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<![CDATA[THE INFLUENCE OF WRITING PROCESS METHOD AND MOTIVATION TOWARD THE TENTH GRADE STUDENTS’ WRITING ABILITY OF DESCRIPTIVE TEXT AT SMA NAHDATUL ULAMA PALEMBANG ]]>
<![CDATA[Rika Novi Yarti]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3566
<![CDATA[AbstractThe study deals with the influences of Writing Process Method, Conventional Teaching Technique, and Motivation towards students’ writing ability to the tenth grade students of SMA Nahdatul Ulama Palembang. This is a quantitative study. The data were collected by using questionnaire, pre-test and post-test. They were analyzed by using t-test and Two Way Anova. Findings show that there were significant influence of Writing Process Method, Conventional Teaching Technique and Writing Motivation to the tenth grade students’ writing ability. There were interaction effect from the Writing Process Method and Writing Motivation to the tenth grade students. There was a significant influence in writing ability between the tenth grade students who had high learning motivation and those who had low learning motivation taught by using Writing Process Method. In, conclusion Writing Process Method and Writing Motivation show significant roles to improve the tenth grade students’ writingability in descriptive text.Keywords : Writing Process Method, Conventional Teaching Technique, Motivation, Writing ability.]]>
<![CDATA[THE CORRELATION AMONG THE ELEVENTH GRADE STUDENTS’ LEARNING STRATEGIES, READING ATTITUDE, AND READING ACHIEVEMENT AT STATE HIGH SCHOOL 22 OF PALEMBANG ]]>
<![CDATA[Ria Maya Lestari Manurung]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3572
<![CDATA[AbstractThe study is concerned with the correlation among the eleventh grade students’ learning strategies, reading attitude and reading achievement at state high school 22 palembang. In this study, 40 students of the eleventh grade students at state high school 22 of Palembang in academic year 2015/2016 were chosen as samples through cluster random sampling. This study applied correlational research design. The data were collected by using questionnaires and test and were analyzed by using Pearson Product Moment coefficient and multiple regression analysis. The result showed that there was positive correlation between language learning strategies and reading achievement (0.004 < 0.05); between reading attitude and reading achievement (0.028 < 0.05); between language learning strategies and reading attitude (0.006 < 0.05), and among language learning strategies, reading attitude and reading achievement ( 0.004 < 0.05)Key words: Language Learning strategies, Reading Attitude, readingAchievement]]>
<![CDATA[THE INFLUENCE OF ROLE PLAYS AND LEARNING MOTIVATION TOWARDS THE FIRST YEAR ROOM DIVISION STUDENTS’ SPEAKING ABILITY AT TOURISM POLYTECHNIC OF PALEMBANG ]]>
<![CDATA[Indah Wati]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3562
<![CDATA[AbstractThis study is concerned withthe influence of Role plays and Learning Motivation towards the first year Room Division students’ Speaking Ability at Tourism Polytechnic of Palembang. In this study, 32 students of first year room division department were chosen as samples by means of two stages random sampling. This study applied factorial design. The data were collected by using questionnairres and speaking test. The data were analyzed by using Paired Sample T-test, Independent Sample T-test, and Two-Ways Anova. The result showed that first, there was significant influence of Role Play towards the first year room division students’ speaking ability. Second, there was significant influence of conventional teaching technique towards the first year room division students’ speaking ability. Third, there was significant influence of role play and conventional teaching technique towards the first year room division students’ speaking ability between students who have high and low learning motivation at Palembang Tourism Polytechnic. Fourth, there was interaction effect of role play and learning motivation towards the first year room division students’ speaking ability. It can be concluded that Role Play technique was quite effective to improve students’ speaking achievement.Keywords: Role Plays, Learning Motivation, Speaking Ability]]>
<![CDATA[THE CORRELATION AMONG METACOGNITIVE AWARENESS, EXTRINSIC MOTIVATION, AND WRITING ABILITY OF THE SIXTH SEMESTER STUDENTS OF ENGLISH STUDY PROGRAM OF FACULTY OF TEACHER TRAINING AND EDUCATION OF PGRI UNIVERSITY OF PALEMBANG ]]>
<![CDATA[Verawati Verawati]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3567
<![CDATA[AbstractThis study is concerned with the inquiry on the correlation among metacognitive awareness, extrinsic motivation and writing ability. This study is aimed to investigate the empirical evidence about metacognitive awareness and extrinsic motivation and its correlation to writing ability. The population of this study encompassed all the sixth semester students ofEnglish study program of faculty of teacher training and education of PGRI university of Palembang of which total is 71 students. From the population, only 35 students were taken as the samples. The systematic non-random sampling technique was used in recruiting the samples. Data were collected through tests and questionnaire. Data were analyzed by using Pearson Product Moment and multiple regressions to find out the correlation amongmetacognitive awareness and extrinsic motivation simultaneously on writing ability. Findings showed that there was significant correlation between metacognitive awareness and writing ability, and between extrinsic motivation and writing ability. Multiple regressions indicate that there were significant correlation of metacognitive awareness and extrinsic motivationsimultaneously on writing ability. In conclusion, there is significant correlation among metacognitive awareness, extrinsic motivation and writing ability. At the same time, both metacognitive awareness, extrinsic motivation affect writing ability of the sixth semester students of english study program of faculty of teacher training and education of PGRIuniversity of Palembang.Keywords: Metacognitive Awareness, Extrinsic Motivation, Writing Ability,Correlation, Multiple Regressions.]]>
