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 12 Documents
 1   2 
Search results for , issue "Vol 6, No 2 (2018): ELTE Journal September Edition" : 12 Documents clear
The Influence of Student Team Achievement Division (STAD) Strategy and Learning Styles toward Reading Comprehension Achievement of the Tenth Grade Students of State Islamic Senior High School Number 1 of Palembang Rika Puspita Sari; Indawan Syahri; 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.v6i2.2314

Abstract

AbstractThis research was investigate the influence of STAD Strategy and Learning Styles toward reading comprehension achievement to the Tenth grade students of The State Islamic Senior High School Number 1 of Palembang. In carrying out this research, the writer selected two groups randomly: The experimental group and the control groups with six subjects each group and writer used factorial design. In analyzing the data, writer used statistic analysis and two-way ANOVA in SPSS15. Based on the result of calculating using independent t-test, it was found as follows: First, There was a significant difference in reading comprehension achievement between students who have visual learning styles and those who have auditory learning style taught using by STAD of State Islamic Senior High School Number 1 of Palembang. Second, There was a significant difference in reading comprehension achievement between studentswho have visual learning styles and those who have auditory learning style taught using by conventional class of State Islamic Senior High School Number 1 of Palembang. Third, There was a significant difference in reading comprehension achievement between students who have visual learning styles and those who have auditory learning style taught using by STAD and conventional class of State IslamicSenior High School Number 1 of Palembang. Fourth, there were significant interaction effects of STAD and learning styles toward reading comprehension achievement of State Islamic Senior High School Number 1 of Palembang.Keywords : STAD, Learning Styles, Reading Comprehension Achievement
Error on Elliptical Constructions made by the First Semester to the English Study Program PGRI University of Palembang Evi Rosmiyati
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.v6i2.2325

Abstract

AbstractThe main problems of this study were “What kinds and causes of error are made by the First semester to the English Study Program PGRI university of Palembang in using elliptical construction? Therefore, the purpose of this study were to find out what kindsof error and the causes are made by eleventh grade students in using elliptical constructions of First semester to the English Study Program PGRI university of Palembang. The total population of this study was 70 students consist of two classes. Choosing the sample for this study, the writer used purposive sampling method with the total 32 students. The method used in this study was the descriptive method.Written and questionnaire had been used for analyzing the data obtained. Based on the study, it is found that the error made by the eleventh grade students was 376. There were 82 (22%) errors in using ‘do’, 66 (18%) in using ‘does’, 58 (15%) in using ‘did’, 39 (10%) in using ‘am’, 78 (21%) in using ‘is’, and 53 (14%) in using ‘are’. In Addition, there were 41 errors of addition errors, 70 errors of omission errors, 211 errors of misformation errors, 46 errors of misordering errors.Keywords: Error Analysis, Elliptical construction.
The Influence of Direct Reading Thinking Activity (DRTA) Strategy andReading Interest toward Reading Achievement of the Tenth Grade Students at MA Miftahul Jannah Peninjauan OKU Miftahul Jannah; Indawan Syahri; Mulyadi Mulyadi
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.v6i2.2309

Abstract

AbstractThe aim of this study was to find out whether or not there was a significant interaction effect of DRTA strategy and reading interest on reading achievement before and after being taught using DRTA Strategy and conventional strategy. The samples of the studywere sixty students of the tenth grade of MA Miftahul Jannah in academic year 2017/2018. The samples of the study were the 15 students’ high interest and 15 students’ low interest in experimental group and there were 15 students’ high interest and 15 students’ low interest in conventional strategy. Two group pre-test post-test experimental and control group designs were used. Reading comprehension test was used to know the students’ reading achievement. The groups were given a treatment for eight meeting and were checked for comprehension achievement through a readingtest. The data were analyzed by using paired sample t-test in SPSS version 17.0. The results showed that there is a significant interaction effect of DRTA strategy and reading interest on reading acievment before and after being taught using DRTA Strategy and conventional strategy. If there was p-value less than or equal to 0.05, then it was assumed that there was a significant interaction, it could be seen that Fobtained was 950,882 with the p-value 0,032. Since the p-value was lower than 0.05, it meant that was a significant interaction effect or strategies used DRTA Strategy and reading interest toward reading achievement.Key words: DRTA (direct reading thinking activity) strategy, reading interest, reading achievement
Contrastive Analysis between English and Indonesian Word Formation Yuspar Uzer
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.v6i2.2315

Abstract

AbstractContrastive Analysis between English and Indonesian Word Formation”. The main problems of this study were as follows : (1) what are the differences between English and Indonesian word formation? (2) what are the similarities between English andIndonesian word formation? (3) What are some possible learning problems faced by Indonesian students in learning word formation in English ?. The objectives of this study were to know the differences and similarities between English and Indonesian word formation and the possible learning problem faced by Indonesian students inlearning word formation in English.In this study, the writer used descriptive method. The data were collected through documentation technique from English and Indonesian books which are relevant to the problem of the study. The data were analyzed by identifying the differences and the similarities of the word formationin the two language.The differences between English and Indonesian word formation are in the form of Affixation, confixation, Infixation, Simulfixation and Reduplication. The similarities between English and Indonesian word formation are in the form Prefixation, Suffixation, Blend, Clipping, Back-Formation and Acronym.Keywords : Contrastive Analysis, Word Formation
The Influence of Debate Method, Traditional Teaching Method and Learning Motivation Towards Speaking Ability of the First Semester Students of STIE Prabumulih 2017 Herlina Herlina; Baginda Simaibang; Mulyadi Mulyadi
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.v6i2.2311

