cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hanni Yukamana
Contact Email
yukamana1975@univpgri-palembang.ac.id
Phone
+62819683402
Journal Mail Official
jurnalelte@gmail.com
Editorial Address
Street. Jendral A. Yani Lorong Gotong Royong 9/10 Ulu Palembang South Sumatera
Location
Kota palembang,
Sumatera selatan
INDONESIA
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
 4   5   6   7   8 
THE USE OF CONTEXTUAL TEACHING AND LEARNING (CTL) AND VISUAL DICTIONARY TO IMPROVE THE DEAF STUDENTS’ ABILITY IN WRITING SHORT FUNCTIONAL TEXT AT TENTH GRADE STUDENTS OF SMA NEGERI LUAR BIASA LUBUKLINGGAU Astri Riance
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.v0i0.31

Abstract

ABSTRACTThe title of this study was “The use of contextual teaching and learning(CTL)And visual dictionary to improve the deaf students’ ability in writing short functional text at tenth grade students of SMA Negeri luar biasa lubuklinggau”. The problems of this study were: 1) How can Contextual Teaching and Learning (CTL) and visual dictionary improve the tenth grade students’ ability in writing short functional text of SMA Negeri Luar Biasa Lubuklinggau? 2) What are thestudents’ attitude in learning writing short functional text by using Contextual Teaching and Learning Method and visual dictionary? The objectives of this study were: 1) to improve the deaf students’ ability in writing short functional text byusing Contextual Teaching Learning (CTL) method and visual dictionary 2) To find out students’ attitude in learning writing short functional text by using Contextual Teaching and Learning Method and Visual Dictionary 3) To improvean interactive and interesting, teaching learning process and enhance students’ ability in learning language, so that they can apply their knowledge in their life. This study used classroom action research method which consisted three cycles. The technique for collecting the data were, test, observation and questionnaire.Key Words: Contextual Teaching and Learning, Visual Dictionary, Ability, Writing Short Functional Text.
CORRELATION AMONG LEARNING STRATEGIES, EMOTIONAL INTELLIGENCE AND READING ACHIEVEMENT OF THE FIFTH SEMESTER STUDENTS OF STKIP MUHAMMADIYAH KOTABUMI LAMPUNG UTARA ACADEMIC YEAR 2014/2015 Dewi Sri Kuning
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.v0i0.469

Abstract

Reading means understanding a written text to get the information and knowledge as efficiently as possible. The foundational skills of reading are: word reading, fluency, vocabulary, and word knowledge. Many students of the fifth semester still get low in reading score. There are many factors that caused the low score of the students, such as: they do not have suitable method in learning English, they are lazy to repeat the material at home, and they have low motivation, and so on. Based on the problem, the researcher wants to investigate the correlation among learning strategies, emotional intelligence, and reading achievement. Furthermore, the population of the research is the fifth semester students of English Education Department of STKIP Muhammadiyah Kotabumi consisting of 85 students, from the population, 50 students were represented as the sample which was taken through simple random sampling technique. The instruments to collect the data used questionnaires for learning strategies and emotional intelligence and test for reading achievement. While to analyze the data, it was used multiple correlation in SPSS 13 Program for Windows. The data analysis shows that Ryx1x2 = 0.391  at the significant level of 0,05. And for the criteria of significant test is gotten Fcount (4.230) > Ftable (0,05) (4,01). The result of hypothesis test showed that there is significant correlation among learning strategies, emotional intelligence, and reading achievement.  Therefore, it is suggested that English teachers should teach by giving appropriate strategy and give the good example of emotional intelligence in teaching reading skill. Key words:  Learning Strategies, Emotional Intelligence, and Reading Achievement.
THE EFFECT OF COGNITIVE STRATEGIES ON THE STUDENTS’ LISTENING COMPREHENSION AT STMIK PRABUMULIH Hepnyi Samosir
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.v0i0.1376

