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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165 Documents
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND THEIR SPEAKING ACHIEVEMENT AT ENGLISH DEPARTMENT OF HALU OLEO UNIVERSITY ]]>
<![CDATA[Fatimah, Wa Ode]]>;
<![CDATA[Sale, Firdaus]]>;
<![CDATA[Sapan, Yulius Tandi]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 4 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i4.13972
<![CDATA[This research focuses on the correlation between students’ motivation and their speaking achievement. The research conducts in Halu Oleo University, English Department at academic year 2017/2018 that have pass Speaking III to see their motivation and speaking achievement. There are 36 students taken as sample. The data of the research collect through close-ended questionnaire adapted from Gardner (1985) who had developed the Attitude/Motivation Test Battery (AMTB) to get the data of students’ motivation index (integrative motivation and instrumental motivation), especially in speaking III. To analyze the data, the researcher uses descriptive statistic to find out the students’ speaking achievement and their motivations based on the five categories of; very good, good, moderate, low and failed. The researcher uses the SPSS 16 program as the statistical program to analyze the data. The finding of the research shows that students’ speaking achievement was mostly categorized as a moderate category and students are moderate motivated in speaking English. The result of inferential statistical analysis show that the result of the Pearson correlation is valued as much as rxy= 0,479 (moderate correlation) with positive significant 0.03(rxy<0.05). Based on the data, the researcher found that there is a significant correlation between students’ motivation and their speaking achievement at English Department of Halu Oleo University. Motivation is an important factor that influenced students’ achievement. Motivation is directly proportional to the score of students. The higher the students’ motivation to speak, the higher their speaking score achieved. Keywords: Speaking, speaking achievement, motivation (integrative and instrumental)]]>
<![CDATA[Applying Video Flipped Classroom Model; to Enhance Students Speaking Achievement at Eleventh Grade ]]>
<![CDATA[Sanusi, Irma Sri Wahyuni]]>;
<![CDATA[Alimin, Alimin]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 1 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i1.19241
<![CDATA[This study aims to find out whether Flipped Classroom Model enhances students’ speaking skill or not. The research question formulated “Is there any significant effect by applying video flipped classroom model on students’ speaking achievement.†This study applied quasi experimental design by using two classes, namely: experimental group and control group that given pre-test and post-test. The sample of this study is the eleventh grade students of SMAN 1 Raha who are registered in academic year 2019/2020. This study conducts from January, 14 to 4 February, 2020. The instrument used for collecting data is oral test and the data is analyzed by using descriptive statistic that is counting in SPSS 16.0. The findings show that the students speaking score in experimental score is higher than the students speaking score in control group. It is because the students who taught by applying flipped classroom model in hortatory exposition is easy to speak up in front of the classroom because they have enough knowledge of vocabulary, so it supports the students to memorize the context that they want to speak up. It is proved by the comparison of the mean score from control group and experimental group, where the mean score in control group is 2.45 and the mean score in experimental group is 2.79. Besides, the gain score from control group to experimental group are 0.34. Furthermore, the effect size is 0,27. It indicates that the effect size is categorized into large criteria. It means that there is any significant effect of teaching speaking by applying flipped classroom model in teaching speaking in the eleventh grade students of SMAN 1 Raha.]]>
<![CDATA[The Effect of Truth or Dare Game on Students’ Speaking Achievement at SMP Negeri 9 Kendari ]]>
<![CDATA[Priskilla, Christhine]]>;
<![CDATA[Siam, Siam]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 1 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i1.19252
<![CDATA[This study is conducted to examine the effect of Truth or Dare Game on Students’ Speaking Achievement at SMP Negeri 9 Kendari. This research was conducted in quasi experimental research design that consist of experimental class and control class. The population of this research wasthe second-grade students of SMP Negeri 9 Kendari which consists of ten classes with the total of the students are 352 students, while the subject of this research wasClass VIII-6 (experimental class) which consists of 36 students and Class VIII-7 (control class) which consists of 36 students. The data of this research was collected by giving pre-test and post-test to students in the form of oral test that related to the topic of asking and giving opinion, expression of like and dislike, and asking and giving personal information. The data was analyzed by using SPSS 16.0 version by using (descriptive analysis and inferential statistics). Descriptive analysis was used to describe the maximum scores, minimum scores, mean score and standard deviation while the inferential statistic was used to examine the hypothesis. As for testing the hypothesis. The result showed that there was an improvement of the students’ speaking achievement. Independent samples ttest suggested that, there was a significant difference in the scores for experimental class ( M = 62.22, SD = 8.81) and control class ( M = 45.00, SD = 7.55), t (70) = 68.400, p (0.000) < 0.05. Therefore, it can be concluded that the value of Sig (2 tailed) is lower than the significance α value (0.000 < 0.05). In other words, alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. It means that Truth or Dare game can enrich students’ speaking achievement for Junior High School Student.]]>
