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All Journal International Conference on Education and Language (ICEL) LINGUISTIKA International Multidiciplinary Conference on Social Sciences (IMCoSS) JEES (Journal of English Educators Society) Linguistic, English Education and Art (LEEA) Journal Journal of English Education Studies ENGLISH FRANCA : Academic Journal of English Language and Education Beyond Linguistika: Journal of Linguistics and Language Education Linguistic, English Education and Art (LEEA) Journal Jurnal Pendidikan dan Pembelajaran Innovative: Journal Of Social Science Research International Journal of Education, Vocational and Social Science
Sidabalok, Dameria Magdalena
Universitas Bandar Lampung
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Affective and Cognitive Correlates of Reading Comprehension: A Structural Analysis Alfiani, Elsa; Anggia, Helta; Harpain, Harpain; Yanu Dharmawan, Yanuarius; Magdalena Sidabalok, Dameria; Lakatos, Kristóf
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1900

Abstract

This study investigated the impact of reading motivation, dictation, vocabulary, and socioeconomic status on students’ reading comprehension. A quantitative research methodology was employed, with data collected over four sessions involving tenth-grade students from SMA Yadika Bandar Lampung. The data were gathered through multiple - choice tests, questionnaires, and dictation assessments. The results demonstrated a strong positive correlation between decoding skills and vocabulary in relation to reading comprehension. Statistically significant p-values of 0.000 were found for the relationships between decoding and English reading comprehension (DEC->ERC), decoding and vocabulary (DEC-> VOC), vocabulary and reading comprehension (VOC - >ERC), as well as the combined effects of dictation and vocabulary on English reading comprehension (DEC - >VOC - >ERC). The findings highlight that both dictation skills and vocabulary development play a crucial role in enhancing reading comprehension. In contrast, the study found no significant relationship reading motivation or socioeconomic status and reading comprehension. The correlations betw een extrinsic motivation and English reading comprehension (EM->ERC), intrinsic motivation and English reading comprehension (IM->ERC), and family income and English reading comprehension (INC->ERC) were not statistically significant. These results suggest that while dictation and vocabulary skills are essential for reading comprehension, factors such as reading motivation and socioeconomic status did not exert a significant influence in the study. The findings underscore the importance of focusing on vocabulary and dictation skills to improve students’ reading comprehension, suggesting that targeted educational interventions in these areas could lead to enhanced academic performance for all students. HIGHLIGHTS: Impact of Decoding Skills and Vocabulary on Reading Comprehension: The study shows a strong link between students' decoding skills and vocabulary knowledge, which both greatly improve reading comprehension. Decoding directly helps build vocabulary, which then supports reading comprehension. Vocabulary alone accounts for 75.2% of the differences in reading comprehension, emphasizing its key role. Limited Influence of Socioeconomic and Motivational Factors: Unlike some past studies, this research found that socioeconomic status, intrinsic motivation, and extrinsic motivation have little to no impact on reading comprehension. This suggests that cognitive skills, like decoding and vocabulary, are more important for students' reading abilities than socioeconomic or motivational factors. Educational Implications for Curriculum Development: The findings highlight the need to focus on cognitive skills, especially vocabulary and decoding, in reading instruction. Prioritizing these core skills can help educational programs improve students' reading comprehension and close literacy gaps across diverse groups.
Exploring Students’ Perceptions of the English for General Communication Class and Its Impact on Speaking Skills Diah Rini Melati; Dameria Magdalena Sidabalok
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 4 (2025): Oktober 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i4.5700

Abstract

The study investigates student perceptions of English for General Communication classes in enhancing their English-speaking skills at the English Language Laboratory, Bandar Lampung University, during the odd semester of 2023/2024. This quantitative descriptive research employed a survey method, utilizing questionnaires for data collection and descriptive statistical analysis through percentages. The study population consisted of 382 students enrolled in the English for General Communication classes, with a randomly selected sample of 284 students (10% of the total). The findings reveal that student perceptions of the course were largely positive, with 2.5% (7 students) rating it as very positive, 49.3% (140 students) as positive, 24.3% (69 students) as moderate, 10.9% (31 students) as negative, and 13.0% (37 students) as very negative. Overall, the results indicate that the majority of students perceive the English for General Communication classes as beneficial for developing their speaking skills, categorizing their perceptions within the positive range. These findings suggest that the course plays a significant role in enhancing students' English-speaking abilities, highlighting the effectiveness of the teaching methods and learning environment provided at the English Language Laboratory. The study underscores the importance of continuously improving instructional strategies and resources to further support students in their language acquisition journey.
A Perspective Analysis of Students' Perceptions of Using Webtoons for Short Story Writing Gultom, Muhammad Fachrul Rozie; Sidabalok, Dameria Magdalena
Innovative: Journal Of Social Science Research Vol. 4 No. 2 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

