Garuda - Garba Rujukan Digital

THE CORRELATION BETWEEN STUDENTS’ EMOTIONAL INTELLIGENCE AND READING COMPREHENSION ACHIEVEMENT Dewi Sartika; Dewi Septarani; Rekha Asmara
Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v2i2.575

The objective of this report was to see if there was a correlation between emotional intelligence and reading comprehension achievement among eighth-grade students at SMPN 2 Kayuagung. A correlational research design was utilized. Purposive sampling was applied to choose 140 students for the study. A questionnaire was utilized to check students’ emotional intelligence and a writing test in the form of multiple choice about recount text was employed to measure students’ reading achievement. Before administering the test to the samples, the validity and reliability of the test were assessed on non-sample students at SMPN 2 Kayuagung. The Pearson Product Moment was used to examine the data. The correlation coefficient was found to be 0.240 based on the results at a p-value of 0.05. It was found that r-obtained (02.40) was higher than r-table (0.166). It meant students' emotional intelligence and reading comprehension had a positive relationship. Students who had good emotional intelligence had better reading achievement.

Word Splash Strategy in Reading Comprehension Class Rekha Asmara; Dewi Sartika
Jurnal Bahasa dan Sastra Vol 20, No 2 (2020)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: Today, technology and literacy in the area of education 4.0 has increasingly been used in many language classes. The changes in literacy conception demands the capabilities of teachers and students in utilizing digital tools in the classroom activities. Computer as one of the digital tools offers teachers some new interesting strategies for teaching reading com- prehension. Unfortunately, to comprehend a reading text in English is not easy. Many students face some problems in comprehending a text. They need to read many times to comprehend the text. The problem in reading comprehension does not only derive from students, but it is also influenced by teachers’ teaching methods or strategies, and the quality of the teachers them- selves. Moreover, reading without interest can inhibit readers to comprehend the texts well. Thus, Word Splash strategy is believed as one of the strategies that can decrease the student’s problem in comprehending the content of the text and eventually make students love reading. Keywords: education 4.0, digital tools, word splash strategy Abstrak: Saat ini, teknologi dan literasi di era Pendidikan 4.0 telah digunakan dalam kelas-ke- las pembelajran Bahasa. Perubahan terhadap konsep literasi meminta guru dan siswa untuk memaksimalkan perangkat digita dalam kegiatan kelas. Komputer sebagai salah satu alat yang menawarkan berbagai strategi baru kepada guru untuk mengajarkan pemahaman memba- ca. Sayangnya, untuk memahami teks bacaan Bahasa Inggris tidaklah mudah. Banyak siswa meng¬hadapi banyak basalah dalam memahami isi bacaan. Mereka perlu membca teks be- rulang-ulang demi mahami bacaannya. Masalah dalam memahami bacaan ini tidak hanya diala- mi oleh siswa saja, namun juga dipengaruhi oleh metode dan strategi mengajar guru, dan kual- itas guru terse¬but. Terlebih lagi, membaca tanpa diiringi dengan minat, dapat mempengaruhi pemahaman siswa terhadap teks tersebut. Sehingga, Word Splash Strateg dipercaya sebagai salah satu strate¬gi yang dapat mengurasi permasalahan siswa dalam memahami konten bacaan dan membuat siswa menyukai kegiatan membaca. Kata-kata kunci: pendidikan 4.0, perangkat digital, word splash strategi

PROMOTING ENGAGE STUDY ACTIVATE (ESA) TECHNIQUE TO TEACH SPEAKING SKILL G Gunadi; Fitri Novia; Rekha Asmara
Didascein : Journal of English Education Vol.2 No.1 March 2021
Publisher : Universitas Tridinanti Palembang

ESA (Engage, Study, Activate) technique is one of alternative ways to teach EFL students how to speak in English, comprising three steps: engage, study, and activate. It is believed that this technique can assist the teachers in arousing students' interest, curiosity, and emotion, as well as encouraging them to orally express their feelings, information, and language. The goal of the research was to see whether there was a significant difference in speaking performance between the students who learned using ESA technique and those who were not. A quasi experimental research was administered as the design of the research. The sample was taken by using purposive sampling technique. The researchers considered the number of the students and whether the sample was taught by the same English teacher as choosing the sample. The data was collected using an oral test. The data was analyzed using the t-test. Based on the result of independent sample t-test, it was found that tobtained was 3.174. It was higher than ttable (1.999). It indicated that H0 was rejected and Ha was accepted. Therefore, it confirmed that the students who were taught using ESA technique had better speaking achievement than the students who were not taught using ESA technique. Keywords: Engage study activate technique, speaking, recount text

IMPROVING SPEAKING SKILL USING MINGLE GAME Susilawati; Fitri Novia; Rekha Asmara
Language and Education Journal Vol. 6 No. 1 (2021): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/cgwang38

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

WRITING A RECOUNT TEXT: AN ANALYSIS OF THE EIGHTH-GRADE STUDENTS' DIFFICULTIES AT MTS PIDUA Kiki Rizki Amelia; Rekha Asmara; Dewi Sartika
Language and Education Journal Vol. 8 No. 1 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/5j3x8h75

Writing is a challenging skill that students must master. Students must understand aspects of writing, including content, organization, grammar, vocabulary, and mechanics to compose well. The objective of this study was to investigate eighth-grade students’ difficulties in writing recount text at VIII MTs Pidua. A qualitative study was applied. The samples were the eighth-grade students of MTs Pidua consisting of 14 students. To collect the data, a written test in the form of an essay and a questionnaire consisting of eight questions related to grammatical, knowledge and understanding, practice, and educational background were employed. Two raters scored the students’ writing products using an analytic scoring rubric. To validate the data, the triangulation method was applied. To analyze the data, Miles and Heberman’s three steps were used: data reduction, data display, and conclusion drawing or verification. The findings revealed that the number of learners made it challenging to write a recount text. These difficulties were linked to writings aspects such as content (35.71%), vocabulary (35.71%), grammar (21.43%), and organization (21.43%). The students, on the other hand, were well-versed in mechanics. They understood the importance of punctuation, spelling, and capitalization when writing a recount text. However, the students had difficulty in writing a recount text due to limitation knowledge of grammar, less understanding of the recount text, and less practice at writing. In conclusion, the eighth-grade students at MTs Pidua still struggled with essential elements of writing that should be considered while creating a recount text.

