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<![CDATA[The Effect of Authentic Material towards Students Tenses Mastery ]]>
<![CDATA[Maximilian, Aksendro]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol 2 (2017): Lentera: Jurnal Ilmiah Kependidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The objective of this research was to know the influence of using authentic material towards students` tenses mastery. This research was conducted at SMP Muhammadiyah 1 Way Sulan 1 Lampung Selatan in 2015/2016. The writer conducted this research by using quasi-experimental method. The sample of this research were 2 classes, they were VIIIA as the experimental class and VIIIB as the control class. The writer used cluster random sampling technique in taking the sample. For the data collecting technique, the writer used tenses test. This research showed that there was a significant influence of authentic material towards studentsâ tenses mastery at the eighth class of SMP Muhammadiyah 1 Way Sulan Lampung Selatan 2015/2016. It was proved by the result of ttest was higher than ttable with significance level 5% and 1% (1.67<2.51>2.39). It can be concluded that the authentic material has positive significant influence in improving studentsâ tenses mastery.]]>
<![CDATA[The Effectiveness of Scaffolded Reading Experience In Teaching Reading Viewed from Students Reading Anxiety ]]>
<![CDATA[Maximilian, Aksendro]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol 1 (2016): Lentera: Jurnal Ilmiah Kependidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian STKIP PGRI Bandar Lampung ]]>
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<![CDATA[Scaffolded Reading Experience (SRE) is a set of pre-reading, during-reading, and post-reading activities which is specifically designed to assist the students in successfully reading, understanding, and enjoying the English text. The objectives of the research were to identify: (1) whether SRE is more effective than Direct Instruction (DI) to teach reading; (2) whether students who have low reading anxiety have better reading ability than those who have high reading anxiety; and (3) whether there is an interaction effect between teaching methods and studentsâ reading anxiety on the studentsâ reading ability. The research method used in this research was experimental method. The population of this research was the tenth grade students of SMKN 6 Surakarta, Central Java. The sample of the research was X Pm 1 and X Pm 2. Each of them consisted of 30 students. The students in X Pm 2 were as experimental class who were taught using scaffolded reading experience and the students in X Pm 1 were as control class who were taught using direct instruction. The data were in the form of quantitative data and they were taken from a test. They were the scores of studentsâ reading test after having eight times treatments for each class. The researcher analyzed the data using ANOVA or analysis of variance and Tukey test. Based on the result of data analysis, the research findings are: (1) SRE is more effective than direct instruction to teach reading; (2) the students who have low reading anxiety have better reading skill than the students who have high reading anxiety; and (3) there is an interaction effect between teaching methods (SRE and DI) and studentsâ reading anxiety on the studentsâ reading ability.]]>
<![CDATA[THE EFFECTIVENESS OF PEER CORRECTION TO GRAMMATICAL ACCURACY IN STUDENTSâ WRITING (A Study at the Second Semester Students of English Education Study Program of STKIP PGRI Bandar Lampung in the Academic Year of 2013/2014) ]]>
<![CDATA[Maximilian, Aksendro]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol 2 (2014): Lentera: Jurnal Ilmiah Kependidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The purpose of this research was to investigate whether or not peer correction had an effect in improving grammatical accuracy in studentsâ writing. The method used in this research was pre-experimental design, especially in the form of one-group pretest-posttest design. The subject of this research was the second semester students of English Education Study Program of STKIP PGRI Bandar Lampung in the academic year 2013/2014. The instument used in this research was a writing test. The students were taught by using peer corection technique. The pre-test was given before the treatments to see the starting score. After giving the treatment, post test was given. The results of the research were analyzed by using t-test for dependent samples. From the result of t calculation, t count was higher than t table (13.85 > 2.04). Thus, the alternative hypothesis (Ha) was accepted and the null hypohesis (H0) was rejected. It also can be seen that the mean score in the post-test was higher than the mean score in the pre-test. In other words, there was a significant difference between the mean score in the pre-test and the mean score in the post-test. Therefore, it was concluded that there was a significant positive effect of applying peer correction technique to grammatical accuracy in studentsâ writing.]]>
<![CDATA[THE EFFECT OF AUTHENTIC MATERIAL TOWARDS STUDENTS’ TENSES MASTERY ]]>