Abstract

This study is an experimental design that aims to find out if there is any significant difference in the students’ listening comprehension taught by using cognitive strategies. The study was conducted at STMIK Prabumulih. The population taken was the fourth semester students. The samples were taken by random sampling technique. Pre-test and post-test were carried out with participant students from the two classes, experimental and control class. The experiment class showed an average of 40 in the pre-listening test. On the other hand, the control class showed an average of 35 when doing the pre-listening test. After being treated with cognitive strategies, then the post-listening test was carried out. The experiment class showed an average of 70, whereas the control class got 50.83. The mean gain for control class was 16.50, and for the experimental class were 27.50. Both classes differ in gains in which the mean gain for experiment class was higher than the other one. It was found that t-observed was greater than the value of t-table (4.63 > 1.671) and thus null hypothesis was successfully rejected. It could be interpreted that cognitive strategies affected the students’ listening comprehension. The result of cohen’s d is 1.19, and categorized as large. With the Cohen’s d of 1.19, 97.1 % of the treatment classes were above the mean of the control one. The finding of the study is expected to be reference or source of information in designing teaching listening syllabus. Keywords: Effect, Cognitive Strategies, Bottom-up, Top-down
THE INFLUENCE OF STORY MAPPING STRATEGY AND READING HABIT TOWARDS READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMP N 35 PALEMBANG Rizka Amalia
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.v7i1.2999

Abstract

Abstract This study was to investigatethe influence of story mapping strategy and reading habit towards reading comprehension achievement of the eighth grade students of SMP N 35 Palembang. The population of this study was all theeighth grade students of SMP N 35 Palembang. The sample was 60 students (experimental class is consisted of 15 students’ high reading habit and 15 students’ low reading habit and control class is consisted of 15 students’ high reading habit and 15 students’ low reading habit) were taken by using two-stage random sampling. In carrying out the research, the writer used an experimental method; factorial design.The writer distributed test and reading habit questionnaire (high and low reading habit) in collecting the data. Then, in analyzing the data, the writer usedt-test and two-way ANOVA. The result of this study that; first, there was significant difference in reading comprehension achievement between the eighth grade students who had high reading habit and those who had low reading habit taught by using story mapping strategy. Second, there was significant difference in reading comprehension achievement between the eighth grade students who had high reading habit and those who had low reading habit taught byusing traditional teaching method. Third, there was significant difference in reading comprehension achievement between students who had high reading habit taught by using story mapping strategy and those who were taught by using traditional teaching method. Fourth, there was not any significant difference in reading comprehension achievement between students who had low high reading habit taught by using story mapping strategy and those who were taught by using traditional teaching method. And the last, there was significant interaction effect of story mapping strategy and reading habit on reading comprehension achievement of the eighth grade students of SMP N 35 Palembang.Keywords : Story Mapping Strategy, Students’ Reading Habit, Reading Comprehension Achievement. 
THE INFLUENCE OF PREDICT-SCAN-READ-ANSWER (PSRA) STRATEGY AND CREATIVE THINKING TOWARD THE ELEVENTH GRADERS’ READING COMPREHENSION AT SRIGUNA SENIOR HIGH SCHOOL OF PALEMBANG Santi Mayasari
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.v0i0.128

Abstract

ABSTRACT This research was conducted to investigate the influence of Predict-Scan-Read-Answer (PSRA) Strategy and Creative Thinking toward the Eleventh Graders’ Reading Comprehension at Sriguna Senior High School of Palembang. This research applied experimental method with factorial design. There were 280 students as the population. From 280 students, 80 students were taken as the samples of this research by using two stage random sampling. The statistical analyses used were Independence t-test and Two-way ANOVA. The distribution of both experimental and control group score were normal, since the significant value was higher than 0.05. The data of PSRA strategy and conventional strategy were homogeneous since the result of homogeneity of variance testing indicated that the significant value of all the data was higher than the significant of p-output (0.05).            Furthermore, it was found that (1) there was a significant difference in reading comprehension achievement between high creative thinking and low creative thinking students who were taught through PSRA Strategy. (2) There was a significant difference in reading comprehension achievement between high creative thinking and low creative thinking students who were taught through Conventional Strategy. (3) There was a significant difference in means score between students who had high creative thinking, taught through PSRA strategy and Conventional Strategy. (4) There was no significant difference in means score between students who had low creative thinking, and those who were taught using PSRA strategy and Conventional Strategy. (5) There was a significant interaction effect (influence) of PSRA strategy and Creative Thinking on reading comprehension. Key Word: Predict-Scan-Read-Answer (PSRA), Creative Thinking, Reading Comprehension
The Influence of Story Face Strategy and Reading Motivation toward the Tenth Grade Student’s Narrative Reading Comprehension Achievement of State Islamic Senior High School Number 1 of Palembang Sri Murniati; Rusman Roni; Tahrun Tahrun
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.v6i2.2316

