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e-Journal of ELTS (English Language Teaching Society)
Published by Universitas Tadulako
ISSN : 23381841     EISSN : 27212157     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
e-Journal of ELTS (English Language Teaching Society) is an electronic open-access journal that aims to publish the latest research results in the area of English education from academicians, professionals, and other practitioners at all levels of English education. The journal coverage includes the following: current trends of ELT methodology, curriculum, and material development, language assessment and evaluation, linguistics in education, teacher professional development, and literature in education
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 141 Documents
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IDENTIFYING STUDENTS’ DIFFICULTIES IN READING COMPREHENSION AT SMA MUHAMMADIYAH 1 PALU THROUGH NARRATIVE TEXT Rahmat Sudirman; Mawardin M. Said
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1876

Abstract

To find out the students’ difficulties in comprehending Narrative text at the tenth grade of SMA Muhammadiyah 1 Palu.. This research applied a qualitative research design. The subject of this research were All the students of tenth grade at SMA Muhammadiyah 1 Palu and English teacher of tenth grade at SMA Muhammadiyah 1 Palu. The techniques used to get the data were questionnaire and an Interview Question. As the final result found from the students’ questionnaire of their reading problem, based on the result of the identification, it was found that students of SMA Muhammadiyah 1 Palu had difficulties in vocabulary and organization of narrative text, inappropriate reading strategies, lack of motivation, students’ insufficient background knowledge in reading narrative and bad reading process which the most common problem experienced by the students during the reading process was keeping their concentration. The data also supported by the interview with the teacher. Based on the results of the interview with the teacher, the students have problems in reading comprehension. The students’ problems in reading comprehension are: lack of vocabulary, slow reading speed, lack of motivation, and boredom. In case of reading narrative text, the students showed the following problems that they have less comprehension in grammar, lack of competence to find out the main information and specific information in the reading passage, lack of prediction ability or guessing meaning ability as well as lack of background knowledge about the reading passage, specifically on the background story or unfamiliar characters in the story.
THE APPLICATION OF PARTNER READING STRATEGY IN IMPROVING READING COMPREHENSION Reka Maulidina; Ferry Rita
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1877

Abstract

The objective of this research is to find out that the Application of Partner Reading Strategy improves students’ reading comprehension. The population was the grade Eight students at SMP Negeri 1 Toribulu. The researcher used quasi- experimental design. The researcher sample were VIII A as the experimental group which consisted of 28 students and VIII B as the control group which consisted 28 student. The test was administered twice: pre test and post test. The data were analyzed statically in order to find out the significant achievement of the students in the pre test and the post test. The experimental group was given the treatment by applying Partner Reading Strategy, while the control group was taught reading descriptive text with conventional strategy. The instrument used in collecting data was a test given as pre-test and post-test. The result of tests shows that the mean score of experimental group was 88.0 from 52,3 in the pretest, and the control group was 75 from 54,5 in the pretest. This score shows that the mean score of the experimental group is higher than the mean score of the control group on posttest. By applying one-tailed test at 0.05 level of significance with 54 degree of freedom (df), it is found that, the tcounted value of (1,87) is greater than ttable value (1.67). It confirms that, the research hypothesis was accepted. Based on the result, it concludes that, Partner Reading Strategy improves students’ reading comprehension at the eight grade students of SMP Negeri 1 Toribulu.
A STUDY ON THE IMPLEMENTATION OF WORD CHAIN GAME IN TEACHING VOCABULARY MASTERY Rhizman Ashary Muhammad; Konder Manurung; Wahyudin Wahyudin
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1878