<![CDATA[The Effect of Using Video on Students’ Speaking Skill Through Whatsapp Application at SMA Negeri 1 Kabangka ]]>
<![CDATA[Setiawan, Budi]]>;
<![CDATA[Suhartini, Lelly]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 1 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i1.19261
<![CDATA[This study aims to find out whether there is a significant effect of using video on students’ speaking skill through WhatsApp Application at SMA Negeri 1 Kabangka. The design of study was pre-experimental design that consisted of one group pretest and post-test. Post-test was given to know students’ speaking skill after the treatment by using video through WhatsApp Application. The population of this study was all the second semester students of SMA Negeri 1 Kabangka who were registered in academic year 2018/2019. The sample of this study was one class namely IPA-3 which consisted of 22 students. The instrument of this study was oral test, the students told their most interesting experience about their holiday in the past. This study used paired samples t-test to analyze the result of the study after the data were normally distributed. The result showed that there was a significant effect of using video on students speaking skill through WhatsApp Application at SMA Negeri 1 Kabangka. It could be seen from the mean score of post-test was 2.5, while the mean score of pre-test was 1.82. In order to prove the hypothesis, the researcher took the conclusion by comparing between the value of Sig (2 tailed) with the significance α value. It showed that the value of Sig (2 tailed) was 0.000 while the significance α value was 0.05. So, it can be concluded that the value of Sig (2 tailed) was lower than the significance α value (0.000 < 0.05). In other words, (H1) was accepted. It means that there is a significant effect of using video on students speaking skill through WhatsApp Application at SMA Negeri 1 Kabangka and it can improve student’s speaking accuracy and fluency.]]>
<![CDATA[The Effect of Tongue Twister Technique on Students’ Pronunciation Consonant /ð/ and /θ/ Sounds ]]>
<![CDATA[Astuti, Uci]]>;
<![CDATA[Nurnia, Nurnia]]>;
<![CDATA[Muhsin, Muhammad Khusnun]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 2 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i2.19271
<![CDATA[Pronunciation is one of the micro skills of speaking that has to learn by students. The lack of teacher’s attention in teaching pronunciation, caused students lack confidence to speak English. This research aimed to find out the effectiveness of using Tongue Twister Technique on students’ English pronunciation. This research used pre-experimental with One-Group Pretest-Posttest design. The sample of this research was class XI IPA 1 consisted of 12 students which had been selected by using simple random sampling. The instrument of this research was reading aloud test (oral test) which focused on consonant /ð/ and /θ/ sounds, and the test from the text book that used by the teacher in teaching English in the classroom. The researcher collected the data by giving a pre-test and post-test in order to know students’ pronunciation ability before and after treatment of tongue twister technique. Then, the researcher used SPSS 16.0 to analyze the data of this research. The finding shows that tongue twister technique has an effect on students’ pronunciation, especially in pronouncing consonant /ð/ and /θ/ sounds. It might be influenced of several factors such as using media in teaching English pronunciation and students’ motivation, and students’ interest toward using technique in teaching pronunciation.]]>
<![CDATA[TTW (Think-Talk-Write) Strategy; Does It Have an Effect on Students’ Writing Achievement at SMAN 4 Kendari? ]]>
<![CDATA[Arista, Wisdar]]>;
<![CDATA[Mursalim, Mursalim]]>;
<![CDATA[Nurindah, Nurindah]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 2 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i2.19286
<![CDATA[The objective of this study was to find out the effect of TTW (Think-Talk-Write) strategy on students’ writing achievement at SMAN 4 Kendari. This study used quasi-experimental design that consisted of experimental class and control class. The sample of this study were students at class X MIA2 and X MIAOlimpiade at SMAN 4 Kendari in academic years 2019/2020. The sample taken by using random sampling and the total numbers of students were 72, 36 for the experimental class (X MIA2) and 36 for the control class (X MIAOlimpiade). The instrument of the study was a writing test that focused on descriptive text. The writer collected the data by giving pre-test in both of the classes, giving treatment in experimental by giving TTW strategy and non-TTW strategy in control class, and giving post-test in both of the classes. In analyzing the data, the study used SPSS 16.0 version and independent sample t-test for hypothesis testing. The findings of this study showed that students’ mean score of post-test in the experimental class was 70.14. It was raised 10.31 points from its pre-test (59.86), while students’ mean score of post-test in control class was 65.5. It was only raised 6.21 points from its pre-test (59.29). Besides, the value of the degree of freedom (df)= 68, t=3.523, and sig (2 tailed)=0.001. It means that the probability (sig) value was lower than α (p-value < α or 0.001 < 0.05). Therefore, TTW strategy has a significant effect on students’ writing achievement at first-grade of SMAN 4 Kendari.]]>
