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THE STUDENTSÃ¢â¬â¢ COMPETENCY IN WRITING DESCRIPTIVE PARAGRAPH AT ELECTRICAL AND MECHANICAL DEPARTMENT, FACULTY OF ENGINEERING, TRIDINANTI UNIVERSITY PALEMBANG Rusman Roni
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
Publisher : TEFLIN

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Abstract: The purpose of this study was to describe the studentsÃ¢â¬â¢ ability in writing descriptive paragraph at electrical and mechanical department. This study is descriptive in the sense that it aims at describing the knowledge and skill of electrical and mechanical department. The two kinds of data were correlated by applying the Spearman Rank Order Coefficient. The subjects of this study were 45 sample students selected from the students who attended English II at Faculty of Engineering, Tridinanti University. The general results indicate that the majority of the subjects were good at writing a descriptive paragraph. And it was also found that there were a relationship between the studentsÃ¢â¬â¢ knowledge of descriptive paragraph and their performance in writing descriptive paragraph at electrical and mechanical department, Faculty of Engineering, Unanti Palembang ( r=0,831). It implies that an increase in the knowledge in writing descriptive paragraph of the studentsÃ¢â¬â¢ score is accompanied by a corresponding increase in the skill of writing descriptive paragraph.

The Influence of Make A Match Method (MAAM) and Learning Motivation towards Students’ Writing Achievement on Procedure Text of the Ninth Grade of SMPN 13 Palembang M. Sopian; Rusman Roni; Baginda Simaibang
ELTE Journal (English Languange Teaching and Education) Vol 6, No 2 (2018): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v6i2.2317

AbstractThis research is concerned with the influence Make a Match Method (MAAM), and learning motivation students’ writing achievement on procedure text of the ninth grade of SMPN 13 Palembang. In this study 72 students of ninth grade students of SMPN 13 Palembang in the academic year 2017/2018 as a sample. This study applied factorial research design. Data were collected by using questionnaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample t-test and Two Ways Anova. The results showed that First, there was a significant difference in writingability between the student who have high learning motivation and those who have low learning motivation taught using make a match method (MAAM) of SMPN 13 Palembang. Second, there was a significant difference in writing ability between the students who have high learning motivation and those who have low learning motivation taught using grammar translation method of SMPN 13 Palembang. Third, there was a significant difference in writing ability between the students who have high learning motivation and those who have low learning motivation taught using make a match method (MAAM) and grammar translation method of SMPN 13 Palembang. Last, There were a significant effects of make a match method (MAAM) and learning motivation towards student writing achievement on procedure text of SMPN 13 Palembang. Conclusion suggests that make a match (MAAM) and learning motivationhave sigfnificant roles to improve writing achievement..Key Words: Make a match method (MAAM), Grammar Translation Method, LearningMotivation, Writing Achievement

THE INFLUENCE OF TASK BASED LANGUAGE TEACHING AND LEARNING MOTIVATION TOWARD WRITING ACHIEVEMENT TO THE ELEVENTH GRADE STUDENTS OF SMK N 3 PALEMBANG Rusman Roni; Rita Inderawati; Arief Rahman Hakim
ELTE Journal (English Languange Teaching and Education) Vol 5, No 1 (2017): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1369

This article was aimed to find out the significance average score and motivation between TBLT and Conventional Technique. Due the interpretation of this study, it found that: (1) there was a significant difference in writing achievement between the student who taught by using TBLT and those are taught using conventional technique since it was found that the result was 0.00, (2) there was significant difference in writing achievement between the students who have high motivation by using TBLT and conventional teaching technique since the result was 0.005, (3) there was significant difference in writing achievement between the students who have low motivation by using TBLT and conventional teaching technique since the result was 0.002, (4) there was significant difference in writing achievement between the students who have low and high motivation by using TBLT since the significant was lower 0.02, and (5) there was an interaction effect of technique used and student’s motivation in improving writing achievement since the result of interaction effect was lower 0.006. Based on the result, the writer concluded that the result of this research was lower than the level of significant level (0,05), and TBLT and motivation gave the significant influence for student’s narrative writing achievement since there was a significant improvement before and after taught TBLT technique.Keywords: TBLT Technique, Motivation, and Writing

