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Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Published by Universitas Pendidikan Mandalika
ISSN : 23550309     EISSN : 25485865     DOI : 10.33394
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is a journal published by the Faculty of Culture, Management, and Business, Mandalika University of Education.. The journal focuses on the following topics: 1. Theory and practice in English Language Teaching and Learning 2. Teaching English as a Second or Foreign Language 3. English language teachers’ training and education
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol 1, No 1 (2014)" : 5 Documents clear
IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH TWO STAY – TWO STRAY OF FPBS IKIP MATARAM Dedi Sumarsono; Abdul Kadir Bagis
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 1, No 1 (2014)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v1i1.2399

Abstract

This research is aimed at knowing whether students’ speaking ability can be improved  by using  Two Stay - Two Stray and  what  are the strengths and weaknesses of Two Stay - Two Stray   in   teaching speaking in the second semester students of FPBS IKIP Mataram in the academic years of 2013/2014. This research uses Classroom Action Research (CAR) which is taken from Kemmis and McTanggart’s design; it consists of 2 cycles. Every cycle consists of four phases those are: planning, acting, observing, and reflecting. The subject of this research is the students in IId of FPBS IKIP Mataram. Field note, questionnaire, and test are used in collecting the data. There are three tests used in this research, they are: pre-test, post-test 1, and post-test 2 with the standard of students’ successful was 65. The findings of the research showed that (1) The students’ speaking ability improved; (2) Related to the field note results showed that the students were more confident and enthusiast in speaking. It can be seen from their participation in the class, in the conversation, and their performance in group work; and (3) Related to the questionnaire result, it is proved that the response of the students toward Two Stay – Two Stray in teaching speaking is 96%.  Based on all those findings, it can be concluded that the application of Two Stay - Two Stray can improve the students’ speaking ability.
THE APPLICATION OF THE LEARNING STRATEGY TO IMPROVE THE SPEAKING SKILL OF THE SECOND GRADE STUDENTS AT SMA UII YOGYAKARTA IN THE ACADEMIC YEAR 2011/2012 Dira Permana
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 1, No 1 (2014)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v1i1.2400

Abstract

The objectives of this study were to identify the problems of the second grade students in speaking English and to discover the effective steps of the learning strategy to improve the speaking skill of the second grade students at SMA UII in the academic year 2011/2012. This study applied a classroom action research and was conducted in two cycles consisting of planning, acting, observing, evaluating, and reflecting. Subjects of the research were the second grade students of SMA UII in the academic year 2011/2012. Data collecting techniques used were observation, interview, diary and speaking test. Data analysis techniques used were descriptive analysis. Based on the research, there were four strategies applied in cycle I, i.e., the strategies of asking for clarification or verification, grouping, repeating and placing new words into a context. The result of strategies application in cycle I gave positive and negative responses that it did not give much significance to the students’ speaking skill. The highest speaking score of the students in cycle I was 18. Therefore, revision was done. There were two strategies that must be revised in cycle II, which were the strategies of grouping and repeating. As the revision was done in cycle II, students showed positive response and gave significant improvement to the students’ speaking skill. The highest speaking score of the students in cycle II was 27. Thus, it can be concluded that the learning strategy is successfully implemented and improves the speaking skill of the second grade students at SMA UII in the academic year 2011/2012. 
A COMPARATIVE STUDY OF PQRST AND SQ3R STRATEGIES BASED ON THE TEXT TYPES UPON THE EIGHTH GRADE STUDENTS’ READING COMPETENCY AT SMPN 4 SINGARAJA Komang Dedy Sandiarsa; Dewa Komang Tantra; Ni Made Ratminingsih
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 1, No 1 (2014)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v1i1.2401

Abstract

This research aimed at investigating whether or not there is a different effect between PQRST and SQ3R strategies based on the text types upon the eighth grade students’ reading competency. This research was an experimental research with 2 X 2 factorial designs. The population was 6 classes (179 students) of grade VIII in SMPN 4 Singaraja in the academic year 2012/2013, in which 4 classes were sample of this research which was assigned into two groups, two classes with 60 students were PQRST strategy group, and two classes with 60 students were SQ3R strategy group determined by using a Multistage Random Sampling. The data were collected through reading comprehension test that were analyzed by using Statistical Two-Way ANOVA. The result shows that, first, FA = 31.533 with the significant value was 0.000 which was less than 0.5, therefore, there is a significance difference between the students who were taught by PQRST strategy than those who were taught by SQ3R strategy. Second, FAB = 2.624 with the significant value was 0.107 which was higher than 0.5, therefore, there is no interactional effect of teaching reading strategies (PQRST and SQ3R) and text types (narrative and recount) on students’ reading competency. 
INTERNAL MODIFICATION IN REQUESTING USED BY EFL LEARNERS Khairunnisa Khairunnisa
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 1, No 1 (2014)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v1i1.2402

Abstract

Speech acts realization of request is distinct for it leaves benefit to the requester but loss to the requestee. Thus, politeness is a primary issue in requesting. Therefore, internal modification can be used to soften the impact of the request. This paper looks into the internal modification used by EFL learners compared to the native speakers. Discourse Completion Tasks (DCT) is used to obtain the data. Then, the internal modification strategy is analyzed based on Trosborg's strategy of request (Trosborg, 1994). The research reveals the variety of the internal modification used by EFL learners are still limited compared to the native speakers. In this case, some factors are proved to determine the performance of the strategy being used such as proficiency and direct contact with native speakers as well as immersion in the English exposure, e.g length of stay in English speaking country.
SHIFTING OLD TEACHING BEHAVIOR FOR NEW CURRICULUM Sugianto Sugianto
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 1, No 1 (2014)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v1i1.2403

Abstract

Begin with “the annual habit” of Indonesian government in which the curriculum will be changed as the change of educational paradigm. This paper then aimed to explain about the urgency of new policy in teaching-learning realm and how the teacher adapt and apply that new curriculum in real teaching-learning situation in the classroom. As matter of fact, based on many surveys conducted by some institutions proved that many teachers in every corner of Indonesia still enjoy teaching in their old teaching behavior. No matter how many times the curriculum changed, the problem is that the teachers find it difficult to adapt with the new curriculum. The difficulty in understanding the resent curriculum may caused by many factors, such as lack of information and teachers’ education. Therefore, this paper explains how the teachers should change their old teaching behavior to support the aim of Indonesian government in empowering and increasing the quality of human resource.

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