<![CDATA[Maximilian, Aksendro]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol 2 (2017): Lentera ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The objective of this research was to know the influence of using authentic material towards students` tenses mastery. This research was conducted at SMP Muhammadiyah 1 Way Sulan 1 Lampung Selatan in 2015/2016. The writer conducted this research by using quasi-experimental method. The sample of this research were 2 classes, they were VIIIA as the experimental class and VIIIB as the control class. The writer used cluster random sampling technique in taking the sample. For the data collecting technique, the writer used tenses test. This research showed that there was a significant influence of authentic material towards students’ tenses mastery at the eighth class of SMP Muhammadiyah 1 Way Sulan Lampung Selatan 2015/2016. It was proved by the result of ttest was higher than ttable with significance level 5% and 1% (1.67<2.51>2.39). It can be concluded that the authentic material has positive significant influence in improving students’ tenses mastery.]]>
<![CDATA[REDUCING STUDENTS’ READING ANXIETY BY USING SCAFFOLDED READING EXPERIENCE ]]>
<![CDATA[Maximilian, Aksendro]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol 1 (2015): Lentera ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Bandar Lampung ]]>
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<![CDATA[One of the most important internal factors that influence students’ reading comprehension is the students’ foreign language learning anxiety. It will negativelly affect students’ reading ability. One of the sources of students’ reading anxiety is teaching method. The teachers of reading must use a various and interesting method. In this case, scaffolded reading experience is used to prove that it is one of the appropriate and interesting metod in teaching reading. This study aimed at finding the effectiveness of scaffolded reading experience to reduce students’ reading anxiety. For this purpose, the experimental research was done to the 60 tenth class students. Quantitative finding indicates that scaffolded reading anxiety is an effective method for reducing students’ reading anxiety. It is proven by the result of simple factorial design ANOVA 2X2. From the result of this research, the reseacher may conclude that scaffolded reading experience is an appropriate teaching method to reduce students reading anxiety. It can be applied in the reading class. By having a low reading anxiety, the students reading achievement could be increased optimally.]]>
<![CDATA[THE EFFECTIVENESS OF PEER CORRECTION TO GRAMMATICAL ACCURACY IN STUDENTS’ WRITING (A Study at the Second Semester Students of English Education Study Program of STKIP PGRI Bandar Lampung in the Academic Year of 2013/2014) ]]>
<![CDATA[Maximilian, Aksendro]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol 2 (2014): Lentera ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Bandar Lampung ]]>
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Full PDF (446.614 KB)
<![CDATA[The purpose of this research was to investigate whether or not peer correction had an effect in improving grammatical accuracy in students’ writing. The method used in this research was pre-experimental design, especially in the form of one-group pretest-posttest design. The subject of this research was the second semester students of English Education Study Program of STKIP PGRI Bandar Lampung in the academic year 2013/2014. The instument used in this research was a writing test. The students were taught by using peer corection technique. The pre-test was given before the treatments to see the starting score. After giving the treatment, post test was given. The results of the research were analyzed by using t-test for dependent samples. From the result of t calculation, t count was higher than t table (13.85 > 2.04). Thus, the alternative hypothesis (Ha) was accepted and the null hypohesis (H0) was rejected. It also can be seen that the mean score in the post-test was higher than the mean score in the pre-test. In other words, there was a significant difference between the mean score in the pre-test and the mean score in the post-test. Therefore, it was concluded that there was a significant positive effect of applying peer correction technique to grammatical accuracy in students’ writing.]]>
<![CDATA[THE EFFECTIVENESS OF SCAFFOLDED READING EXPERIENCE IN TEACHING READING VIEWED FROM STUDENTS’ READING ANXIETY ]]>
<![CDATA[Maximilian, Aksendro]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol 1 (2016): Lentera ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Bandar Lampung ]]>
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<![CDATA[Scaffolded Reading Experience (SRE) is a set of pre-reading, during-reading, and post-reading activities which is specifically designed to assist the students in successfully reading, understanding, and enjoying the English text. The objectives of the research were to identify: (1) whether SRE is more effective than Direct Instruction (DI) to teach reading; (2) whether students who have low reading anxiety have better reading ability than those who have high reading anxiety; and (3) whether there is an interaction effect between teaching methods and students’ reading anxiety on the students’ reading ability. The research method used in this research was experimental method. The population of this research was the tenth grade students of SMKN 6 Surakarta, Central Java. The sample of the research was X Pm 1 and X Pm 2. Each of them consisted of 30 students. The students in X Pm 2 were as experimental class who were taught using scaffolded reading experience and the students in X Pm 1 were as control class who were taught using direct instruction. The data were in the form of quantitative data and they were taken from a test. They were the scores of students’ reading test after having eight times treatments for each class. The researcher analyzed the data using ANOVA or analysis of variance and Tukey test. Based on the result of data analysis, the research findings are: (1) SRE is more effective than direct instruction to teach reading; (2) the students who have low reading anxiety have better reading skill than the students who have high reading anxiety; and (3) there is an interaction effect between teaching methods (SRE and DI) and students’ reading anxiety on the students’ reading ability.]]>
