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ELT-Lectura
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  This is an Open Access Journal Open Access journal
ISSN (Print) 2338-8560 - ISSN (Online) 2550-0724
Published by Universitas Lancang Kuning Homepage  [16 journals]
  • The Influence of Students’ Goal Orientation toward Their Speaking
           Ability at Junior High School at Pekanbaru City

    • Authors: candra kirana
      Pages: 1 - 8
      Abstract: Abstract: The main objective of this study was to find out the Correlations of Students’ Goal Orientation toward their Speaking Ability in in Junior High Schools in Pekanbaru City. This study was correlationals study which students Goal Orientation and students’ speaking Ability. The participants in this study were second year students in vocational in Junior High Schools in Pekanbaru City. The instrument used in order to obtain the data were questionnaires for assessing students’ Goal Orientation. Then, in assessing students’ speaking ability, the test was conducted. After analyzing the data by using Statistical Package of Social Science (SPSS) 20 version, it was obtain that students’ Goal Orientation was in medium level (M= 85, SD 10.34441). Moreover, students’ speaking ability was in low level (M: 56.50; Std. Deviation 0.56325). After analyzing data, the finding showed that there was significant using statistical analysis of correlation, it shows the relationship between students’ Goal Orientation and their speaking ability (r = 0.925, p=0.00). Futuremore, this study suggested that students’ goal orientation of Speaking English should be enhanced and in order to assist students managed to thier academic succsess.    
      PubDate: 2019-02-20
      DOI: 10.31849/elt-lectura.v6i1.2216
      Issue No: Vol. 6, No. 1 (2019)
       
  • Improving Reading Comprehension Through Think-Pair-Share (TPS) Technique
           Students of STIK Siti Khadijah Palembang

    • Authors: nyayu suryani, Abdul Aziz Rifa’at
      Pages: 9 - 19
      Abstract: The objectives of this study were to find out : (1) the significant improvement on the third semester students’ reading comprehension before and after being taught using Think-Pair-Share technique at STIK Siti Khadijah Palembang, South Sumatera, Indonesia; and (2) the significant difference on students’ reading comprehension between the students who were taught by using Think-Pair-Share technique and those who were not. The population of this study was all the third semester students of STIK Siti Khadijah Palembang which consist of 56 students in academic year 2018/2019. The sample of this study was taken by using total sampling. Thus, the total number of the sample was 56 students. The sample was the third semester students at D.III Nursing Study Program (experimental group) which consist of 28 students and the third semester students at S1 Nursing Study Program (control group) which consist of 28 students. The test was given twice to both experimental and control group. True experimental design was used to analyzed the data. To verify the hypotheses, the data used only posttest design to analyzed by using paired sample t-test and independent sample t-test was 0.005 which was lower than 0.05.The result of this study showed that Reading Comprehension by using Think-Pair-Share technique gave significant improvement on the students’ reading comprehension and gave significant difference between students’ who were taught by Think-Pair-Share technique and those who were not.
      PubDate: 2019-02-27
      DOI: 10.31849/elt-lectura.v6i1.2258
      Issue No: Vol. 6, No. 1 (2019)
       
  • The Correlation toward Students’ Vocabulary Mastery between Using
           Jig Saw and TGT Technique

    • Authors: nurnalisa nurnalisa
      Pages: 20 - 32
      Abstract: The purpose of this study was to find out whether, using Jigsaw and TGT techniques effectively to improve student mastery of vocabulary, there were several different effects between using Jigsaw and TGT techniques on mastery of students' vocabulary. This study uses comprehensive studies using trials, initial tests, treatments, and final tests. For the first treatment, the highest score was 60 and the lowest score was 40. For the second treatment, the highest score was 70 and the lowest score was 45. In the third treatment, the highest score was 80 and the lowest score was 50 The posttest results showed that in the experimental class the score the highest from the first treatment to the third treatment was 100 and the lowest score was 65 with an average of 78. On the other hand, in the control class the highest score from the first treatment to the third treatment was 90 and the lowest score was 55 with an average of 70.44. Based on the results of the research to be considered to help students master English more easily, pleasant and without pressure. This method is intended to increase student vocabulary, if this method applies in class or outside the class. Students can feel enjoyed and interested in the material. Finally, English material will be easier, more fun and without pressure to be understood and mastered by students. So, if possible, it would be better to add time for English lessons
      PubDate: 2019-02-27
      DOI: 10.31849/elt-lectura.v6i1.2259
      Issue No: Vol. 6, No. 1 (2019)
       
  • Improving Students’ Speaking Skill Through Predicting With Storytelling
           at Grade XI/Social Science SMAN 10 Bukit Barisan Pekanbaru

