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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

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

Cultural Context in English Student Textbook Talk Activefor the Tenth Grade Students (A Content Analysis) Nurul Hasanah; Tahrun Tahrun; 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.v6i2.2313

AbstractEnglish as a Foreign Language (EFL) has been introduced inseparably from its culture, either source culture, target culture, or international target culture. The integration of cultural contents in ELT (English Language Teaching) materials is strongly related to the current status of English. Being a global and common language, many recent theories suggest that the cultural contents of English materials should not be limited to native English speaking countries and should include local cultural contents. To this end, this research is intended at investigating the existence of cultural contents in an English textbook used by Senior High School students grade X in MAN 1 (Model) Lubuklinggau, entitled Talk Active. To this purpose, the media of cultural presentation, aspects of culture, categories of culture, and implications for language teaching were investigated. The method used in this study was content analysis. Some underlyingmodels proposed by Cortazzi and Jin (1999), Moran (2001), Yuen (2011), and Xiao (2011) were used as the main framework for analyzing the textbook. The investigation revealed that: (1) cultural contents were mostly presented through reading texts and pictures (56.5%) and (88.2%), (2) the dominant aspect of culture was products (33%), (3) the presented culture were mostly about source culture (30%), and (4) there were some strategies that can be applied that related to implications for language teaching. In summary, the exposures of visible cultural aspects of Indonesian culture which were presented through reading texts and pictures dominated the exposures of culture in Talk Active. Based on the findings, it is a need for textbook developers and teachers to provide a more balanced proportion of cultural contents in terms of the dimensions (products, persons, practices, perspectives) and categories of culture (source, target, and international target cultures) to help learners develop their intercultural understanding.Keywords: Language and Culture, Cultural Contents, English Textbook.

THE INFLUENCE OF AUDIO LINGUAL METHOD AND EMOTIONAL QUOTIENT TOWARDS LISTENING ABILITY OF THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 4 LUBUKLINGGAU Indawan Syahri; Tahrun Tahrun; Qorie Pratiwi
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.v0i0.1378

The objectives of this study, among others are: (1) to reveal the difference of student’s ability to listen between those of the students who with the Audio Lingual Method and conventional teaching of the eighth grade students of SMP Negeri 4 Lubuklinggau; (2) to reveal the difference of students’ ability to listen between those of high emotional quotient students and low emotional quotient students of the eighth grade students of SMP Negeri 4 Lubuklinggau; (3) to reveal the effects of the interaction between Audio Lingual Method and Emotional Quotient of the eighth grade students of SMP Negeri 4 Lubuklinggau. This study used an experimental method. The population this study was 240 students of the eighth grade students of SMP Negeri 4 Lubuklinggau in the school year 2016/2017. The sample of this study were two classes who were choosen through cluster random sampling. Experiment class comprised 30 students and control class comprised 30 students. The data were collected by listening test. The data were analyzed by means of descriptive statistics, normality, homogeneity, and hypotheses testing of SPSS version 23. From the research findings above, it can be concluded that there is not any significance influence of Audio Lingual Method and the Stduents’ Emotional Quotient In Listening Ability to the Eighth Grade Students’ at State School 4 of Lubuklinggau.Keywords: Audio Lingual Method, Emotional Quotient, Listening

The Influence of Herringbone Technique and Reading Interest towards Students’ Reading Comprehension Achievement of the Eleventh Grade Studentsof SMAN 2 Palembang Trisseda Angraini; Tahrun Tahrun; 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.v6i2.2308

AbstractThis study was to investigate the influence of herringbone technique and reading interest towards reading comprehension achievement of the eleventh grade students of SMA N 2 Palembang. The population of this study was all the eleventh grade students of SMA N 2 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 interst questionnaire in collecting the data. Then, in analyzing the data, the writer used t-test and two-way ANOVA. The result of this study analysis that; first, there was significant difference in reading comprehension achievement between students who had high reading intrest taught by using herringbone technique. Second, there was significant difference in readingcomprehension achievement between students who had low reading intrest taught by using herringbone technique. Third, there was significant difference in reading comprehension achievement between students who had high reading interest and those who had low reading interest taught by using herringbone technique. Fourth,there was significant difference in reading comprehension achievement between students who had high reading interest and those who had low reading interest taught by using traditional teaching. And the last, there was significant interaction effect ofherringbone technique and reading interest on reading comprehension achievement of the eleventh grade students of SMA N 2 Palembang.Keywords: Herringbone technique, Students’ Reading Interest, Reading Comprehension Achievement.

