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<![CDATA[THE INFLUENCE OF TASK BASED LANGUAGE TEACHING AND LEARNING MOTIVATION TOWARD WRITING ACHIEVEMENT TO THE ELEVENTH GRADE STUDENTS OF SMK N 3 PALEMBANG ]]>
<![CDATA[Rusman Roni]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Arief Rahman Hakim]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 5, No 1 (2017): ELTE Journal February Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v0i0.1369
<![CDATA[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]]>
<![CDATA[The Influence of Herringbone Technique and Reading Interest towards Students’ Reading Comprehension Achievement of the Eleventh Grade Studentsof SMAN 2 Palembang ]]>
<![CDATA[Trisseda Angraini]]>;
<![CDATA[Tahrun Tahrun]]>;
<![CDATA[Mulyadi Mulyadi]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 6, No 2 (2018): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v6i2.2308
<![CDATA[AbstractThis study was to investigate the influence of herringbone technique and reading interest towards reading comprehension achievement of the eleventh grade students of SMA N 2 Palembang. The population of this study was all the eleventh grade students of SMA N 2 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 interst questionnaire in collecting the data. Then, in analyzing the data, the writer used t-test and two-way ANOVA. The result of this study analysis that; first, there was significant difference in reading comprehension achievement between students who had high reading intrest taught by using herringbone technique. Second, there was significant difference in readingcomprehension achievement between students who had low reading intrest taught by using herringbone technique. Third, there was significant difference in reading comprehension achievement between students who had high reading interest and those who had low reading interest taught by using herringbone technique. Fourth,there was significant difference in reading comprehension achievement between students who had high reading interest and those who had low reading interest taught by using traditional teaching. And the last, there was significant interaction effect ofherringbone technique and reading interest on reading comprehension achievement of the eleventh grade students of SMA N 2 Palembang.Keywords: Herringbone technique, Students’ Reading Interest, Reading Comprehension Achievement.]]>
<![CDATA[TEACHING TRANSLATION THE WORD “DO” BY USING OBLIQUE TRANSLATION TECHNIQUE ]]>
<![CDATA[Indira Aprilia Fatrin]]>;
<![CDATA[Yusri Yusri]]>;
<![CDATA[Herlina Herlina]]>
<![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.v7i2.3571
<![CDATA[AbstractThe objective of this study was to find out if there is any significant difference between the translation competence of the eleventh grade students who are taught using oblique translation technique and those who are not at State Vocational High School 2 of Palembang. This study used true experimental design. The population of this research consisted of all the eleventh grade students majoring (Industrial) Modeling Design and Building Information of State Vocational High School 2 Palembang. The sample was 70 students, 35 students in experimental group from XI DPIB and 35 students in control group from XI DPIB 2. In collecting data, students were given 20 questions consisted of translation of the word “Do” in sentential context. The data was analyzed by using Independent sample test in SPSS 20 Computer program. The result of this study showed that in the experimental group, mean was 71.57. Meanwhile, in the control group, the mean was 45.42. On the other hand, the result of t-obtained was 10.047. In addition, its critical value at 0.05 significance level with 68 (df) was 1.668. Since the t-obtained was higher than t-table, Ho was rejected and Ha was accepted. As a final result, that there was significant difference between the translation competence of the eleventh grade students who are taught using oblique translation technique and those who are not at State Vocational High School 2 of Palembang.Keywords: Teaching, Translation, Do, Oblique Translation Strategies]]>
<![CDATA[THE INFLUENCE OF IRAS AND THE STUDENTS’ READING INTEREST TOWARDS THEIR READING COMPREHENSION ACHIEVEMENT IN THE EIGHTH GRADERS OF PUBLIC JUNIOR HIGH SCHOOL 6 OF PALEMBANG ]]>
<![CDATA[M. Romli. A]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 2, No 1 (2014): ELTE Journal (English Languange Teaching and Education) ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v0i0.70
<![CDATA[Abstract This research was conducted to find out whether or not there was a significant influence of IRAS and the students’ reading interest towards their reading comprehension achievement. The Instruments used in this research are: (1) the students’ reading achievement test and (2) students’ reading interest through questionnaire. To get the objectives of this research, the researcher used factorial design. After getting the data, it was found that (1) there was a significant difference in reading comprehension achievement between the students who were taught using IRAS and those who were taught using conventional strategy (2) there was a significant difference in reading comprehension achievement between the students who were in high, middle, and low interest after being taught using IRAS and those who were taught using conventional strategy and (3) there was a significant interaction effect of Interactive Read Aloud Strategy (IRAS) and reading interest on the students’ reading comprehension achievement. Key words: Interactive Read-Aloud Startegy (IRAS), Reading Interest, and Reading]]>
