cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hanni Yukamana
Contact Email
yukamana1975@univpgri-palembang.ac.id
Phone
+62819683402
Journal Mail Official
jurnalelte@gmail.com
Editorial Address
Street. Jendral A. Yani Lorong Gotong Royong 9/10 Ulu Palembang South Sumatera
Location
Kota palembang,
Sumatera selatan
INDONESIA
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 7 Documents
 1 
Search results for , issue "Vol 5, No 2 (2017): ELTE Journal September Edition" : 7 Documents clear
THE INFLUENCE OF JIGSAW TECHNIQUE AND LEARNING INTEREST TOWARDS READING COMPREHENSION ACHIEVEMENT OF BUSINESS LETTERS ON THE ELEVENTH GRADERS OF SMK NEGERI 3 PALEMBANG Tahrun Tahrun; Baginda Simaibang; Iskandar Iskandar
ELTE Journal (English Languange Teaching and Education) Vol 5, No 2 (2017): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1374

Abstract

This study is concerned with the inquiry of  the Influence of Jigsaw Technique and Learning Interest towards Reading Comprehension Achievement of Business Letters on the eleventh Graders of SMK Negeri 3 Palembang. The problem of the study is to investigate the influence of Jigsaw technique and traditional teaching method in relation to learning interest towards reading comprehension achievement of business letters. Jigsaw is a collaborative technique to accommodate the students’ reading comprehension. This quantitative study and the data collection are deliberated by adopting pretest, posttest and questionnaire. The data analysis employs paired sample t-test, independent sample t-test and two way analysis of variance. Findings showed  that  there was a significant influence of the application of both Jigsaw technique and traditional teaching method towards reading comprehension achievement of business letters  but that  there were not any significant interaction effects of the application of Jigsaw  technique and learning interest towards reading comprehension achievement of business letters. Conclusion suggests that there were significant effects of Jigsaw technique and traditional teaching method on students’ reading comprehension achievement.Keywords: Jigsaw technique, learning interest, reading comprehension and business letters
THE INFLUENCE OF EXPLICIT READING STRATEGY INSTRUCTION (ERSI), CONVENTIONAL TEACHING AND READING INTEREST ON THE ELEVENTH GRADE STUDENTS’ READING ACHIEVEMENT AT PGRI 1 OF VOCATIONAL HIGH SCHOOL OF PALEMBANG Baginda Simaibang; Inderawati Inderawati; Eva Rahma Sari
ELTE Journal (English Languange Teaching and Education) Vol 5, No 2 (2017): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1379

Abstract

This thesis is concerned with The Influence of  Explicit Reading Strategy Instruction (ERSI), Conventional  Teaching and Reading Interest  on The Eleventh Grade Students’ Reading Achievement at PGRI 1of  Vocational High Schoolof Palembang  . The problem of the study is to investigate the influence of explicit strategy instruction, conventional  teaching and students’ reading interest towards  reading  achievement. The total number of populations were 195 students. The sample for this study were 30 students taken through two stage random sampling technique . Data were collected by adopting questionnaire for reading interest and test for ERSI  and reading  achievement. Data were analyzed by using t-test and factorial design (two way anova). Findings show that there are interaction effects  of explicit reading strategy instruction (ERSI), conventional  teaching and students’ reading interest towards  reading  achievement. Conclusion suggests that ERSI  and reading interest have significant roles to improve reading achievement.Keywords: Explicit Reading Strategy Instruction (ERSI), Conventional Teaching, Reading Interest, Reading Achievement.
THE CORRELATION AMONG INTRAPERSONAL INTELLIGENCE, LEARNING STYLES, SELF- CONFIDENCE, AND SPEAKING ABILITY OF THE SECOND SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF PGRI UNIVERSITY OF PALEMBANG Indawan Syahri; Mulyadi Mulyadi; Ayu Novitasari
ELTE Journal (English Languange Teaching and Education) Vol 5, No 2 (2017): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1375