TEACHING ENGLISH IN A VIRTUAL CLASSROOM USING WHATSAPP DURING COVID-19 PANDEMIC Rekha Asmara
Language and Education Journal Vol. 5 No. 1 (2020): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/djccn808

Due to the severe situation of Covid-19 pandemic, teacher and students were forced to conduct online learning which was conducted synchronously or virtually. In a virtual classroom, teachers and students are all connected online via communication tools or their devices such as a computer, laptop, or smartphone at the same time. WhatsApp (WA) was considered as an online platform that supported the virtual classroom. Through WA, sharing information combined with some formats of file such as audio, video files, images, and location data could be done. This study was conducted to know some challenges of teaching English in a virtual classroom using WhatsApp during Covid-19 pandemic. A qualitative descriptive research method was used. The data were collected by distributing questionnaires to the fourteenstudents and an interview with the lecturer of Classroom WhatsApp group of Language in Society class.The findings displayed that the challenges were; 1) students’ attendance checking, 2) students’ English language skills, and 3) internet connection

CORRELATION BETWEEN READING HABIT AND WRITING SKILL OF THE EIGHTH GRADERS AT SMP NEGERI 6 KAYUAGUNG Riska Yohana; Dewi Sartika; Rekha Asmara
Language and Education Journal Vol. 6 No. 2 (2021): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/7xpypm79

Many researches have shown the facts that the students’ skills in writing can be improved by having a good reading habit. It was convinced that the students reading habit has great impact on the improvement of students’ writing ability. The students who read extensively will acquire more vocabularies that lead them to have greater proficiency in writing. Therefore, this study was purposed to know whether reading habit of the eighth graders of SMPN 6 Kayuagung was significantly correlated to their writing skill. By means of Purposive sampling, 124 students of the whole number of the population were selected as the sample. A correlational study was applied. A questionnaire and written test were distributed to get the data. Twenty items of a ready-made questionnaire were used to know students’ habit in reading and a writing test was a dmin ist er ed to measur e students’ writing skill. The writing test was reliable because its reliability coefficient was 0.942. In data analysis, Pearson Product Moment Correlation coefficient on SPSS 20 was used. The findings revealed that r-obtained (0.685) was bigger than the value of r-table (0.176) at p-value which was less than 0.05. Thus, the formulated hypotheses were proved. In other words, there was a significant correlation between reading habit and writing skill of the eighth graders at SMPN 6 Kayuagung

UTILIZING ELT PODCASTS TO DEVELOP LISTENING COMPREHENSION Rekha Asmara
Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/jywfyk79

The development of listening comprehension tends to be ignored in the process of teaching and learning English as a foreign language. English language teachers often use the same listening materials for much of the time of their teaching. A new trend for teaching listening comprehension known as ‘ELT podcast' is thus recommended and explained in this article. Educators saw the beneficial backwash of ELT podcasts for English teaching and learning especially in the teaching of listening comprehension. It offers students extra listening practice both inside and outside of English classes. The aim of this study was to help both teachers and students in overcoming the ignorance of listening comprehension development and in providing interesting, fun, and accessible teaching materials for listening comprehension

TWO STAY TWO STRAY STRATEGY: A COOPERATIVE LEARNING MODEL TO IMPROVE STUDENTS’ SPEAKING SKILLS Rekha Asmara
Language and Education Journal Vol. 3 No. 2 (2018): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/feft2v44

Speaking skill is the skill that is considered very important and cannot be separated from everyday life. If the interaction between a language speaker and the listener is not well established, the communication process cannot run smoothly. In the context of learning English in high school / vocational school, there are still many students who cannot convey their ideas or thoughts verbally especially when they are asked to speak about narrative text. Anxiety, shame, and fear of being laughed at are the causes that often arise when they will carry out speaking activities in front of the class. In addition, teacher-centered learning strategies are still often used by teachers so students are not fully involved in the learning process in the classroom. Of course, the impact is that students' skills in speaking narratives, in particular, become less honed. Students only get a little time to practice their speaking skills. So, here, Two Stay Two Stray strategy was believed to meet the students’ needs for improving their speaking skills in narrative texts

FOUR CORNERS: A STRATEGY TO ENHANCE SPEAKING Rekha Asmara
Language and Education Journal Vol. 4 No. 2 (2019): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/ffk3h960

Speaking plays a vital role in running the process of communication smoothly. By speaking, a learner can produce ideas on mind and deliver it to others through the utterances. In an effort to reach a subtle interaction between two or more speakers, some difficulties may arise because of less having vocabulary knowledge, motivation, or suitable materials. Let alone, students lack confidence and have no supporting environment to practice speaking.These difficulties can hinder students from being fluent and accurate speakers of English. Thus, Four Corners strategy was offered to reduce those difficulties. Four Corners strategy was convinced to enhance the students’ speaking ability

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