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[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]]>
<![CDATA[THE EFFECT OF TOTAL PHSYICAL RESPONSE (TPR) METHOD ON STUDENTS’ SPEAKING ACHIEVEMENT; A CASE OF NINETH GRADE STUDENTS OF SMPN 1 KABAWO ]]>
<![CDATA[Sitti, Wa Ode]]>;
<![CDATA[Nurnia, Nurnia]]>;
<![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.v4i2.13920
<![CDATA[This study was aimed at finding out whether there is a significant effect of Total Physical Response (TPR) method on students’ speaking achievement. The research question addressed was “is there  any significant  effect  of  Total  Physical  Response  (TPR) method on students’ speaking achievement?†The design of study was quasi experimental design by using two classes, namely experimental class and control class. This study involved the ninth grade students of SMPN 1 Kabawo who were registered in the academic year 2017/2018. The instrument of the study was oral test where the students performed in front of the class orally about how to make a glass of ice lemon in 3 minutes. The study used independent sample t- test to analyze the data. The result showed that the students’ speaking score in experimental class (3.12) was higher than students’ speaking score in control class (2.23). The result of hypothesis testing revealed that the level of significant was 0.00. It means that there was a significant difference on students’ speaking achievement after being taught by using total physical response. Keywords: Speaking, Teaching Speaking, Total Physical Response]]>
<![CDATA[THE ANALYSIS OF SPEECH ACTS FOUND IN THE TALK SHOW “HITAM PUTIH†ON TRANS 7 TV (Episode 18th December 2017) ]]>
<![CDATA[Karmila, Karmila]]>;
<![CDATA[Rohmana, Rohmana]]>;
<![CDATA[Aderlaepe, Aderlaepe]]>
<![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.v4i3.13955
<![CDATA[This thesis is about the analysis of speech acts found in the talk show “Hitam Putih†on Trans 7 (Episode 18th December 2017). The research question of this thesis were (1) What kinds of the illocutionary acts used in host and main guest stars utterance in “Hitam Putih†talk show? And  (2)  How  perlocutionary  acts implied  in  host  and main guest stars utterance in “Hitam Putih†talk show?. The objectives of this research were to identifying and analyze the types of the illocutionary acts and the perlocutionary acts  implied  in  host  and  main  guest  stars  utterance in  “Hitam Putih†talk show. This research used a qualitative method to describe  and  analyze  the  utterances.  The  technique  of  data collection were (1) Download the video of talk show Hitam Putih from  YouTube. (2)  Transcribe  the  conversation  by  listen to  the video  in  several  times.  (3)  Reads  and  observes dialog from the script. (4) Classified the types of illocutionary acts which finding in conversation.  The  technique  of  data  analysis  were  (1)  The researcher identified  the  illocutionary  act  and  perlocutionary  act from the host and main guest stars utterance in Hitam Putih   talk show.    (2)    Described    and    analized    the utterances  which include  illocutionary  and perlocutionary acts by using pragmatic approach. (3) Concluding the data analysis. The result of this thesis show  that  assertive  illocutionary  acts is  the  dominant  types  of speech act. There are 29 assertive of illocutionary acts, 14 directive of  illocutionary  acts,  15  expressive  of  illocutionary  acts,  1 commissive of illocutionary   acts.   Perlocutionary   acts   which occurs  between the speakers and the listener in the form of give statements, give questions, body language, expressions, and following the speaker’s direction. Keywords: Speech Act, Illocutionary Acts, Perlocutionary Acts, Hitam Putih, Trans 7]]>
<![CDATA[FACTORS AFFECTING STUDENTS’ DIFFICULTIES IN SPEAKING PERFORMANCE OF THE TENTH GRADE STUDENTS OF SMA NEGERI 1 TIWORO KEPULAUAN ]]>
<![CDATA[Afebri, Hendriati]]>;
<![CDATA[Aderlaepe, Aderlaepe]]>;
<![CDATA[Muhsin, Muhammad Khusnun]]>
<![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.v4i3.13960
<![CDATA[Students’ speaking performance could be affected by factors that come from performance conditions (time pressure, planning, standard of performance and amount of support), affective factors (such as motivation, confidence and anxiety), listening ability, topical knowledge and feedback during speaking activities. The purpose of this study was to analyze, describe and determine factors affecting students’ difficulties in speaking  performance  of  the  tenth-grade  students of SMA Negeri 1 Tiworo Kepulauan. This study employed quantitative design in the form of survey. The samples were 30 students of X MIA 2 which were taken by using random sampling. The data were collected by using close ended questionnaire and were analyzed by using SPSS version 16. The results of this research showed that of the three factors affecting students’ difficulties in speaking, the highest percentage was linguistic factors including grammar,  vocabulary and  pronunciation.  It  was concluded that the students got difficulties in performing speaking task. Keywords: Students, Difficulties, Speaking Performance]]>
<![CDATA[THE EFFECT OF SHADOWING TECHNIQUE ON STUDENTS’ SPEAKING ABILITY OF EIGHT GRADE AT SMP NEGERI 1 PARIGI ]]>
<![CDATA[Astriyani, Melly]]>;
<![CDATA[Miliha, La]]>;
<![CDATA[Fatmawati, Wa Ode]]>
<![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.v4i3.13965