Abstract

AbstractThis study was to investigate the influence of story face strategy and reading motivation towards reading comprehension achievement of the tenth grade students of State Islamic Senior High School Number 1 of Palembang. The population of this study was all the tenth grade students ofState Islamic Senior High School Number 1 of 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 motivation questionnaire in collecting thedata. Then, in analyzing the data, the writer used t-test and two-way ANOVA. The result of this study analysis that; First, there was a significant difference on reading comprehension achievement between the students who had high reading motivation and those who had low reading motivation taught by using story face strategy.Second, there was not any significant difference on reading comprehension achievement between the students who had high reading motivation and those who had low reading motivation taught by using conventional strategy. Third, there was a significantdifference on reading comprehension achievement between the students who had high reading motivation and those who had low reading motivation taught by using story face strategy and conventional teaching. The last, there was an interaction effect between story face strategy and students’ motivation on reading comprehension achievement of The Tenth Grade Students of State Islamic Senior High School Number 1 of Palembang.Keywords: Story face strategy, Motivation and Students’ Narrative Reading Comprehension Achievement.
THE GRAMMATICAL ERRORS IN GOOGLE TRANSLATION FROM INDONESIAN INTO ENGLISH OF ONLINE“SUMATERA EXPRESS” NEWSPAPER Rahmawati Rahmawati
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.v8i1.4791

Abstract

The objective of this study was to describe the errors made in the Indonesian to English google translations of online Sumatera Express newspaper. This study employed five texts taken from online Sumatera Express newspaper made by using Google Translate. Five texts of the online Sumatera Express newspaper were analyzed. The categorization of translation errors was adapted from King and Stanley (1996), building Skills for Toefl. The errors can occur in the words, phrases, clauses, and sentences of the texts. The data gathered were analyzed descriptively by using a qualitative approach.The technique used was triangulation. The findings suggest that there were 12 grammatical errors included subject-verb agreement (3 errors), verbtense agreement (2 errors), word forms (1 error), reduced clause (1 error), connectors (3 errors), redundancy (1 error), and parallel structure (1 error). The conclusion suggested that there were 12 grammatical errors found in the five translated texts of online Sumatera Express newspaper, Google translation strategies used word by word translation without considering the actual meaning of the sentences and grammatical rules, English uses “Menerangkan-Diterangkan (M-D)” or “ModifierHeadword”, whereas Bahasa Indonesia uses “Diterangkan – Menerangkan (D-M) or ”Headword-Modifier”. And the theoretical implication for language teaching has explained in chapter four.
Improving Reading Comprehension through Mind Mapping and Concept Mapping to the Tenth Grade Students of State Senior High School 1 of Kelapa Bangka Juriana Juriana
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.v0i0.77

Abstract

ABSTRACTThis study dealt with the use of mind mapping and concept mapping as the one technique in teaching reading comprehension. The problems of this study were to find out whether or not there was any significant difference in average scores between students’ reading comprehension achievement who (1) both had been taught using conventional technique and mind mapping technique (2) both had been taught using conventional technique and concept mapping technique (3) had been taught using mind mapping technique and concept mapping technique (4) there is any significant difference among students who were taught using mind mapping, concept mapping, and conventional technique.The population was 160 students of the tenth grade students of State Senior High School 1 of Kelapa Bangka. Cluster random sampling was used to take 80 students as the sample. True Experimental Design was used as a method of the study. In collecting the data, tests were used. Homogeneity, normality, and independent sample t test were used to analyze the data.Based on the research, the writer concluded that the mind mapping technique and concept mapping technique were more effective and better for (1) students who were taught using mind mapping than students who were taught using conventional technique, (2) students who were taught using concept mapping than students who were taught using conventional technique, (3) students who were taught using mind mapping than students who were taught using concept mapping, and (4) since there was any significant difference among mind mapping, concept mapping, and conventional techniques, the technique is suitable to be used in improving students’ reading comprehension achievement. Key words: 1. Mind Mapping, 2. Concept Mapping, 3. Reading Comprehension
THE INFLUENCE OF SKIMMING TECHNIQUE AND CRITICAL THINKING TOWARD READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 50 PALEMBANG Rusman Roni; Tahrun Tahrun; Dana Listiyanti
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.v0i0.1367

