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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 148 Documents
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THE EFFECTIVENESS OF MEMORY TRICKS GAME IN TEACHING GRAMMAR Cicilia Ningsi; Taufik Suadiyatno; K. Dedy Sandiarsa S.
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 4, No 2 (2017)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v4i2.2443

Abstract

This research was aimed to find out the effectiveness of Memory Tricks game in teaching grammar. The research was experimental research and the design that was used was pre-test and post-test design. The population of the study was the first grade students of SMKN 1 Kuripan especially in TKJ (TeknikKomputer and Jaringan) course which consisted of three classes. Two classes were chosen as the samples, those were TKJ 1 Class as experimental group consisted of thirty five students and TKJ 3 Class as control group consisted thirty five students. They were chosen by usingSimple Random Sampling technique. Experimental group was treated by Memory Tricks game and control group was treated by Verb Search game. The instrument that was used objective test in forms of completion items test. Then, the scores were analyzed by using statistical analysis. It showed the mean score of experimental group was 76 while the mean score control group was 69.2 and the value of t (t test) = 2,7922 was higher than the value of  (t table) = 1.9955 at the significance level of 0.05% and the number of degree freedom (68). Therefore, according to the result of the analysis, it can be concluded that there is a significant difference between student’s grammar scores taught by Memory Tricks game and taught by Verb Search game. In other words, Memory Tricks game is effective in teaching grammar.
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.
FORMATIVE QUIZZES TO IMPROVE INSTRUCTION, STUDENT’S PARTICIPATION AND UNDERSTANDING IN ACADEMIC WRITING U. H. Saidah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 3, No 2 (2016)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v3i2.2434

Abstract

A combination of presentation and discussion as an instruction method is excellent per se. However if it is implemented in a classroom unceasingly without any other instruction variations, it might cause discouragement of students in their learning. To vary, there are a lot of instruction methods available to improve instruction as well as students’ participation and understanding, one of which is formative quiz. A formative quiz is an informal test given to students as an assessment conducted continuously aimed at adjusting instructional practices in order to improve students’ learning. In implementing formative quizzes as an instruction method, an investigation is conducted using classroom action research design operating two cycles. The first cycle is to measure the lecturer’s instruction, and the second cycle is to measure the students’ participation and understanding. Conclusively it is found out that formative quizzes have improved lecturer’s instruction, students’ participation and understanding in academic writing course.
Cultural Interference on the Use of English Second-Person Pronoun by Javanese Students Retno Setya Budiasningrum
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 7, No 2 (2020)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v7i2.3242

Abstract

Learning a language is not only about grammar and vocabulary but also about culture. Understanding culture allows language learners to give the right meaning to each word learned. English has a different culture from Indonesian. This study described the students' problems in using the second - person pronoun "you" in English, by looking at the term of social and cultural variables that are given in written form test. It involved the 40 students in ninth grade of SMP Sriwedari Malang, 80 students of SMA 3 Surabaya and 80 students of SMA 17 Surabaya. To examine the appropriateness of using second - person pronoun “you” the following steps were taken; analyzing the pronominals used by the samples, tabulating the pronominals used and the addressee interactions and the last step was calculating the percentage of pronominals used. The obtaining answer from the test explained that students’ answers were various. There were “you” as kinship term and others form were found to take the place of “you”. Kinship terms are “grandfather”, “aunt”, “uncle”, “mother”, “brother” and “father”. Other forms include “he”, “Herlina” (name), “Herman and “Levina” (names). It was found that 25.3% students used the correct form “you”, 69.05% students used   kinship terms   and 5.65% students used other forms. The analysis showed that there are some errors made by Javanese students in using the second - person pronoun “you” in English. It indicated that they still have culture interference in using second - person pronoun “you” in English.
CONCEPT MAP STRATEGY TO ORGANIZE IDEAS IN WRITING EXPOSITION TEXT Efi Kurniati; Dyah Kusumastuti
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 1 (2019)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v6i1.2346

Abstract

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.
UTILIZING QUESTIONING TECHNIQUE TO IMPROVE THE STUDENTS’ COMPREHENSION SKILLS ON EXPOSITORY TEXTS Heri Hidayatullah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 3, No 1 (2016)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v3i1.2425

Abstract

This collaborative classroom action research (CAR) which was assembled in two cycles aimed at describing the implementation of questioning technique in improving the students’ comprehension skills on expository text.  The procedures of instruction involve four steps namely (1) explaining and brainstorming; (2) grouping and discussing; (3) leading; and (4) concluding and presenting. The finding which supported by data on the teaching-learning process shows that the percentage of the students who get greater than or equal to 20 point at the first test is 59.5 % and 80 % in the second test. Accordingly, with 70 % of the participants get 20 point in the set-up criteria of success, it concluded that such technique is still outstanding in improving the students’ comprehension skills on expository texts type.
EFL Critical Reading Syllabus and Materials for Students of the English Department Fathurrahman Imran; Heri Hidayatullah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 7, No 1 (2020)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v7i1.2747

