English Language Teaching Methodology (ELTM)
English Language Teaching Methodology (ELTM), Provides research results related to teaching methods that refer to general principles, pedagogies, and management strategies used in the classroom during the teaching and learning process related to language development. The ELTM journal also Formulates a framework to describe various language teaching procedures: approaches, methods, designs, procedures, and learning techniques.
Articles
84 Documents
<![CDATA[IMPLEMENTING CONTEXT CLUES STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Mutmainnah]]>;
<![CDATA[St. Asriati AM]]>;
<![CDATA[Ardiana]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 1 (2021): ELTM: Teaching Strategies ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research aimed at finding out whether or not the implementation of context clues strategy is effective to improve students` reading comprehension at the eighth grade of MTs. Al-Falah Baras Mamuju Utara. The students` reading comprehension was restricted to two indicators namely literal comprehension (main idea and conclusion) and interpretative comprehension (conclusion). The researcher used preexperimental research. The researcher conducted pre-test, treatment and post-test in the total of six meetings. Reading test was used as instrument. The samples of the research were 23 students in VIII Putri class. The researcher took real data from school to know the students` reading comprehension. The result of the research showed that the t-test values in terms of literal comprehension (5.52) and interpretative comprehension (5.27). The final t-test values (5.395) were higher that ttable (1.717) at the level of significant (p) = 0.05 with degree of freedom (df) = 22. The differences between t-test and t-table was very significant. It means that the Null Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted. Therefore, it can be concluded that implementation context clues strategy is effective to improve students` reading comprehension]]>
<![CDATA[THE IMPLEMENTATION OF READ, ANSWER, DISCUSS, EXPLAIN, AND CREATE (RADEC) LEARNING MODEL TO IMPROVE STUDENTS’ READING ABILITY AT THE ELEVENTH GRADE OF SMA PESANTREN PUTRI YATAMA MANDIRI ]]>
<![CDATA[Anita]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Sitti Maryam Hamid]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.3
<![CDATA[This research aims to find out whether or not Read, Answer, Discuss, Explain, and Create (RADEC) learning model is effective to improve students’ reading ability in understanding a text at the eleventh grade of SMA Pesantren Putri Yatama Mandiri. The instrument of this research was a reading test about an explanation text consisted of 15 questions of multiple choice. This research used pre-experimental research that consisted of pre-test, treatment, and post-test. The population of this research was class XI A Regular that consisted of 20 students. The sample was selected by using a purposive sampling. The result of this research showed that the score of pre-test was 43.55 and post-test was 66.80. This research also showed the value of t-test was higher than the value of t-table (T-test > T-table). The value of t-test was 8.906 and the value of t-table was 2.093. It means that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Based on the research result, the researcher concluded that the implementation of Read, Answer, Discuss, Explain, and Create (RADEC) learning model was effective to improve students’ reading ability.]]>
<![CDATA[THE IMPLEMENTATION OF INNOVATIVE LEARNING MODELS BASED ON 2013 CURRICULUM AT SMAN 5 JENEPONTO ]]>
<![CDATA[Sulastri Syahrir]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.9
<![CDATA[The purpose of this study was to find out (1) the learning models implemented by English teachers and (2) how do the English teachers implemented of identified innovative learning models in teaching learning English at SMAN 5 Jeneponto. The subjects are 3 English teachers. The object of this research is implemented of five innovative learning models in teaching learning English. The instrument of this research is direct observation class to answer two objectives of this research.The findings of this research indicated that there were 3 innovative learning models implemented by English teachers, namely; Discovey learning, Problem-based learning, and Project-based learnin. The implementation of innovative learning models; (1) Discovey learning model, the steps are the teacher selection to the material, students to discovery and investigated of the problem, and self-analyzed the discovery data. (2) Problem-based learning, the teacher explained the material, students to find problem, students to presentation of the result, students provided reflection, and result of the investigation. (3) Project-based learning, the steps are students make a project related of material learning and solving of problem. ]]>
<![CDATA[THE EFFECT OF BRAINSTORMING TECHNIQUE IN PROMOTING STUDENTS' SPEAKING SKILL AT UPT SMPN 4 PINRANG ]]>