Abstract

This study was conducted through Library Research method which describes the application of Word Chain Game in Teaching Vocabulary Mastery. Word Chain Game is type of game designed to help players improve their vocabulary mastery. The objectives of this research are to describe the steps on the implementation of Word Chain Game in teaching vocabulary mastery and describe the students’ vocabulary mastery after the implementation of Word Chain Game. The data source were taken from Lewis Carroll (1879) as the primary data and scientific writing on the implementation of Word Chain Game from 2010-2021 as the secondary data. The result of the library research method indicate that there are 5 (five) scientific writing. The result of descriptive analysis show that the implementation of Word Chain Game in five different studies used different steps in implementing the procedures produced by the proponents of the game which consist of 4 steps. 1) The words used must be derived from dictionary. Proper names and words are not permitted. 2) The next word must be formed from the previous word by continuing the word with the last letter in it to form a Chain Word. 3) No word may be used as a Link unless it (or, if an inflection, the word from which it comes) is listed in the following Glossary. When adjectives and adverbs are regularly formed, their comparatives and superlatives are regarded as 'inflections' of the positive form and are not given separately: for example, if the word 'new' is given, it is to be understood that 'newer' and 'newest' are also admissible. However, nouns formed from verbs (such as 'reader' from 'read') are not considered to be so, and may not be used as Links unless they are found in the Glossary. 4) When played in a group, the person who cannot provide the word link is eliminated, and the winner is the only one who remains. When there are two players, the one who makes the most word links wins. One of them ask the students to write, spell, and pronounce the word. Two of them just ask the students to write the word, and other researchers only ask the students to pronounce the word. The vocabulary mastery of EFL students improved after the implementation of Word Chain Game in the classroom. According to the findings, it provides an interesting method for vocabulary building skill and strategies, word memorization, word list recall or vocabulary recognition, and group work. It is conclude that using Word Chain Game in teaching vocabulary is effective. In other words, differences in the teaching procedures do not negatively impact the students vocabulary mastery.
VOCABULARY LEARNING STRATEGIES OF THE SECOND-SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT TADULAKO UNIVERSITY Devi Handayani; Nadrun Nadrun
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1879

Abstract

This research aims to identify the strategies used and find out the effective strategies used by the second-semester students of English Education Study Program in learning vocabulary. This research applied qualitative research, especially case study. The participants were 20 students filling out the questionnaires and six students answering the interviews. The participants of this research were selected by using purposive sampling technique. The instruments of data collection were questionnaires and interviews. The data gathered were analyzed by google form and descriptively. The data analysis results show that most students always use an electronic dictionary to find out the meaning of a word in determination strategies. Next, in social strategies, most students prefer to interact with their friends through group discussion in class or asking the meaning of a new word. Then, in memory strategies, most students often remember a new word from its pronounced. In cognitive strategies, they often use context in the text to explain the meaning of a word. While, in metacognitive strategies, most students often use an English song to learn new words and watch videos related to the deep pronunciation of English. The effective strategies were watching videos or movies. Then, they often make new vocabulary notes to memorize the words and remember a new word when it is pronounced. They also use an electronic dictionary to find out the meaning of the word. In general, most second-semester students almost use all the strategies in the taxonomy of vocabulary learning strategies. The strategies most often used are using media, electronic dictionaries, interacting with other people, remembering new words when they are pronounced, and using context in the text to explain the new word's meaning.
DEVELOPING SPEAKING SKILL OF THE EIGHTH GRADE STUDENTS THROUGH SHORT CONVERSATION Sofyan H; Ferry Rita
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1880

Abstract

The objective of the research is to investigate whether or not the application of Short Conversation Technique improve the speaking skill of the eighth grade students of SMPN 1 Palasa. Additionally, this research was conducted through quasi experimental research design in which the samples of the research were grades VIII B and VIII C. The obtained data of this research were analyzed statistically in order to find out the significant difference between two groups on the posttest after the treatment using Short Conversation given to the experimental group. It was found that the mean scores of both the experimental and control groups on the posttest are respectively 75.56 and 61.45. Furthermore, referring to the ttable value of df 46 (24+24-2) by applying 0.05 level of significance on one-tailed test, it is found that the tcounted value of this research (6.1) is higher than the ttable value (1.68). On top of that, the application of Short Conversation Technique can improve the speaking skill of the eighth grade students of SMPN 1 Palasa.
THE USE OF STUDENT CENTERED-LEARNING (SCL) TO DEVELOP STUDENTS’ SPEAKING SKILL Uswatun Hasanah; Anshari Syafar
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1881

