Articles
<![CDATA[THE EFFECT OF USING TIME TOKEN ARENDS TOWARDS STUDENTS’ SPEAKING SKILL; A CASE OF SMA NEGERI 1 KONTUKOWUNA ]]>
<![CDATA[Suharni, Sitti]]>;
<![CDATA[Nurnia, Nurnia]]>;
<![CDATA[Agustina, Sitti]]>
<![CDATA[ Journal of Teaching of English Vol 5, No 2 (2020): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v5i2.13603
<![CDATA[This study was conducted to examine whether there is or not any significant effect of Time Token Arends towards students’ speaking skill at the second year students’ of SMA Negeri 1 Kontukowuna. This research was conducted in pre-experimental research design. The population of this study was all students of SMA Negeri 1 Kontukowuna with the total of the students were 193 students, while the subject of this research was the second grade science program (XI IPA1 class) which consists of 23 students. The data of this research were collected by giving pre-test and post-test to students in the form of oral test related to the topic of report text. The data were analyzed by using SPSS 16.0 version (descriptive analysis and inferential statistics). As for testing the hypothesis, the researcher used t-test (paired sample t-test) which was calculated through SPSS 16,0. The result showed that there was a significant effect of time token technique towards students’ speaking skill at the second year students of SMA Negeri 1 Kontukowuna in terms of accuracy and fluency. It can be seen from the mean score of post-test was 55,22, while the mean score of pre-test was 31,96. In order to prove the hypothesis, the researcher took the conclusion by comparing between the value of Sig (2 tailed) with the significance α value. It showed that the value of Sig (2 tailed) was 0.000 while the significance α value was 0.05. So, it can be concluded that the value of Sig (2 tailed) was lower than the significance α value (0.000 < 0.05). In other words, (H1) was accepted. Besides, the successful improving of students’ speaking skill at the students of XI IPA1 class as the subject of this study did not happen directly without any supporting factors, such as students’ motivation in learning English, students’ intelligence, an interesting topic and a group work activity.]]>
<![CDATA[The Effect of Montessori Method on Students' Vocabulary Achievement A Case Study of SMPS Kartika Kendari ]]>
<![CDATA[Nilariastuti, Sitti]]>;
<![CDATA[Nurnia, Nurnia]]>;
<![CDATA[Suhartini, Lelly]]>
<![CDATA[ Journal of Teaching English Vol 4, No 3 (2019): Journal of Teaching English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i3.10872
<![CDATA[This research aims at investigating the effect of Montessori Method on student’s vocabulary achievement at seventh grade in SMPS Kartika Kendari. The design of the research was quasi-experimental that consists of experimental class and control class. The sample was second semester students class VII.B as experiment class and class VII.C as control class. Both class consisted of 28 students. It was vocabulary test that consisted of 21 numbers of questions and used SPSS 16 to analyze the data. The result shows that there is a significant effect of using Montessori Method on student’s vocabulary achievement. It is proven by descriptive analysis in which student’s mean score of experimental class was 38.20 in pre-test and 76.00 in post-test, meanwhile students’ mean score of control class was 36.20 for pre-test and 68.40 for post-test. Furthermore, The Result of hypothesis testing show that the value of sig (2-tailed) was 0,009 which smaller than 0.05, means that HO is rejected and H1 accepted. Therefore, it can be inferred that there is a significant effect using Montessori Method on student’s vocabulary achievement. Hence, teaching and learning vocabulary through Montessori Method is one of effective ways in improving student’s vocabulary achievement]]>
<![CDATA[THE EFFECT OF USING MNEMONIC STRATEGIES ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 2 RAHA ]]>
<![CDATA[Ratnasari, Wa Ode]]>;
<![CDATA[Nurnia, Nurnia]]>;
<![CDATA[Fatmawati, Wa Ode]]>
<![CDATA[ Journal of Teaching of English Vol 5, No 3 (2020): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v5i3.13864
<![CDATA[Most  of  the  students  felt  difficult  in  learning  a  language because they had little vocabulary. It was caused by the students were easy forgetting new words they had learned. Therefore, this study was conducted to investigate whether there was any significant effect of using Mnemonic strategies on students’ vocabulary achievements at the seventh grade students of SMPN 2 Raha. This research used quasi experimental design and the population was all seventh grade students of SMPN 2 Raha in academic year 2017/2018. The samples of this study were class VII11 as the experimental group and VII10 as the control group. The research instrument was using 40 questions of vocabulary test. To collect the data, the researcher gave pre-test, taught by Mnemonic strategies, and gave post-test. There were four techniques that applied in the learning process were rhyme, keyword, visualization, and narrative chain. The result showed students’ mean score in experimental group was 53.54 and 74.71 at post-test, while mean score in control group was 57.27 and 68.75 in post-test. Based on the calculation of T-test, score of tcount  = 5.828 was higher than ttable  =  2.00  and  the  pvalue  =  0.000  was  lower than = 0.05. Therefore, could be concluded that there was a significant effect of using mnemonic strategies on students’ vocabulary achievement at the seventh grade students of SMPN 2 Raha.]]>
<![CDATA[The Effect of Keeping Vocabulary Notebook on Students' Vocabulary Achievement at The Second Grades in SMPN 2 Raha ]]>
<![CDATA[Nuur, Mauliddin]]>;
<![CDATA[Tambunan, Tambunan]]>;
