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All Journal Al-Irsyad: Journal of Education Science
Utary Rustam
Institut Ilmu Sosial dan Bisnis Andi Sapada, Indonesia
Education

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THE EFFECT OF TURN-TAKING READING ACTIVITY ON STUDENTS’ INTEREST IN ENGLISH LITERACY Utary Rustam; Ernawati Ernawati
Al-Irsyad: Journal of Education Science Vol 3 No 2 (2024): Juli 2024
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v3i2.658

Abstract

This study examined the effectiveness of a literacy-based activity, namely the turn-taking reading activity to enhance students’ interest in reading and writing in English. A comparative research design was employed to compare students who participated in the activity with those who did not. Data were collected through a questionnaire consisting of 20 items measuring students’ interest in English reading and writing. The data were analyzed using a t-test to determine whether a significant difference existed between the two groups. The findings revealed that the turn-taking reading activity significantly influenced students’ interest in reading and writing English. Students in the turn-taking reading activity group demonstrated high levels of interest in both reading and writing (Reading = 34, Writing =34). In contrast, students in the non-turn-taking reading activity group showed moderate interest (Reading = 29, Writing = 27). Overall, the results indicate that the turn-taking reading activity is an effective strategy for increasing students’ interest in English literacy skills.
ANALYZING STUDENTS’ PERCEPTION OF ONLINE LEARNING FOR ENGLISH SPEAKING SKILLS Utary Rustam; Nurazizah Nurazizah
Al-Irsyad: Journal of Education Science Vol 2 No 2 (2023): Juli 2023
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v2i2.667

Abstract

Online learning for English-speaking skills emerged as an alternative mode of instruction during the COVID-19 pandemic and created learning conditions that differ from conventional face-to-face classrooms. This study aimed to describe students’ perceptions toward online learning for English-speaking skills. The research employed a descriptive quantitative design. The participants of this study were English department students at the State Islamic Institute of Parepare. Data were collected using a questionnaire designed to measure students’ perceptions of online learning for speaking skills. The collected data were analyzed quantitatively by calculating mean scores and frequencies. The findings revealed that the mean score of students’ perception toward online learning for English speaking skills was 79, indicating a positive perception. Furthermore, students’ perceptions were categorized into two main aspects, namely learning facilities and teaching methods. Overall, the results suggest that online learning was perceived as effective in supporting students’ English speaking skills during the online learning process.
Co-Authors Ernawati Ernawati Nurazizah Nurazizah