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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 131 Documents
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The Correlations among Critical Thinking, Linguistic Intelligence, and Writing Ability of the Sixth Semester Students of FKIP PGRI University of Palembang Umi Dian Adhitya WN; Indawan Syahri; Baginda Simaibang
ELTE Journal (English Languange Teaching and Education) Vol 6, No 1 (2018): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v6i1.1555

Abstract

AbstractThis article is concerned with the inquiry on the correlations among critical thinking, linguistic intelligence and writing ability. This study is aimed to investigate the empirical evidence about critical thinking and linguistic intelligence and its correlation to writing ability. The population of this study encompassed all the sixth semester students of Department of English Education of FKIP PGRI University of Palembang of which total is 108 students. From the population, only 36 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 regression to find out the correlations among critical thinking and linguistic intelligence simultaneously on writing ability. Findings showed that there was significant correlation between critical thinking ability and writing ability, and between linguistic intelligence and writing ability. Multiple regression indicates that there were significant influences of critical thinking and linguistic intelligence simultaneously on writing ability. In conclusion, there is significant correlation among critical thinking, linguistic intelligence, and writing ability. At the same time, both critical thinking and linguistic intelligence affect writing ability of the sixth semester students of FKIP PGRI University of Palembang. Keywords: critical thinking, linguistic intelligence, writing ability, correlation, multiple  regression.
THE INFLUENCE OF RUNNING DICTATION TECHNIQUE AND LEARNING MOTIVATION TOWARDS READING COMPREHENSION ACHIEVEMENT OF THE NINTH GRADE STUDENTS AT MTSN 1 OGAN ILIR Purwanto Purwanto
ELTE Journal (English Languange Teaching and Education) Vol 7, No 2 (2019): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v7i2.3565

Abstract

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.
THE INFLUENCE OF STUDENTS’ READING HABIT AND TEACHERS’ ROLE ON STUDENTS’ READING ACHIEVEMENT Nesy Marantina
ELTE Journal (English Languange Teaching and Education) Vol 1, No 2 (2013): ELTE Journal (English Languange Teaching and Education)
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.33

Abstract

ABSTRACTThis study aimed at finding out whether or not (1) there is a significant influence of students’ reading habit on students’ reading achievement; (2) there is a significant influence of teachers’ role on students’ reading achievement; and(3)there is a significant influence of students’ reading habit and and teachers’ role on students’ reading achievement. The population of this study consisted of 174 students of SMPN 23 in the academic year of 2012/2013. The writer took all theeleventh grade students as the sample of the study. The sample was selected by using purposive sampling. The data were collected by using questionnaires and test. The data were analyzed by using correlation (spearman rho) and regression analyses. The result showed that there was a significant relationship between students’ reading habit and students’ reading achievement (r=.346); there was asignificant relationship between teachers’ role and English Reading achievement (r=.367); there was a significant relationship among students’ reading habit and teachers’ role on students’ reading achievement (r=.377). The influence orcontribution of students’ reading habit was 0.087 or 8.7% to the students’ reading achievement and the influence or contribution of teachers’ role was 0.120 or 12.0% to the students’ reading achievement. The variability of English Reading achievement could be explained 14.2% by students’ reading habit and teachers’ role in learning. The rest (85.8%) was determined by other factors.Key Word: Influence, Students’ Reading Habit, Teachers’ Role, and Reading Achievement
THE CORRELATION AMONG SELF-CONCEPT, READING ATTITUDE AND READING COMPREHENSION ACHIEVEMENT THE SIXTH SEMESTER OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF PGRI UNIVERSITY PALEMBANG Ferri Hidayad
ELTE Journal (English Languange Teaching and Education) Vol 3, No 1 (2015): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.471

Abstract

AbstractThis study was aimed at finding out (1) whether or not there was a correlation between students’ self-concept and reading attitude? (2) whether or not there was a correlation between students’ reading attitude and reading comprehension achievement? (3) whether or not there was contribution of students’ self-concept to reading attitude and reading comprehension achievement? The population of this study was the Sixth Semester Of English Study Program 193 students. From population, 60 students were represented as the samples. The samples were taken using Stratified Random Sampling. The data distribution were considered normal. It was proved by statistic calculation of normality test which shows that p-output (0.034, 0,200, and 0,040). Then based on the calculation of Levene Statistic, it was found that p-value is higher than α (0.05). Based on the result of statistic calculation using correlation. It was found the significant value (r) between students’ self-concept and reading attitude was 0.122 which more than α (0.05). It means that H1 was received. While the significant value (r) between students’ reading attitude and reading comprehension 0.290 which also more than α (0.05). It means that H2 was accepted. It was also found contribution of self-concept to reading attitude (r2) was 15 %, while contribution of reading attitude to reading comprehension achievement was 84 %. It means H3 was received and H0 was rejected. Keyword: Self-concept, Reading Attitude and Reading Comprehension 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
THE INFLUENCE OF THINK PAIR SHARE STRATEGY AND LEARNING MOTIVATION TOWARDS READING COMPREHENSION ACHIEVEMENT TO THE EIGHTH GRADE STUDENTS OF SMPN 3 PALEMBANG Linda Yani
ELTE Journal (English Languange Teaching and Education) Vol 7, No 1 (2019): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v7i1.3001