THE INFLUENCE OF JIGSAW TECHNIQUE AND LEARNING INTEREST TOWARDS READING COMPREHENSION ACHIEVEMENT OF BUSINESS LETTERS ON THE ELEVENTH GRADERS OF SMK NEGERI 3 PALEMBANG Tahrun Tahrun; Baginda Simaibang; Iskandar Iskandar
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.v0i0.1374

This study is concerned with the inquiry of the Influence of Jigsaw Technique and Learning Interest towards Reading Comprehension Achievement of Business Letters on the eleventh Graders of SMK Negeri 3 Palembang. The problem of the study is to investigate the influence of Jigsaw technique and traditional teaching method in relation to learning interest towards reading comprehension achievement of business letters. Jigsaw is a collaborative technique to accommodate the students’ reading comprehension. This quantitative study and the data collection are deliberated by adopting pretest, posttest and questionnaire. The data analysis employs paired sample t-test, independent sample t-test and two way analysis of variance. Findings showed that there was a significant influence of the application of both Jigsaw technique and traditional teaching method towards reading comprehension achievement of business letters but that there were not any significant interaction effects of the application of Jigsaw technique and learning interest towards reading comprehension achievement of business letters. Conclusion suggests that there were significant effects of Jigsaw technique and traditional teaching method on students’ reading comprehension achievement.Keywords: Jigsaw technique, learning interest, reading comprehension and business letters

The Influence of Student Team Achievement Division (STAD) Strategy and Learning Styles toward Reading Comprehension Achievement of the Tenth Grade Students of State Islamic Senior High School Number 1 of Palembang Rika Puspita Sari; Indawan Syahri; 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.v6i2.2314

AbstractThis research was investigate the influence of STAD Strategy and Learning Styles toward reading comprehension achievement to the Tenth grade students of The State Islamic Senior High School Number 1 of Palembang. In carrying out this research, the writer selected two groups randomly: The experimental group and the control groups with six subjects each group and writer used factorial design. In analyzing the data, writer used statistic analysis and two-way ANOVA in SPSS15. Based on the result of calculating using independent t-test, it was found as follows: First, There was a significant difference in reading comprehension achievement between students who have visual learning styles and those who have auditory learning style taught using by STAD of State Islamic Senior High School Number 1 of Palembang. Second, There was a significant difference in reading comprehension achievement between studentswho have visual learning styles and those who have auditory learning style taught using by conventional class of State Islamic Senior High School Number 1 of Palembang. Third, There was a significant difference in reading comprehension achievement between students who have visual learning styles and those who have auditory learning style taught using by STAD and conventional class of State IslamicSenior High School Number 1 of Palembang. Fourth, there were significant interaction effects of STAD and learning styles toward reading comprehension achievement of State Islamic Senior High School Number 1 of Palembang.Keywords : STAD, Learning Styles, Reading Comprehension Achievement

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

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 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

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 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

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

TEACHING READING RECOUNT TEXTS THROUGH EVIDENCE-BASED STRATEGY TO THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 7 OF PALEMBANG Tahrun Tahrun; Noviati Noviati; Intan Maulidasari
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.v7i2.3569

AbstractThe title of this study was teaching reading recount texts through evidence-based strategy to the eighth grade students of State Junior high School 7 of Palembang. The problem of this study was the students have difficulties to identify the meaning of the word, main idea of the texts, and detail information even they enjoyed in reading learning. It makes the students hard to understand the text, especially in reading recount texts. The objective of this study was to find out whether or not there are any significantly difference by the students who are teach recount text through evidence-based strategy and those who are not. The true-experimental method with randomized pre-test and pot-test control group design was used in this study. The data was analyzed through matched t-test and independent t-test. The population of this study was all the eighth grade students of State Junior High School 7 of Palembang Academic Year 2018/2019 with the total number of population was 328 students from 11 classes. The simple cluster sampling used in this study. The samples are VIII.1 as the experimental group with 31 students and VIII.5 as the control group with 28 students. The average score of post-test in experimental group was 85,56 and the average score in the post-test in control group was 79,73. based on the findings in this study, the researcher was concluded that there was significant difference of students’ score between the students who were taught through evidence-based strategy and those who were taught without evidence-based strategy in reading recount texts at State Junior High School 7 of Palembang. It could be seen from the value of t-obtained was higher than the value of t-table (2,78>1,697). It means that Ho was rejected and Ha was accepted. Form the data analysis above, it could be conclude that there was significant difference in reading recount texts of the eighth grade students of State Junior High School 7 of Palembang who were taught through evidence-based strategy and those who were not.Keyword: Reading, Recount Texts, and Evidence-based strategy

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