<![CDATA[COLLOCATION IN THE MOVIE ENTITLED COCO BY MOLINA AND MATTHEW ALDRICH ]]>
<![CDATA[Linda Sari]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3563
<![CDATA[AbstractThis research is concerned with collocation in the movie subtitle Coco by Molina and Matthew Aldrich. This research is a descriptive qualitative study. It is supposed to identify the English collocation found in Coco movie; to classify the types of collocation found in Coco movie; and to discuss the meanings of collocation found in Coco movie. In data collection, the research employed triangulation that presented three different techniques, namely documentation, observation and interview. Based on the findings, it is shown that there were 134data of grammatical collocations found in the movie, which consisted of 7 types of grammatical collocations. They were 1 datum of noun+preposition combination, 2 data of noun+to+infinitive, 1 datum of noun+that+clause, 7 data of preposition+noun, 3 data of adjective+preposition combinations, 4 data of predicate adjective+to+infinitive, and 116 data of collocation verb patterns.Keywords: Collocation, Types of Collocation, Subtitle, Classify.]]>
<![CDATA[TEACHING READING RECOUNT TEXTS THROUGH EVIDENCE-BASED STRATEGY TO THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 7 OF PALEMBANG ]]>
<![CDATA[Tahrun Tahrun]]>;
<![CDATA[Noviati Noviati]]>;
<![CDATA[Intan Maulidasari]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3569
<![CDATA[AbstractThe title of this study was teaching reading recount texts through evidence-based strategy to the eighth grade students of State Junior high School 7 of Palembang. The problem of this study was the students have difficulties to identify the meaning of the word, main idea of the texts, and detail information even they enjoyed in reading learning. It makes the students hard to understand the text, especially in reading recount texts. The objective of this study was to find out whether or not there are any significantly difference by the students who are teach recount text through evidence-based strategy and those who are not. The true-experimental method with randomized pre-test and pot-test control group design was used in this study. The data was analyzed through matched t-test and independent t-test. The population of this study was all the eighth grade students of State Junior High School 7 of Palembang Academic Year 2018/2019 with the total number of population was 328 students from 11 classes. The simple cluster sampling used in this study. The samples are VIII.1 as the experimental group with 31 students and VIII.5 as the control group with 28 students. The average score of post-test in experimental group was 85,56 and the average score in the post-test in control group was 79,73. based on the findings in this study, the researcher was concluded that there was significant difference of students’ score between the students who were taught through evidence-based strategy and those who were taught without evidence-based strategy in reading recount texts at State Junior High School 7 of Palembang. It could be seen from the value of t-obtained was higher than the value of t-table (2,78>1,697). It means that Ho was rejected and Ha was accepted. Form the data analysis above, it could be conclude that there was significant difference in reading recount texts of the eighth grade students of State Junior High School 7 of Palembang who were taught through evidence-based strategy and those who were not.Keyword: Reading, Recount Texts, and Evidence-based strategy]]>
<![CDATA[THE EFFECT OF STORY IMPRESSION STRATEGY AND READING MOTIVATION TOWARD THE EIGHTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMP NEGERI 2 PAMPANGAN OKI ]]>
<![CDATA[Lismania Lismania]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3564
<![CDATA[AbstractThis research is concerned with the effect of Story Impression Strategy and motivation towards reading comprehension achievement of the eighth grade students at SMPN 2 Pampangan OKI. The data were taken from reading test and questionnaire. The test was analyzed by using descriptive statistic, normality, homogeneity, independent simple t-test, and two way anova. Based on the data, it was found that; There was a significant difference in reading comprehension achievement between the students who have high level of motivation and those who have low reading motivation who are taught by using Story Impression strategy, there was a significant difference in reading comprehension achievement between the students who have a high reading motivation and those who have low reading motivation who are taught by using conventional strategy, there was a significant difference in students’ reading comprehension achievement taught using Story Impression strategy and conventional strategy. And the last, there was a significant interaction effect of Story Impression strategy and reading motivation toward students’ reading comprehension achievement. Conclusion suggests that Story Impression Strategy was effective for students who have high and low motivation.Keywords: Story Impression Strategy, Conventional Strategy, Reading Motivation, Reading Comprehension Achievement]]>
