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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 Influence of Mind Mapping and Learning Motivation towards Reading Comprehension on Recount Text of the Eighth Grade Students of Junior High School 11 Palembang Elin Sustia Sari; Baginda Simaibang; 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.v6i2.2312

Abstract

AbstractThis study was meant to reveal the influence of mind mapping strategy and learning motivation towards reading comprehension on recount text of the eighth grade students of Junior High School 11 of Palembang. In this study 60 students of eighth grade students of Junior High School 11 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 test. The data were analyzed by using Paired Sample t-test, Independent Sample test, and Two-WayANOVA. The results showed that, first, there was a significant difference in students’ reading comprehension taught using mind mapping strategy. Second, there was not any significant difference in students’ reading comprehension taught by traditional teaching method. Third, there was significant difference in students’ readingcomprehension students who had high and low learning motivation by using mind mapping strategy and traditional teaching method. Fourth, there were not any significant interaction effects of mind mapping strategy and learning motivation towards the students’ reading comprehension of Junior High School 11 of Palembang.Conclusion suggests that there were significant influences of mind mapping strategy and learning motivation towards reading comprehension on recount text of the eighth grade students of Junior High School 11 of Palembang. In line with, mind mapping strategy was effective to the students who have high and low learning motivation.Keywords: Mind Mapping Strategy, Traditional Teaching Method, Learning Motivation, Reading Comprehension.
SPEECH ACTS IN THE NOVEL “SPEAK” BY LAURIE HALSE ANDERSON Mustika Transmawati
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.v8i1.4787

Abstract

The research objectives are to find out:(1) what speech acts are found in the novel “Speak” by Laurie Halse Anderson, (2) the forms used to express speech acts meaning in this novel, (3) what the kinds of speech acts appear dominantly in this novel, (4) the ways of the novelist moral values are expressed in speech acts of this novel, and (5) the theoretical implication for English Language Teaching. Qualitative methods and content analysis were used in this research. Documentation, book reviewer, and interview were used as data collection. Triangulation was used to get validity. Research results are (1) all speech acts types appeared,(2) The were 4 directives forms, 4 commisive forms, 6 representatives forms, 3 declarations forms, 12 expressive forms,(3) Expressive was dominant,(4) The novelist expressed moral values through expressive dominantly. (5) The novel "Speak" can be implemented in the literature that has functions in the teaching and learning process. Keywords: Speech acts, Novel, Moral values, Teaching Implication
THE INFLUENCE OF VIDEO AND READING INTEREST IN IMPROVING READING COMPREHENSION ACHIEVEMENT TO THE NINTH GRADERS OF XAVERIUS JUNIOR HIGH SCHOOL 1 OF PALEMBANG Hendri Hendri
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.v0i0.73

Abstract

ABSTRACTThe writer was interested in conducting this research in accordance that the students' reading comprehension achievement was still low. One of media interaction that is used in this study is video. It is expected that through video, the students can be interested and motivated in learning English, especially reading. In this case, the writer intends to the use of video in improving the students’ reading comprehension achievement. The writer hopes that it will give the visualization about the contents of text, so the students can understand it easier. This research was conducted in experimental research using factorial design to 96 students of the ninth graders of Xaverius Junior High School 1 of Palembang in the first semester of the academic year of 2013-2014. The objectives of this research were to find out whether or not (1) There was a significant difference in average of reading comprehension achievement between the students who were taught using video and those who are taught using conventional strategy (2) There was a significant difference in average of reading comprehension achievement between the students who were in high, middle, and low interest after being taught using video and those after being taught using conventional strategy and (3) There was a significant interaction effect of using video and reading interest on the students’ reading comprehension achievement. There were some instruments to achieve the purpose of this research. There was a significant difference of high, middle and low reading interest on the students’ reading comprehension achievement. It meant that video and reading interest gave a significant influence for the students’ reading comprehension achievement because there was a significant improvement in average of the students’ reading comprehension achievement. Key words: Video, Reading Interest, and Reading Comprehension Achievement
Teaching Reading Comprehension in Narrative Text by Using SRE (Scaffolded Reading Experience) Strategy to the Second Semester Students of Baturaja University Nopa Yusnilita
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.v0i0.1327