<![CDATA[Teaching Reading Comprehension through Cooperative Script to the Eighth Grade Students of the Private Junior High School Nurul Iman Palembang ]]>
<![CDATA[Muhammad Ali Akbar Zam]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 3, No 2 (2015): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v0i0.998
<![CDATA[AbstractThe main problem of this research was “Is it effective to teach reading comprehension through cooperative script to the eighth grade students of the Private Junior High School Nurul Iman Palembang?” Therefore, the objective of this research was to find out whether or not it was effective to teach reading comprehension through cooperative script to the eighth grade students of the Private Junior High School Nurul Iman Palembang. In this research, the writer used pre-experimental as a method of the research with one-group pretest-posttest design. The population of this research was all of the eighth grade students of the Private Junior High School Nurul Iman Palembang, which consists of 5 classes those were composed 171 students. As the sample, the writer took one class as the sample from the population by convenience non-random sampling. The class as sample of this study was VIII.E, numbers of the students were 36 students, for collecting the data the writer used written test with multiple-choice, and analyzed them by using matched t-test. The result of this research shows that, there were differences between students’ achievement in pre-test and pos-test. The mean score of the students in pre-test was 58.3 while the mean score of the students in post-test was 68.7. The result of matched t-test, the writer found it was 7.819; it was higher than t-table 1.689. It shows that the alternative hypothesis was accepted and the null hypothesis was rejected, so teaching reading comprehension through cooperative script to the eighth grade students of the Private Junior High School Nurul Iman Palembang was effective. Key Words: Teaching reading, Reading comprehension, and Cooperative script]]>
<![CDATA[The Correlation between Attitudes toward English to the Speaking Skill on LP3I Students in the Academic Year 2016 - 2017 ]]>
<![CDATA[Arief Pamuji]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 6, No 1 (2018): ELTE Journal February Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v6i1.1551
<![CDATA[AbstractThe objective of this research was to find out whether or not there is a correlation between attitudes to the speaking skill. The sample of this research was taken by using total sampling with total 200 students of LP3I Palembang in the academic year 2016/2017. The data were obtained by using questionaire and speaking test. To verify the hypotheses, the primary data were analyzed by using correlation and regression analyses by means of Statistical Product and Service Solution (SPSS) version 12.00 computer program. Based on the data analysis, the correlation coefficient (rxy) was 0.633 at the significance level p< 0.05 in two tailed? Since the value of r-obtained was higher than the critical value of r-table (0.633 >0.1388), the null hypothesis (Ho) was rejected and consequently, the research hypothesis (H1) was accepted. This shows a significant correlation between attitudes to the speaking skill on LP3I students Palembang in the academic year 2016 - 2017. And from R2 (the coefficient determiner) was 0.40, it meant that attitude influenced was 40 % of their speaking skill and the rest (60 %) was defined by other factors. It means that there was a significant influence of attitude on the students’ speaking skill.Key words: Attitude and Speaking Skill]]>
<![CDATA[THE EFFECT OF GRAPHIC ORGANIZERS AND READING ATTITUDE ON THE FIFTH GRADE PUPILS’ READING COMPREHENSION OF PALM KIDS ELEMENTARY SCHOOL, PALEMBANG ]]>
<![CDATA[Inda Arintina]]>
<![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.v7i2.3561
<![CDATA[AbstractThe thesis was concerned on the inquiry on the effect of Graphic Organizers and reading attitude on the fifth grade pupils’ reading comprehension of Elementary School Palm Kids, Palembang. The problem of this study was to find out whether or not there was significant effect of Graphic Organizers on the fifth grade pupils’ reading comprehension of Elementary School Palm Kids, Palembang. Graphic Organizers is a visual communication tool that uses visual symbols to express ideas and concepts, to convey meaning. Data collection employed pretest and posttest for experimental and control classes. Data analysis was undertaken by using paired sample t-test, independent sample t-test, and Two-way ANOVA. Findings showed that there was significant effect of Graphic Organizers and reading attitude on the fifth grade pupils’ reading comprehension of Elementary School Palm Kids, Palembang. Conclusion suggests that the alternative hypothesis (Ha) was accepted while the nul hypothesis (Ho) was rejected. It means that Graphic Organizers was effective to improve pupils’ reading comprehension.Keywords: Graphic Organizers, Reading Attitude, and Reading Comprehension]]>
