Articles
<![CDATA[PROMOTING LETTERS TO INCREASE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/a1fgph75
<![CDATA[Writing is one of important skills learned by students because everyone can express their ideas, opinion, feeling, and information on the paper. However, writing considers difficult for students. To overcome the students’ problem in writing, teachers can use various ways and authentic materials. One of them is by using letters. Therefore, the aim of this study was to find out whether or not students’ writing skill could increase by using letters. Quasi - experimental method was used which involved experimental and control groups. The samples consisted of 72 students of SMP Negeri 5 Kayuagung.Writing test was used to collect the data. Content validity and inter-rater reliability were used to measure the validity and reliability of instrument. To analyze the data, t-test was used. Based on the result, the value of t-obtained (5.495) was higher than value of t-table (1.9944) and pvalue (0.000) was lower than value (0.05). It meant that the null hypothesis was rejected and the alternative hypothesis was accepted. In other words, letters could increase students’ writing skill.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN COMPREHENDING NARRATIVE TEXT ]]>
<![CDATA[Desi Sapitri]]>;
<![CDATA[Fitri Novia]]>;
<![CDATA[Rachmanita]]>
<![CDATA[ Language and Education Journal Vol. 5 No. 2 (2020): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/a6sfps81
<![CDATA[The objective of this study was to find out students’ difficulties faced by the Eight Grade Students at SMP N3 Tanjung Raja in Comprehending English reading text. The method was used descriptive qualitative research. The participants of this study was all of the eighth grade students of SMP Negeri 3 Tanjung Raja. The technique for collecting the data was multiple choice. Based on the result, it was found that the percentage of difficulty in indicator not clearly stated information was 55.90%, the percentage of difficulty in indicator reference of the text was 59.54%, the percentage of difficulty in indicator find moral value of the text was 64.23%, the percentage of difficulty in indicator find the deducing meaning was 55.27%, the percentage of difficulty in indicator find the specific information was 56.35%, the percentage of difficulty in indicator find the detailed information was 67.05%, and the percentage of difficulty in indicator find the main idea was 54.81%.]]>
<![CDATA[IMPROVING SPEAKING SKILL USING MINGLE GAME ]]>
<![CDATA[Susilawati]]>;
<![CDATA[Fitri Novia]]>;
<![CDATA[Rekha Asmara]]>
<![CDATA[ Language and Education Journal Vol. 6 No. 1 (2021): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/cgwang38
<![CDATA[This study aimed to consider whether there was a significant difference in speaking skill between students who were taught using the Mingle game and those who were not. This research was conducted using a quasi-experimental design. The sample consisted of two groups: X MIPA 2 (experimental group) and X MIPA 3 (control group), which were chosen using a purposive sampling process. The data collection were used an oral test. The t-test was used to evaluate the results. The outcome of the independent sample t-test indicated that tobtained (3.96) was higher than the critical value of ttable (1.99), indicating that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) accepted. It was determined that there was a significant difference in speaking ability between students who were taught using the Mingle game and those who were not]]>
<![CDATA[TEACHING READING NARRATIVE TEXT THROUGH ONLINE READING STRATEGY ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Ratna Nery]]>;
<![CDATA[Indah Lestari]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 1 (2023): Language and Education Journal ]]>
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DOI: 10.52237/n6pe6z16
<![CDATA[The goal of this study was to determine whether eighth graders at SMP PGRI Pedamaran who received instruction in the online reading strategy differed significantly from those who did not in their reading comprehension abilities. A quasi-experimental design was implemented for this study. The data was obtained through a written test consisting of multiple-choice questions. T-test was applied to the data for analysis. Based on the findings of the independent sample t-test, it was determined that the Pvalue (0.000) was less than the value (0.05) and the t-test obtained (2.917) was greater than the t-table (2.00). The results pointed out that alternative hypotheses were found to be accepted whereas null hypotheses were found to be rejected. The students who were taught by applying Online Reading Strategy and those who were not showed a significant difference in their reading comprehension achievement. In other words, SMP PGRI Pedamaran eighth grade students' reading comprehension performance was enhanced by employing an online reading strategy.]]>
<![CDATA[USING YOUTUBE FOR PROMOTING STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Rachmanita]]>;
<![CDATA[Citra Rosmita Sari]]>
<![CDATA[ Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal ]]>
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DOI: 10.52237/jyzps226
<![CDATA[The paper sought to explore whether there was a substantial alteration in writing procedure text achievement among seventh-grade students at SMPN 1 Sungai Pinang when utilizing YouTube. All the seventh-grade students from SMPN 1 Sungai Pinang in the academic year 2022/2023 were a population. It took fifty-eight students to become the sample. Two groups were formulated, namely experimental and control. A quasi-experimental design was carried out. Written test in the form of an essay, was reported twice as a pre-test and post-test. Formerly, the students were provided with five topics and crafted a procedure text. The scores were then examined using the t-test. SPSS version 26 was spent to calculate it. The independent sample t-test revealed that t-obtain was greater than t-table. The probability value was less than the alpha value. It caused the null hypothesis to be excluded while the alternative hypothesis was established. Hence, there was a substantial variance in writing performance between students who used YouTube and those who did not]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ MASTERY OF SIMPLE PAST TENSE AND THEIR ABILITY IN WRITING RECOUNT TEXT ]]>