    • Authors: djoni djoni
      Pages: 33 - 43
      Abstract: Speaking skill is one of the important skill in learning English. However, the students speaking skill of grade XI/ Social Science SMAN 10 Bukit Barisan Pekanbaru don’t achieve the students’ speaking minimum standard score as required by curriculum. This problem might be caused by the teacher techniques in teaching. This research is aimed at determining the effectiveness of predicting with storytelling in improving the students’ speaking skills. Besides this research is also to identify the factors which influence the improvements of the students speaking skill through predicting with storytelling. This research was a Classroom Action Research which consited of three cycles. Each cycle involved planning, action, observation and reflection. The instrument used in this research were observation and speaking test. Observation was aimed to know both students and the teacher activities during the process of teaching and learning. Meanwhile speaking test means to evaluate the students speaking skill at the end of each cycle. At the first cycle, it was found that the average score of the students’ speaking test is 59. Because of this research is not satisfied yet, so the research was continued the second cycle. Then, in cycle two it was found that the average score of the students speaking test is 66. Some factors that might be caused the improvement of the students speaking skill are materials, media, activities, classroom management, and teacher’s approach. To get better result and to make the students more familiar with predicting storytelling so the third cycle was done. Finally, it was found that the average score of students’ speaking test is 75. Based on the finding above, it is concluded that predicting with storytelling is an effective way in improving the students’ speaking skill.  
      PubDate: 2019-03-04
      DOI: 10.31849/elt-lectura.v6i1.2240
      Issue No: Vol. 6, No. 1 (2019)
       
  • The Derivation Errors Made By Students in Completing Paragraph of The
           Third Semester Students at FKIP UIR

    • Authors: Rides Sujatmiko
      Pages: 44 - 54
      Abstract: In derivational word have meaning adding affixes, there are three kinds of affixes. Includes of suffix, prefix and infix to word in this research the writer want to know the third semester students at FKIP UIR capability in changing the derivational word. This research is descriptive quantitative there are one variable in this research. The location of this research was in English department of FKIP UIR and the writer took the data on November 20011 there are seven clases in third semester that consist of 317 student as population and the sample of this research was 47 students in 3c class. There is one instrument in this research, it is test and this test was given consist of three test. It was used to know students ability in changing the derivational word. From the data analysis, it can be seen for the first test there are 89,36% students feel difficult in changing infix 87,23% students feel difficult in changing suffix and 0% in changing prefix, after that from the second test there are 100% students feel difficult in changing infix, 80,85% students feel difficult in changing suffix and 21,27% students feel difficult in changing prefix and the last test there are 95,74% students feel difficult in changing infix, 87,23% students feel difficult in changing suffix and 68,08% students feel difficult in changing prefix, so it can be concluded the students more difficult in changing derivational word into infix. It can be seen from the explanation above from three times taken the data.
      PubDate: 2019-02-20
      DOI: 10.31849/elt-lectura.v6i1.2262
      Issue No: Vol. 6, No. 1 (2019)
       
  • Peer Assessment Training on EFL Writing for Lower Proficiency Level, Is It
           Worthy'

    • Authors: herlinawati herlinawati
      Pages: 55 - 66
      Abstract: The present study was conducted to investigate whether training on peer assessment could foster better writing ability for English lower proficiency EFL students. Forty-eight (48) students participated in this study and randomly assigned into two groups; trained and untrained peer assessment. Trained group is as experimental group and untrained group is as control group. The students’ English proficiency level was lower to higher based on the results of TOEFL test  scores. A pre-writing test of argumentative essay was given before providing the training. Then, the students in experimental group was given peer assessment training before instructing them to rate their peers drafts. The whole sessions were lasted in six sessions. The pre-test was administered before giving the six sessions to apply the treatment; and a post test was given at the end of the session to determine the effects of peer assessment training on  students’ writing ability. The result of analysis revealed significant between-group differences, F (2, 816) = 3.440, p (.020) < .05. the lower proficiency in trained group performed better than the higher and lower proficiency students in untrained group.  
      PubDate: 2019-02-20
      DOI: 10.31849/elt-lectura.v6i1.2267
      Issue No: Vol. 6, No. 1 (2019)
       
  • The Hand and Glove Puppet in Teaching English as Foreign Language

    • Authors: Maria Ramasari, Windi Virgia
      Pages: 67 - 73
      Abstract: The objective of this research was to find out whether or not it was significantly difference achievement between the tenth grade students of MA Negeri 1 (Model) Lubuklinggau who were taught speaking by using Hand and Glove Puppets and those who were not taught speaking by using Hand and Glove Puppets. The researcher used quasi-experimental research. The sample of this research was taken by using cluster random sampling with 30 students in the experimental group, and 30 students in the control group taken from two classes of the tenth grade students of MA Negeri 1 (Model) Lubuklinggau. Based on the result of the data analysis there were three major findings namely: (1) the students’ score in the pre-test, (2) the students’ score in the post-test, and (3) the result of paired T-Test calculation. The mean score in the pre-test of the Experimental group was 63.88 and the mean score in the pre-test of the Control group was 49.77. While, the mean score in the post-test of the Experimental group was 72.44 and the mean score in the post-test of the Control group was 56.21 The result of paired t-test calculation shows that tobtained was 7.70 in the pre-test of the experimental and control group and 8.91 in the post-test of the experimental and control group. It was higher than 2.045 as the critical value of the ttable of degree of freedom 29 with 0.05 significant level for two-tailed test. So, the null hypotheses was rejected and the alternative hypotheses was accepted. It meant that it was effective to teaching speaking by using Hand and Glove Puppets to the tenth grade students of MA Negeri 1 (Model) Lubuklinggau.
      PubDate: 2019-03-02
      DOI: 10.31849/elt-lectura.v6i1.2269
      Issue No: Vol. 6, No. 1 (2019)
       