Abstract

AbstractThis research in concerned with the influence of think pair share strategy and learning motivation towards reading comprehension achievement of the eighth grade students of SMPN 3 Palembang. In this study 60 students of eighth grade students of SMPN 3 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 t-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 students’ reading comprehension taught using think pair share strategy. Second, there was not any significant difference in students’ reading comprehension taught by traditional teaching method. Third, there was significant difference in students’ reading comprehension students who had high and low learning motivation by using think pair share strategy and traditional teaching method. Lastly, there were not any significant interaction effects of think pair share strategyand learning motivation towards the students’ reading comprehension of SMPN 3 Palembang. In line with, think pair share strategy appropriate to the students who have high learning motivation and who have low learning motivation.Keywords: Think Pair Share Strategy, Traditional Teaching Method, Learning Motivation, Reading Comprehension.
THE EFFECTIVENESS OF LINK SYSTEM IN TEACHING SPEAKING AT SMA YADIKA BATURAJA Yunda Lestari
ELTE Journal (English Languange Teaching and Education) Vol 3, No 1 (2015): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.462

Abstract

Abstract: This study was aimed at whether link system significantly effective in teaching speaking to the eleventh grade students of SMA Yadika Baturaja. This study used pre-experimental method by taking one class as the sample of the study. The population of this study was all of the eleventh grade students of SMA Yadika Baturaja with the total number were 212 students in academic year 2013/2014 and the sample was 35 students in one class which are chosen by using purposive sampling. The data obtained through the oral test and was analyzed by using paired sample t-test of SPSS 16 program. The result of the study showed that the average students’ scores in post-test (62.16) was higher than the average students’ scores in pre-test(55.39). The result of the data analyzed through SPSS 16 program was 5.477 to tobtained  and 2. 032 to ttable with the significance level (α = 0,05) and degree of freedom (df = 35 – 1 = 34). This study showed that the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected which means it was significantly effective to teach speaking by using link system to the eleventh grade students of SMA Yadika Baturaja. Key words: Effectiveness, Mnemonic, Link System
Teaching Reading Narrative Text through Story Glovesto the Eighth Grade Students of State Senior High School 7 of Palembang Eka Dian Aryani; Ferri Hidayad; M Ali Akbar Zam
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.v6i2.2318

Abstract

AbstractThe aim of this study was to find out whether or not the use of story gloves could increase students’ ability in reading narrative text. The writer used cluster random sampling to select the sample. The sample of this study was the 8.1 students of State Junior High School 7 of Palembang. The data were collected by using test. Then, toanalyze the data, the writer used matched t-test. The result showed that story gloves could increase students’ ability in reading narrative text because there was difference students’ score between pre-test and post test. The students’ average score in the pretest was 78,8 and the students’ average score in the post test was 86,8. Finally, theresult of matched t-test calculation was 9.638 and the degree of freedom (df) 39, t-table was 1.697. The t-obtained is higher than t-table, it means that alternative hypothesis was accepted and null hypothesis was rejected. In other word, it was effective teaching reading narrative text through story gloves to the eighth grade students of State Junior High School 7 of Palembang.Keywords: Teaching Reading, Narrative Text, Story Gloves
FIGURATIVE LANGUAGE IN“THE SHAWSHANK REDEMPTION” MOVIE BY FRANK DARABONT Zuliana Lestari
ELTE Journal (English Languange Teaching and Education) Vol 8, No 1 (2020): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v8i1.4795

Abstract

This research deals with figurative language in “The Shawshank Redemption” movie by Frank Darabont. This research is a descriptive qualitative study. It is aimed to identify the figurative language found in The Shawshank Redemption 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 60 data of comparative figurative language, which consisted of 11 personifications, 18 similes, 24 metaphors, and seven euphemisms. Fiftycontradictivefigurativelanguages were also found. It consisted of 25 hyperboles, one litotes, two oxymorons, two paradoxes, one irony, and 19 sarcasms. Then, 48 Correlative Figurative Language occurred in the movie, which consisted of six allusions, six metonymies, 31 ellipses, and five synecdoches. Lastly, figurative repetition or enforcement occurred 24 times in the movie. They were 21 repetitions, one assonance, one rhetoric, and one pleonasm.
THE CORRELATION AMONG THE FOURTH SEMESTER STUDENTS’ PERSONALITY TYPES, LEARNING STYLES, AND WRITING ACHIEVEMENT OF ENGLISH EDUCATION STUDY PROGRAM OF PGRI UNIVERSITY OF PALEMBANG Hermansyah. K
ELTE Journal (English Languange Teaching and Education) Vol 2, No 2 (2014): ELTE Journal (English Languange Teaching and Education)
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.121

Abstract

Abstract   The purposes of this study were to find: (1) the most personality type was employed by the fourth semester students of English Education Study program at PGRI University of Palembang (2) the most learning style was employed by the fourth semester students’ of English Education Study Program at PGRI University of Palembang, (3) whether or not the fourth semester students’ personality types of correlate significantly with their writing achievement, (4) whether or not the fourth semester students’ learning styles correlate significantly with their writing achievement, (5) whether or not the fourth semester students’ learning styles correlate significantly with their writing achievement, and (6) whether or not the fourth semester students’ personality types and learning styles contribute to their writing achievement; The population of this study was the Fourth semester students of English Education Study Program of PGRI University of Palembang in academic year of 2013/2014 consisting 231 students. From the population, 75 students were taken as his research sample. Then, the writer distributed two questionnaires for knowing students personality types and learning styles, and a writing achievement test for knowing students writing achievement.  Statistical analysis of Pearson Product Moment Correlation Coefficient was used to investigate whether there was a significant correlation between students’ personality types on students’ writing achievement, then learning styles on students’ writing achievement. Key Words: Correlation, Personality Types, Learning Styles, Writing                   Achievement.

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