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Abstract

Webtoon adalah platform online yang dibuat khusus untuk membaca komik, menyediakan berbagai pilihan cerita menarik dan ilustrasi yang menarik secara visual. Dalam konteks kegiatan menulis, keberadaan inspirasi sangat penting untuk memperluas pemahaman seseorang tentang subjek tulisan yang mungkin. Tujuan penelitian ini adalah untuk memeriksa penggunaan Webtoon sebagai alat untuk memotivasi siswa dan membangkitkan sudut pandang mereka tentang efektivitasnya. Sebuah analisis dilakukan dari sudut pandang siswa terhadap faktor-faktor yang mempengaruhi mereka. Penelitian ini melibatkan siswa yang saat ini terdaftar di kelas keempat kelas sosial kelas kesepuluh di SMA senior Xaverius. Para peserta terdiri dari 18 siswa laki-laki dan 16 siswa perempuan. Penelitian ini menggunakan desain penelitian kualitatif, secara khusus menggunakan pendekatan kualitas deskriptif. Pendekatan pengumpulan data meliputi penggunaan dua alat: kuesioner dan wawancara. Hasilnya menunjukkan bahwa sebagian besar siswa memiliki pandangan positif tentang Webtoon, terutama dalam kapasitasnya untuk meningkatkan kemampuan siswa untuk mendapatkan inspirasi untuk memproduksi cerita pendek.
The Effect of Instructional Conversation Method to Improve English Speaking Skills in The Tenth Grade Science One at Global Madani Senior High School Bandar Lampung Hidayatullah, Afrizal; Sidabalok, Dameria Magdalena
Innovative: Journal Of Social Science Research Vol. 4 No. 3 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i3.10511

Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh yang signifikan penggunaan Metode Percakapan Instruksional terhadap peningkatan keterampilan berbicara siswa. Dalam penelitian ini saya menggunakan penelitian kuantitatif, Desain penelitian ini akan dilakukan dengan menggunakan desain quasi eksperimen, khususnya desain non-equivalent control group design. Metodologi penelitian ini menggunakan dua desain kelompok yaitu kelas eksperimen dan kelas kontrol dengan perlakuan yang dilakukan setiap kelas satu kali pre-test, tiga kali treatment, dan satu kali post-test. Desain ini menggunakan pre-test untuk mengetahui kemampuan siswa sebelum diberikan treatment. Dan post test untuk melihat hasilnya setelah diberikan treatment. Populasi penelitian ini adalah siswa kelas X IPA Satu di SMA Global Madani Bandar Lampung. Dari hasil analisis data diketahui hasil keterampilan berbicara siswa dengan Metode Instruksional Percakapan. Dibuktikan dengan skor siswa pada hasil posttest kelompok eksperimen menunjukkan signifikansi pada hasil 0,000 [0,000<0,050]. Dengan selisih hasil skor kelas eksperimen adalah (Mean: 12.3333) sedangkan kelas kontrol memperoleh skor adalah (Mean: 4.5789). Maka dapat disimpulkan (H1) dapat diterima. Sedangkan (H0) tidak dapat diterima. Dengan kata lain dari penelitian ini. Diketahui bahwa Metode Percakapan Instruksional dapat meningkatkan keterampilan berbicara siswa.
Students Metacognitive Awareness and Reading Comprehension for Eleventh Grade at SMAN 9 Bandar Lampung Martika, Nova; Sidabalok, Dameria Magdalena
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.15503

Abstract

This research aims to  discover how students metacognitive awareness in reading comprehension especially for eleventh grade of SMA N 9 Bandar Lampung. The researcher used mix method design to interpret data based on theory. This method includes combining or integrating qualitative and quantitative research and data in research studies. This research found that there was a negative relationship between both sides of students' metacognitive and reading comprehension. Additionally the result of correlations between students metacognitive awareness and reading comprehension, the present study found that the significant level of correlations of those independent variables toward dependent variable was promising.
Co-Authors Ahmad Cucus Alfiani, Elsa Ayu Aprillia Ayustine, Regina Be Clarisa Livia Widiaputri David Ginola Dewi Hayati Muthmainah Dewi Retno Sari Diah Rini Melati Felicia Diza Valdivia Novalis Fitriana, Sela Frederica Mei Gultom, Muhammad Fachrul Rozie Harpain Harpain Harpain, Harpain Helta Anggia Hidayatullah, Afrizal Jeni Safitri Kinanti Rahmawati Lakatos, Kristóf Margaretha Audrey S.C. Martika, Nova Muthmainah, Dewi Hayati Nisa Septiani Mutia Putri Winda Sari Sando Formadon Sela Fitriana Sela Fitriana, Sela Sulthan Aldes Ishlah Prananca Yanuarius Yanu Dharmawan