ELLIPSIS IN ROBERT LOUIS STEVENSON’S TREASURE ISLAND NOVEL Rusman Roni; Magdad Hatim; Oktri Syaifura
ELTE Journal (English Languange Teaching and Education) Vol 5, No 1 (2017): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1370

This article was aimed to find out what ellipses were used and how ellipses were expressed in Robert Louis Stevenson’s Treasure Island novel. This article also used qualitative approach and content analysis technique. In addition, Documentation was the technique to collect the data taken from Robert Louis Stevenson’s Treasure Island novel. The data were taken from all sentences and utterances in that novel. From the data analyzed, it was found that there were three types of ellipsis elements occurred in analysis of ellipsis in Robert Louis Stevenson’s Treasure Island; they were nominal, verbal and clausal ellipsis. Those types of ellipsis were expressed in narrative sentences and utterances. The most frequent types were clausal ellipsis occurred 168 times (47.73%). This type also omitted clausal elements or subject pronoun. Nominal ellipsis occurred 108 times (30.68%). This type occurred when a noun or noun phrase is omitted or presupposed. Verbal ellipsis was the fewest types used in Robert Louis Stevenson’s Treasure Island novel which occurred 76 times (21.59%). This type occurred when a verb or verb phrase is omitted and it had two common types, echoing and auxiliary contrasting. Moreover, this study would give contribution for teachers, students, English learners and other researchers related to the use of three types of ellipsis.Keywords: Analysis, nominal ellipsis, verbal ellipsis and clausal ellipsis.

THE INFLUENCE OF MIND MAPPING TECHNIQUE AND LEARNING MOTIVATION TOWARD THE TENTH GRADE STUDENTS DESCRIPTIVE TEXT WRITING ABILITY AT SENIOR HIGH SCHOOL 1 OF BAYUNG LENCIR Rusman Roni; Mulyadi Mulyadi; Jeri Apriadi
ELTE Journal (English Languange Teaching and Education) Vol 5, No 1 (2017): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1366

This research is conducted in experimental group with the total sample of 30 students of eleventh grade students of SMAN 1 Bayung Lencir in the second semester in the academic year 2016-2017 and it inquiry of the influence of Mind Mapping and Learning Motivation toward Writing Ability. The problem of this study is to find out the significance average score and motivation between Mind Mapping and Conventional Technique. Due the interpretation of this study, it found that: (1) there was a significant difference in writing achievement between the student who taught by using Mind Mapping and those are taught using conventional technique since it was found that the result was 0,29 it was lower than significant level (0,05), (2) there was significant difference in writing achievement between the students who have high motivation by using Mind Mapping teaching and conventional technique since the result was 0,01 and it means that lower than significant level (0,05), (3) there was significant difference in writing achievement between the students who have low motivation by using Mind Mapping and conventional technique since the result was 0,04 and it was lower than significant level (0,05), (4) there was significant difference in writing achievement between the students who have low and high motivation by using Mind Mapping since the significant was lower (0,00) than significant level (0,05), and (5) there was no an interaction effect of technique used and student’s motivation in improving writing ability since the result of interaction effect was lower (0,36) than the significant level (0,055). Based on the result, the writer conclude that Mind Mapping and motivation no gave the significant influence for student’s narrative writing Ability since there was a significant improvement before and after taught Mind Mapping technique. Keywords: Influence, Mind Mapping , Students motivation, Writing.

The Influence of Story Face Strategy and Reading Motivation toward the Tenth Grade Student’s Narrative Reading Comprehension Achievement of State Islamic Senior High School Number 1 of Palembang Sri Murniati; Rusman Roni; Tahrun Tahrun
ELTE Journal (English Languange Teaching and Education) Vol 6, No 2 (2018): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v6i2.2316