Abstract

The objective of this research is to find out the effect of the Student-Centered Learning (SCL) technique to develop the speaking skill of second grade students. This research applied the experimental design of quasi-experiments. The population of this research was the second-grade students that were XI IPA 4 as experimental class and XI IPA 2 as control class. In sample selection, the research sample was selected using the convenience sampling technique to determine the sample. The data were collected through pre-test and post-test. Data were analyzed using t-test to compare the mean score of the pre-test and the post-test from experimental and control groups .The results showed that the mean differences in the classical abilities of the control and experimental class students were 45.1 and 49 in the pre-test, while the post-test were 61.16 and 55.29. Further analysis indicates t-counted (3.85) is greater than the t-tables (1.67)which means that the use of SCL has an impact on students’ speaking achievement. Therefore, the hypothesis of this research is accepted which means there is an improvement in their ability in speaking.
AN ANALYSIS ON THE ENGLISH TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION AT SMP LABSCHOOL PALU Wahyu Chairun Azis; Jamiluddin Jamiluddin; Anjar Kusumua Dewi
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1882

Abstract

The objectives of this research are (1) to find out the strategies that the English teachers use in teaching reading comprehension at SMP Labschool Palu, (2) to find out the reasons why the English teachers chose the strategies in teaching reading comprehension. The subject of this research all the English teachers at SMP Labschool Palu. This research was descriptive qualitative research. The technique of collecting data were questionnaire and interview. The researcher analyzed the data by using descriptive qualitative research. The result of this research showed that there were five strategies mostly used by the English teachers in teaching reading comprehension to be applied in the classroom. There were (monitoring comprehension, recognizing story structure, question answer relationship, graphic and semantic organizers, and summarizing). Based on the analysis of interview to the teachers, those strategies can help the teachers because the students more active and the students could exchange their opinion with their friends.
CORRELATION BETWEEN VOCABULARY MASTERY AND READING COMPREHENSION OF THE TENTH GRADE Yuliastuti Yuliastuti; Sriati Usman
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1883

Abstract

The purpose of this research is to find out the correlation between vocabulary mastery and reading comprehension of the tenth Grade students of SMAN 14 Sigi. This research used quantitative with correlational approach. The sample was 42 students which was taken by using all population sampling/all sampling technique. The instruments used to collect the data were the vocabulary and reading comprehension test in multiple choices form. All the data gained in this research were analyzed using Pearson Product Moment Formula. The result shows that the obtained r value is 0.703. it is categorized in “Substantial” correlation. It indicated that there is positive correlation between vocabulary mastery and reading comprehension of the tenth grade students of SMAN 14 Sigi. Vocabulary contributes significantly to their reading comprehension. When they mastered the vocabulary, it will be easier for them to comprehend the reading. In the other words, vocabulary affect the reading comprehension and vice versa.
THE EFFECT OF STORYTELLING ON THE ELEVENTH GRADE STUDENTS SPEAKING SKILL Yusuf Mahendra; Anshari Syafar
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1884

Abstract

The objective of this research is to find out the effect of storytelling on the development of students’ speaking skill in teaching English. The sample of this research was the eleventh grade students. The research sample were selected using convenience sampling technique. The research applied quasi-experimental design. The data were collected through pretest and posttest. The data were analyzed using t-test to compare mean score of pretest and posttest of experimental and control group. The result showed that the mean differences of the experimental and control group students were (51.70) and (52.75) in pretest. While the posttest were (60.23) and (54.50). Further analysis indicates, t-counted (4.57) is greater than t-table (2.02). The control group got the higher score on pretest while the experimental group got the higher score on posttest which is mean that the hypothesis of the research failed to be rejected. In other word, the use of storytelling to teach English has impact in improving students’ speaking ability.
A STUDY ON THE USE OF SUBSTITUTION DRILL TECHNIQUE IN TEACHING GRAMMAR Zumrah Zumrah; Konder Manurung
e-Journal of ELTS (English Language Teaching Society) Vol. 9 No. 3 (2021)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v9i3.1885

Abstract

This study was conducted through Library Research Design. The objectives of this study are to analyze, describe, and explain about the implementation of substitution drill technique in teaching grammar. In this study, the data described was taken from the ones conducted within 2011-2020. There are ten studies used as the data sources in this recent study. The result of descriptive data analysis showed that the implementation of substitution drill can improve the students’ ability in English , such as the ability in conditional sentence, simple present tense, past tense, continuous tense, degrees of comparison, and the ability in using auxiliary do and does. Based on the results of the implementation of substitution drill by previous researchers, it was found that most of the students on different academic levels within 2011-2020 experienced improvement on their ability in English after the implementation of substitution drill. All the secondary data sources used different procedure but in general all drill procedure are similar using the procedure by Decanay & Donald model with the following procedure: a model, a cue, and response.

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