[Jaya, Amir]]>;
<![CDATA[Lio, Asrun]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13917
<![CDATA[This study was aimed at investigating whether there was a significant effect of using improvisation technique on students’ speaking ability. The research question of this study was “Is there any significant effect of using improvisation technique on students’ speaking ability at the second grade of SMA Negeri 1 Kusambi?â€. The sample of this study was students at XI IPA 3 consisting of 11 males and 15 females who were chosen using purposive sampling. The instrument of this study was a speaking test. To analyze the result of this study, the researcher used paired sample t-test computed in SPSS 16.0. It was conducted to compare the scores of pre-test and post-test in experimental class. After analyzing the data, it was found that there was a significant difference in the scores for pre-test (M= 1.47, SD= 0.38) and post- test (M= 2.85, SD= 0.45). The probability value was .000 (<.05) It means that there was a significance difference on students’ speaking ability before and after the use of improvisation technique. Keywords: Speaking Ability, Teaching Speaking, Improvisation Technique.]]>
<![CDATA[THE ANALYSIS OF SPEECH FUNCTION USED BY ENGLISH TEACHERS AT SMAN 5 KENDARI ]]>
<![CDATA[Yuliana, Yuliana]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13922
<![CDATA[Speech function that used in delivering instructional process is important because a major part of class time in learning process is taken up by teachers. Teachers should use speech function appropriate with the classroom context. This study applied speech function theory to analyse functional speech of teacher‟s utterances. This study investigated the speech function used by English teachers in language instruction. The objectives of this study were to find out the types of speech function and the accuracy of speech functions used by English teachers at SMAN 5 Kendari. This study employed a qualitative research design. The techniques of data collection were documentation and observation. To analyse the data, the researcher used descriptive analysis.  The  result of this study showed that there are five types of speech function and they are accurately used by English teachers in giving instruction.Keywords: Speech Function, Accuracy, Context]]>
<![CDATA[A COMPARATIVE STUDY OF EXTROVERTED AND INTROVERTED STUDENTS’ SPEAKING ACHIEVEMENT AT ENGLISH DEPARTMENT OF HALU OLEO UNIVERSITY ]]>
<![CDATA[Nurzani, Nurzani]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13918
<![CDATA[This  study aimed to  investigate whether there was a  significant difference between extroverted and  introverted students  in  terms of speaking achievement at  speaking I class of English Education Department in  Halu Oleo  University academic  year  2016/2017.  The design  of   this    study  was  quantitative  comparative  study.  The population of  this  study  was the  entire speaking I  class in  English Department  of  Halu  Oleo  University in  academic  year  2016/2017 which consisted of two  classes in  total of 112 students. The  sample of this   study  was  chosen  randomly of  all  the   population  by  using Questionnaire  of  Eysenk  Personality  Inventory.  The  instruments  of the  study were questionnaire and  final score of speaking 1 subject. In analyzing the  data  of  the  study,  the researcher used  Independent sample  T-test  in   SPSS  16.0    for   windows.  In   this    study,   the Independent  Sample T-test was  showed the  value of  Sig.(2-tailed)  = 0.502  with  α  =  0.05,  H0   was  accepted  and   H1   was  rejected.  It  is because of  sig.  (2-tailed)  value is  higher than α  value. The  result  of this  study  showed that  there  was no  significant difference between extroverted  and    introverted  students’  speaking  achievement  at speaking  I  class  of  English  Education  Department  in   Halu  Oleo University academic  year  2016/2017.  This study  showed that  the students’ personality,  either  extroverted or  introverted  did  not  give significant difference on  the  achievement of their speaking Keywords: Extroversion,  Introversion, and  Speaking Achievement]]>
<![CDATA[CONTENT ANALYSIS ON THE ENGLISH TEXTBOOK ENTITLED BAHASA INGGRIS SMA/MA KELAS X ]]>
<![CDATA[Syale, Ari Sihad]]>;
<![CDATA[Kamaluddin, Kamaluddin]]>;
<![CDATA[Siam, Siam]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13923
<![CDATA[This research was accomplished to find out whether Bahasa Inggris textbook for Grade X fulfilled each criterion of textbook evaluation criteria based on Jahangard’s theory. The researcher used the qualitative analysis design. The data source was collected from Bahasa Inggris textbook for Grade X published by Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud. The instrument of this study was a table of textbook evaluation criteria. The researcher collected the data by using checklist to evaluate the textbook and analyze the data shown by the checklist and make some interpretations, and finally describing the results from the assessment table. The result confirmed that only five of fourteen sub-criteria which did not be fulfilled, they are vocabulary section consists of list of words and their definition, each chapter should consist of four skills, there is a grammar presentation in each chapter and the words are correctly spelled.  While  the rest  nine  of sub-criteria  were  fulfilled.     It  was recommended to the teacher to be more critical and could cover the weaknesses of the textbook by various teaching style or find another reference outside the textbook. Keywords: Textbook, evaluation criteria]]>
<![CDATA[STUDENTS’ SPEAKING ANXIETY IN AN EFL CLASSROOM: GENDER PERSPECTIVE AT SMA NEGERI 2 KENDARI ]]>
<![CDATA[Purwanti, Kiki]]>;
<![CDATA[Jaya, Amir]]>;
<![CDATA[Muhsin, Muhammad Khusnun]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13914