AbstractThis study was to investigate the influence of story face strategy and reading motivation towards reading comprehension achievement of the tenth grade students of State Islamic Senior High School Number 1 of Palembang. The population of this study was all the tenth grade students ofState Islamic Senior High School Number 1 of Palembang. The sample was 72 students were taken by using two-stage random sampling; cluster random sampling and simple random sampling technique. In carrying out the research, the writer used an experimental method; factorial design.The writer distributed pre-test, post-test, and reading motivation questionnaire in collecting thedata. Then, in analyzing the data, the writer used t-test and two-way ANOVA. The result of this study analysis that; First, there was a significant difference on reading comprehension achievement between the students who had high reading motivation and those who had low reading motivation taught by using story face strategy.Second, there was not any significant difference on reading comprehension achievement between the students who had high reading motivation and those who had low reading motivation taught by using conventional strategy. Third, there was a significantdifference on reading comprehension achievement between the students who had high reading motivation and those who had low reading motivation taught by using story face strategy and conventional teaching. The last, there was an interaction effect between story face strategy and students’ motivation on reading comprehension achievement of The Tenth Grade Students of State Islamic Senior High School Number 1 of Palembang.Keywords: Story face strategy, Motivation and Students’ Narrative Reading Comprehension Achievement.

THE INFLUENCE OF SKIMMING TECHNIQUE AND CRITICAL THINKING TOWARD READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 50 PALEMBANG Rusman Roni; Tahrun Tahrun; Dana Listiyanti
ELTE Journal (English Languange Teaching and Education) Vol 5, No 1 (2017): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1367

This study aimed at finding out whether or not: (1) there was a significant difference in reading comprehension achievement between the students who have high critical thinking taught by using skimming technique and those of who are taught by using conventional technique; (2) there was a significant difference in reading comprehension achievement between the students who have low critical thinking taught by using skimming technique and those of who are taught by using conventional technique; (3) there was a significant difference in reading comprehension achievement between the students who have high and low critical thinking taught by using skimming reading and those of who are taught by using conventional technique; (4) there was an interaction effect of skimming technique and critical thinking on the students’ reading comprehension achievement. The total number of population was 456 students of the eighth grade students of SMPN 50 Palembang. The sample for this study were 30 students, they was selected as the sample and equally divided into experimental and control groups. By applying pretest and posttest control group design the treatment was only given to the experimental group. The writer took two stage random sampling. The data were analyzed by using three technique: they were the statistical analysis on measuring homogenity and normality data, independent t-test, and two-way ANOVA. Due the research findings, it was found that (1) there was a significant difference in reading comprehension achievement between the students who have high critical thinking taught by using skimming technique and those of who was taught by using conventional technique(0.000<0.05). (2) There was a significant difference in reading comprehension achievement between the students who have low critical thinking taught by using skimming technique and those of who was taught by using conventional technique (0.000<0.05). (3) There was a significant difference in reading comprehension achievement between the students who have high and low critical thinking taught by using skimming technique and those of who was taught by using conventional technique (0.000<0.05). (4) There was an interaction effect of skimming technique and critical thinking on the students’ reading comprehension achievement (0.014<0.05). it means that Skimming technique is effectively used high and low level of students’ critical thinking.Keywords: Reading Comprehension, Skimming Technique, Critical Thinking