<![CDATA[Nurnia, Nurnia]]>
<![CDATA[ Journal of Teaching English Vol 4, No 4 (2019): Journal of Teaching English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i4.8296
<![CDATA[This study investigated the effect of keeping vocabulary notebooks on students’ vocabulary achievement at the second grade in SMPN 2 Raha. The purpose of this study is to find out a significant effect after keeping vocabulary notebook on students’ vocabulary achievement. This study applied quantitative research design. This study used vocabulary notebook as a treatment in learning process for the students. The subject of this study was second grades students of SMPN 2 Raha who were registered in academy year 2017-2018. The technique of taking sample of study was purposive sampling. The sample of this study was class VIII2 as an experimental class and class VIII1 as a control class. The instrument of this study was vocabulary test consist of 30 numbers, the result showed that there was not a significant effect of keeping vocabulary notebooks on students’ vocabulary . It was not proved with the improvement of students were the students more active in the classroom rather than the teacher. Students can discover the new words by themselves on the learning activities. the result of students’ vocabulary test was supported with the mean score in post-test of experimental class is higher than the mean score in the post-test of control class. The mean score for the post-test in experimental class was 82.15 and the mean score for post-test in control class was 79.36. but the data was not distributed normally, the analysis of the data was used the non parametric analysis and the result of Mann Whitney non parametric analysis, the value of Sig 2-tailed = 0.57 with α 0.05. it means that H0 is accepted. It is because the value of Asymp sig 2-tailed is above the alpha (α) value. This result showed that there was not a significant effect of using vocabulary notebooks on students’ vocabularu achievement at the second grades in SMP Negeri 2 Raha.]]>
<![CDATA[Motivational Behaviour of Lecturers in English Department at Halu Oleo University: Student's Perception ]]>
<![CDATA[Dana, Agung]]>;
<![CDATA[Jaya, Amir]]>;
<![CDATA[Nurnia, Nurnia]]>
<![CDATA[ Journal of Teaching English Vol 4, No 4 (2019): Journal of Teaching English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i4.9239
<![CDATA[Motivation is the reason of someone's behaviour. It explains peoples' needs, action, and desires. Motivation can also be defined as a  peoples' reason to change his/her behaviour. In language classes, lecturers have been trying a lot of things to motivate their student in a class. There have been the number of studies in the educational field to prove that lecturer or teacher has an important role in student’s motivation. In that matter, this study aimed to identify motivating lecturer’s behaviour in language class according to students. Participant of the study included 90 students which consist of 40 students for pilot study and 50 students as the main study, and those students were all from the English Study Program at Halu Oleo University. The data were collected using the questionnaire that administrated to these participants, and 10 students were also interviewed to get in-depth information on lecturer motivational behaviour. The qualitative data were analysed through descriptive statistic. The result presented some significant insight on lecturer's motivational behaviour that would serve lecturers as a guide for classroom implications.]]>
<![CDATA[THE EFFECT OF TOTAL PHSYICAL RESPONSE (TPR) METHOD ON STUDENTS’ SPEAKING ACHIEVEMENT; A CASE OF NINETH GRADE STUDENTS OF SMPN 1 KABAWO ]]>
<![CDATA[Siti Wardani, Waode]]>;
<![CDATA[Nurnia, Nurnia]]>;
<![CDATA[Siam, Siam]]>
<![CDATA[ Journal of Teaching English Vol 4, No 3 (2019): Journal of Teaching English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i3.4864
<![CDATA[This study was aimed at finding out whether there is a significanteffect of Total Physical Response (TPR) method on students’speaking achievement. The research question addressed was “isthere any significant effect of Total Physical Response (TPR) methodon students’ speaking achievement?†The design of study was quasiexperimental design by using two classes, namely experimentalclass and control class. This study involved the ninth gradestudents of SMPN 1 Kabawo who were registered in the academicyear 2017/2018. The instrument of the study was oral test wherethe students performed in front of the class orally about how tomake a glass of ice lemon in 3 minutes. The study usedindependent sample t- test to analyze the data. The result showedthat the students’ speaking score in experimental class (3.12) washigher than students’ speaking score in control class (2.23). Theresult of hypothesis testing revealed that the level of significant was0.00. It means that there was a significant difference on students’speaking achievement after being taught by using total physicalresponse.Keywords: Speaking, Teaching Speaking, Total Physical Response]]>
<![CDATA[The Effect of Teaching Listening Using Folktales on Students' Listening Achievement (A Case of Regular Class of Eleventh Grade at MAN 1 Kendari) ]]>
<![CDATA[Mulya, Rahmita Arga]]>;
<![CDATA[Nurnia, Nurnia]]>;
<![CDATA[Siam, Siam]]>
<![CDATA[ Journal of Teaching English Vol 4, No 4 (2019): Journal of Teaching English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i4.8315