Abstract

AbstractThis research is concerned with the influence of debate method, traditional teaching method and students’ learning motivation towards their speaking ability of the first semester of STIE Prabumulih 2017. In this study 60 students of the first semester of STIE Prabmulih 2017 in the academic year of 2017/2018 were chosen as the samples by means of cluster random sampling. This study applied factorial research design. The data were collected by using questionnaire and t-test. The data were analyzed by using Paired Sample t-test, Independent Sample t-test and Two Way Anova. Theresults showed that, first there was a significant difference in speaking ability between the students with high learning motivation and those with low learning motivation taught using debate method. Second there was a significant difference in speaking ability between the students with high learning motivation and those with low learningmotivation taught using traditional teaching method. Third there was a significant difference in speaking ability between the students with high learning motivation and those with low learning motivation taught using debate method and traditional teaching method. Last, there were not any significant interaction effects of debate method andlearning motivation towards the students’ speaking ability. The Finding suggests that there were significant influences of debate method, traditional method and students’ learning motivation towards their speaking ability of the first semester of STIE Prabumulih 2017.Keywords: Debate Method, Traditional Teaching Method, Learning Motivation, Speaking Ability
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

Abstract

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 Mind Mapping and Learning Motivation towards Reading Comprehension on Recount Text of the Eighth Grade Students of Junior High School 11 Palembang Elin Sustia Sari; Baginda Simaibang; Mulyadi Mulyadi
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.v6i2.2312

Abstract

AbstractThis study was meant to reveal the influence of mind mapping strategy and learning motivation towards reading comprehension on recount text of the eighth grade students of Junior High School 11 of Palembang. In this study 60 students of eighth grade students of Junior High School 11 in the academic year 2017/2018 were chosen as samples by means of two stage random sampling. This study applied factorial research design. The data were collected by using questionnaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample test, and Two-WayANOVA. The results showed that, first, there was a significant difference in students’ reading comprehension taught using mind mapping strategy. Second, there was not any significant difference in students’ reading comprehension taught by traditional teaching method. Third, there was significant difference in students’ readingcomprehension students who had high and low learning motivation by using mind mapping strategy and traditional teaching method. Fourth, there were not any significant interaction effects of mind mapping strategy and learning motivation towards the students’ reading comprehension of Junior High School 11 of Palembang.Conclusion suggests that there were significant influences of mind mapping strategy and learning motivation towards reading comprehension on recount text of the eighth grade students of Junior High School 11 of Palembang. In line with, mind mapping strategy was effective to the students who have high and low learning motivation.Keywords: Mind Mapping Strategy, Traditional Teaching Method, Learning Motivation, Reading Comprehension.
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

Abstract

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
An Analysis on the Students’ Indirect Learning Strategies in Writing Skill Yusri Yusri; Tri Setiani
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.v6i2.2307

Abstract

AbstractThe problem of this study was “what are the indirect learning strategies in writing skill applied by the eleventh grade students of State Senior High School 12 Palembang?” The objective of this study was to find out what the indirect learning strategies in writingskill are applied by the eleventh grade students of State Senior High School 12 Palembang. This study used qualitative descriptive method. The population of this study was 232 of the eleventh grade students of State Senior High School 12 Palembang in the academic year of 2016 / 2017. The class of XI IPA 1 that consisted of 38 students was chosen as the sample of this study. The data was collected through the SILL questionnaire and documentation. The data obtained was analyzed by using SPSS version 20. Based on the study, it showed that eventhough there was no learning strategy applied by the students in the high use, but according to the averageuse of the strategy, metacognitive strategies (Mean = 3.28) became the most frequently strategies applied by the students, then, followed by affective strategies (Mean = 2.65), and the last was social strategies (Mean = 2.46). In conclusion, all the indirect learning strategies in writing skill that are metacognitive, affective, and socialstrategies were applied by the eleventh grade students of State Senior High School 12 Palembang.Keywords: Analysis, Indirect Learning Strategies, and Writing Skill
Cultural Context in English Student Textbook Talk Activefor the Tenth Grade Students (A Content Analysis) Nurul Hasanah; Tahrun Tahrun; Mulyadi Mulyadi
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.v6i2.2313

Abstract

AbstractEnglish as a Foreign Language (EFL) has been introduced inseparably from its culture, either source culture, target culture, or international target culture. The integration of cultural contents in ELT (English Language Teaching) materials is strongly related to the current status of English. Being a global and common language, many recent theories suggest that the cultural contents of English materials should not be limited to native English speaking countries and should include local cultural contents. To this end, this research is intended at investigating the existence of cultural contents in an English textbook used by Senior High School students grade X in MAN 1 (Model) Lubuklinggau, entitled Talk Active. To this purpose, the media of cultural presentation, aspects of culture, categories of culture, and implications for language teaching were investigated. The method used in this study was content analysis. Some underlyingmodels proposed by Cortazzi and Jin (1999), Moran (2001), Yuen (2011), and Xiao (2011) were used as the main framework for analyzing the textbook. The investigation revealed that: (1) cultural contents were mostly presented through reading texts and pictures (56.5%) and (88.2%), (2) the dominant aspect of culture was products (33%), (3) the presented culture were mostly about source culture (30%), and (4) there were some strategies that can be applied that related to implications for language teaching. In summary, the exposures of visible cultural aspects of Indonesian culture which were presented through reading texts and pictures dominated the exposures of culture in Talk Active. Based on the findings, it is a need for textbook developers and teachers to provide a more balanced proportion of cultural contents in terms of the dimensions (products, persons, practices, perspectives) and categories of culture (source, target, and international target cultures) to help learners develop their intercultural understanding.Keywords: Language and Culture, Cultural Contents, English Textbook.

Page 1 of 2 | Total Record : 12

 1   2 

Filter by Year

2018 2018


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