<![CDATA[Dwi Handayani Lukman]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Sujariati]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 1 (2022): ELTM: Teaching Instruction and Models ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i1.33
<![CDATA[This research aimed to know the effect of brainstorming technique in fluency and accuracy of the students’ speaking skill. The population for research was the eighth grade (VIII.6) of UPT SMPN 4 Pinrang that consist of 32 student. This research used quantitative method, with pre-experimental research. The instrument that used to collecting the data was test for students speaking in descriptive text.For results of the information; it appears that the understudies cruel score of pre-test in familiarity is 63.59. While the post-test is higher than mean score of pre-test, it is 80.31. With this improvement, it means that there is a significant difference. The means score of the learners pre-test in exactness is 65.31, whereas the post-test was high than 83.12. It implies that there is significance diverse. The results of advancement speaking from pre-test to post-test talking fluency is 26.29% and speaking accuracy is 27.26%. Therefore, Brainstorming Technique gives effect on students’ speaking skill. ]]>
<![CDATA[THE EFFECTIVENESS OF USING DIGITAL STORYTELLING IN TEACHING SPEAKING AT SMA MUHAMMADIYAH 9 MAKASSAR ]]>
<![CDATA[Harmawati]]>;
<![CDATA[Nunung Anugrawati]]>;
<![CDATA[Eka Prabawati Rum]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 1 (2022): ELTM: Teaching Instruction and Models ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i1.40
<![CDATA[The objective of the research was to find out whether or not the used of digital storytelling can improve students’ speaking fluency at SMA Muhammadiyah 9 Makassar. The researcher used a purposive sampling method and took only class XII the sample of the research which consisted of 37 students. In addition the researcher applied an instrument of the research namely oral test. In pre-test and post-tes the researcher gave topics through digital storytelling to stimulate the students to speak in front of the class. In pre-test and pos-test the students one by one to speak face to face with the researcher in the class.Based on the result of the data analysis it was found that the mean score of pre-test was 3.45 and the mean score of post-test 4.54. by applying the level of significance 0.05 with the degreeof fredom (df) = 37 - 1 = 36, it was found that the result of t-test was 10.33 which was greater that t-table value 1.688. It mean that the alternative hypothesis was accepted and Null hypothesis was rejected. It could be conducted that digital storytelling materials was significant effect toward students speaking fluency through asking and answer question.]]>
<![CDATA[THE USE OF CRITICAL LITERACY APPROACH TO INTENSIFY THE STUDENTS’ CRITICAL READING ABILITY AT THE SMPN 2 SUNGGUMINASA ]]>
<![CDATA[Nur Afni]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Farisha Andi Baso]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[The objective of the research aims to find whether the use of critical literacy approach is effective in improving the students’ critical reading ability at the Smpn 2 Sungguminasa. The researcher used a Pre-experimental method with one group pre-test and post-test, and data collection based on the test. The sample of this research was VIII.6 class which consists of 34 students. The sample was taken by using purposive sampling technique. Based on the findings of the research, the research findings indicate that improvement of the students’ critical reading through the use of a critical literacy approach at the eighth-grade students of Smpn 2 Sungguminasa was improved. It was proved by the mean score of the pre-test (64.14%) and the mean score of the post-test (83.44%); it showed that the students’ critical reading in the post-test was higher than pre-test. Besides, the test value (13.980) which was higher than T-table value (1.692).]]>
<![CDATA[THE EFFECTS OF POSTER IN ENHANCING STUDENTS' ABILITY TO WRITE DESCRIPTIVE TEXT USING DIRECT INSTRUCTION MODEL AT THE SECOND GRADE OF JUNIOR HIGH SCHOOL ]]>
<![CDATA[Ainun Fatikasari]]>;
<![CDATA[Bahrun Amin]]>;
<![CDATA[Firman]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 1 (2022): ELTM: Teaching Instruction and Models ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i1.45
<![CDATA[This research was studied the effects of poster on students writing of descriptive text using the Direct Instruction Model at the second grade of SMPN 1 Makassar for the 2020/2021 academic year which focused on the use of subject or idol posters. This helps students to understand the material easier and presents an interesting way of the learning process. A pre-experimental research was used with pre-test and post-test in one class by writing text in a paragraphs which took approximately two months period for collecting the data. The research subjects were the eight-grade of student in the C-Class which consisted of nineteen students who took online classes. In this research, the researcher used purposive sampling technique for selecting a sample. The results of this study indicate an enhancement in students writing descriptive text. This is evidenced by the students mean score in the pre-test (45.84) which was lower than the post-test score (82.26). The t-test value was higher than the t-table value (11,880> 1,734). This means that there was a significant difference between the use of posters through the Direct Instruction Model in writing descriptive text which focused on the use of subject or idol poster. Therefore, H0 is rejected and H1 is accepted. Hence, it can be concluded that the poster could enhance students ability in writing descriptive text by using direct instruction model at the second grade of junior high school.]]>