Abstract

The demand of a new model of syllabus and materials were implicitly required through the launching of KKNI-based Curriculum in Indonesia. Due to, finding the students’ needs and learning characteristic as the main consideration in developing them became the purpose of this current research. A qualitative research had been conducted to get the data needed by which two kinds of questionnaires were administered then analyzed qualitatively (Likert scale). The respondents involved were 132 students and the results dealt with the learning characteristics showed that the audio was 19.69%, the visual was 50.75%, and kinaesthetic was 29.54%. In relation to the students’ needs (four aspects), 1) necessities on topic interest like education (72%), culture (63%), and social life (45%); 2) background knowledge was categorized into good (57.25%), very good (28%),  and not good (14.75%); 3) critical reading goals for both core and sub-skills very agree (42.71%), agree (30.14%), and not agree (27.14%); and 4) learning model tended the cooperative (27.25 very agree), (35.5 agree), (37.25 not agree). Thus, it could be concluded that the students’ learning style dominantly in visual way with cooperative learning model. In addition, the students were eager to have critical reading skills with sufficient prior knowledge but the topic is mostly in the area of education. It is recommended that in developing the syllabus and materials, the lecturers should consider both students’ characteristics and needs.
WALL MAGAZINE AS MEDIA IN GRASPING PUPILS’ READING INTEREST AT PRIMARY LEVEL Diah Astuty; Fathurrahman Fathurrahman
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 5, No 2 (2018)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v5i2.2305

Abstract

The paper aims to describe the literacy movement initiated by Indonesian Government. Since there is disproportional distribution of literacy exposures between the pupils who are living in urban areas and the pupils who are living in rural areas, it needs important roles of teachers and school managements mainly for those at rural areas in developing and improving reading habits for their pupils. The wall magazines can be used as affordable media in grasping pupils’ reading interest at primary level. The appropriate procedures in using wall magazines at primary schools can support divergent purposes to make the pupils get interested in reading. The use of wall magazines is also intended to create reading environment for the pupils in order to learn and apply the literacy movement program at early level. The appropriate use of strategies in using wall magazine is planned to train the pupils learning how to read and think critically about the textual materials that are provided by using attractive and appropriate visual mode. The study would be conducted as case-study in describing the procedures and the use of wall magazine at SDN Pamolokan 3 at Sumenep as a part of  Literacy Movement program at school (which known as Gerakan Literasi Sekolah or GLS). The data of this study would be qualitative data in the forms of questionnaires results and interviews.
Teachers’ Techniques in Teaching Vocabulary at the First Year Students of MTs. Asholihiyah Lopan Ketak East Lombok Kamarudin Kamarudin
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 2, No 2 (2015)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v2i2.2413

Abstract

This research deals with teachers’ techniques in teaching English vocabulary at the first year students of MTs Assholihiyah Lopan Ketak East Lombok. It is expected to serve as an attempt to contribute to more teachers’ techniques in teaching vocabulary at junior high school in especially in Assholihiyah Lopan Ketas East Lombok as well as the reference to the teachers who teach English vocabulary. It applied a qualitative approach. The subject of the research was one of English teacher. The data was collected through questionnaire and interview. The data was analyzed through data reduction, display, and conclusion. The result was the teacher of class 1 (1 and 2) used the identifying picture and categorizing object technique.  And the teacher in class 1 (3) used categorizing objects technique to teach English vocabulary. Those techniques found from the textbook, so the teacher develops this technique by herself. In presenting English especially vocabulary, the teacher should be creative in choosing the material and able to stimulate the students interest.
THE CORRELATION BETWEEN VOCABULARY MASTERY AND READING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMPN 3 GUNUNGSARI Sudirman Sudirman
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 4, No 2 (2017)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v4i2.2449

Abstract

The research entitled The Correlation Between Vocabulary Mastery and Reading Comprehension  aims at finding out there is whether any correlation between vocabulary mastery and reading comprehension at the second year students of SMPN 3 Gunungsari. This research was designed by using descriptive quantitative method. The research took 30 students as sample of this study. To analyses the data this research used statistic computation by product moment correlation, to get the final score. The data found that the mean score of reading comprehension was 54.4 and vocabulary was 53,6. After computing by the statistical analysis of Product Moment, the value shows 1.631 while the t-table was 1.671 and 2.390. This result of this investigation indicated that there is no significant between vocabulary and reading comprehension. The value of t-test was 1.631 is lower than 1.671 and 2.390 in 0.05 and 0.01 significant level. While the degree of freedom (df) = 60. It can be concluded that there is no correlation between vocabulary mastery and reading comprehension.

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