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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 7 Documents
 1 
Search results for , issue "Vol 6, No 2 (2019)" : 7 Documents clear
THE USE OF TEAM GAME TOURNAMENT TO IMPROVE STUDENTS’ ELT CLASSROOM INTERACTION AND READING COMPREHENSION IN RELATION TO SELF-EFFICACY H. Ruslan Abdul Gani
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 2 (2019)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v6i2.2359

Abstract

This research is aimed to find out the implementation of Team Game Tournament to improve students’ classroom interaction and reading comprehension viewed from self-efficacy. The subject of this study was 30 students at second grade students of SMPN 5 Kopang. Which consists of 14 males and 16 females. This study was classroom action research (CAR) with two cycles, each cycle consists of four steps: planning, acting, observing and reflecting. The first cycle was focused on the students’ classroom interaction. Meanwhile, the second cycle was oriented to solve the students’ improvement of reading comprehension. The data gathering used reading test, observation sheet, and questionnaires and analyzed by using quantitative and qualitative approach. The result of the questionnaire showed the students score in the first cycle was 16.86 or 56% and the second cycle showed the students' score was 27.10 or 90.3% indicating the target of 75 of the minimum criterion has been achieved, it means that the action was stopped in the cycle 2. In other words, the students’ classroom interaction and reading comprehension in relation to self-efficacy was improved by implementing team game tournament (TGT) for the eighth-grade students of SMPN 5 Kopang.
THE USE OF TRUE AND FALSE ESSAY GAMES TO ENHANCE STUDENTS’ WRITING ACHIEVEMENT AND CLASSROOM INTERACTION Anhar Anhar
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 2 (2019)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v6i2.2360

Abstract

This study was aimed at investigating the students’ writing performance and classroom interaction through the use of true and false essay game strategy. This study was collaborative action research consisted of two cycles. The steps were planning, action, observation, and reflection. This research involved the 19 students of class 11th grade students of SMKN 3 Pujut. The data were qualitative in nature and supported by those of quantitative. The data were obtained from the observation sheet, questionnaire, and writing test. Meanwhile, the quantitative data were obtained by conducting writing post-test at the end of the actions. The research finding showed that use “True and False Essay Games” was proved to be significant to improve the students’ writing skills and classroom interaction. The strategy of True and False Essay Games makes an enthusiasm, empowering and challenging series of activities that vary the classroom interaction and activities during the teaching-learning process. Moreover, this strategy helped the students to build a positive relationship among them. Quantitatively, the mean of the students‟ writing scores in the pre-test is 50. Meanwhile, the students’ score of the post-test was 55. The improvement was 5 in the first cycle.  In cycle 2, the students’ score of the post-test was 80.32. In the presentations between cycle 1 and cycle 2 was 30.4 It can be concluded that the True and False Essay Games was able to enhance students’ writing skill and classroom interaction viewed from organization, content, grammar, vocabulary, and mechanics.
CONTEXTUAL TEACHING LEARNING (CTL) APPROACH IN SPEAKING MATERIALS FOR STUDENTS’ 21ST CENTURY SKILL: DOES IT HAVE ANY EFFECT? Muliani Muliani; Dedi Sumarsono
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 2 (2019)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v6i2.2362

Abstract

In this era, having only speaking competence is not adequate for the students.  They also need to possess some other skills like critical thinking which is also known as the 21st century skill. The 21st century learners must possess both self-direction and an ability to collaborate with individuals, groups, and machines. To support this, new speaking materials based on the context of the real world need to be used in teaching the students to ensure the EFL thinking critically is urgently needed. This paper is aimed at knowing the effect English speaking material which is based on contextual teaching learning towards EFL critical thinking in speaking. To achieve this purpose, the students were taught using speaking material which is based on contextual teaching-learning before the speaking test was taken at the end. To analyze the data t-test was applied. The data analysis showed that CTL had a significant effect on students’ critical thinking after being treated.
DEVELOPING ENGLISH MATERIALS BASED ON CHARACTER BUILDING FOR MANAGEMENT CLASS IN STIE CENDEKIA Hafidza Nash’ul Amrina; Latifah Anom
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 2 (2019)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v6i2.2357

