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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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MORAL VALUES FOUND IN THE MOVIE ENTITLED “WONDER” BY R.J. PALACIO Mutiara Aprillinda
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.v8i1.4790

Abstract

Moral values as one of the important elements in the movie are also a very important role in our daily lives. In “Wonder” movie by R.J. Palacio, the author presents many moral values conveyed through the main character that is Auggie. The objective of this research was to investigate the moral values found in the “Wonder” movie by R. J. Palacio and the theoretical implication for teaching literature. A qualitative method was used to describe the dialogues/scenes that contain moral values with structural and psychological approaches. In this research, the writer used triangulation to ensure the validity of the data. The result of the research showed that there are ten moral values found in the “Wonder” movie, they are love and affection, struggle, kindness, bravery, self-confidence, forgiveness, honesty, wisdom, strong belief, courage. Hopefully, the students can learn and practice those positive moral values in their daily life. Therefore, by watching the movie, they not only get the entertainment but also moral messages which are implied in the story.
The Effect of Guided Reading Procedure and Students’ Motivation toward Students’ Narrative Reading Comprehension Achievement of the Tenth Grade Students of SMA Bina Warga 2 Palembang Andriamella Elfarissyah
ELTE Journal (English Languange Teaching and Education) Vol 2, No 1 (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.v0i0.76

Abstract

ABSTRACT This study was meant to reveal the effect of guided reading procedure and students’ motivation toward students’ narrative reading comprehension achievement of the tenth grade students of SMA Bina Warga 2 Palembang, including to find whether or not (1) guided reading procedure affects the students’ narrative reading comprehension achievement and (2) there is any interaction effect of method used and motivation on the students’ reading comprehension achievement.The population of this study was the tenth grade students of SMA Bina Warga 2 Palembang in the academic year 2012-2013 consisting of 239 students. The sample was selected by using two-stage random sampling. From the sample, 48 students were taken as her research sample. 24 students represented in an experimental class and control class. The data were collected by using questionnaire and test. The quantitative research was used as the approach of this study. In carrying out this research, a factorial design was used.From the finding of the research, it can be concluded that: (1) there was a significant interaction effect of motivation on students’ narrative reading comprehension achievement taught using guided reading procedure and conventional strategy. It was found the p-output 0.043 was lower than 0.05. It means that (Ho) is rejected and (Ha) is accepted; and (2) there was no any interaction effect of method used and motivation on the students’ reading comprehension achievement. It was found that the p-output was 0.178 was higher than 0.05. It means that (Ho) is accepted and (Ha) is rejected. The Key Words: Guided Reading Procedure, Motivation and Students’ Narrative Reading Comprehension Achievement
THE INFLUENCE OF MIND MAPPING TECHNIQUE AND LEARNING MOTIVATION TOWARD THE TENTH GRADE STUDENTS DESCRIPTIVE TEXT WRITING ABILITY AT SENIOR HIGH SCHOOL 1 OF BAYUNG LENCIR Rusman Roni; Mulyadi Mulyadi; Jeri Apriadi
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.v0i0.1366

Abstract

This research is conducted in experimental group with the total sample of 30 students of eleventh grade students of SMAN 1 Bayung Lencir in the second semester in the academic year 2016-2017 and it inquiry of the influence of Mind Mapping and Learning Motivation toward Writing Ability. The problem of this study is to find out the significance average score and motivation between Mind Mapping 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 Mind Mapping and those are taught using conventional technique since it was  found  that the result was 0,29 it was lower than significant level (0,05), (2) there was significant difference in writing achievement between the students who have high motivation by using Mind Mapping teaching and conventional technique since the result was 0,01 and it means that lower than significant level (0,05), (3) there was significant difference in writing achievement between the students who have low motivation by using Mind Mapping and conventional technique since the result was 0,04 and it was lower than significant level (0,05), (4) there was significant difference in writing achievement between the students who have low and high motivation by using Mind Mapping since the significant was lower (0,00) than significant level  (0,05), and (5) there was no an interaction effect of technique used and student’s motivation in improving writing ability since the result of interaction effect was lower (0,36) than the significant level (0,055). Based on the result,  the writer conclude that Mind Mapping and motivation no gave the significant influence for student’s  narrative writing Ability since there was a significant improvement before and after taught Mind Mapping technique. Keywords: Influence, Mind Mapping , Students motivation, Writing.
Teaching Reading Comprehension through Anticipation Guides to the Eighth Grade Students of the State Junior High School 17 of Palembang Ferry Hidayad
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.v6i1.1557

