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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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PRINCIPLES AND MODEL OF ASSESSMENT IN THE EFL CLASSROOM Tahrun Tahrun
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.v0i0.129

Abstract

AbstractThis article presents the fundamental principles and model of assessment in the EFL classroom. A test as an assessment instrument on EFL classroom is designed to collect information of student learning progress. This instrument should meet the five principles: practicality, reliability, validity, authenticity, and washback. The process of assessment can   be implemented in three ways: teaching/learning-test, teaching/learning-test- teaching/learning-test, and paralyzed assessment with teaching/learning throughout the course.  Teachers often find difficulties to meet all of the principles in their teaching context. Consequently, they should be able to choose what principles they emphasize. Different choices can occur because they have different teaching context. It means that teaching context faced by the teachers will influence the options of principles to apply in assessment. Key Words: assessment, test, assessment principles, assessment model and EFL classroom
The Influence of Make A Match Method (MAAM) and Learning Motivation towards Students’ Writing Achievement on Procedure Text of the Ninth Grade of SMPN 13 Palembang M. Sopian; Rusman Roni; Baginda Simaibang
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.v6i2.2317

Abstract

AbstractThis research is concerned with the influence Make a Match Method (MAAM), and learning motivation students’ writing achievement on procedure text of the ninth grade of SMPN 13 Palembang. In this study 72 students of ninth grade students of SMPN 13 Palembang in the academic year 2017/2018 as a sample. This study applied factorial research design. Data were collected by using questionnaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample t-test and Two Ways Anova. The results showed that First, there was a significant difference in writingability between the student who have high learning motivation and those who have low learning motivation taught using make a match method (MAAM) of SMPN 13 Palembang. Second, there was a significant difference in writing ability between the students who have high learning motivation and those who have low learning motivation taught using grammar translation method of SMPN 13 Palembang. Third, there was a significant difference in writing ability between the students who have high learning motivation and those who have low learning motivation taught using make a match method (MAAM) and grammar translation method of SMPN 13 Palembang. Last, There were a significant effects of make a match method (MAAM) and learning motivation towards student writing achievement on procedure text of SMPN 13 Palembang. Conclusion suggests that make a match (MAAM) and learning motivationhave sigfnificant roles to improve writing achievement..Key Words: Make a match method (MAAM), Grammar Translation Method, LearningMotivation, Writing Achievement
THE INFLUENCE OF GUIDED READING STRATEGY AND READING MOTIVATION TOWARDS SEVENTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT ON DESCRIPTIVE TEXTS AT TRI DHARMA JUNIOR HIGH SCHOOL OF PALEMBANG Suprapto Gunawan; Rusman Roni; Mulyadi Mulyadi
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.v8i1.4792

Abstract

This study is concerned with the Influence of Guided Reading Strategy and Reading Motivation towards Students’ Reading Comprehension Achievement. The problems being formulated in this inquiry seek to find out the extent of Guided Reading Strategy, students’ Reading Motivation, and what teaching strategies are suitable to be applied to improve students’ Reading Comprehension Achievement. Finding shows that (1) there was a significant difference in Reading Comprehension Achievement on Descriptive Text between the students who had High Reading Motivation and Low Reading Motivation taught by using Guided Reading Strategy and Conventional Technique. It could be seen the sig (2-tailed) 0.000 was lower than the significant level of 0.05. (2) There were interaction effects of Guided Reading Strategy and students’ Reading Motivation towards students’ Reading Comprehension Achievement. It could be seen from sig (2-tailed) 0.000 was lower than the significant level 0.05, and (3) Guided Reading Strategy can be utilized to promote the reading skill of the students and it contributes to the students’ Reading Comprehension Achievement improvement.
Loan Words in Bahasa Indonesia Mulyadi Mulyadi
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.v0i0.78