  • Correlation between Reading Comprehension and Reading Strategy Used By
           English Students of FKIP UIR

    • Authors: Andi Idayani
      Pages: 74 - 82
      Abstract: Abstract Reading strategies are skills under consideration which closely depend on specific reading contexts as well as reader awareness, control and intention. Strategies refer to mental actions deliberately employed to facilitate a reading process, to enhance reading comprehension and to overcome reading difficulties in order to achieve particular reading goal. The objective of this research is to find out the correlation between students’ reading comprehension and reading strategy used by the third semester of English Students of FKIP UIR. The researcher used a quantitative method. This research was conducted on October 2018. The population of this research was the third semester of English students of FKIP UIR. The sample of this research was 3d which consist of 37 students. The researcher used a questionnaire for reading strategy and reading test for reading comprehension. Based on the research findings, there was a medium correlation between students’ reading strategy used and students’ reading comprehension by the third semester of English students of FKIP UIR. The researcher found that in level significant 5% rxy > rtable = 0.662>0.325. Its means Ha is accepted and H0 is rejected. In another words, there is significant relationship between students reading strategy used and students’ reading comprehension. Keywords: Reading Strategy, Reading Comprehension
      PubDate: 2019-03-11
      DOI: 10.31849/elt-lectura.v6i1.2272
      Issue No: Vol. 6, No. 1 (2019)
       
  • Describing the Students’ Grammatical Errors on Spoken English

    • Authors: Imanuel Kamlasi
      Pages: 83 - 91
      Abstract: This present study describes the students’ grammatical errors on spoken English based on the classifications of errors refer to Dulay, Burt and Krashen’s theories. Qualitative method was used in the study. Oral test was used as the research instrument. There were 25 participants of English education study program of Timor University who were chosen randomly as the research sample. The Tape Video Recording (TVR) was used to gain data of spoken English. There were five techniques in analyzing the data: transcription, codification, classification, analyses and discussion. The results of data analyses revealed that omission presented 40,87% of errors. Then; addition presented 31,74% and misformation presented 15%. The misorderning was categorized as the lowest score with 12,30%. In linguistic category; the data showed that verb was categorized as the highest errors which presented 19% of errors. The next error was preposition which presented 17%. Then pronouns category presented 14% of errors. The conjunction and article categories presented 11% of errors on spoken English. The singular/plural and negation categories presented 10% of errors for each category. The lowest error of linguistic category was word order which presented 8% errors. The findings showed that the students still make errors on linguistic category on spoken English. There was a phenomenon in this finding that the students tend to use verb-ing instead of using verb-1 in the spoken English. They dispose to add and omit any linguistic category unconsciously when they speak.
      PubDate: 2019-03-11
      DOI: 10.31849/elt-lectura.v6i1.2289
      Issue No: Vol. 6, No. 1 (2019)
       
  • Development of English Language Teaching Materials for the Economic
           Education Study Program

    • Authors: wiwit kurniawan, Saptina Retnawati
      Pages: 92 - 101
      Abstract: The purpose of this study was to produce English language teaching materials for economic education study programs with a contextual approach. This research is a research and development (R and D) which uses ADDIE development model. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were students of Economic Education in class 02 PIEE 01 consisting of 30 students. The instruments used in this study are: (1) Instruments for measuring validity, including validation sheets; (2) Instruments for measuring practicality, including observer assessment sheets, student response sheets and learning implementation observation sheets; (3) Instruments for measuring effectiveness, including motivation questionnaires and learning achievement tests. The outcome of this research was learning devices in the form of module. The validation results showed that the lesson plan and module meet valid criteria with very good category. The results of field trials showed that the lesson plan and module meet practical and effective criteria. The practicality of the learning device developed reached a very good category based on observations of the implementation of learning and observer assessment, the module reached a good category based on student responses. Effectiveness reached an effective category based on the level of motivation and completeness of student learning. The percentage of the number of students who reached the high minimum category in the motivation questionnaire was 87.57% and the percentage of achievement in classical was 75%. Thus, it can be concluded that the module is effective in terms of student learning motivation.
      PubDate: 2019-02-21
      DOI: 10.31849/elt-lectura.v6i1.2303
      Issue No: Vol. 6, No. 1 (2019)
       
 
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