Abstract

ABSTRACT The problem of the study was significantly effective to teach reading comprehension in narrative text by using Scaffolded Reading Experience to the second semester students of Baturaja University. The objective of the study was to find out whether in teaching reading comprehension by using SRE strategy was significantly effective or not in the second semester students of Baturaja University.In conducting this study pre-experimental method was used. The population of this study is all of the students in second semester were 182 students that were taken by using cluster random sampling method. The data was collected by using written test and analyzed by using paired sample t-test analyzing.Based on the calculation, the mean score in pre-test was on the result of pre-test was 58.91 and post-test was 74.18, t-obtain was 15.473 in the significant level of 5% and df=37 (df=N-1) =36, the value of t-table was 1.69. It could be concluded that the use of SRE strategy in teaching reading comprehension in narrative text to the second semester students of Baturaja University. This strategy to helps students increases their reading comprehension skills. That this strategy could make reading not only beneficial for them but enjoyable as well and could increase the students’ reading comprehension achievement. Beside that the students also could successfully reading, understanding, learning from what they were reading, and enjoying the experience of reading from the text. Finally the students’ got better in reading subject.Key words: Teaching, Narrative Text, Scaffolded Reading Experience (SRE)
Teaching Listening by using Information Transfer Diagram Activity to the Seventh Grade Students of the State Junior High School 43 of Palembang Yus Vernandes Uzer
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.v6i1.1554

Abstract

Abstract The main problem of this study was “Is it effective to teach listening by using Information Transfer Diagram Activity to the Seventh Grade Students of the State Junir High School 43 of Palembang?” The objective of the study was to find out whether or not it was effective to to teach listening by using Information Transfer Diagram Activity to the Seventh Grade Students of the State Junir High School 43 of Palembang. The method of the research used in this study was pre-experimental method with pre-test-post-test one group design. Data were analyzed by using matched t-test formula. The population of this study to teach listening by using Information Transfer Diagram Activity to the Seventh Grade Students of the State Junir High School 43 of Palembang in the academic year 2016/2017 with the total 309 students. The sample investigated was 34 students of class VII.2. The sample was taken by using convenience non random sampling. Based on the result of the data analysis, it was found that to teach listening by using Information Transfer Diagram Activity to the Seventh Grade Students of the State Junir High School 43 of Palembang was effective. The findings of this study showed that the average score in the pre-test was 5.38, the highest score was 7.75 and the lowest score was 3.0 and the average score in the post-test was 7.0, the highest score was 8.75 and the lowest score was 4.75. The result of matched t-test was 8.53 which were higher than critical value (1.692). It means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Keywords: Teaching, listening, information transfer diagram activity.
THE EFFECT OF STORY IMPRESSION STRATEGY AND READING MOTIVATION TOWARD THE EIGHTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMP NEGERI 2 PAMPANGAN OKI Lismania Lismania
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.v7i2.3564

Abstract

AbstractThis research is concerned with the effect of Story Impression Strategy and motivation towards reading comprehension achievement of the eighth grade students at SMPN 2 Pampangan OKI. The data were taken from reading test and questionnaire. The test was analyzed by using descriptive statistic, normality, homogeneity, independent simple t-test, and two way anova. Based on the data, it was found that; There was a significant difference in reading comprehension achievement between the students who have high level of motivation and those who have low reading motivation who are taught by using Story Impression strategy, there was a significant difference in reading comprehension achievement between the students who have a high reading motivation and those who have low reading motivation who are taught by using conventional strategy, there was a significant difference in students’ reading comprehension achievement taught using Story Impression strategy and conventional strategy. And the last, there was a significant interaction effect of Story Impression strategy and reading motivation toward students’ reading comprehension achievement. Conclusion suggests that Story Impression Strategy was effective for students who have high and low motivation.Keywords: Story Impression Strategy, Conventional Strategy, Reading Motivation, Reading Comprehension Achievement
TEACHING READING COMPREHENSION AND WRITING SKILL THROUGH SCAFFOLDED READING EXPERIENCE STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 53 PALEMBANG Rahmita Dwi Lestari
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.v0i0.32

Abstract

AbstractThis study was meant to reaveal the teaching reading comprehension and writing skill through scaffolded reading experience strategy of the eight grade students of SMP Negeri 53 Palembang, including to find whether or not (1) there wassignificant differences in students’ reading comprehension achievements before and after they are taught by using scaffolded reading experience strategy, (2) there was significant differences in students’ writing achievements before and after they are taught by using scaffolded reading experience strategy, (3) there were significant difference in students’ reading comprehension achievements betweenexperimental and control group, (4) there were significant difference in students’ writing achievements between experimental and control group, and (5) how muchis the contribution of SRE to students’ reading achievement and students’ writing achievement of the eight grade students of SMP Negeri 53 Palembang. The population of the study was the eight grade students of SMP Negeri 53 Palembangin the academic year 2012-2013 consisting of 208 students. From population, 60 students were taken as her research sample. 30 students represented in an experimental group and the rest of them were in control group. The quantitativeresearch was used as the approach of this study. In carrying out this research, a cluster random sampling was used. From the finding of the research, it can be concluded that: (a) there was a significant difference in students’ reading comprehension achievement before and after they were taught by using SRE. It means that (Ho) is rejected and (Ha) is accepted; (b) there was a significantdifference in students’ writing achievement before and after they were taught by using SRE. It means that (Ho) is rejected and (Ha) is accepted; (c) there was a significant difference in students’ reading comprehension achievement betweenexperimental and control group. It means that (Ho) is rejected and (Ha) is accepted; (d) there was a significant difference in students’ writing achievement between experimental and control group. It means that (Ho) is accepted and (Ha) is rejected; and (e) SRE could give a contribution on students’ reading achievement and writing achievement. It means that (Ho) is accepted and (Ha) isrejected.Keywords: reading comprehension, writing skill, and scaffolded reading experience strategy.
“TEACHING WRITING NARRATIVE TEXT THROUGH STORY MAP TO THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 2 OF PALEMBANG” Yuspar Uzer
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.v0i0.470