Differences in Self-Esteem among the Eighth Grade Students of Different Genders and Their Impact toward Students’ Speaking Skills (A Case Study at SMPN 19 Palembang) Dhia Fitriah; Rusman Roni
Jurnal Bahasa dan Sastra Vol 20, No 2 (2020)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract: The objectives of the study were to find out if (1) there was any significant difference in self-esteem among the students of different genders, (2) there was any significant difference in speaking skills among the students of different genders, (3) there was any significant influence of self-esteem toward students’ speaking skills, (4) how much the contribution of self- esteem toward the students’ speaking. The study was conducted at SMPN 19 Palembang. The population and sample of the study was the eighth-grade students academic year 2019/2020. The data were collected by using questionnaire and speaking test which would be analyzed by applying the correlational and regression analyses using SPSS version 26.0. It was found out that there was no significant difference in self-esteem among the students of different genders where t-obtained (1.492) lower than the value of t-table (2.021) with df= 40. However, there was significant difference in speaking skills among the students of different genders where the value of t-obtained (4.052) higher than the value of t-table (2.021). It was also found that there was significant correlation between self-esteem and speaking skill. The Correlation Coefficient was0.341 at (p) 0.031. Additionally, further analysis using the linear regression analysis revealedthat self-esteem contributed 11.6% to speaking skills. Keywords: correlation, self-esteem, gender, speaking skills Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui apakah (1) terdapat perbedaan yang signifikan antara harga diri siswa dengan gender yang berbeda, (2) terdapat perbedaan yang signifikan dalam keterampilan berbicara di antara siswa dengan gender yang berbeda, (3) terdapat pengaruh yang signifikan pada harga diri terhadap keterampilan berbicara siswa, (4) seberapa besar kontribusi harga diri siswa terhadap keterampilan berbicara siswa. Penelitian dilakukan di SMPN 19 Palembang. Populasi dan sampel penelitian adalah siswa kelas delapan tahun ajaran 2019/2020. Pengumpulan data dilakukan dengan menggunakan angket dan tes berbicara yang kemudian dianalisis dengan menerapkan analisis korelasional dan regresi menggunakan SPSS versi 26.0. Ditemukan bahwa tidak ada perbedaan yang signifikan pada harga diri dengan nilai t diperoleh (1.492) lebih rendah dari nilai t-tabel (2.021) dengan df = 40. Namun terdapat perbedaan yang signifikan keterampilan berbicara pada siswa dengan gender yang berbeda, dimana nilai t yang diperoleh (4.052), lebih tinggi dari nilai t-tabel (2.021). Ditemukan juga bahwa terdapat hubungan yang signifikan antara harga diri dan keterampilan berbicara. Koefisien korelasi yang ditemukan adalah 0.341 pada (p) 0.031. Selain itu, analisis lebih lanjut menggunakan analisis regresi linier mengungkapkan bahwa kepercayaan diri berkontribusi 11,6% terhadap keterampilan berbicara. Kata-kata kunci: korelasi, harga diri, gender, keterampilan berbicara

UPAYA MENINGKATKAN KEMAMPUAN MEMBACA CEPAT SISWA KELAS IB SDI AL ALIFAH PALEMBANG DENGAN MENGGUNAKAN METODE FONETIS Linda Wati; Rusman Roni; Edi Suryadi
JURNAL DIDACTIQUE BAHASA INDONESIA Vol. 1 No. 2 Juli 2020
Publisher : Universitas Tridinanti Palembang

Penelitian ini bertujuan untuk mengetahui apakah dengan menerapkan metode fonetis kemampuan membaca siswa kelas 1.B SDI Al Alifah Palembang dapat meningkat. Metode yang digunakan yaitu metode Penelitian Tindakan Kelas (PTK). Subjek penelitian ini siswa kelas 1.B SDI Al Alifah Palembang tahun pelajaran 2015/2016 yang berjumlah 21 siswa. Teknik pengumpulan data menggunakan teknik tes dan observasi. Data yang dikumpulkan berupa visual, lisan, mendengarkan, menulis, dan emosi siswa dalam membaca. Pengolahan dan analisis data menggunakan analisis observasi dan analisis tes dengan menggunakan rumusan ketuntasan hasil belajar. Berdasarkan hasil penelitian diketahui bahwa (1) kemampuan membaca siswa dengan menggunakan metode fonetis dapat meningkat. Hal ini terlihat bahwa setelah dilakukan penelitian tindakan kelas siswa dapat membaca dengan lancar tidak merasa takut, dan lebih berani membaca di depan kelas tanpa terbata-bata dengan baik dan benar. (2) Melalui metode fonetis ini kemampuan membaca siswa kelas 1.B SDI Al Alifah Palembang mengalami peningkatan. Terlihat dari hasil analisis data, nilai rata-rata tes awal (T0) sebesar 58,02% (28,57%), nilai rata-rata siklus satu (T1) sebesar 64,28% (42,85%), nilai rata-rata siklus dua (T2) sebesar 72,57% (66,66%), dan nilai rata-rata siklus tiga (T3) sebesar 85,47% (100%). Berdasarkan hasil analisis data tes awal yang dilakukan samapai dengan tes siklus akhir, 21 siswa telah mencapai batas ketuntasan minimal 75. Dengan demikian, hasil penelitian tersebut dinyatakan berhasil.Kata Kunci: membaca cepat; metode fonetis

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