<![CDATA[THE APPLICATION OF PROJECT BASED LEARNING IN IMPROVING THE STUDENTS OF TWELFTH GRADERS ACHIEVEMENT ON SPEAKING AND WRITING SKILLS OF PUBLIC VOCATIONAL HIGH SCHOOL 3 KAYUAGUNG ]]>
<![CDATA[Okta Rizki]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 1, No 2 (2013): ELTE Journal (English Languange Teaching and Education) ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v0i0.29
<![CDATA[ABSTRACTThis study aimed to investigate the effects of application of Project-based learning (PBL) on writing and speaking skills or oral presentation to the twelve graders of Public Vocational High School (Sekolah Menengah Kejuruan Negeri or SMKN) 3 Kayuagung and also to know about the students’ perception on the application of PBL. This study involved 60 students as the sample (PBL group 30 students and Non-PBL group 30 students). The sample students were given pre and post test. The data were obtained by average scores of test andquestionnaires as the instruments and achieve documents. The scoring were done by two raters. The topic which choose was ‘manual book”, with the final products were a procedure text and oral presentation of the topic was choose.The result shows that there was a slight improvement in the average score between the pre and post-test of writing product and oral presentation between Non-PBL and PBL group. In post-test writing product of Non-PBL group the average score was 13.07 or 65.35% students were in mastery level, while in PBL group was 14.82 or 74.10% students were in mastery level. And for oral presentation in Non-PBL group was 12.77 or 63.85% students were in mastery level, while in PBL group was 14.05 or 70.25% students were in mastery level. The finding in the questionnaire shows that the twelve graders perception on the use of project-based learning shown that 28 of 30 responders or 93.88% students were interested and full of fun with the PBL in class, 20 responders or 66.66% students choose that the most interesting activity in PBL was using information technology, and 21 responders or 71.00% students choose that the most uninteresting and dislike activity in PBL was assessing way.Keywords : project-based learning, achievement, writing and speaking skills.]]>
<![CDATA[Teaching Reading Comprehension through Request Procedure to the Tenth Grade Students of SMA Olaraga Negeri Sriwijaya Palembang ]]>
<![CDATA[Meli Damayanti]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 3, No 1 (2015): ELTE Journal February Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v0i0.467
<![CDATA[Abstract This study was conducted to find out whether or not it is effective teaching reading comprehension achievement through Request Procedure to the tenth grade students of SMA Negeri Olahraga Sriwijaya Palembang. The samples of this study were the tenth grade students of SMA Negeri Olahraga Sriwijaya Palembang in the academic year of 2013-3014. The primary data were collected by means of test and it was analyzed by match t-test. The results show that the students’ reading comprehension achievement improved after treatment. The mean score of the students’ pre test was 65.35 and post test was 77.39. The analysis of t-test calculation shows that the value of t was 10.684. Then the value of the t-table was 2.086 at the significance level of 0,05% with df of 22. The findings point that t-obtained was higher than t-table. It implies that Request Procedure was effective teaching reading comprehension to tenth grade students of SMA Olhraga Negeri Sriwijaya Palembang Key words: Reading comprehension, Request Procedure]]>
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION ON DESCRIPTIVE TEXT THROUGH JIGSAW TEACHING STRATEGY ]]>
<![CDATA[Ratmini Ratmini]]>;
<![CDATA[Indawan Syahri]]>;
<![CDATA[Baginda Simaibang]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 8, No 2 (2020): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v8i2.5347
<![CDATA[The research was based on a preliminary study on the problems related to student reading comprehension. The problems of the study were (1) students have little understanding to convey the meaning of words in the descriptive text, (2) long sentences in the descriptive text make students confused in understanding the meaning of the text, (3) students have a little interest in learning and understanding the meaning of the text, (4) teachers have difficulties to find the suitable method to stimulate students in learning reading text. This study was a classroom action research for the seventh-grade students of SMP Negeri 2 TelukGelam of OKI and its inquiry to improve student's reading comprehension on the descriptive text through jigsaw teaching strategy. This research was conducted in two cycles, each cycle has four steps these are (1) plan, (2) action, (3) observation, and (4) reflection. To collect the data, the researcher used the instrument of observations and tests. The data obtained were presented in two ways, qualitatively and quantitatively. The findings showed that there was an increasing average score from cycle 1 (61.60) to cycle 2 (83.75). It means that was 22.15% of students improving their reading ability to cycle 2. Based on the result, it is concluded that the jigsaw teaching strategy can improve students’ reading comprehension of the descriptive text in cycle 1 to cycle 2.]]>