Abstract

This study was aimed to investigate the evidence about intrapersonal intelligence, learning styles, and self-confidence to speaking ability. This is  quantitative study. The population of this study was all the second semester students of English Education Study Program of PGRI University of Palembang with the total of 60 students. For the purpose of this study, 60 students had been selected by using total sampling as the research sample. To collect the data, there were two kinds of instrument used. The first intrument was questionnaire used to collect the data of students’ intrapersonal intelligence, learning styles, and self-confidence. The second intrument was a speaking test to collect the data of students’ speaking ability. The data were analyzed by using Pearson Product Moment and multiple regression formula of SPSS 21 program to find out the correlation among intrapersonal intelligence, learning styles, and self-confidence on speaking ability. And the result indicated, there was significant correlation between intrapersonal intelligence and speaking ability with the correlation coefficient (r) was .965, between self-confidence and speaking ability it was also shown that the level of correlation was high category (r) .989, but there was not any significant correlation between learning styles and speaking ability with the correlation coefficient (r) was -.112. There were significante correlation among intrapersonal intelligence, learning styles, and self-confidence on speaking ability with the level of correlation analysis was in positive category (r) .991. The result suggests that intrapersonal intelligence, learning styles, and self-confidence significantly correlate with speaking ability.Keywords: Intrapersonal Intelligence, Learning Styles, Self- Confidence, and Speaking Ability.
THE INFLUENCE OF USING AUDIO-VISUAL METHOD AND LISTENING ATTITUDE TOWARDS THE LISTENING ABILITY AT THE SECOND LEVEL CADETS OF D III LALU LINTAS ANGKUTAN SUNGAI DANAU DAN PENYEBERANGAN (LLASDP) PALEMBANG Tahrun Tahrun; Rita Inderawati; Oktrianti Diani
ELTE Journal (English Languange Teaching and Education) Vol 5, No 2 (2017): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1380

Abstract

This study investigated to find out whether or not there were any significant differences of the second level cadets’ listening ability and listening attitude  using audio-visual method (video materials). By using questionnaire forty cadets were 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 data were analyzed by using three techniques: they were the statistical analysis on measuring homogenity and normality data, independent t-test, and two-way ANOVA. Due to the research findings, it was found that (1) there was significant difference in listening ability between positive and negative attitude students who were taught by using Video materials (0.000<0.05). (2) there was significant difference in listening ability between positive and negative attitude students who were taught by using conventional technique (0.000<0.05). (3) there was significance difference in listening ability between positive and negative attitude students who were taught by using video materials and those who were taught by using conventional technique (0.000<0.05). (4) there was a significant interaction effect of Video materials and listening attitude towards the listening ability at the second level cadets of D III Lalu Lintas Angkutan Sungai Danau dan Penyeberangan (LLASDP) Palembang (0.020 < 0.05).Keywords: video materials, listening attitude, and listening ability
THE EFFECT OF COGNITIVE STRATEGIES ON THE STUDENTS’ LISTENING COMPREHENSION AT STMIK PRABUMULIH Hepnyi Samosir
ELTE Journal (English Languange Teaching and Education) Vol 5, No 2 (2017): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1376

Abstract

This study is an experimental design that aims to find out if there is any significant difference in the students’ listening comprehension taught by using cognitive strategies. The study was conducted at STMIK Prabumulih. The population taken was the fourth semester students. The samples were taken by random sampling technique. Pre-test and post-test were carried out with participant students from the two classes, experimental and control class. The experiment class showed an average of 40 in the pre-listening test. On the other hand, the control class showed an average of 35 when doing the pre-listening test. After being treated with cognitive strategies, then the post-listening test was carried out. The experiment class showed an average of 70, whereas the control class got 50.83. The mean gain for control class was 16.50, and for the experimental class were 27.50. Both classes differ in gains in which the mean gain for experiment class was higher than the other one. It was found that t-observed was greater than the value of t-table (4.63 > 1.671) and thus null hypothesis was successfully rejected. It could be interpreted that cognitive strategies affected the students’ listening comprehension. The result of cohen’s d is 1.19, and categorized as large. With the Cohen’s d of 1.19, 97.1 % of the treatment classes were above the mean of the control one. The finding of the study is expected to be reference or source of information in designing teaching listening syllabus. Keywords: Effect, Cognitive Strategies, Bottom-up, Top-down
THE CORRELATIONS AMONG VOCABULARY MASTERY, READING INTEREST AND READING ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA N 4 OF PALEMBANG Baginda Simaibang; Mulyadi Mulyadi; Wira Lestari
ELTE Journal (English Languange Teaching and Education) Vol 5, No 2 (2017): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1377

