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All Journal Aisyah Journal of Informatics and Electrical Engineering Language and Education Journal JIAGABI
Kiki Rizki Amelia
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Computer Science & IT Decision Sciences, Operations Research & Management Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Social Sciences

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Journal : Language and Education Journal

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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 : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/j605z483

Abstract

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
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 : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/8bdqda11

Abstract

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
IMPROVING STUDENTS’ LISTENING SKILLS BY USING THE SPOTIFY APP Fitri Novia; Kiki Rizki Amelia; Afriyani
Language and Education Journal Vol. 10 No. 1 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/dkqwb334

Abstract

A crucial component of learning a language is developing one's listening skills. However, students struggled with their listening skills. The issues included dialects, unclear pronunciation, a lack of vocabulary, and the audio's speed. Students' listening skills issues might be resolved with the help of the Spotify app. The study aimed to determine whether there was a significant difference in the listening skills of students who received instruction using the Spotify application compared to those who did not. This study was carried out using a quasi-experimental method. To examine the data, a t-test was employed. Based on the independent sample t-test results, it was revealed that pvalue (0.000) was less than ɑvalue (0.05) and the t-test achieved (5.362) was greater than the t-table (2.0345). It indicated that students who received instruction using the Spotify app and those who did not have significantly different listening skills. Thus, students can learn how to listen better by using the Spotify app as a teaching tool
Co-Authors Afriyani Dewi Sartika Dita Septiana Kharisma Putri Fitri Novia Fitri Novia, Fitri Meti Yulistia Mukaromah, Hafsah Nikin Hardati, Ratna Rachmanita Rekha Asmara Rini Rahayu Kurniati Rosita Wati Yuris Tri Harli