Abstract

Abstract The Indonesian has absorbed many loan words from other languages, including Sanskrit, Arabic, Dutch, Chinese, French, and English. Loan words in Bahasa Indonesia are in fact taken both from local language and foreign languages which then spelling, speech, and writing tailored to the narrative of the people of Indonesia to enrich vocabulary.  Based on the level of integration, loan words in bahasa Indonesia is divided into three parts.  First, loan words which are not necessarily undergo spelling change because they have been loan words for a long time, such as “radio” and “stereo’. Second, loan words whose spelling or pronunciation are adapted into Bahasa Indonesia spelling pattern. For examples, elektron, system and proton.  These loan words are used in Bahasa Indonesia context, but the pronunciation is still the same as the source. Third, the loan words whose pronunciation and spelling are already changed and adapted Indonesian spelling pattern. In this case the adaptation is minor that they are still recognized.  For examples, “persentase”, “ekonomi” and “politik”.Furthermore, lexical loans in Bahasa Indonesia can be in the form of pungutan dialect (dialect loans), pungutan mesra (well-absorbed loans), and pungutan kultural (cultural loans).  Pungutan dialect is a borrowing which is taken from one of the Indonesian dialects such as “brisik” or “bising” (noisy), “jejaka” or “bujangan” (bachelor) are adopted from Jakarta dialect.   Pungutan mesra  is a lexical borrowing which is adopted from another languages which exist in Indonesia such as “ganteng” (handsome), and “gawat” (dangerous) are adopted from Java. While, Pungutan kultural is any borrowing taken from any other languages which are not found in Indonesian.  The words such as “fakir” (poor), and “saham” (share) are taken from Arabic.  The words such as “panca-sila” (panca means five and sila means principles), and “tuna karya” (jobless) are taken from Sanskrit.  The words such as “arsip” (archive), “notabene” (notabene), “oli” (oil), and “vonis” (vonis) are adopted from Ducth.  Meanwhile, the words such as “approach” (approach), “audit” (audit, “bowling” (bowling), “gentlemen” (gentlemen), and “guest-house” (guest-house) are adapted from English. In addition, structural loan may cover all aspects of sounds and morphemes, or even sentence level.Loan words are adapted to fulfill the need for new words and new terms of  Bahasa Indonesia, as the consequence of the intensity of interaction in a modern society. It happens in technology, law, politics, economy and other fields such as religion, culture and social field. These loan words are used in Bahasa Indonesia because they have better connotation, shorter compared to its translation into Bahasa Indonesia, and the loan words had been chosen to make the agreement of meaning become easier since there are many synonym in Bahasa IndonesiaKey words: Loan words, adaptation, lexical loans
THE INFLUENCE OF SHORT MESSAGE SERVICE TEXTING ON STUDENTS’ WRITING DESCRIPTIVE PARAGRAPH ACHIEVEMENT Asti Veto Mortini
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.v0i0.1368

Abstract

The objective of this research was to find out was any significant influence between the third semester students of University of PGRI Palembang majoring English Education who are taught using Short Message Service (SMS) texting in learning writing descriptive paragraph and those who are not. Quasi experimental method was used in this research. One group experimental and one control groups were as samples. Data were collected through written tests; pretest and posttest and analyzed them using independent sample test. The result showed t-obtained was greater (2.855) than t-table (1.990) at the significance level p<0.05 in two tailed testing with df=75. It means that there was a significant influence between the third semester students of University of PGRI Palembang majoring English Education who are taught using Short Message Service (SMS) texting in learning writing descriptive paragraph and those who are not. Keywords: Short Message Service Texting, writing, descriptive paragraph.
An Analysis on the Students’ Indirect Learning Strategies in Writing Skill Yusri Yusri; Tri Setiani
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.v6i2.2307

Abstract

AbstractThe problem of this study was “what are the indirect learning strategies in writing skill applied by the eleventh grade students of State Senior High School 12 Palembang?” The objective of this study was to find out what the indirect learning strategies in writingskill are applied by the eleventh grade students of State Senior High School 12 Palembang. This study used qualitative descriptive method. The population of this study was 232 of the eleventh grade students of State Senior High School 12 Palembang in the academic year of 2016 / 2017. The class of XI IPA 1 that consisted of 38 students was chosen as the sample of this study. The data was collected through the SILL questionnaire and documentation. The data obtained was analyzed by using SPSS version 20. Based on the study, it showed that eventhough there was no learning strategy applied by the students in the high use, but according to the averageuse of the strategy, metacognitive strategies (Mean = 3.28) became the most frequently strategies applied by the students, then, followed by affective strategies (Mean = 2.65), and the last was social strategies (Mean = 2.46). In conclusion, all the indirect learning strategies in writing skill that are metacognitive, affective, and socialstrategies were applied by the eleventh grade students of State Senior High School 12 Palembang.Keywords: Analysis, Indirect Learning Strategies, and Writing Skill
THE USE OF SONGS TO INCREASE THE YOUNG LEARNERS’ LANGUAGE ABILITY Marleni Marleni
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.v7i2.3570

