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All Journal ELTE Journal (English Languange Teaching and Education) JALL (Journal of Applied Linguistics and Literacy)
Tahrun Tahrun
PGRI University of Palembang
Education Languange, Linguistic, Communication & Media

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THE INFLUENCE OF STORY MAPPING STRATEGY AND READING MOTIVATION TOWARDS READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS AT JUNIOR HIGH SCHOOL 3 OF SUNGAI LILIN Apriyanti Nababan; Tahrun Tahrun; Mulyadi Mulyadi
ELTE Journal (English Languange Teaching and Education) Vol 8, No 2 (2020): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v8i2.4981

Abstract

This research aims to analyze the Influence of Story Mapping strategy and reading motivation towards reading comprehension achievement. The writer distributed pretest, posttest, and questionnaire in collecting the data.  Then in analyzing the data, the writer used a t-test and two-way ANOVA. The findings of this study were (1) There was a significant influence of the Story Mapping strategy towards the scores of reading comprehension achievement on the narrative text. (2) There was not any significant influence of the Story Mapping strategy towards the scores of reading comprehension achievement on the narrative text. (3) There was a significant influence of the conventional technique towards the scores of reading comprehension achievement on the narrative text. (4) There was not any significant influence of the conventional technique towards the scores of reading comprehension achievement on the narrative text. (5) There was a significant interaction effect of the Story Mapping strategy and reading motivation on the eighth students’ reading comprehension achievement on the narrative text.
THE INFLUENCE OF MIND MAPPING METHOD AND LEARNING MOTIVATION TOWARDS THE EIGHT GRADE STUDENTS` WRITING ABILITY ON DESCRIPTIVE TEXTS AT ISLAMIC JUNIOR HIGH SCHOOL TWO OF PALEMBANG Hendra Gunawan; Tahrun Tahrun; Magdad Hatim
ELTE Journal (English Languange Teaching and Education) Vol 8, No 2 (2020): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v8i2.4984

Abstract

This research was concerned with the influence of the mind mapping method and learning motivation towards students` writing ability on descriptive texts at Islamic Junior High School Two of Palembang in the academic year 2019/2020. Sixty students of the eighth grade were chosen as samples utilizing two stages of random sampling. This study applied the factorial research design. The data were collected by using questionnaires and tests. The data were analyzed by using Normality, Homogeneity, Independent Sample t-test, and Two-Way ANOVA. The results showed that, first, there was a significant difference in students’ writing ability on descriptive texts for the students who have high learning motivation with the students who have low learning motivation taught by using the mind mapping method, Second, there was a significant difference on students’ writing ability on descriptive texts for the students who have high learning motivation taught by using mind mapping and conventional method. Third, there was a significant difference in students’ writing ability for the students who had low learning motivation taught by using the mind mapping method and the conventional method. Fourth, there was a significant difference in students’ writing ability on descriptive texts for the students who have high learning motivation with the students who have low learning motivation taught by using the conventional method, finally, there were significant interaction effects of learning motivation on students’ writing ability on descriptive text taught by using mind mapping method and learning motivation at Islamic Junior High School Two of Palembang. So, the mind mapping method could be better used for teaching descriptive texts at Islamic. Junior High School Two of Palembang 
THE INFLUENCE OF TASK-BASED LEARNING APPROACH AND SELF-CONFIDENCE TOWARD STUDENTS’ SPEAKING ABILITY AT SMAN 4 PALEMBANG Widya Sartika; Tahrun Tahrun; Magdad Hatim
JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v6i1.5894

Abstract

This research aims to analyze the influence of task-based learning approach and self-confidence toward students’ speaking ability. The writer distributed pretest, posttest, and questionnaire in collecting the data. In addition, in analyzing the data, the writer used t-test and two-way ANOVA. The findings of this study were (1) There was  a significant difference between the speaking ability of the eleventh grade students who had high self confidence taught by using task-based learning approach that of those  who were  taught by using conventional technique. (2) There was a significant difference between the speaking ability of the eleventh grade students who had low self confidence taught by using task-based learning approach and that of those who were taught by using conventional technique (3) There was a significant difference between of the speaking ability of the eleventh grade students taught by using task-based Learning Approach and that of those who had high and low self confidence (4) There was any significant difference between of the speaking ability of the eleventh grade students taught by using Conventional technique and that of those who had high and low self confidence (5) There were any significant interaction effects of Task-Based Learning Approach and students’ self confidence towards their speaking ability.
Co-Authors Apriyanti Nababan Hendra Gunawan Magdad Hatim Mulyadi Mulyadi Widya Sartika