<![CDATA[THE USE OF SONGS TO INCREASE THE YOUNG LEARNERS’ LANGUAGE ABILITY ]]>
<![CDATA[Marleni Marleni]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3570
<![CDATA[AbstractMost young learners with physical impairments can benefit from listening to music because doing so helps with concentration andor influences their movements. Smooth music will result in movements with a flow, while fast dance music may cause jerky movements.In the early grades, transitions are a little harder to set because the students are still learning what the concept of a minute is and what one feels like. A song can improve transitions because it becomes a behavior cue: Students grow accustomed to the length of the song or part of a song and internalize the time they have to move on to the next task, which helps them begin to take responsibility for their own learning.Songs play an important role in the development of young children learning a foreign language. A testament to this is the frequency with which songs are used in English Language teaching classrooms all over the world. In particular, it will discuss how songs can help learners improve their listening skills and pronunciation, and how they can be useful in the teaching of vocabulary and sentence structures. It will also discuss how songs can reflect culture and increase students’ overall enjoyment of learning a foreign language. Finally, the paper aims to explore how songs for children can be adapted to suit a particular theme or part of the curriculum a teacher might wish to teach. Most children enjoy singing songs, and they can often be a welcome.Keywords: Language, English, songs, effective and young learners.]]>
<![CDATA[THE CORRELATION AMONG THE ELEVENTH GRADE STUDENTS’ SELFCONFIDENCE, MOTIVATION AND SPEAKING ACHIEVEMENT AT PGRI SENIOR HIGH SCHOOL 2 OF PALEMBANG ]]>
<![CDATA[Ike Yustanti]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3560
<![CDATA[The objectives of this study were to find out whether or not: 1) there was a significant correlation between the eleventh grade students’ self- confidence and speaking achievement at PGRI Senior High School 2 of Palembang; (2) there was a significant correlation between the eleventh grade students’ motivation and speaking achievement at PGRI Senior High School 2 of Palembang; (3) there was a significant correlation between the eleventh grade students’ self-confidence and motivation simultaneously and speaking achievement at PGRI Senior High School 2 of Palembang. This study was correlation researches with the population were 324 students. The samples for this study were 30 students (XI.IPA 2) taken through convenience sampling technique. Data were collected through questionnaires and test. Then, they were analyzed by using correlation analysis and multiple regression analysis. Findings show that: 1) there was significant correlation between the eleventh grade students’ self- confidence and speaking achievement at PGRI Senior High School 2 of Palembang; 2) there was significant correlation between the eleventh grade students’ motivation and speaking achievement at PGRI Senior High School 2 ofPalembang; 3) there was significant correlation between the eleventh grade students’ selfconfidence and motivation simultaneously and speaking achievement at PGRI Senior High School 2 of Palembang.Keywords: Self-Confidence, Motivation, Speaking Achievement]]>
<![CDATA[THE INFLUENCE OF RUNNING DICTATION TECHNIQUE AND LEARNING MOTIVATION TOWARDS READING COMPREHENSION ACHIEVEMENT OF THE NINTH GRADE STUDENTS AT MTSN 1 OGAN ILIR ]]>
<![CDATA[Purwanto Purwanto]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v7i2.3565
<![CDATA[AbstractThis research is concerned with the influence of running dictation technique and learning motivation towards reading comprehension achievement of the ninth grade students of MTsn 1 Ogan Ilir. In this study 60 students of ninth grade students of MTsN 1 Ogan Ilir in the academic year 2018/2019 were chosen as samples by means of two stage random sampling. This study applied factorial research design. The data were collected by using questionaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample t-test, and Two-Way ANOVA. The results showed that, first, there was a significant influencein students’ reading comprehension taught by using running dictaton technique. Second, there was not any significant influence in students’ reading comprehension taughtby conventional teaching technique. Third, there was significant influence in students’ reading comprehension students who have high and low learning motivation by using running dictation technique and conventional teaching technique. Last, there is not any significant interaction effects of motivation on students’ narrative text comprehension taught by using running dictation technique and learning motivation towards the students’ reading comprehension of MTsN 1 Ogan Ilir Palembang. So, running dictation technique was effective for students who have high and low learning motivation.Keywords: Running Dictation Technique, Conventional Teaching Technique, Learning Motivation, Reading Comprehension.]]>