Abstract

AbstractMost young learners with physical impairments can benefit from listening to music because doing so helps with concentration andor influences their movements. Smooth music will result in movements with a flow, while fast dance music may cause jerky movements.In the early grades, transitions are a little harder to set because the students are still learning what the concept of a minute is and what one feels like. A song can improve transitions because it becomes a behavior cue: Students grow accustomed to the length of the song or part of a song and internalize the time they have to move on to the next task, which helps them begin to take responsibility for their own learning.Songs play an important role in the development of young children learning a foreign language. A testament to this is the frequency with which songs are used in English Language teaching classrooms all over the world. In particular, it will discuss how songs can help learners improve their listening skills and pronunciation, and how they can be useful in the teaching of vocabulary and sentence structures. It will also discuss how songs can reflect culture and increase students’ overall enjoyment of learning a foreign language. Finally, the paper aims to explore how songs for children can be adapted to suit a particular theme or part of the curriculum a teacher might wish to teach. Most children enjoy singing songs, and they can often be a welcome.Keywords: Language, English, songs, effective and young learners.
ENGLISH LANGUAGE ASSESSMENT AND FEEDBACK AS PERCEIVED BY THE STUDENTS Sri Endah Kusmartini
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.v0i0.37

Abstract

AbstractIn this current research, the researcher tried to investigateEnglish language assessment and feedback towards Englishachievement of the students on the basis of their perceptions. The research was conducted in Electrical Engineering Study Program-Electro Department, Sriwijaya State Polytechnic. It was a cross-sectional survey design with 50 samples taken randomly. An open questionnaire was used to collect the data after a pilot study to the instrument conducted. English scoresof the students were taken from the archive of Electro Department, Sriwijaya State Polytechnic. The data were analyzed by categorizing them into each variable and described statistically based on the goals of the research. Most of the respondents perceived that it was necessary to have English language assessment and feedback for learning because both influenced their English achievement.Keywords: assessment, feedback
Teaching English to Teenagers and How to Gain Their Interest Mulyadi Mulyadi
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.v0i0.662

Abstract

AbstrakTeaching English to teenagers and how gain their interest is still consider to be  hot issue. Teenagers are the most difficult age group to teach.  However, if the teachers are able to manage them well, teen classes can also be fun and very rewarding for both the teacher and students. It is  believed that the materials that the teacher uses in the classroom are a crucial factor in deciding if a teens class is successful or not. Therefore, it is important to provide lessons which keep them interested. If the students are not interested in the material we are using, it is probable that both students and teacher will end up bored and frustrated. While many of us may be obliged to use certain course books and other material that may not always stimulate our students, it is important to adapt this material or supplement it with activities that bring the students to life and encourage them to express themselves. If the teacher shows that she is interested in her students' opinions and is prepared to adapt her lessons after listening to these opinions, this can have a very positive effect on the atmosphere in the classroom.Keywords: Teaching, teenager, interestAbstractTeaching English to teenagers and how gain their interest is still consider to be  hot issue. Teenagers are the most difficult age group to teach.  However, if the teachers are able to manage them well, teen classes can also be fun and very rewarding for both the teacher and students. It is  believed that the materials that the teacher uses in the classroom are a crucial factor in deciding if a teens class is successful or not. Therefore, it is important to provide lessons which keep them interested. If the students are not interested in the material we are using, it is probable that both students and teacher will end up bored and frustrated. While many of us may be obliged to use certain course books and other material that may not always stimulate our students, it is important to adapt this material or supplement it with activities that bring the students to life and encourage them to express themselves. If the teacher shows that she is interested in her students' opinions and is prepared to adapt her lessons after listening to these opinions, this can have a very positive effect on the atmosphere in the classroom. Keywords: Teaching, teenager, interest
The Impact of Minimal Response Strategy on the Students’ Speaking Skill to the Tenth Grade Students of State Senior High School 10 Palembang Yuspar 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.v6i1.1550

Abstract

AbstractThe problem of this study is formulated into the following question: ‘Is there any significant impact of minimal response strategy on the student’s speaking skill of the tenth grade of state Senior High School 10 of Palembang?. It can be concluded that the impact of Minimal Response Strategy to the students’ speaking skill of state Senior High School 10 of Palembang was significant. It can be seen from the result of pre-test and post-test scores.The students average score in pre-test was 14, 10. The highest score was 18 which were achieved by two students, while the lowest score was 9 which were achieved by two students. The students average score in post-test was 15, 32. The highest score was 18 which were achieved by three students, while the lowest score was 13 which were achieved by seven students. From the result of the matched t-test, it was found that the t-obtained was higher than t-table value. The result of matched t-test formula was 2.77 and t-critical value of t-distribution table was 2.68. It means that the alternative hyphotesis (Ha) with 0, 05% significance level in one tailed testing was accepted consequently and the null hyphothesis (Ho) was rejected. It is concluded that minimal response strategy is effective to improve students’ speaking ability. Keywords: impact of minimal response strategy, speaking skill, improve students’ speaking ability

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