Abstract

This study aimed at finding out whether or not: (1) there was a significant difference in reading comprehension achievement between the students who have high critical thinking taught by using skimming technique and those of who are taught by using conventional technique; (2) there was a significant difference in reading comprehension achievement between the students who have low critical thinking taught by using skimming technique and those of who are taught by using conventional technique; (3) there was a significant difference in reading comprehension achievement between the students who have high and low critical thinking taught by using skimming reading and those of who are taught by using conventional technique; (4) there was an interaction effect of skimming technique and critical thinking on the students’ reading comprehension achievement. The total number of population was 456 students of the eighth grade students of SMPN 50 Palembang. The sample for this study were 30 students, they was 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 writer took two stage random sampling. The data were analyzed by using three technique: they were the statistical analysis on measuring homogenity and normality data, independent t-test, and two-way ANOVA. Due the research findings, it was found that (1) there was a significant difference in reading comprehension achievement between the students who have high critical thinking taught by using skimming technique and those of who was taught by using conventional technique(0.000<0.05). (2) There was a significant difference in reading comprehension achievement between the students who have low critical thinking taught by using skimming technique and those of who was taught by using conventional technique (0.000<0.05). (3) There was a significant difference in reading comprehension achievement between the students who have high and low critical thinking taught by using skimming technique and those of who was taught by using conventional technique (0.000<0.05). (4) There was an interaction effect of skimming technique and critical thinking on the students’ reading comprehension achievement (0.014<0.05). it means that Skimming technique is effectively used high and low level of students’ critical thinking.Keywords: Reading Comprehension, Skimming Technique, Critical Thinking
An Experimental Study on Clustering Technique Employed by The Extrovert and Introvert Learners in Reading Comprehension at Fishery Faculty of PGRI University Palembang Santi Mayasari
ELTE Journal (English Languange Teaching and Education) Vol 4, No 2 (2016): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1679

Abstract

ABSTRACTThis study was conducted to investigate An Experimental Study on Clustering Technique Employed by The Extrovert and Introvert Learners in Reading Comprehension at Fishery Faculty of PGRI University Palembang. This study applied experimental method with factorial design. There were 40 students as the population. From 40 students, 30 students were taken as the samples of this research by using two stage random sampling. The statistical analyses used were Independence t-test and Two-way ANOVA. The distribution of both experimental and control group score were normal, since the significant value was higher than 0.05. The data of Clustering Technique and Conventional Technique were homogeneous since the result of homogeneity of variance testing indicated that the significant value of all the data was higher than the significant of p-output (0.05).Furthermore, it was found that (1) there is any significant difference in reading comprehension achievement between extrovert and Introvert students who are taught byusingclustering technique. (2) there is any significant difference in readingcomprehension achievement betweenextrovert and introvertstudents who are taught by using conventional technique. (3) there is any significant difference in reading comprehensionachievementbetween extrovert and introvertstudents who are taught byclustering technique andthosewho are taught byusing  conventional technique. (4) there was no any significant interaction effectof clustering technique and extrovert and introvert students onreadingcomprehension achievement. the alternative hypothesis (Ha) was rejected and null hypothesis (Ho) was accepted. Key Word: Clustering Technique, Extrovert and Introvert, ReadingComprehension

Page 6 of 14 | Total Record : 131

 4   5   6   7   8 

Filter by Year

2013 2020


Reset
Filter By Issues
All Issue Vol 8, No 2 (2020): ELTE Journal September Edition Vol 8, No 1 (2020): ELTE Journal February Edition Vol 7, No 2 (2019): ELTE Journal September Edition Vol 7, No 1 (2019): ELTE Journal February Edition Vol 6, No 2 (2018): ELTE Journal September Edition Vol 6, No 1 (2018): ELTE Journal February Edition Vol 5, No 2 (2017): ELTE Journal September Edition Vol 5, No 1 (2017): ELTE Journal February Edition Vol 4, No 2 (2016): ELTE Journal September Edition Vol 4, No 1 (2016): ELTE Journal February Edition Vol 3, No 2 (2015): ELTE Journal September Edition Vol 3, No 1 (2015): ELTE Journal February Edition Vol 2, No 2 (2014): ELTE Journal (English Languange Teaching and Education) Vol 2, No 1 (2014): ELTE Journal (English Languange Teaching and Education) Vol 1, No 2 (2013): ELTE Journal (English Languange Teaching and Education) More Issue