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EXPLORING BUSUU APPLICATION TO IMPROVE STUDENTS’ SPEAKING SKILL Novia, Fitri; Kiki Rizki Amelia; Wati, Rosita
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.901

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 t-test 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.

IMPROVING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH QUESTION GENERATION STRATEGY Meti Yulistia; Kiki Rizki Amelia
Language and Education Journal Vol. 5 No. 2 (2020): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/g2eqzq60

This study was aimed to find out whether or not there was a significant difference in reading comprehension achievement between students who were taught by using the Question Generation strategy and that of those who were not. In conducting the study, question generation strategy was used in the experimental group, but the control group did not get any treatment. Sixty students were assigned in two groups, with 30 students in the experimental group and the other 30 students in the control group. Reading comprehension tests was used in collecting the data. Data were analyzed using a t-test. The findings of the study showed that the question generation strategy could improve students’ reading achievement better than and those who were not. Therefore, the question generation strategy was helpful to aid students to understand the reading text.

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.

THE RELATIONSHIP BETWEEN THE EIGHT-GRADE STUDENTS' VOCABULARY MASTERY AND THEIR WRITING ACHIEVEMENT AT SMP PGRI PEDAMARAN Yuris Tri Harli; Dewi Sartika; Kiki Rizki Amelia
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/qnfnkd59

In the world of language development and academic achievement, the relationship between vocabulary mastery and writing power is critical. Recognizing the tremendous impact of students' lexical command on their ability to compose descriptive texts is critical for educators seeking to improve language teaching. As a result, the purpose of this study is to investigate the possible relationship between students' English vocabulary mastery and their ability to write descriptive texts at SMP PGRI Pedamaran. This inquiry provides useful insights into the underlying aspects that support excellent English writing. Utilizing a purposive sampling strategy, three classes comprising 72 students were chosen as the sample group. Data collecting included delivering multiple[1]choice vocabulary exams as well as essay-based writing tests. The Pearson Product Moment correlation approach was utilized to conduct further study. The findings show a substantial relationship between students' English vocabulary ability and their ability for descriptive writing at SMP PGRI Pedamaran. The estimated correlation coefficient (r) of 0.26 was more than the crucial value (r-table) of 0.23 at a significance level (p) of less than 0.05, indicating a weak correlation. This emphasizes the importance of vocabulary in generating descriptive texts, as well as its significance in language proficiency. As a result, vocabulary mastery emerges as a critical determinant in students' ability to successfully explain descriptive narratives, emphasizing its intrinsic value in the writing process

EXECUTING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION DURING PANDEMIC Rachmanita; Kiki Rizki Amelia; Dita Septiana Kharisma Putri
Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/aec8tm97

The study's primary aim was to discover whether there was a significant difference in reading ability between students who were taught using Google Classroom and those who were not. In this investigation, a quasi-experimental method was used. This study's representative sample was 82 students, split into two groups experimental (VIII 2) and control (VIII 5), each of which had 41 students. To capture and analyze data, a written test of reading ability in the form of multiplechoice questions was performed. The data was analyzed using the T-test. The independent t-test showed a significant level of p0.05 with df 80, and the critical value of t-table = 1.990. Because the obtained t-value (3.179) was greater than the critical value t-table (1.990), Ho was rejected and Ha accepted. It intended that there was a significant difference in reading ability between students taught using Google Classroom and those who were not

THE RELATIONSHIP BETWEEN THE EIGHT-GRADE STUDENTS' VOCABULARY MASTERY AND THEIR WRITING ACHIEVEMENT AT SMP PGRI PEDAMARAN Yuris Tri Harli; Dewi Sartika; Kiki Rizki Amelia
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Educational Journal

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

In the world of language development and academic achievement, the relationship between vocabulary mastery and writing power is critical. Recognizing the tremendous impact of students' lexical command on their ability to compose descriptive texts is critical for educators seeking to improve language teaching. As a result, the purpose of this study is to investigate the possible relationship between students' English vocabulary mastery and their ability to write descriptive texts at SMP PGRI Pedamaran. This inquiry provides useful insights into the underlying aspects that support excellent English writing. Utilizing a purposive sampling strategy, three classes comprising 72 students were chosen as the sample group. Data collecting included delivering multiplechoice vocabulary exams as well as essay-based writing tests. The Pearson Product Moment correlation approach was utilized to conduct further study. The findings show a substantial relationship between students' English vocabulary ability and their ability for descriptive writing at SMP PGRI Pedamaran. The estimated correlation coefficient (r) of 0.26 was more than the crucial value (r-table) of 0.23 at a significance level (p) of less than 0.05, indicating a weak correlation. This emphasizes the importance of vocabulary in generating descriptive texts, as well as its significance in language proficiency. As a result, vocabulary mastery emerges as a critical determinant in students' ability to successfully explain descriptive narratives, emphasizing its intrinsic value in the writing process

EXPLORING BUSUU APPLICATION TO IMPROVE STUDENTS’ SPEAKING SKILL Fitri Novia; Kiki Rizki Amelia; Rosita Wati
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

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

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

THE RELATIONSHIP BETWEEN THE EIGHT-GRADE STUDENTS' VOCABULARY MASTERY AND THEIR WRITING ACHIEVEMENT AT SMP PGRI PEDAMARAN Yuris Tri Harli; Dewi Sartika; Kiki Rizki Amelia
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/apn5fj47

In the world of language development and academic achievement, the relationship between vocabulary mastery and writing power is critical. Recognizing the tremendous impact of students' lexical command on their ability to compose descriptive texts is critical for educators seeking to improve language teaching. As a result, the purpose of this study is to investigate the possible relationship between students' English vocabulary mastery and their ability to write descriptive texts at SMP PGRI Pedamaran. This inquiry provides useful insights into the underlying aspects that support excellent English writing. Utilizing a purposive sampling strategy, three classes comprising 72 students were chosen as the sample group. Data collecting included delivering multiplechoice vocabulary exams as well as essay-based writing tests. The Pearson Product Moment correlation approach was utilized to conduct further study. The findings show a substantial relationship between students' English vocabulary ability and their ability for descriptive writing at SMP PGRI Pedamaran. The estimated correlation coefficient (r) of 0.26 was more than the crucial value (r-table) of 0.23 at a significance level (p) of less than 0.05, indicating a weak correlation. This emphasizes the importance of vocabulary in generating descriptive texts, as well as its significance in language proficiency. As a result, vocabulary mastery emerges as a critical determinant in students' ability to successfully explain descriptive narratives, emphasizing its intrinsic value in the writing process

EXPLORING BUSUU APPLICATION TO IMPROVE STUDENTS’ SPEAKING SKILL Fitri Novia; Kiki Rizki Amelia; Rosita Wati
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/rcmzef30

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

IMPROVING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH QUESTION GENERATION STRATEGY Meti Yulistia; Kiki Rizki Amelia
Language and Education Journal Vol. 5 No. 2 (2020): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/dw2tq829

This study was aimed to find out whether or not there was a significant difference in reading comprehension achievement between students who were taught by using the Question Generation strategy and that of those who were not. In conducting the study, question generation strategy was used in the experimental group, but the control group did not get any treatment. Sixty students were assigned in two groups, with 30 students in the experimental group and the other 30 students in the control group. Reading comprehension tests was used in collecting the data. Data were analyzed using a t-test. The findings of the study showed that the question generation strategy could improve students’ reading achievement better than and those who were not. Therefore, the question generation strategy was helpful to aid students to understand the reading text

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