Abstract

Abstract This research entititled “Teaching Writing Narrative Text Through Story Map to the Eighth Grade Students of State Junior High School 2 of Palembang”. The Formulation of the Problems,      “Is it effective to teach writing narrative text through story map to the eighth grade students of State Junior High School 2 of Palembang?” The objective of the research was to find out whether or not it is effective to teach writing narrative text through story map to the eighth grade students of State Junior High School 2 of Palembang.  The method  used  is  pre – experimental method with the one group pre-test and post-test design. According to Fraenkel and Wallen (2012:236), a single group is measured and observed not only after exposed to a treatment of some short but also before. The population of this research is the eighth grade students of State Junior High School 2 of Palembang consisted of 231 students. A convenience sample is a group of individuals who (conveniently) are available for study for VIII.4 consisted 37 students. Finally, from this research it is found that the pre-test was 77.22 and post test was 79.9. Based on the calculation of the match t-test was higher than the critical of t value the data showed that the calculation of the match t-test was 6.56. It means that the null hypothesis was rejected and consequently alternative hypothesis was accepted. In other words teaching writing narrative text through story map to the eighth grade students of state junior high school 2 of Palembang was effective to increase the students’ writing. Keywords: teaching, writing, story map
THE CORRELATIONS AMONG VOCABULARY MASTERY, READING INTEREST AND READING ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA N 4 OF PALEMBANG Baginda Simaibang; Mulyadi Mulyadi; Wira Lestari
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.v0i0.1377

Abstract

This study dealt with the inquiry of the correlations among vocabulary mastery, reading interest, and reading achievement of the tenth grade students of SMA Negeri 4 Palembang. The total number of populations were 324 students. The samples 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 vocabulary and reading achievement. Then, they were analyzed by using r-Product Moment and Multiple Regression. Findings show that there are correlations among vocabulary mastery, reading interest and reading achievement. The data analysis shows that RyX1X2= 0.460 with r2=0.212 and  the criteria of significant test is gotten Fcount. 3.624 > 3.32. Therefore, alternative hypothesis (Ha) was accepted while null hypothesis (Ho) was rejected. In conclusion, vocabulary mastery and reading interest have significant roles to improve reading achievement.Keywords: Correlation, vocabulary, reading interest, reading achievement
THE INFLUENCE OF SURVEY, QUESTION, READ, RECITE AND REVIEW (SQ3R) METHOD AND READING INTEREST TOWARDS READING COMPREHENSION OF THE NINTH GRADE STUDENTS OF SMP N 13 OF PALEMBANG Vera Afriani
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.v7i1.3000

Abstract

AbstractThis research investigates the influence of Survey, Question, Read, Recite and Review (SQ3R) method and reading interest towards reading comprehension of the ninth grade students of SMP N 13 of Palembang. The aim of this study was to find out whether or not there was a significant difference in reading comprehension after the students with high and low level of reading interest being taught by using SQ3R method, and to find out the significant interaction effects of the method and the reading interest towards the students reading comprehension. In this study, 80 students of the ninth grade of SMP N 13 of Palembang in the academic year of 2017/2018 were chosen as sample by two stage random sampling. This study applied factorial research design. The data collecting used test and questionnaire. 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 difference in reading comprehension between the students who have high reading interest and those who have low reading interest taught using SQ3R method. Second, there was not any significant difference in reading comprehension between the students who have high reading interest and those who have low reading interest taught by traditional teaching method. Third, there was a significant difference in reading comprehension between the students who have high reading interest and those who have low reading interest taught using SQ3R method and traditional teaching method. At last, there were not any significant interaction effects of SQ3R method and reading interest towards the students’ reading comprehension. It can be concluded that the SQ3R method is effective and applicable to all levels of students' reading interest.Keywords: SQ3R Method, Traditional Teaching Mehod, Reading Interest, Reading Comprehension.

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