Articles
<![CDATA[EXPLORING BUSUU APPLICATION TO IMPROVE STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Kiki Rizki Amelia]]>;
<![CDATA[Rosita Wati]]>
<![CDATA[ Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/rcmzef30
<![CDATA[The study aimed to determine whether speaking achievement differed significantly between students who received instruction using the Busuu application and those who did not. Purposive sampling was used to gather the sample. 56 students made up the study's sample and were split into two groups using a coin flip: the experimental and control groups. Classes VIII.1 and VIII.3 represented the experimental and control groups. Data collection took place by oral examination. The data analysis was done using a t-test. An independent sample ttest revealed that the obtained value (7.939) was greater than the t-table (2.004). It was determined that there was a considerable difference in speaking achievement between the students taught using Busuu and those not, as seen by the rejection of H0 and acceptance of Ha. The Busuu application was an excellent medium to improve students' speaking skills]]>
<![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[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/w9jmgq14
<![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 ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/gfah9e05
<![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 of those who were not. In short, a bamboo dancing method could improve students’ reading skill]]>
<![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[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/zmxce724
<![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]]>
<![CDATA[USING ADBUSTING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/n1v26f40
<![CDATA[Writing is an important subject which needs to be taught from elementary to university level. However, students still get difficulties in doing writing activities. Adbsuting technique can be used to improve students’ problems in writing skill. Therefore, the objective of this study was to find out whether or not adbusting technique could improve students’ writing achievement. A classroom action research (CAR) was used in this study as the method. The participants were second-semester students of English major of FKIP UNISKI Kayuagung which consisted 26 students. To collect the data written test was used. The students chose one of the topics which consisted five topics then they wrote a paragraph based on the topic. Mean score was used to analyze the data. Based on the result, the mean score of students on writing before the treatment was 60. The mean score of post test 1 at the first cycle was 66,58. The mean score of post test 2 at the second cycle was 74,15. The mean score of post test 3 at the third cycle was 80.92. Thus, the data showed that adbusting technique could improve students’ writing achievement]]>
<![CDATA[TEACHING READING RECOUNT TEXT BY USING THIEVESSTRATEGY ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Ratna Nery]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/96c9a408
<![CDATA[The purposeof the study was to find out whether or not there wasasignificant differencein reading comprehension between the students who were taught by using THIEVES (Title, Heading, Introduction, Every first sentence,Visual, End of paragraph, Summary) strategy and that of those who were not.The quasi-experimental methodwas used to conduct the research. The population of the studywasall of theeighth-grade students of SMPN2 Teluk Gelam. In this study, the purposive sampling method was used.The total numbers of the samples were 62 students. The instrument of this research was30questions about recount text in the form of multiple-choice test. To analyze the data, t-test was used. Based on the result of independent sample t-test, the value of tobtainedwas 3.718 at significance level p<0.05 in two-tailed testing anddf=60, the critical value of ttablewas 2.0003. Since the value of tobtained (3.718) was higher than ttable(2.0003) and pvalue (0.000) was less than αvalue 0.05, it meantthat there was a significant difference in reading comprehensionbetween the students who were taught usingTHIEVES strategy and that of those who were not. Hence, THIEVES strategy could improve the eighth-grade students’ reading skill at SMPNegeri 2 Teluk Gelam]]>
<![CDATA[IMPROVING STUDENTS’ WRITING ACHIEVEMENT BY USING SANDWICH PARAGRAPH STRATEGY ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Eva Saptarina]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 2 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/fth7w890
<![CDATA[Writing is important skill that should be taught. However, many students reluctant to do writing activities. Sandwich Paragraph Strategy is one of strategies that can be used to overcome students’ problems in writing. The purpose of this study was to find out whether or not there was a significant difference in writing achievement between the students who were taught through Sandwich Paragraph strategy and that of those who were not.Quasi-experimental method was used in this study.The participants of this study were the eighth grade students of SMPN 2 Teluk Gelam. Purposive sampling techinuqe was used to select the sample. T-test was used to calculate the data. Based on the result, it was found that t-obtained (4.002) was higher than t-table (2.003). It meant that there was a significant difference in writing achievement between the students who were taught through Sandwich Paragraph Strategy and that of those who were not. Thus, Sandwich Paragraph Strategy could improve students’ writing achievement]]>
<![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[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/j835d979
<![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[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/e4vrpf82
<![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[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[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/xhwe3k29
<![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]]>
