Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
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
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<![CDATA[THE USE OF TEAM PRODUCT TO IMPROVE STUDENTS’ CREATIVITY IN WRITING AT SMKN 2 LINGSAR ]]>
<![CDATA[Dian Novia Isroyana]]>;
<![CDATA[Heri Hidayatullah]]>;
<![CDATA[Bq Zuhrotun Nafisah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v6i1.2343
<![CDATA[This research was about the use of team product to improve students’ creativity in writing at SMKN 2 Lingsar in academic year 2018/2019. This research used Classroom Action Research. The data in this research was taken from the mean scores of students’ achievement and the score percentages. The subject of this research was X grade students of SMKN 2 Lingsar, which consisted of 19 students. This research was conducted in two cycles. The instruments of this research were test, questionnaire, and observation sheet. The mean score of students’ creativity in writing in the first cycle was 52 with percentage (40%) of the students still low creativity than the researcher done the second cycle. The mean score and percentage of students’ achievements was higher than criteria of success (70). The result indicated the mean score of the students’ creativity in writing was 77, 1 with percentage (84, 21%) for students who passed the minimum criteria of success (KKM). It was indicated that the use of team product method can improve students’ creativity in writing.]]>
<![CDATA[THE EFFECTIVENESS OF MEMORIES AND DRAW TOWARDS STUDENTS’ MOTIVATION IN READING COMPREHENSION ]]>
<![CDATA[M. Asrul Hasby]]>;
<![CDATA[Taufik Iswara]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v6i1.2352
<![CDATA[This research was aimed to find out “The Effectiveness of Memories and Draw Towards Students’ Motivation in Reading Comprehension”. The research was experimental research in form of quasi-experimental and the design that was used was the non-equivalent control group design. The population of this research was the second grade students of SMP Al-Ashriyah Sesela which consisted of two classes. The samples were VIII A as experimental class, and VIII B as control class where experimental class was treated by using Memories and Draw, and control class was treated by using matching picture. The data was analyzed using descriptive statistic (mean score, median, mode, and standard deviation). The researcher found that the motivation of the second grade students in reading comprehension effective by using Memories and Draw technique by the increase of mean score of experimental class that is 50.2 in the pre-test and 73.6 in the posttest. The result of the research was significant because the t-test also showed that Memories and Draw method effective to improve students’ motivation in reading comprehension especially in reading descriptive text, because the value of t-test = 2.705 > t-table = 1, 697. It means that memories and draw towards students’ Motivation in reading comprehension at second grade of SMP Al-AsriyahSesela was accepted. Therefore, using Memories and Draw has effective on the students’ motivation in reading comprehension, so it is recommended to the teachers to use Memories and Draw to improve their students’ motivation in reading comprehension.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND LEARNING GRAMMAR ]]>
<![CDATA[Siti Syafi'atul Qomariyah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v6i1.2345
<![CDATA[This correlation research aimed to find out whether there is correlation between students’ motivation and learning grammar. The population of this research was the students at the second grade students of MTs Al-Muslimun NW Tegal, which consisted of 104 students. The sample of this research used one class which consisted of 26 students. The sampling technique used simple random sampling. The instruments of this research used grammar test and questionnaire. The result of the analyzed showed that the value of r-test (0.880) was higher than r-table (0.388), in 0.05 of significant level. Based on the result of the study, it could be concluded that there was correlation between students’ motivation and learning grammar. In other words, alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected.]]>
<![CDATA[CULTURAL ARTIFACTS IN STUDENTS’ LITERACY NARRATIVE ]]>
<![CDATA[R. R Setyaningrum]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v6i1.2353
<![CDATA[Literacy narrative is students’ writing. The students write their experiences in pass about how they learn reading, writing, speaking or listening in English. Students’ literacy narrative tells their effort to change identity from positional identity to figurative identity by using cultural artifacts. This study presents to identify the cultural artifacts to improve the students’ figurative identity through students’ literacy narrative. The objectives of study are to identify the cultural artifacts that use to change their identity by using literacy narrative. Qualitative research used to identify the cultural artifacts through students’ literacy narratives assignment and interview. The samples of the study are 20 students of senior high school. The finding result showed cultural artifacts are as tools to change their identity as a poor writer to be a good identity. Based on the students’ literacy narrative almost all of the students change their identity by cultural artifacts as books and English program (extracurricular). But some others, they joined English course beyond the school’s program. Considering the findings, this research highlights the need several times to identify the kinds of students’ identity by using ethnography.]]>
