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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148 Documents
<![CDATA[FIGURATIVE LANGUAGE IN THE SCARLET LETTER ]]>
<![CDATA[Lilik Fadlilah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 4, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v4i1.2438
<![CDATA[The purpose of this witing is to give a brief understandable of figurative language used in the Scarlet Letter novel and add references to undertand the social value and its implication. Figurative language that stated in the novel connects any object or character to a symbolic meaning through simile, metaphor, allusion, or personification. Hawthorne’s main device for communicating his message in The Scarlet Letter is figurative language that make the story flew strongly and has a highly stylized symbolic fable.The tight structure and figurative language of the novel is like walking in to many-sided of mirrors where we see every fact in unending succession of relation to every other fact. In other side, this writing can be used to broader knowledge about stylistics that it is reliable or recommended strategy in teaching linguistics and literature.]]>
<![CDATA[CRAFTING MEDIA TO ENHANCE STUDENTS’ ENGLISH VOCABULARY ]]>
<![CDATA[Dira Permana]]>;
<![CDATA[Siti Syafi'atul Qomariyah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v5i1.2292
<![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[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[ENGLISH TRAINING PROGRAM THROUGH DEBATE METHOD FOR TEACHERS OF SMKN 1 SINGOSARI MALANG ]]>
<![CDATA[Arining Wibowo]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v3i2.2429
<![CDATA[The aim of this training is to teach English language teachers of Vocational High School/SMKN 1 Singosari Malang. The absolute role of English as a medium of communication and learning for vocational students is undeniable. Vocational High School is dedicated to produce technical worker which they are prepared to be readily working after graduated without continuing to study on college degree. By having English language as their fluent second language, alumnus will have big weapon to compete in the current bothersome job demand. Problem of teaching-learning English is the one background of this training. English Debate method is a new method in SMKN 1 which they are introduced various techniques to learn English. By this method, teachers will be talented to teach English to students actively and innovatively. The result of this training told us that English Debate is effective method to be applied on teaching-learning English especially on speaking.]]>
<![CDATA[Applying Circle Game to Enhance Students’ Speaking Skill ]]>
<![CDATA[Putri Denaya Side Ayu]]>;
<![CDATA[Heri Hidayatullah]]>;
<![CDATA[Sri Ariani]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v7i2.3187
<![CDATA[This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION THROUGH LISTEN–READ–DISCUSS (LRD) STRATEGY AT MA NURUSSABAH PRAYA TENGAH ]]>
<![CDATA[Terasne Terasne]]>;
<![CDATA[Nanang Sugianto]]>;
<![CDATA[Abdul Wahab]]>;
<![CDATA[Maria Ulfa]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v5i2.2310
<![CDATA[This research was aimed at describe whether listen-read-discuss (LRD) strategy be able to improve students’ reading comprehension or not. It was a classroom action research. The data collected uses quantitative and qualitative data. Quantitative data was gained from the result of pre-test and post-test from reading test. Meanwhile, qualitative data was gained from the result of observation sheets toward students and teachers activity. The instrument uses were test and observation sheet. The result shows that the strategy be able to improve the students’ reading comprehension in report text. The improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-test was 69.5 (35%), there were seven students who passed the minimum passing grade, in the post-test one, 72.2 (60%), twelve students passed the minimum passing grade and in the post-test two, 78.25 (85%), seventeen students passed the minimum passing grade (KKM).]]>
<![CDATA[VIDEO TO IMPROVE STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Dian Anik Cahyani]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v2i2.2417
<![CDATA[Video as an audio-visual material in teaching English has grown rapidly and it is obvious that the use of video is a great help for students in stimulating and facilitating the target language. This study tries to solve students’ speaking problems and improve speaking ability by using video. The writer uses Classroom Action Research as research design. The implementation of video in teaching speaking class is arranged to bring benefit of the language learners. Video can make the classroom atmosphere more interesting and make students easier to speak. Video also stimulates students to be active. The students’ response about the implementation of video is positive and it will be alternative strategy in teaching speaking. So, video can improve the students’ speaking ability.]]>
<![CDATA[Chunking Strategy; in Enhancing Fourth Semester Students’ Reading Skill at English Department of Muhammadiyah University ]]>
<![CDATA[Jusmin HJ Wahid]]>;
<![CDATA[Iswan A. Thais]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 7, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v7i1.2636
<![CDATA[Teaching reading skill to the students needs applying the appropriate strategy to stimulate students’ understanding to meet the main purpose in the teaching and learning process. It was expected that the strategy itself should be able to be used by the teacher to design the better ways for the students in order to acquire important information. It is realized that many students now need as much information as possible in comprehending all the texts they read. To overcome this problem, the researcher used chunking strategy to improve students’ reading skill. The researcher used true experiment to design this research, then the pre-test was used to find out whether this group in the same level and the post-test was used to detect the progress of the students. The total numbers of the students who involved in the pre-test and post-test were 20. The data showed that the information in the post-test that; mean score was 70.50, and the pre-test got score was 61.85 then the standard deviation in the post-test was 10.32 and the standard deviation in pre-test is 8.27. It could be concluded that the students get significant progress in their understanding of reading skill by using Chunking strategy in English Department.]]>
<![CDATA[THE IMPLEMENTATION OF VOCABULARY BUILDING STRATEGY IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS ]]>
<![CDATA[Syafrizal Syafrizal]]>;
<![CDATA[Haerudin Haerudin]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v5i1.2296
<![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 EFFECT OF SUMMARIZING TECHNIQUE ON READING ACHIEVEMENT ]]>
<![CDATA[Siti Syafi’atul Qomariyah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 2, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v2i1.2408
<![CDATA[This article is a report of experimental conducted at the second year students of SMA Kanjeng Sepuh Sidayu Gresik. This study was conducted to measure the effect of summarizing technique on reading achievement. The instrument used for collecting data was test. The data analysis showed that mean of pretest was 37,94 in experimental group and 33,68 in control group. The result of t-test of pre-test was 2,444 and t-critical was 1,684 in level of significant .05. And the mean of post-test was 74,52 in experimental group and 68,39 in control group. The difference between the two mean score is 6.13. The mean of the control group is lower than the experimental one. In which the highest score was 52 and the lowest score was 20 in control group and experimental group. From the data analysis, the writer got findings. The mean score of experimental group was 74.52 and the mean score of control group was 68.39. after applying the ANCOVA formula, it indicates that F-value was 4.117 and the critical value with the level of significance .05 was 4.00. The finding shows that students’ achievement of reading in posttest (after treatment) of experimental group was higher than control group. It was found out that summarizing technique was effective in reading achievement.]]>