Abstract

AbstractThe problem of this study, “Is it effective to teach reading comprehension Through Anticipation Guides to the eighth grade students of the State Junior High School 17 of Palembang?” Therefore the main objective of this study was to find out whether or not it is effective to use anticipation guides strategy in teaching reading comprehension. This study was done through the pre-experimental method with the one group pre-test and post-test design. The population of this study was 124 eighth grade students with 30 students as the samples which were chosen through convenience non random sampling. The technique used in collecting the data was a written test, pre-test and post-test. The data were analyzed through the formula of matched t-test.The result of this study indicated that after teaching reading comprehension through anticipation guides, the students’ mastery of reading comprehension improved. Their average level increased from the (6.32) to the (7.6). It was supported by the result of the data analysis that showed the t-obtained (9.14) which exceeded 1.697 as the critical value. It means that the Ho was rejected, and Ha was accepted. In other words, teaching reading comprehension through anticipation guides to the eighth grade students of the State Junior High School 17 of Palembang was significantly effective. Keywords: teaching, reading comprehension, anticipation guides 
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 Verawati Verawati
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.v7i2.3567

Abstract

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.
Improving the Eight-One Grade Students’ Achievement on Reading Comprehension Through Jigsaw Model at SMP Negeri 3 Banyuasin I Azalal Mawardi
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.v0i0.35

Abstract

Abstract This research study was conducted based on the problem faced by the writer as a teacher of English at SMP Negeri 3 Banyuasin I. The result of the preliminary study indicated that the eighth-one grade students achievement on reading comprehension could not fulfill the standard criteria of success. This study was the classroom action research which conducted in three cycles. Each cycle consisted planning, action, observation, reflection. In each cycle had twomeetings for treatment, and one meeting for test. There were 40 students as the subject of this research. The data of this study consisted of quantitative and qualitative, the quantitative data were obtained from tests, while qualitative data were taken from the observation result. Based on the result of the test and observation in the third cycle, the writer drew a conclusion that jigsaw model could improve the students’ reading comprehension achievement of the Eighth-One Grade Students of SMP Negeri 3 Banyuasin I in Academin Year 2012/2013. The improvement was shown in the result of the test and the activities during teaching and learning process of reading comprehension in cycle III. The percentage for classical achievement of the students who could fulfill the success criteria was increasing, there were 35 students or 87.50%, and the percentage of inactive students decreased in cycle III, it was only 6 students or 15 %.Keywords : Jigsaw Model, Reading Comprehension Achievement
An Analysis of Translation Equivalence of Preposition: Equivalence of Preposition “On” in Harry Potter and The Goblet of Fire Herlina Herlina
ELTE Journal (English Languange Teaching and Education) Vol 4, No 1 (2016): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.600

Abstract

Abstract This research discusses about meaning of preposition “ON” and its equivalence from English into Indonesian and whether or not the equivalence is acceptable and appropriate.  This research uses 241 data and the data are taken from two novels of Harry Potter, Harry Potter and The Goblet of Fire (HG) in English version and Harry Potter dan Piala Api (HP) in Indonesian version.  The researcher uses the theory analysis of Seth Lindstromberg to handle the research problem.  In analyzing this research, the researcher divides preposition “ON” into two meanings i.e. as Literal Meaning (LM) and as Metaphorically Extended Meaning (MEM).  Each of them consists of preposition “ON” ont and onc.  Therefore, LM has LM ont and LM onc, and so does MEM.  On means subject touches landmark.  The superscript ‘t’ stand for touch.  While onc has to do with continuation of movement and the superscript ‘c’ stands for continuation.  However, to make equivalence in preposition “ON” for MEM is not similar with LM even though they have similar explanation of ont and onc.  In translating the preposition “ON’, the equivalence of LM ont are: di atas, di, pada, and waktu.  While LM onc has equivalence when the meaning consist of the following meanings, such as onc vs. off vs. away, onc vs out, and onc vs. toward.  In addition, MEM onc means as continuation of movement.  For MEM ont the meaning must be seen from the context, because MEM can be an idiom, a sentence or a single or one word.  Therefore, MEM t has some functions such as burden metaphor, concerning basis metaphor etc, which depends on the subject and the landmark of preposition “ON”. Keywords: Translation, Preposition ON, Literal Meaning (LM), Metaphorically                   Extended Meaning (MEM), Equivalence.
THE INFLUENCE OF USING AUDIO-VISUAL METHOD AND LISTENING ATTITUDE TOWARDS THE LISTENING ABILITY AT THE SECOND LEVEL CADETS OF D III LALU LINTAS ANGKUTAN SUNGAI DANAU DAN PENYEBERANGAN (LLASDP) PALEMBANG Tahrun Tahrun; Rita Inderawati; Oktrianti Diani
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.v0i0.1380