<![CDATA[CONCEPT MAP STRATEGY TO ORGANIZE IDEAS IN WRITING EXPOSITION TEXT ]]>
<![CDATA[Efi Kurniati]]>;
<![CDATA[Dyah Kusumastuti]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v6i1.2346
<![CDATA[The purpose of this research was to find out the effectiveness of concept map to organize ideas in writing exposition text. This research was conducted in one senior high school in Purwokerto in academic year 2018/2019. The population was all the eleventh grade students in that school. Researcher used two classes as control group and experimental group. This research used quasi experimental research which was done in November 2019. The instrument of collecting data was tested. The test was done twice which called pre-test and post-test. The type of the test was writing test. T-test formula was used to analyze the data. Based on the computation, t-test result was 3.535 and the t-table was 1.677 at significant level 0.05 with the degree of freedom 48. It showed that t-result was higher than t-table. Based on the research result, it can be concluded that concept map was effective to organize ideas in writing exposition text.]]>
<![CDATA[THE EFFECTIVENESS OF USING PREVIEW, QUESTION, READ, REFLECT, RECITE AND REVIEW (PQ4R) TOWARD STUDENTS’ CRITICAL THINKING ABILITY ON READING COMPREHENSION ]]>
<![CDATA[Terasne Terasne]]>;
<![CDATA[Nanang Sugianto]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v6i1.2348
<![CDATA[This research was aimed at knowing the effectiveness of using Preview, Question, Read, Reflect, Recite and Review or PQ4R toward Students’ Critical Thinking Ability on Reading Comprehension at Second Grade Students at SMAN 1 Batulayar in Academic Year 2017/2018. This research was an experimental research and the design was quasi-experimental nonequivalent design pre-test post-test design. The sample all of students at Second Grade and the total number was 24 students in which consisted of two classes. Where II-A consisted of 12 students and II-B consisted of 12 students. The class divided into two groups, namely experimental group and Control group. The data was collected by using pre-test and pos-test. The instrument of this research used was reading test inform of multiple choice test. The technique that used to analysis the data was t-test formula. From the data analysis, it found that the result of t-test (1.41) was lower than t-table (1.714). The mean score of experimental group in post-test was (19.16) and the mean score of pre-test was (7.08). Based on the result of the research, it can be concluded that the used of PQ4R has not effective toward Students’ Critical Thinking Ability on Reading Comprehension at Second Grade Students of SMAN 1 Batu Layar in Academic Year 2018/2019.]]>
<![CDATA[EXTENSIVE READING ON ACCURACY, ACCEPTABILITY, AND READABILITY IN TRANSLATION STUDY ]]>
<![CDATA[Tatik Irawati]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v6i1.2342
<![CDATA[The purpose of this study was to determine the effect of extensive reading on the ability to translate scientific and non-scientific articles. Translation techniques that often appear a literal translation, adaptation, discursive creation, borrowing, generalization, and calque. Whereas translation methods use a free translation, adaptation, faithful translation, word for word translation. The research method used experimental quantitative with subject 35 in class A and B. The extensive reading value of 25% had the highest score between 81-92, then 45% had average reading ability between 66-80 and 30% low or level the reading is not good with a value of 0-65. Significant between the two is 80% indicating the level of quality of translation results is good if the ER is high.]]>
<![CDATA[IMPROVING STUDENTS’ MOTIVATION AND SPEAKING COMPETENCE BY USING THINK-PAIR-SHARE STRATEGY ]]>
<![CDATA[Ahmad Hanan]]>;
<![CDATA[Hera Aulia Budiarti]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v6i1.2349
<![CDATA[This research was aimed at describing whether or not Think-Pair-Share strategy is able to improve the students’ motivation and speaking competence. The research was a Classroom Action Research. The data collected through qualitative and quantitative ways. The instruments used by the researcher were speaking test, observation sheet and questionnaire. The finding of the research showed that the strategy can improve the students’ motivation and speaking competence. The improvement can be seen from the result of note taking and observation sheet. In cycle one there were 20 out of 30 students improved their motivation which was also supported by questionnaire result of 84%. In cycle two the result of note taking and observation sheet showed that there were 25 out of 30 students improved their motivation which was also supported by questionnaire result of 91%. The mean score of the students also showed an improvement, from 63, 53 on first cycle to 84 on the second cycle. So, it could be concluded that using Think-Pair-Share strategy was able to improve the students’ motivation and speaking competence.]]>
