Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Journal of English Language Teaching (Jo-ELT) is a journal published by the Faculty of Language Education and Art of IKIP Mataram. The journal contains the results of researches in English language teaching and researches that are closely related to theory and practice in teaching English. This journal is published biannually in June and December.
Articles
108 Documents
<![CDATA[DIGITAL STORYBOOK TO IMPROVE WRITING NARRATIVE: THE TTW STRATEGY PRESENTED AND TESTED ]]>
<![CDATA[Irawati, Tatik]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[Internet activity is an ICT (Information, Communication and Technology) provides opportunities for students in learning through digital story books that are presented in an interesting way and directly contribute to the improvement of the ability to write narrative. The think-talk-write strategy (TTW) is based on the development of thinking skills, verbal and written communication. The flow of progress of this strategy starts from the involvement of students in thinking or dialogue with themselves after the process of reading the story and share ideas with friends before writing. This research used collaborative classroom action research designs, researchers and teachers worked together in conducting research. This study was carried out in a series of cycles that refer to class action research procedures namely, planning, implementing, observing, and reflecting. The research data was collected through several instruments, namely the students' writing sheets, questionnaires, and observation checklist. The subjects of this study were 30 seventh graders of junior high school. The average value obtained during the preliminary study was 62. The value increased to 75 in cycle 1. In cycle 2, the average value obtained increased again to 80.5. The use of digital storybook is highly recommended to improve the ability to write narrative.]]>
<![CDATA[AN ANALYSIS OF COMMUNICATION TYPES OF DEAF STUDENTS WITH ENVIRONMENT ]]>
<![CDATA[Rahmah, Cipta Rizqi]]>;
<![CDATA[Kholiq, Abdul]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[The research aimed to analysis (1) the deaf student communicate with the deaf student; (2) with other disability; and (3) with normal people. This research used a qualitative approach. The sources of data are focusing on the communication types of deaf students by three deaf people SMALB Banjarmendalan Lamongan academic year 2016/2017. Data Collection Techniques are interview; observation; and documentation. Research Instruments in this study are a notebook to write about the interview; checklist paper; and field note. Analyzing technique in this study are organizing, coding and reducing, interpreting and representing. The result of this study are Deaf children's communication with deaf children is more dominant using nonverbal rather than verbal. Use of continuous verbal communication such as Kinect (facial expression, eye contact, sign language), haptics, paralanguage, and proxemict. Deaf children communicate with other disability (down syndrome) is Deaf children's communication with dominant down syndrome children using nonverbal communication types. The use of intense verbal communication such as kinestict (facial expressions, eye contact, sign language) and haptics are two very important aspects of their communication. Deaf children's communication with normal people uses a combination of verbal (oral and writing) and nonverbal (kinect, haptic, and proxemic). Teachers will use a clear combination of sign language and oral. While researchers use oral, written and sign language to make it easier for deaf students to understand the conversation.]]>
<![CDATA[CRAFTING MEDIA TO ENHANCE STUDENTS’ ENGLISH VOCABULARY ]]>
<![CDATA[Permana, Dira]]>;
<![CDATA[Qomariyah, Siti Syafi’atul]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[This study aims at (1) seeking whether or not crafting media is able to enhance students’ English vocabulary of fourth grade at SDIT Anak Sholeh Mataram and (2) elaborating on how Craftingmedia is implemented to enhance students’ English vocabulary of fourth grade at SDIT Anak Soleh Mataram. This study used Classroom Action Research (CAR) with test, observation, and documentation as the instruments of gaining data. Based on data findings, the mean score of pretest was 80.7 and posttest was 88.9. This significant gap in scores between pretest and posttest (8.2) implied there had been enhancement in students’ English vocabulary achievement as the students were taught by using Crafting media. Crafting media was implemented through several related phases which presented students’ direct and active selves-involvement to pump up the students’ learning motivation to recognize various objects their surroundings. Thus, it can be concluded that Crafting media is able to enhance students’ English vocabulary learning of fourth grade at SDIT Anak Sholeh Mataram. Furthermore, Crafting also could help the students drive their motor and language skills. Therefore, it is expected that English teachers use Crafting media as an alternative teaching media to enhance students’ vocabulary in the English class learning.]]>
<![CDATA[IMPROVING THE STUDENTS’ VOCABULARY BY USING “GO FISH” GAME ]]>
<![CDATA[Nurman, Moh.]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[The present study aims at explaining how to improve the students’ vocabulary mastery by using “Go Fish” game. The study belongs to classroom action research. The participants of the study are one hundred and twenty-two junior high school students of the seventh grade. To measure the improvement of students’ vocabulary mastery, the study used test. The finding showed that the mean score, 92,41 in the second Cycle had met the criteria of success. It means that the use of Go Fish game in teaching vocabulary can improve the students’ vocabulary mastery.]]>
<![CDATA[THE IMPLEMENTATION OF VOCABULARY BUILDING STRATEGY IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS ]]>
<![CDATA[Syafrizal, Syafrizal]]>;
