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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 Relationship Among Reading Related Language Learning Strategy and Reading Attitude toward Reading Comprehension Achievement to Fourth Semester Students Of English Education Study Program of PGRI University of Palembang Marleni Marleni
ELTE Journal (English Languange Teaching and Education) Vol 3, No 2 (2015): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.581

Abstract

Abstract  This study was aimed at finding out (1) the reading strategies employed and frequent reading strategy employed by the fourth semester students of FKIP PGRI University Palembang in reading English texts, (2) Whether or not there was significant correlation between students’ reading strategies and reading comprehension achievement, and reading attitude and their reading comprehension achievement (3)in what extent the contribution of the students reading strategies and reading attitude toward students’ reading comprehension achievement. The data was collected by distributing two sets of questionnaire sheets and testing a reading comprehension test for 170 students. Pearson Product Moment Coefficients Correlation and Regression Analysis were used to find out whether or not there were significant relationship of students’ reading strategies and reading attitude toward reading comprehension achievement of the fourth semester students’ of English Education study program of PGRI University Palembang as well as their contribution. The finding of this study showed that: first, placing in a word in context was the most frequent strategy used by the students. Second, both students reading strategies and reading attitude had very weak correlation to their reading comprehension achievement. The last students’ reading strategies and reading attitude only had very small contribution to their reading comprehension achievement.The Key Words: Students’ reading related language learning strategies, students reading attitude, and students’ reading achievement.
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.
GRAMMATICAL ERRORS MADE BY THE SEVENTH GRADE STUDENTS IN TELLING DAILY ACTIVITIES OF SMP PGRI 1 PALEMBANG Ferri Hidayad
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.v7i1.3002

Abstract

AbstractThe main problem of this study was “What grammatical errors are made by the seventh grade in telling their daily activities at SMP PGRI 1 Palembang?” Therefore, the main purpose students of this study was to find out the errors made by the seventh grade students in telling daily activities of SMP PGRI 1 Palembang. The descriptive method was applied in this study. The population of this study was all the seventh grade students of SMP PGRI 1 Palembang in the academic year of 2009/2010 with the total number of the students as the population was 173 students and the sample students consisted of 20 assigned by using cluster random sampling. It consisted of 10 items in the telling daily activities. The result of the test were analyzed by means of percentage calculation. Based on the research, it was found out that the seventh grade the students of SMP PGRI 1 Palembang made errors in telling daily activities in subjects and verbs (10%), verb agreement, tense, and form (9.6%), full subordination (10%), the verbal's (10.4%), pronoun form, agreement, and reference (10%), word form (10%), word order (10%), parallel structure (10%), unnecessary repetition (10%), and correct usage (10%). In short, the seventh grade students of SMP PGRI 1 Palembang still made ten kinds of the grammatical errors in telling their daily activities.Keywords: Grammatical Errors, Daily Activities
The Influence of TAPPS Technique and Students’ Attitude toward Students’ Reading Comprehension Achievement to the Eighth Grade Students of Air Satan Junior High School Fahrudin Rizani
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.v0i0.463

Abstract

The aims of the research were to find whether or not (1) there  was any significant difference in reading comprehension between the students who had positive attitude taught using TAPPS technique and conventional, (2) there was any significant difference in reading comprehension between the students who had positive attitude taught using conventional and negative attitude taught using TAPPS technique, (3) there was any significant different in reading comprehension between the students who had negative attitude taught using TAPPS technique and conventional, (4) there was any significant different in reading comprehension between the students who had negative attitude taught using conventional and positive attitude taught using TAPPS technique,(5) there was any significant interaction between TAPPS technique and reading attitude in increasing students’ reading comprehension. The population of this research was the eighth class of students SMP Negeri Air Satan in 2014-2015 academic years. From the population 90 students were taken as his research sample 30 students represent an experimental class and the 30 students as a control class. The samples were taken using two stage random sampling. In carrying out the research, the writer used factorial group design, the writer distributed the pretest, posttest, and questionnaire on students reading attitude (positive and negative) in collecting the data. In analyzing the data, t-test and two way ANOVA were used. There was any significant different on positive attitude students in experimental class and positive attitude students in control class. There was any significant difference on negative attitude students in experimental class and positive attitude students in control class. There was any significant different on negative attitude students in experimental class and negative attitude students in control class. There was any significant difference on positive attitude students in experimental class and negative attitude students in control class. The last, there was no any significant interaction between the students’ reading attitude and technique used. Key words:  Influence, TAPPS technique, Reading Attitude, and Reading                      Comprehension. 
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.
STUDENTS’ SCORE IMPROVEMENT ON WRITING DESCRIPTIVE TEXTS Setiawati Setiawati; Tahrun Tahrun; Artanti Puspita Sari
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.v8i1.4797