<![CDATA[THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM AT SMAN 5 BARRU ]]>
<![CDATA[Indah Faradia]]>;
<![CDATA[Nurdevi Bte Abdul]]>;
<![CDATA[Ratu Yulianti Natsir]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[The objective of the research can be used to get the literature and existing research on verbal interaction between teacher and students and gives beneficial reference for future research on the way teacher influences student talk in classroom and The result of this research can be used as information to teacher understand the good interation in class. As for the obstacles faced by teacher that was at different levels of students’ ability so that must think of different techniques in improving the ability of each student and was constrained at a short time during. This research methodology apply qualitative approach and descriptive method. The goals of this study are to get description of how the verbal interaction between teacher and students conducted and the way teacher influences student talk in classroom interaction. This research was done at class XII IPA there were 30 students and used only 5 students and 1 teacher use in a sample. The result of the this research the verbal interaction between teacher and students in the classroom for XI grade students at SMAN 5 Barru. Verbal interactions between teachers and students have a relationship with each other and influence each. As for teacher strategies to get student’s response, There are 4 strategies to get students response which include the use of students and the use of various sources or activities in learning, this means that in the formulation of new strategies until the work plan preparation process has not yet achieved action.]]>
<![CDATA[THE IMPLEMENTATION OF SKETCH TO STRETCH IN TEACHING READING COMPREHENSION AT THE EIGHTH GRADE OF SMPN 32 BULUKUMBA ]]>
<![CDATA[Evi Ariana]]>;
<![CDATA[Eny Syatriana]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research aimed to find out whether there is any significant difference achievement between the students taught through sketch to stretch and the students taught through without sketch to stretch at the eighth grade of SMPN 32 Bulukumba. The students’ reading comprehension was restricted to two indicators namely main idea and supporting details. The researcher used a quasi-experimental research with two groups: one group as an experimental group and another group as a control group. The sample were class VIII.2 as an experimental group which consisted of 14 students and class VIII.3 as a control group which consisted of 14 students. The instrument of this research was reading test. The result of the research showed that the value of t-test in post-test both of groups was 2.519. it was higher than t-table namely 2.056 at the level of significant (p) = 0.05 with degree of freedom (df) = 26. The differences between t-test and t-table value was significant differences. It means that the Null Hypothesis (H0) was rejected an alternative (H1) was accepted. Therefore, it can be concluded that there is the significant differences achievement between the students taught through sketch to stretch and the students taught through without sketch to stretch.]]>
<![CDATA[THE STUDENTS’ PERCEPTION OF THE ONLINE MEDIA USED BY TEACHER IN LEARNING ENGLISH ]]>
<![CDATA[Aprilia Prabawati]]>;
<![CDATA[St. Asriati AM]]>;
<![CDATA[St. Asmayanti AM]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[Research about online media was carried out during a pandemic era, online media can make easier for teacher to teach even without face to face. This research aimed to find out (1) The kinds of online media used by the teacher in learning English; (2) The students' perception of the online media used by the teacher in learning English. This used a Qualitative research; the instrument was an interview. The interview was distributed to the students that consisted of 20 students of the eleventh grade students at SMA Negeri 9 Gowa. The findings of the research showed the kinds of the online media used by teacher when learning english were Google classroom, Youtube, Google form and WhatsApp (WA). The researcher also gave some positive perception toward the online media used by teacher in learning english that is : The media help students to understand about the lesson easily and add insight and references, Increase students’ motivation and interest in the learning, learning is more interesting, fun, relaxed and not boring, prevend and decide the spread of Covid-19 and effective, efficiend and saving time.]]>