<![CDATA[Haerudin, Haerudin]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[Vocabulary as one of English component and it’s very important to learn. Before the students master the four skills they have to know some vocabularies to support them in learning English. English vocabulary as one of the language skill elements has an important role for young learners in learning foreign languages. In presenting English, especially vocabulary, the teacher should be creative in choosing materials and able to stimulate the student's interest. The teacher needs to manipulate some strategies to support the teaching and learning process. Teaching English for young learner is different from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults. The type of this research is descriptive qualitative research. This research is a descriptive qualitative research that focuses on vocabulary building strategy in teaching vocabulary to young learners. It describes the technique and method used by the teacher in teaching English vocabulary to young learner.]]>
<![CDATA[THE READINESS OF ENGLISH COMMUNICATION SKILLS OF MATARAM TOURISM VOCATIONAL COLLEGE STUDENTS FOR ASEAN ECONOMIC COMMUNITY ]]>
<![CDATA[Putra, Ida Nyoman Tri Darma]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[The purpose of this study was to find out the readiness of English communication skills of tourism students at Mataram Tourism Vocational College to enter the ASEAN Economic Community era. The scope of this study includes students from three tourism study programs, namely diploma 3 programs in hotel and hospitality, diploma 3 tours and travel and bachelor program in tourism. A total of 110 respondents were used in this study. Four English communication skills including listening, speaking, reading, and writing are measured using questionnaires as instruments for collecting data. Statistical analysis includes percentages, averages, and standard deviations. The research findings revealed that Tourism students at STP Mataram need to develop and improve their skills in English communication, especially listening and speaking which is a skill needed to communicate with foreigners, especially in NTB. From the four skills of language, STP Mataram student Language skills are not ready to communicate using English, 30% respondents answered that they have not been able or disagree from the questionnaire.]]>
<![CDATA[TEAMMATES CONSULT STRATEGY TOWARDS STUDENTS’ MOTIVATION AND READING NARRATIVE TEXT ]]>
<![CDATA[Imran, Fathurrahman]]>;
<![CDATA[Sandiarsa S., K. Dedy]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[This research was generally attempted to find the effect of Teammates Consult Strategy towards students’ motivation and reading narrative text at FPBS IKIP Mataram. This research was an experimental research with MANOVA as the data analysis. The population of this research was the students of the third semester of FPBS students. The sample of the research was 45 students consisted of two classes. From the research data found that with the mean score of motivation was 81,04 and control group was 78,00. With the significance 0.000 < 0,05. While the mean for the reading of experimental group was 82,54 and control group was 79,09 with the significance 0.000 < 0,05. It can be concluded that the result of the research showed that there was a significant effect of Teammates Consult strategy towards students’ motivation, there was a significant effect of Teammates consult strategy toward reading narrative text, there was a significant effect of motivation and reading narrative text, there was a significant effect of Teammates Consult strategy towards students motivation and reading narrative text and there was no correlation between motivation and reading narrative text.]]>
<![CDATA[THE EFFECT OF ENGLISH SUBTITLE IN “ZOOTOPIA” MOVIE IN SPEAKING SKILL ]]>
<![CDATA[Megawati, Fhuri]]>;
<![CDATA[Nuroh, Ermawati Z.]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[This study investigated the effect of using English Subtitle in “Zootopia” Movie as media in speaking skill of SMPN 6 Sidoarjo. English Subtitle can describe as practice media to help the students when they understand to watch movie. The method used Quasi Experimental Design. The result of this study showed that the student could improve their ability in speaking skill through English subtitle. The data got from both pre-test and post-test score were analyzed using T-test formula. The result of calculation showed that in the significance degree of 5%, the value of t-test (to) is higher than t-table (tt) (19.90 > 1.99). According to the criteria of the test, the result showed that there is an effect of student’s in speaking skill using English subtitle. It can be concluded that English Subtitle in “Zootopia” movie as media is effective and applicable approach at the ninth grade of SMPN 6 Sidoarjo to improve student in speaking skill.]]>
<![CDATA[COMPARATIVE STUDY BETWEEN SASAKNESE AND ENGLISH AFFIXATION TO IMPROVE STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Nafisah, Baiq Zuhrotun]]>;
<![CDATA[Sugianto, Sugianto]]>;
<![CDATA[Suadiyatno, Taufik]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[The research is aimed at finding out the distinctive between Sasak language and English language affixation in which this is the starting point of investigating whether or not it has some similarities or may differences. The similarities will bring the easiness to the students while the differences will bring the difficulties. The result of the study is very particularly aimed to improve students’ vocabulary mastery during the classroom teaching action. Hopefully, it will bring some positive effect on students’ mastery regarding to the worse condition of vocabulary mastery. The interview was conducted closely to the research participants to dig up the information on how the affixation might change the meaning of particular word in Sasak language which then confirmed to that of English language have. The data collected through the interview process then will be transcribe and reduced based on research need for the sake of answering the research question. The research conclusion was made based on data finding during the field interview process. The research result than applied in the classroom teaching practice and published widely on journal of English language teaching.]]>
<![CDATA[THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY ]]>
<![CDATA[Ariani, Sri]]>;
<![CDATA[Setianingsih, Tri]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.]]>