Abstract

This study investigated to find out whether or not there were any significant differences of the second level cadets’ listening ability and listening attitude  using audio-visual method (video materials). By using questionnaire forty cadets were selected as the sample and equally divided into experimental and control groups. By applying pretest and posttest control group design the treatment was only given to the experimental group. The data were analyzed by using three techniques: they were the statistical analysis on measuring homogenity and normality data, independent t-test, and two-way ANOVA. Due to the research findings, it was found that (1) there was significant difference in listening ability between positive and negative attitude students who were taught by using Video materials (0.000<0.05). (2) there was significant difference in listening ability between positive and negative attitude students who were taught by using conventional technique (0.000<0.05). (3) there was significance difference in listening ability between positive and negative attitude students who were taught by using video materials and those who were taught by using conventional technique (0.000<0.05). (4) there was a significant interaction effect of Video materials and listening attitude towards the listening ability at the second level cadets of D III Lalu Lintas Angkutan Sungai Danau dan Penyeberangan (LLASDP) Palembang (0.020 < 0.05).Keywords: video materials, listening attitude, and listening ability
THE INFLUENCE OF INTERACTIVE READ ALOUD STRATEGY (IRAS) AND MOTIVATION TOWARDS THE NINTH GRADE STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT AT STATE HIGH SCHOOL 6 OF PALEMBANG Nur Azizah
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.v7i1.3003

Abstract

AbstractThis thesis is conducted in experimental group with the total sample is 32 students of eleventh grade students of SMP N 6 Palembang. It inquiry of the influence of IRAS and Learning Motivation toward Reading Achievements. The problem of this study is to find out the significance average score and motivation between IRAS and Conventional Technique. Due the interpretation of this study, it is found that: (1) there was significant difference in reading comprehension achievement between the ninth grade students who have high motivation and those who have low motivation taught by using Interactive Read Aloud Strategy, it was found that the result was 0.01 it means that lower than significant level (0.05), (2) there was significant difference in reading comprehension achievement between the ninth grade students who have high motivation and those who have low motivation taught by using Conventional method since the result was 0.01 and it means that lower than significant level (0.05), (3) there was significant difference in reading comprehension achievement between students who have high motivation and those who have low reading motivation taught by using Interactive Read Aloud Strategy (IRAS) and Conventional Method since the result was 0.00 and it means that lower than significant level (0.05), and (4) there was an interaction effect of Interactive Read Aloud Strategy (IRAS) and motivation on reading comprehension achievement of the ninth grade students at State Junior High School 6 of Palembang since the significant was lower (0.04) than significant level (0.05). Based on the result, the writer concludes that IRAS and motivation gave the significant influence for student’s narrative Reading achievement since there was a significant improvement before and after taught IRAS technique.Keywords: IRAS, Reading and Motivation
THE EXCELLENCE OF EXTENSIVE AND INTENSIVE READING Missriani Missriani
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.v0i0.464

Abstract

Abstract Extensive reading is reading in large numbers so that the reader can understand the material being read as well as a whole. Extensive Reading done with the following steps: a) survey the title page, preface, table of contents, and index; b) setting skim through the pages of text quickly. To find the main idea of the text pages or; c) glancing each page of text just to find a particular word or information desired. Intensive reading can be done in the manner of reading short texts with guidance and in a relaxed situation. The purpose of intensive reading is to help students acquire the detailed meaning of the text, to develop the skills of reading, such as identifying main ideas and recognizing text connectors and to increase vocabulary and grammar knowledge is as follows. 1) improving language learning in areas such as spelling, vocabulary, grammar, and structure of the text; 2) improving knowledge skills; 3) improving reading and writing skills; 4) greater enjoyment of reading; 5) a more positive attitude towards reading; 6) a higher likelihood of developing the habit of reading. Keywords: extensive, intensive, reading

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