<![CDATA[The Effect of Task Based Language Teaching and Grammar Mastery on The Writing Competency of The Third Semester Students of English Education Study Program UNMAS Denpasar ]]>
<![CDATA[Bawantara, I Putu Yoga]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 2 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i2.19298
<![CDATA[This study was an experimental study aimed at finding out the effect of task-based language teaching and students‟ English grammar mastery on the students‟ writing competency. Post-test was administered to the experimental and control groups to obtain the result of students‟ writing competency after treatment was done with 2 x 2 factorial design. The population of study was the third semester students of English Education Study Program of UNMAS Denpasar consisted of 135 students where 52 students were chosen as the sample through intact group random sampling technique. The data of the research were collected through a grammar mastery test and writing test and were analyzed by using Two-Way ANOVA and Tukey-test assisted by SPSS 22.0. The research findings showed: (1) The students who were treated by using task-based language teaching got better score in writing competency than those who were treated by using common teaching strategy (2) There was no interactional effect between task-based language teaching and grammar mastery over the students‟ writing competency where the findings showed the null hypotesis H0 was accepted. It means, there was no interaction between task-based language teaching strategy and students‟ grammar mastery upon students‟ writing competency. Where the data output showed the probability value was 0.758, which was higher than 0.05. (3) There was no any significant difference in writing competency between the students who have high grammar mastery taught by using Task-based Language Teaching and those who are taught by common teaching strategy. The finding of the significant value was more than 0.05 which was 0.113. To be called significant, the 2-tailed (sig.) scores should below 0.05. Because the (sig.) score was above 0.05, there differences between these 2 group can be called as not significantly different. (4) There was a significant difference in writing competency of the students who have low grammar mastery between those who were taught by using Task-based Language Teaching and those who were taught by using common learning strategy. It coud be seen from the result of the data computation that 2-tailed (sig.) score was 0.02. which was below 0.05. Therefore, it can be said that the differences between control group and experimental group was significant. It can be concluded that Task-based Language Teaching, had given better result to students‟ writing competency. Even though, it could give significant or insignificant interaction to students who had high and low English grammar mastery. Descriptively and inferentially, students who were taught by using TBLT performed better than students who were taught by using common teaching strategy.]]>
<![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[THE CORRELATION BETWEEN STUDENTS’ METACOGNITION AND THEIR ACADEMIC ACHIEVEMENT IN ENGLISH SUBJECT AT SMAN 8 KENDARI ]]>
<![CDATA[Amrin, Amrin]]>;
<![CDATA[Tanduklangi, Amri]]>;
<![CDATA[Mursalim, Mursalim]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 3 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i3.13958
<![CDATA[The study aimed at investigating the correlation between students’ metacognition and their academic achievement at the eleventh grade of SMAN 8 Kendari. The objective of the study is to answer the following research question: is there any significant correlation between student’s metacognition and their academic achievement in English subject at SMAN 8 Kendari?. The study was correlation research study, which employed quantitative research methods.  The  data  was collected  from  46  participants who are from SMA N 8 Kendari class XI IPA I and IPS II. The data collection was carried out by using a Metacognition questionnaire and English achievement students  from  report  card.  Researcher  used  cluster random  sampling technique  in  taking the  sample.  The data of the study was analyzed through Spearman correlation analysis of SPSS 16. The result shows that the coefficient correlation that obtained from the computation is 0,443  and  categorized  as moderate  correlation.  The result  shows  that  there  is  a  significant  correlation between students’ metacognition and their academic achievement in English subject. This conclusion of this study  was drawn  through  the  result  of computation which showed that the value of coefficient correlation (r) between two variables, that was students’ metacognition as the  variable  X  and  academic  achievement  as the variable Y, is as moderate as that of the Spearman correlation table with 0,05 level significant. Further, the data showed that there was a moderate correlation. Therefore, it  means that  the  alternative  hypothesis was accepted   and   the   null   hypothesis   was   rejected. Keywords: Metacognition, Academic Achievement]]>