<![CDATA[TRANSLATION ABILITY, READING HABIT, AND READING SKILL IN VOCATIONAL SCHOOL STUDENTS IN INDONESIA: A CORRELATION ]]>
<![CDATA[Maximilian, Aksendro]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol 1 No 1 (2020): JETA (Journal of English Teaching and Applied Linguistic) ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Bandar Lampung ]]>
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DOI: 10.2020/jeta.v1i1.455
<![CDATA[The present study aimed to investigate the correlation between 1) translation ability and reading skill; 2) reading habit and reading skill; 3) translation ability, reading habit and reading skill. This study employed a correlational method as its research design. This study was implemented in a vocational school in Kota Bandar Lampung, Indonesia. The sample comprised 30 tenth grade vocational school students of SMK PGRI 2 Bandar Lampung. The data were collected from conducting two tests (reading test and translation test) and reading habit questionnaire. The data analysis was conducted with product moment and multiple linear regressions. The result of the study revealed that: 1) there is a correlation between students’ translation ability and students’ reading skill; 2) there isa correlation between students’ reading habit and students’ reading skill; 3) there is a correlation between students’ translation ability and reading habit toward students’ reading skill. Finally, this paper discusses some findings related to the correlation between translation ability, reading habit and reading skill in the context of Indonesian vocational school students.]]>
<![CDATA[THE EFFECTIVENESS OF SCAFFOLDED READING EXPERIENCE IN TEACHING READING VIEWED FROM STUDENTS’ INTELLIGENCE ]]>
<![CDATA[Aksendro Maximilian]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Reading the English text has always been a nightmare for most vocational school students. However, having good ability in comprehending English text is a must for them since many instuctions which must be read by students are written in English. This research deals with scaffolded reading experience (SRE) as an alternative way in teaching English reading. SRE is a set of pre-reading, during-reading, and post-reading activities which is specifically designed to assist the students in successfully reading, understanding, and enjoying the English text. The objectives of this research are: (1) to identify whether SRE is effective to teach reading; (2) to identify whether students who have high intelligence have better reading ability than those who have low intelligence; and (3) to identify whether there is an interaction effect between teaching methods and students’ intelligence on the students’ reading ability. This is an experimental research which is conducted at SMK PGRI 2 Bandar Lampung. The researcher analyzes the data using ANOVA and Tukey test. Based on the result of data analysis, the research findings are: (1) SRE is effective to teach reading; (2) the students who have high intelligence have better reading ability than the students who have low intelligence; and (3) there is an interaction effect between teaching methods and students’ intelligence on the students’ reading ability. The research result of this study implies that SRE is effective in teaching reading viewed from students’ intelligence. From that result, ideally, scaffolded reading experience could be implemented in the classroom in order to achieve optimal result.]]>
<![CDATA[TRANSLATION ABILITY, READING HABIT, AND READING SKILL IN VOCATIONAL SCHOOL STUDENTS IN INDONESIA: A CORRELATION ]]>
<![CDATA[Aksendro Maximilian]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 1 No. 1 (2020): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The present study aimed to investigate the correlation between 1) translation ability and reading skill; 2) reading habit and reading skill; 3) translation ability, reading habit and reading skill. This study employed a correlational method as its research design. This study was implemented in a vocational school in Kota Bandar Lampung, Indonesia. The sample comprised 30 tenth grade vocational school students of SMK PGRI 2 Bandar Lampung. The data were collected from conducting two tests (reading test and translation test) and reading habit questionnaire. The data analysis was conducted with product moment and multiple linear regressions. The result of the study revealed that: 1) there is a correlation between students’ translation ability and students’ reading skill; 2) there is a correlation between students’ reading habit and students’ reading skill; 3) there is a correlation between students’ translation ability and reading habit toward students’ reading skill. Finally, this paper discusses some findings related to the correlation between translation ability, reading habit and reading skill in the context of Indonesian vocational school students.]]>