<![CDATA[Lestari]]>;
<![CDATA[Fitri Novia]]>;
<![CDATA[Rachmanita]]>
<![CDATA[ Language and Education Journal Vol. 6 No. 2 (2021): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/4sesrc52
<![CDATA[The goal of this study determined a relationship between students' knowledge of the simple past tense and their ability to create a recount text in tenth-grade pupils of SMA N 07 Ogan Ilir. The study's participants were all Tenth-Grade Students at SMA N 07 Ogan Ilir. A total of 86 students were present in the population. The sample consisted of 86 students who were chosen using a total sampling technique. This investigation was carried out using correlation research. The data was administered through simple past tense mastery test and writing recount text. Pearson Product Moment correlation was employed to analyze the data.The correlation coefficient, or r-obtained (0.325), was found higher than r-table (0.176), with a p-value of 0.0020.05. It meant that learners' grasp of the simple past tense and their ability to write recount texts were related. It is possible to conclude that students' knowledge of the simple past tense has a significant impact on their ability to write recount material]]>
<![CDATA[IMPROVING WRITING RECOUNT TEXT BY USING EDMODO APPLICATION ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Eva Saptarina]]>;
<![CDATA[Lidia Resta]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/3rbc8670
<![CDATA[This paper's research purpose was to determine whether or not students who were taught using the Edmodo application and those who were not showed significantly different writing achievement. This study employed a quasi-experimental method. The samples were selected by using the purposive sampling method. Flipping a coin was used to decide which groups would be experimental and which would be control. Consequently, class IPS 1 was the experimental group while class IPS 2 was be control groups and each of them consisted of 30 students. The written test was conducted in order to gather the data. T-test was performed to assess the data. Based on the calculation of the independent sample test, it was found that t-obtained (14.511) was higher than t-table (2.001) and pvalue (0.000) was less than αvalue (0.05). In conclusion, the students who were taught using the Edmodo application indicated a significant difference from those who were not]]>
<![CDATA[USING POWER STRATEGY TO TEACH WRITING SKILL ]]>
<![CDATA[Reka Tia Susanti]]>;
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/hnxq2283
<![CDATA[Writing is an important language skill that must be learned by students. However, it is a complex process that makes many students have difficulty to generate ideas or struggle with brainstorming. As the result, their composition is not coherent and unity. POWER strategy can be used to help students’ in doing the process of writing. The objective of this study was to find out whether or not there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not. The quasi-experimental method was used. Purposive sampling technique was used to select the sample. The written test was used as an instrument. The t-test was used to analyze the data. Based on the data, it was found that tobtained (3.511) was higher than ttable (1.966), and pvalue (0.000) was lower than αvalue (0.05) It meant that null hypothesis (Ho) was rejected and consequently the alternative hypothesis(Ha)was accepted. Hence, there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not]]>
<![CDATA[USING BAMBOO DANCING METHOD TO IMPROVE READING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
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DOI: 10.52237/1t0pdp93
<![CDATA[The aim of this study was to prove whether or not there was a significant difference in students’ reading skill between students who were taught using bamboo dancing and that of those were not. A quasi-experimental method was applied. The sample of this study was the tenth grade of SMA N 4 Kayuagung which consisted 62 students. The purposive sampling method was used to select the sample. A written test was used in the form of multiple choice to collect the data. Content validity and IDIF was used to find out the validity. Kuder Richardson (KR-21) was used to measure the reliability. A t-test was used to analyze the data. Based on the result of independent sample t-test, the value of t-obtained was 13.631 at significance level p<0.05 in two-tailed testing and df=60, the critical value of t-table was 2.0003. Since the value of t-obtained (13.631) was higher than t-table (2.0003) and p-value (0.000) was less than α value 0.05, the null hypothesis (H0) was rejected and alternative hypotheses (Ha) was accepted. It meant that there was a significant difference in students’ reading skill between students who were taught using bamboo dancing and that o]]>
<![CDATA[USING NURSERY RHYME TO TEACH LISTENING SKILL ]]>
<![CDATA[Ade Irma Suryani]]>;
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/hwxx0v72
<![CDATA[Listening is a process to construct the meaning between speaker and listener. Unfortunately, in listening students not only have the important things but also difficult things. There are many kinds of song that teacher can use in teaching listening to support their teaching process. One of a song is a nursery rhyme. Hence, the purpose of this study was to find out whether or not there was a significant difference in listening achievement between students who were taught by using nursery rhymes and who were not. In conducting this study, quasi experimental design was used. In this study, the writer took the sample by using purposive sampling method. The writer used a written test in the form of fill in the blank. The t-test was used to analyze the data. Based on the result of the independent t-test, the t-obtained was 2.022. At the significance level of p<0.05 and the degree of freedom (df) 68. The critical value of ttable was 1.9955. Since the value of t-obtained (2.022) was higher than the value of t-table (1.9955) and p-value (0.047) was lower than ά-value (0.05), the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In the other words, there was a significant difference in students’ listening achievement between students who were taught by using nursery rhyme and that of those who were not]]>