<![CDATA[The objective of this study is to find out the effect of shadowing technique on students’ speaking ability. The design of this study is quasi experimental were consist of two  classes;  experimental  class  and  control  class  of students’ eight grade students at SMP Negeri 1 Parigi. The researcher applied purposive sampling technique. The instrument of this research was oral test in pre-test and post-test. This  study  was  conducted  from March 21st  to April 7th,  2018.  The  instrument  used  for  collecting data were speaking test and the data was analyzed by using SPSS version 16.0. The findings show the students speaking score in experimental class is higher than the students speaking score in control class. It has proved by the comparison of the mean score from both control class and experimental class. The mean score of post-test in control group is 2.52 and the mean score of post-test in experimental group is 3.31. The gain score from post-test in control group to post-test in experimental group is 0.79. Furthermore, the effect size of the study is 0.6 and it indicates there is any significant effect of shadowing technique on students’ speaking ability of eight grade students’ at SMP Negeri 1 Parigi. In short, shadowing technique is recommended to teacher to be use in teaching and learning process as an additional technique in teaching speaking especially to students speaking ability. Keywords: Speaking Ability, Shadowing technique]]>
<![CDATA[THE EFFECT OF KEEPING VOCABULARY NOTEBOOK ON STUDENTS’ VOCABULARY ACHIEVEMENT AT THE SECOND GRADES IN SMP N 2 RAHA ]]>
<![CDATA[Nuur, Mauliddin]]>;
<![CDATA[Tambunan, Tambunan]]>;
<![CDATA[Nurnia, Nurnia]]>
<![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.v4i4.13970
<![CDATA[This study investigated the effect of keeping vocabulary notebooks on students’ vocabulary achievement at the second grade in SMPN 2 Raha. The purpose of this study is to find out a significant effect after keeping vocabulary notebook  on students’  vocabulary  achievement.  This study applied quantitative research design. This study used vocabulary notebook as a treatment in learning process for the students. The subject of this study was second grades students of SMPN 2 Raha who were registered in academy year 2017-2018. The technique of taking sample of study was purposive sampling. The sample of this study was class VIII2 as an experimental class and class VIII1 as a control class. The instrument of this study was vocabulary test consist of 30 numbers, the result showed that there was not a significant effect of keeping vocabulary notebooks on students’ vocabulary . It was not proved with the improvement of students were the students more active in the classroom rather than the teacher. Students can discover the new words by themselves on the learning activities. the result of students’ vocabulary test was supported with the mean score in post-test of experimental class is higher than the mean score in the post-test of control class. The mean score for the post-test in experimental class was 82.15 and the mean score for post-test in control class was 79.36. but the data was not distributed normally, the analysis of the data was used the non parametric analysis and the result of Mann Whitney non parametric analysis, the value of Sig  2-tailed  =  0.57  with  α  0.05.  it  means  that  H0  is accepted. It is because the value of Asymp sig 2-tailed is above the alpha (a) value. This result showed that there was not a significant effect of using vocabulary notebooks on  students’  vocabularu  achievement  at  the  second grades in SMP Negeri 2 Raha. Keywords: Effect,Vocabulary Notebooks,Learning Activities,Vocabulary Achievement.]]>
<![CDATA[Improving Students’ Vocabulary Mastery through Reading Racetracks ]]>
<![CDATA[Kurniawan, Asep]]>;
<![CDATA[Nurindah, Nurindah]]>;
<![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.v6i1.19239
<![CDATA[The objective of this study is to find out the significant effect of using Reading Racetracks on students‟ vocabulary mastery at SMPN 1 Konawe Selatan. Reading Racetracks as technique in learning teaching process. This research used quasi experimental design, the population was eighth grade students, and the sample was class VIII/A as the experimental group and VIII/D as control group. The experimental group consisted of 24 students and control group consisted of 20 students. The research instrument consisted of 30 multiple choices and 5 cloze test of vocabulary test. To collect the data, pre-test was given and taught by using Reading Racetracks technique, and giving post-test. Mean of post-test (77.58) in experimental class was higher than pre-test score (53.33). While, in control class was also had improvement but not too significant. It could be seen on post-test score (67.65) was higher than pre-test score (40.30).Based on the calculation of T-test, it showed that tcount = 2.199, while t-table = 2.010 at level of α = 0.05 with DF = 42. It means that tcount was higher than ttable, Therefore, H0 was rejected and H1 was accepted. This could be concluded that there was a significant effect of using Reading Racetracks to improve students‟ vocabulary mastery at Class VIII/A of SMPN 1 Konawe Selatan.]]>
<![CDATA[Correlation between Students’ Attendance and Their Achievement in Online Class ]]>
<![CDATA[Anwar, Faldi Ferdiansyah]]>;
<![CDATA[Kamaluddin, Kamaluddin]]>;