Abstract

This study dealt with the inquiry of the correlations among vocabulary mastery, reading interest, and reading achievement of the tenth grade students of SMA Negeri 4 Palembang. The total number of populations were 324 students. The samples for this study were 30 students taken through two stage random sampling technique. Data were collected by adopting questionnaire for reading interest and test for vocabulary and reading achievement. Then, they were analyzed by using r-Product Moment and Multiple Regression. Findings show that there are correlations among vocabulary mastery, reading interest and reading achievement. The data analysis shows that RyX1X2= 0.460 with r2=0.212 and  the criteria of significant test is gotten Fcount. 3.624 > 3.32. Therefore, alternative hypothesis (Ha) was accepted while null hypothesis (Ho) was rejected. In conclusion, vocabulary mastery and reading interest have significant roles to improve reading achievement.Keywords: Correlation, vocabulary, reading interest, reading achievement
THE INFLUENCE OF AUDIO LINGUAL METHOD AND EMOTIONAL QUOTIENT TOWARDS LISTENING ABILITY OF THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 4 LUBUKLINGGAU Indawan Syahri; Tahrun Tahrun; Qorie Pratiwi
ELTE Journal (English Languange Teaching and Education) Vol 5, No 2 (2017): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1378

Abstract

The objectives of this study, among others are: (1) to reveal the difference of student’s ability to listen between those of the students who with the Audio Lingual Method and conventional teaching of the eighth grade students of SMP Negeri 4 Lubuklinggau;  (2) to reveal the difference of students’ ability to listen between those of high emotional quotient students and low emotional quotient students of the eighth grade students of SMP Negeri 4 Lubuklinggau; (3) to reveal the effects of the interaction between Audio Lingual Method and Emotional Quotient of the eighth grade students of SMP Negeri 4 Lubuklinggau. This study used an experimental method. The population this study was 240 students of the eighth grade students of SMP Negeri 4 Lubuklinggau in the school year 2016/2017. The sample of this study were two classes who were choosen through cluster random sampling. Experiment class comprised 30 students and control class comprised 30 students. The data were collected by listening test. The data were analyzed by means of descriptive statistics, normality, homogeneity, and hypotheses testing of SPSS version 23. From the research findings above, it can be concluded that there is not any significance influence of Audio Lingual Method and the Stduents’ Emotional Quotient In Listening Ability to the Eighth Grade Students’ at State School 4 of Lubuklinggau.Keywords: Audio Lingual Method, Emotional Quotient, Listening

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2017 2017


Reset
Filter By Issues
All Issue Vol 8, No 2 (2020): ELTE Journal September Edition Vol 8, No 1 (2020): ELTE Journal February Edition Vol 7, No 2 (2019): ELTE Journal September Edition Vol 7, No 1 (2019): ELTE Journal February Edition Vol 6, No 2 (2018): ELTE Journal September Edition Vol 6, No 1 (2018): ELTE Journal February Edition Vol 5, No 2 (2017): ELTE Journal September Edition Vol 5, No 1 (2017): ELTE Journal February Edition Vol 4, No 2 (2016): ELTE Journal September Edition Vol 4, No 1 (2016): ELTE Journal February Edition Vol 3, No 2 (2015): ELTE Journal September Edition Vol 3, No 1 (2015): ELTE Journal February Edition Vol 2, No 2 (2014): ELTE Journal (English Languange Teaching and Education) Vol 2, No 1 (2014): ELTE Journal (English Languange Teaching and Education) Vol 1, No 2 (2013): ELTE Journal (English Languange Teaching and Education) More Issue