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ELTE Journal (English Languange Teaching and Education)
Published by Universitas PGRI Palembang
ISSN : 23025409     EISSN : 26218003     DOI : https://dx.doi.org/10.31851/elte
Core Subject : Education,
Education
The articles published in ELTE Journal include results of empirical and conceptual research and literature reviews covering topics related to the teaching and learning of English.
Arjuna Subject : Umum - Umum
Articles 8 Documents
 1 
Search results for , issue "Vol 5, No 1 (2017): ELTE Journal February Edition" : 8 Documents clear
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

Abstract

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

Abstract

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.
IMPROVING THE STUDENTS’ SPEAKING SKILL BY USING MIND MAPPING TECHNIQUE AT UNIVERSITAS BINA DARMA Ferry Kurniawan
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.v0i0.1371

Abstract

The title of this study is improving the students’ speaking skill by using mind-mapping technique at Universitas BinaDarma. The problem of this study is: Is it effective to improve students’ speaking skill by using mind mapping technique? The purpose of this study is to know whether effective to use mind-mapping technique to improve the students’ speaking skill at Universitas BinaDarmaor not. The hypotheses of this study are: 1) H0. It is not significantly effective to improve the students speaking skill by using mind mapping technique. 2) Ha. It is significantly effective to improve the students’ speaking skill by using mind mapping technique. The method of this study was experimental method. Population of this study is Universitas BinaDarmastudents. Technique of colecting data was simple random sampling. result of this study is the null hypotheses was rejected.Keywords: Mind-mapping Technique, Speaking skill, Improve.
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

Abstract

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
CREATING VIDEO AND SPEAKING ACHIEVEMENT IN EFL CLASSROOM Alfha Desiana Maria
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.v0i0.1372

Abstract

The aim of this paper were to share “Creating Video and Speaking Achievement in EFL Classroom”, to find out factors causing low ability in speaking class, to identify the effectiveness of videos in proficiency, to describe the effectiveness of videos in increasing students’ motivation in the speaking class, and to create a video project in speaking class. The research used qualitative method. The data of the research were collected using: interview, observation, and documentation. The data collected were classified into two major data; reflective notes and document analysis. The results showed that video project was the effective technique to improve students’ speaking achievement. Students showed enthusiasm in joining class. The video entertained and motivated them to get involved in creating a video project.Key words: Creating Video,Speaking Achievement
THE INFLUENCE OF SHORT MESSAGE SERVICE TEXTING ON STUDENTS’ WRITING DESCRIPTIVE PARAGRAPH ACHIEVEMENT Asti Veto Mortini
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.v0i0.1368

Abstract

The objective of this research was to find out was any significant influence between the third semester students of University of PGRI Palembang majoring English Education who are taught using Short Message Service (SMS) texting in learning writing descriptive paragraph and those who are not. Quasi experimental method was used in this research. One group experimental and one control groups were as samples. Data were collected through written tests; pretest and posttest and analyzed them using independent sample test. The result showed t-obtained was greater (2.855) than t-table (1.990) at the significance level p<0.05 in two tailed testing with df=75. It means that there was a significant influence between the third semester students of University of PGRI Palembang majoring English Education who are taught using Short Message Service (SMS) texting in learning writing descriptive paragraph and those who are not. Keywords: Short Message Service Texting, writing, descriptive paragraph.
Teaching Writing Descriptive Text by Using Picture Word Inductive Model (PWIM) to the Eighth Grade Students of SMP Negeri 2 Lawang Wetan in Musi Banyuasin Districs Ferri Hidayad
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.v0i0.1373

Abstract

The objective of this study was to find out whether or not there was a significant difference in descriptive writing achievement of the eighth grade students of SMP Negeri 2 Lawang Wetan in Musi Banyuasin Districts before and after they were taught by using Picture Word Inductive Model (PWIM). The population of this study was all of the eighth grade students of SMP Negeri 2 Lawang Wetan in academic year of 2017/2018 with the total number of 192 students. Sixty four students were taken as a sample and divided equally into two groups, experimental and control group. The method used in this study was quasi-experimental design which used pretest-posttest design. Writing test was used as the instrument in collecting the data. The test was administered twice as the pre-test and the post-test. The result of the test was analyzed by using T-test (paired sample and independent sample t-test) through Statistical Package for Social Science (SPSS) 21 for Windows. The results of paired sample t-test showed that there was a significant difference in descriptive writing achievement of the eighth grade students of SMP Negeri 2 Lawang Wetan before and after they were taught by PWIM. Based on the results of independent sample t-test, it was found that there was a significant difference in descriptive writing achievement between the students who were taught by using PWIM and those who were not.Keywords: teaching writing descriptive text, picture word inductive model (PWIM)
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

Abstract

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

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