<![CDATA[The aim of this study was to find out whether or not there was a significant difference of students’ speaking anxiety across gender. This study used survey method. The population was the second grade students of SMAN 2 Kendari in academic years 2017/2018. This study involved 184 students (92 males and 92 females) who were taken from proportionated stratified by random sampling. An instrument employed in this study was a questionnaire of Foreign Language  Classroom  Anxiety  Scale  (FLCAS).  The  data  were analyzed by using descriptive and inferential statistic. The result of descriptive analysis showed that students’ speaking anxiety was affected by three factors namely communication apprehension, test anxiety, and fear of negative evaluation where each factor had a neutral position and majority students had a moderately anxious level  on  speaking  anxiety.  The result  of the t-test  showed that tobserved  was -2.007 and ttable  was 1.973. It means that ttable  was lower than the tobserved. Thus, there was a significant difference of speaking anxiety between male and female students where females were more anxious then male. Keywords:  Speaking  Anxiety,  situation-specific  Anxiety,  andGender.]]>
<![CDATA[EFL LEARNERS’ LEARNING STYLE PREFERENCES IN RELATION TO THEIR ENGLISH PROFICIENCY ]]>
<![CDATA[Manan, Siti Saleha]]>;
<![CDATA[Suhartini, Lelly]]>;
<![CDATA[Muhsin, Muhammad Khusnun]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13919
<![CDATA[The aim of this study was to find out students’ learning style preference and its correlation with their English Proficiency. The research questions were as follows (1) what are the most preferred learning styles of EFL Learner at English Department? (2) Is there any significant correlation between students’ learning style preferences and their English Proficiency? The study used Correlation design. The number of sample in this study was 35 students from English department of Halu Oleo University in the academic year who had followed TOEFL test. The data were collected using questionnaire which adopted  Perceptual  Learning-Style  Preference  Questionnaire  (PLSPQ), developed by John Reid (1987) consisting of 30 statements and student’s TOEFL  score.  The  data  of  this  study  were  analyzed  through descriptive statistic and Linear Regression Analysis. The results showed that (1) major learning style were tactile learning style and kinesthetic learning style (2) The coefficient correlation was 0.070 which was greater than 0.05 (level of significance).  It  means  that  there  was  no  correlation  between students’ learning style and their English proficiency.Keywords: Student’s Learning Style, English Proficiency.]]>
<![CDATA[AN ANALYSIS OF METAPHOR IN ONE DIRECTION ALBUM ]]>
<![CDATA[Agustin, Tuti Dwi]]>;
<![CDATA[Tanduklangi, Amri]]>;
<![CDATA[Sapan, Yulius Tandi]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13924
<![CDATA[Lyrics in song are intended to send a message to the audience or music lovers. Composers use figurative language as the media to convey their message. One of the figurative languages that is mostly used in song’s lyrics is Metaphor. This study was intended to investigate the types of metaphor used in One Direction Album. The objective of this study to identify the types of metaphor found in the song lyrics and to analyze metaphor meaning in One Direction song. This study adopted a descriptive qualitative research design. Three songs by One Direction had been chosen as the data of this study; Story of My Life, Steal My Girl and Drag Me Down. The data were analyzed its metaphor by using Lakoff and Johnson theory, while in investigating the meaning, Chaer’s theory of contextual meaning was used. The result of the study showed that based on the three types of metaphor, structural metaphor becomes the most frequently used in the song lyrics, meanwhile 2 of 3 songs used all of the three types of metaphor; Orientation, Structural and Ontological Metaphor. In answering the second research question about the meaning of each metaphor, each lyric has been analyzed through content analysis to know the true meaning of what the song writer want to express in his/her lyrics and each lyric has different contextual meaning which is elaborated further in this study. Keywords: Metaphor, Meaning, One Direction’s Album]]>
<![CDATA[CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL†FOR JUNIOR HIGH SCHOOL GRADE SEVEN ]]>
<![CDATA[Lisdayanti, Lisdayanti]]>;
<![CDATA[Lio, Asrun]]>;
<![CDATA[Kamaluddin, Kamaluddin]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i2.13915
<![CDATA[This research was accomplished to find out whether English textbook “When  English Rings A Bell†for Junior High  School on seventh grade fulfilled each criterion of textbook evaluation criteria. The researcher used qualitative analysis as the research design. The data source was collected from English textbook “When English Rings A Bell†for Junior High School on seventh grade. The instrument of this study was textbook evaluation criteria. The researcher collected the data by using checklist to evaluate the textbook then analyzing the data shown from the checklist and making some interpretations, and finally  describing the results from the assessment  table.  The result confirmed that English textbook “When English Rings A Bell†for Junior High School on seventh grade was categorized as inappropriate book because there were only four of fourteen sub- criteria which were fulfilled, namely the objectives were given in the beginning of the book and each chapter, the topic or materials were suitable with the objectives, there were visual materials relevant with the topic, and the instructions of the exercises were clear and easy to understand in terms of completed by examples, while the rest ten criteria were not fulfilled. It was recommended to the teacher to cover the weaknesses of the book by their teaching style or to find another reference outside this textbook. Keywords: Textbook, Evaluation Criteria]]>