<![CDATA[Siam, Siam]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 3 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i3.20731
<![CDATA[The objective of this research is to find out the extent of relationship between students’ attendance and their achievement in the environment of online class at English Education Department of Halu Oleo University. This research used correlational research design. The population consisted of English Education Department students of Halu Oleo University who enrolled in the third semester of 2020/2021 academic year with a total of 53 students from class A. Subject of the research taken was the whole population of 53 students from class A. The research instrument used was the data record of students’ attendance and their achievement in Psycholinguistic Course. To analyze the data, the researcher used both descriptive and inferential statistics. The result of this research reveals that: (1) Students’ attendance level is on good level with mean percentage is 88.49 (SD = 13.45); (2) Students’ level of achievement results in good level as well with mean is 83.59 (SD = 3.58); (3) The calculation of Spearman Rho Coefficient Correlation (Ï) is 0.076, the significance value is 0.310 > 0.05 (accepted α value) and Ï = 0.076 < 0.248 (critical value of Spearman Rho for N = 45), and the equivalence test results in lo_r = -0.2225 for lower bound area which is bigger than -0.7 (Δ > ΔL) and hi_r = 0.3615 in higher bound area which is less than 0.7 (Δ < ΔU). It reveals that the correlation found between students’ attendance and their achievement in online class is very weak and statistically not significant yet statistically equivalent. In conclusion, there is no meaningful relationship between students’ attendance and their achievement in online class.  ]]>
<![CDATA[Exploring Pre-Service English Teachers’ Beliefs About Their Digital Literacy Experiences in Teaching Practicum ]]>
<![CDATA[Surya, Demas Bermani]]>;
<![CDATA[Saefullah, Hilmansyah]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 3 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i3.21073
<![CDATA[This study described preservice teachers' beliefs about digital literacy experiences in their teaching practicum. The pre-service teachers’ beliefs were evaluated using Ajzen’s Theory of Planned Behavior (TPB), which explored pre-service teachers’ behavioral, normative, and control beliefs related to digital literacy experience in their teaching practicum and their relationship to their intentions to integrate digital literacy in their classrooms. This study was a narrative inquiry with four voluntarily participating pre-service English teachers as the participants who enrolled in Teaching Practicum program for approximately 6 months or 1 (one) semester in the classroom assisted by an in-service teacher during the global pandemic. Findings suggested that the beliefs of pre-service teachers of digital media & tools integration during teacher practicum were related to their behavioral beliefs about the benefits of digital literacy for promoting students’ 21st-century skills, assisting to maintain interest and preparation of students’ future; normative beliefs about meeting the expectations of school, students, mentor teacher and parents; and control beliefs saliently about the more of pre-service teachers’ professional preparation programs, technology, and curriculum as well as policy support. This study indicated a suggestion for the professional development programs to focus on the exposure, ability, and technological value of student teachers for their prospective classroom.]]>
<![CDATA[The Effect of Picture Strip Story with Guided Questions on Students Writing Achievement ]]>
<![CDATA[Husnawati, Wa Ode]]>;
<![CDATA[Aderlaepe, Aderlaepe]]>;
<![CDATA[Fatmawati, Wa Ode]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 3 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i3.21064
<![CDATA[The objective of this research was to find out the effect of using picture strip story with guided questions on students’ writing achievement at SMAN 4 Baubau. This research applied quasi experimental design that consist of experimental class and control class. The sample of this research were students at class X IPS 1 and X IPS 2 in SMAN 4 Baubau who were register in academic years 2019/2020. The sample taken by using cluster random sampling and the total numbers of students are 44, 22 for experimental class (X IPS 1) and 22 for control class (X IPS 2). The research instrument was written test which focus on recount text. The researcher collected the data by giving pre-test in both of the classes, giving treatment in experimental by giving picture strip story with guided questions  and non-picture strip story  in control class, and giving post-test in both of the classes. In analyzing the data were used SPSS 16.0 version. To examine the hypothesis the researcher used an independent sample t-test. Based on the result, it showed that students’ mean score of post-test in experimental class is 64.50. It is raised16.73 point from its pre-test (47.77). While students’ mean score of post-test in control class is 54.91. It is only raised 11.32  point from its pre-test (43.59). Besides, the value of degree of freedom (df)= 86, t=4.034, and sig (2 tailed)=0.000. It means that the probability (sig) value is lower than α ( p value < α or 0.000 < 0.05). Therefore,picture strip story with guided questions had a significant effect on students’ writing achievement at SMAN 4 Baubau]]>