<![CDATA[This study investigated the effect of using folktales on students’ listening achievement at the eleventh grade of MAN 1 Kendari. This study applied a Pre-experimental research design with one group pretest and posttest. The population of this research was the eleventh- grade students of senior high school in the academic year 2018 /2019. The sample of this research was all eleventh-grade students of MAN I Kendari which consists of 30 students. The Technique of sampling used by the researcher was total sampling. The result showed there was a significant effect of using folktales on students’ listening achievement. It was proven based on descriptive analysis, the mean score of pretest was 48.4 and the posttest means score was 75.2. Moreover, the result of hypothesis testing showed that the mean value of pretest and posttest was 26.7 and the standard deviation was 20.7, while the standard error means was 3.78. The sig. (2-tailed) was 0.000 which smaller than (<0.05), it can be concluded that H0 was rejected and H1 was accepted which means there was an effect of using Folktales in teaching Listening at Eleventh grade of MAN 1 Kendari.]]>
<![CDATA[The Correlation Between Students’ Habit in Watching English Movie and Their Vocabulary Mastery at the Eleventh Grade Students of SMAN 1 Raha ]]>
<![CDATA[Ningsi, Pratiwi Sri Astuti]]>;
<![CDATA[Nurnia, Nurnia]]>;
<![CDATA[Agustina, Sitti]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 2 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i2.19289
<![CDATA[This study aims to find out whether there is a correlation between students’ Habits in watching English movies and their vocabulary mastery. This study applied a correlational design which employed quantitative research methods. The sample of this study was 32 students which were from XI IPA 7 in SMAN 1 Raha. The sampling was taken by purposive sampling method. This study conducted from January, 7 to 11 January 2020. The data were collected by using a questionnaire to measure the students’ frequency in watching English movies towards vocabulary and the vocabulary mastery test to know their vocabulary mastery. Moreover, the data were analyzed by using Pearson Product Moment Correlation with SPSS 16.0. The result indicates that there is a significant correlation between students’ frequency in watching English movie and their vocabulary mastery with r-obtained was 0.807 (p= 0.000). Further, it was categorized as a high correlation between the two variables. Moreover, this study shows that students’ habits in watching English movies have a positive correlation with their vocabulary mastery. It can be concluded that H1 is accepted and H0 is rejected. This indicates that there is a significant correlation between students’ habits in watching English movies and their vocabulary mastery.]]>
<![CDATA[The Effect of Tongue Twister Technique on Students’ Pronunciation Consonant /ð/ and /θ/ Sounds ]]>
<![CDATA[Astuti, Uci]]>;
<![CDATA[Nurnia, Nurnia]]>;
<![CDATA[Muhsin, Muhammad Khusnun]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 2 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i2.19271
<![CDATA[Pronunciation is one of the micro skills of speaking that has to learn by students. The lack of teacher’s attention in teaching pronunciation, caused students lack confidence to speak English. This research aimed to find out the effectiveness of using Tongue Twister Technique on students’ English pronunciation. This research used pre-experimental with One-Group Pretest-Posttest design. The sample of this research was class XI IPA 1 consisted of 12 students which had been selected by using simple random sampling. The instrument of this research was reading aloud test (oral test) which focused on consonant /ð/ and /θ/ sounds, and the test from the text book that used by the teacher in teaching English in the classroom. The researcher collected the data by giving a pre-test and post-test in order to know students’ pronunciation ability before and after treatment of tongue twister technique. Then, the researcher used SPSS 16.0 to analyze the data of this research. The finding shows that tongue twister technique has an effect on students’ pronunciation, especially in pronouncing consonant /ð/ and /θ/ sounds. It might be influenced of several factors such as using media in teaching English pronunciation and students’ motivation, and students’ interest toward using technique in teaching pronunciation.]]>
<![CDATA[The Effect of Snake and Ladder Board Game on Students’ Grammar Achievement; A Case of SMPN 11 Kendari ]]>
<![CDATA[Nisa, Nisa]]>;
<![CDATA[Nurnia, Nurnia]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 1 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i1.19243
<![CDATA[The objective of this research was to find out the effect of using snake and ladder board game on students’ grammar achievement at the eighth grade of SMPN 11 Kendari. The researcher used post-test only control group design. The population of this research was the eighth grade students at SMPN 11 Kendari.While, the samples of this research were class V.III.2 as the experimental group and class V. III.3 as control group. The technique of taking sample of this research used purposive sampling.The data were analized by using descriptive and inferential statistic. The hypothesis testing, the researcher applied an Independent samples ttest which calculated by using SPSS 16.0. The result found that students’ mean score in experimental group were 74.28, while mean scores of students in control group were 60.81 and the probability value 0.000 was lower than alpha 0.05 (0.000 < 0.05). Besides, ttest 8.564 was higher than ttable 2.000 (8.564 > 2.000). It shown that the alternative hypothesis was accepted and the null hypothesis was rejected. The large of effect size of snake and ladder board game was 0.99, it was categorized on moderate effect. Therefore, Snake and Ladder board game had a moderate significant effect on students’ grammar achievement at the eighth grade students at SMPN 11 Kendari.]]>