Abstract

Nowadays character building is a national movement in Indonesia. The educators are asked to integrate it in the learning process, but unfortunately, there are still many lectures that still have difficul in integrating character building in classroom. In English class character building can be integrated through inserting culture in the material, therefore the students are not only learning about the material but they also learn about the value of the culture. The purpose of this research is to develop English material for management class based on character building. Research and Development (R&D) by Borg and Gall (1983) was applied. The subjects of the research were the English lecture of management class and the students of the fourth semester. The result of the research showed that the instructional materials developed is appropriate to the students’ needs and curriculum.
A STUDY ON TEACHING SPEAKING SKILL OF DESCRIPTIVE TEXT IN VOCATIONAL HIGH SCHOOL Putu Ngurah Rusmawan
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 2 (2019)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v6i2.2364

Abstract

Teaching speaking of descriptive text in vocational high school should be in systematic way. Based on the syllabus of K13, the students had to master the generic structure and organization in descriptive text. The researcher tried to explore the teaching-learning process in the eleventh grade of SMK Kartika. This research used descriptive qualitative research. It focused on understanding the teaching-learning process from the teacher’s viewpoint of this research. This descriptive research required the researcher to explain scientifically the fact, events, and characteristics of the subject. The teacher had prepared the entire requirement of teaching and learning equipment such as attendance list, syllabus, lesson plan, media, and evaluation form. Then the teacher used the picture a media in teaching speaking descriptive text. Most of the students at eleventh graders could overcome that problem during learning speaking descriptive text. 90 % of students could comprehend the material well and 10% of students could not comprehend the material.  It indicated that some of the students understood the teacher’s explanation about the descriptive text.
THE EFFECTIVENESS OF APPLYING ESA METHOD TOWARDS STUDENTS’ ENGLISH VOCABULARY MASTERY Rully May Vikasari
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 2 (2019)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v6i2.2358

Abstract

Inspired by difficulties of grade 8 students of SMPN 4 Praya, Central Lombok in increasing their vocabulary mastery, the current study applied ESA (Engage Study Active) method to overcome the situation. The fundamental contribution of vocabulary in learning a foreign language encouraged the researcher to find a way to improve students’ vocabulary mastery. In an attempt to find the solution, the study was designed as a quasi-experimental study at SMPN (public junior high school) 4 Praya. To conduct the study, the researcher had conducted a preliminary study to collect information from the class to identify problems occurred in the school during vocabulary learning. By applying mixed method, this study was aimed to find the effectiveness of ESA method using the quantitative method and to see the improvement on the students’ mastery qualitatively by conducting classroom observation to see the quality of interaction in the class using English as the target language. Throughout the study, quantitative data showed increase in students’ vocabulary mastery after being treated using ESA method, in which the mean score of the pre-test of 53 increased in the post-test of 75. The result was found using descriptive statistic analysis towards students’ pretest and posttest results. Qualitatively, the observers’ notes also indicated increase in terms of students’ vocabulary mastery by viewing students’ engagements during classroom interactions. It can be concluded that ESA method may increase students’ English vocabulary mastery in writing class.
THE USE OF SELF-REFLECTIVE STRATEGIES IN TEACHING READING FOR STUDENTS OF VOCATIONAL SENIOR HIGH SCHOOL AT SMKN 1 LAMONGAN Diah Astuty; Abdullah Farih; Akhzaroh Wahidah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 2 (2019)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v6i2.2365

Abstract

This study aims to describe the use of self-reflective strategies in teaching reading at a vocational senior high school. Self-reflective strategies used in enhancing the students of vocational senior high school to reflect their comprehension on the given reading materials. This activity was considered effective in order to practice and drill the students’ critical thinking. The strategies should be implemented repeatedly to make the students more skillfully creating their comprehension on the given reading materials by integrating the keywords extracted from the given reading materials. This study was implemented in experimental design at two classes of Institutional Finance Accounting department (Akuntansi Keuangan Lembaga/AKL) class Xth. The experimental class was class Xth AKL1 that it consisted of 35 students. The control class was class Xth AKL2 consisted of 34 students. Class Xth AKL1 was chosen as the experimental class based on the class’ mean of the pretest that it was 2 points lower than class Xth AKL2. The () of the pretest score from class Xth AKL1 was 76. The of the post-test score from the experimental class was 86. The N-Gain score after having treatment from class Xth AKL1 was 70.7 in percentage. It can be assumed that this strategy was adequately effective to apply to the students on the reading subject reflecting their reading comprehension and therefore, the students could adjust the strategies to achieve their profound reading comprehension.

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