Abstract

This article is concerned with the inquiry on the influence of interactive multimedia and reading habit toward students’ writing achievement. This study is aimed to investigate the empirical evidence about interactive multimedia and reading habit and its influence on writing achievement. The population of this study encompassed all the seventh-grade students of Ar Rahman Islamic Junior High School of which total is 112 students. From the population, only 34 students were taken as samples. A simple random sampling technique was used in recruiting the samples. This is a quantitative study. The data were collected by using questionnaire, pre-test, and post-test. Data were analyzed by using t-test and Two Way Anova. Findings show that there were significant influences of interactive multimedia and reading habit toward seventh-grade students’ writing achievement. There were interaction effects from the application of interactive multimedia and reading habit on the seventh-grade students’ writing achievement. There was a significant difference in writing achievement between seventh-grade students who had high reading habits and those who had low reading habits taught by interactive multimedia. The conclusion suggests that interactive multimedia and reading habit show significant roles to improve students’ writing achievement of descriptive texts.
THE USE OF REDW STRATEGY IN IMPROVING SECOND SEMESTER STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT BATURAJA UNIVERSITY Nopa Yusnilita
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.v0i0.122

Abstract

Abstract The objective of this study was conducted to find out whether or not there is significance difference of second semester students’ reading comprehension achievement between students who are taught using REDW strategy and those who are taught by using conventional strategy. The population of the study was the third semester of English education study program at Baturaja University in the academic 2010 – 2011 consisting of 270 students. From the population, 60 students were taken as her research sample. 30 students represent an experimental class and the rest of them were as a control class. The samples were taken by using cluster random sampling. In carrying out the research, the writer used a factorial group design.The data distributions were considered normal. It was proved by statistics calculation of normality test which shows that p-output (.092 and .447) were higher than a (.05). Then based on the calculation of Levene Statistic by using SPSS 15, it was found that the p-value was .223. The samples were considered homogeneous whenever the p-value is higher than α (.05). It means that the samples taken from experiment and control group were homogeneous. Based on the result of the statistics calculation using independent t-test found in SPSS 15, it was found that the p-output was .126 and it was higher than α (.05). It means that H1 is rejected. From the result of the test, it can be shown that the used of REDW strategy can be improve students reading comprehension achievement. Key words: Reading Comprehension, REDW
ELLIPSIS IN ROBERT LOUIS STEVENSON’S TREASURE ISLAND NOVEL Rusman Roni; Magdad Hatim; Oktri Syaifura
ELTE Journal (English Languange Teaching and Education) Vol 5, No 1 (2017): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1370

Abstract

This article was aimed to find out what ellipses were used and how ellipses were expressed in Robert Louis Stevenson’s Treasure Island novel. This article also used qualitative approach and content analysis technique. In addition, Documentation was the technique to collect the data taken from Robert Louis Stevenson’s Treasure Island novel. The data were taken from all sentences and utterances in that novel. From the data analyzed, it was found that there were three types of ellipsis elements occurred in analysis of ellipsis in Robert Louis Stevenson’s Treasure Island; they were nominal, verbal and clausal ellipsis. Those types of ellipsis were expressed in narrative sentences and utterances. The most frequent types were clausal ellipsis occurred 168 times (47.73%). This type also omitted clausal elements or subject pronoun. Nominal ellipsis occurred 108 times (30.68%). This type occurred when a noun or noun phrase is omitted or presupposed. Verbal ellipsis was the fewest types used in Robert Louis Stevenson’s Treasure Island novel which occurred 76 times (21.59%). This type occurred when a verb or verb phrase is omitted and it had two common types, echoing and auxiliary contrasting. Moreover, this study would give contribution for teachers, students, English learners and other researchers related to the use of three types of ellipsis.Keywords: Analysis, nominal ellipsis, verbal ellipsis and clausal ellipsis.
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
THE CORRELATION AMONG THE ELEVENTH GRADE STUDENTS’ LEARNING STRATEGIES, READING ATTITUDE, AND READING ACHIEVEMENT AT STATE HIGH SCHOOL 22 OF PALEMBANG Ria Maya Lestari Manurung
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.v7i2.3572

Abstract

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

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