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All Journal Edu-Ling: Journal of English Education and Linguistics Language and Education Journal Foreign Language Instruction Probe ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Rekha Asmara
Universitas Islam Ogan Komering Ilir Kayuagung
Arts Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Improving speaking skill using mingle game Susilawati; Fitri Novia; Rekha Asmara
Language and Education Journal Vol 6 No 01 (2021): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v6i01.200

Abstract

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 was collected using 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.
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 : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v6i02.278

Abstract

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 administered to measure 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.
The Effect Of Reader’s Theater Strategy On Students’ Skills In Writing Recount Text Kiki Rizki Amelia; Rekha Asmara; Dewi Sartika
Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v6i1.3077

Abstract

Writing is an effective tool de develop communication for students. By writing, students can explore everything to deliver to others. As a result, the purpose of this study was to look into the effect of the reader's theater strategy on improving students' writing skills when writing recount text. This was a pre-experimental study. This study's sample consisted of eighth-grade students from MTs Pidua Meranjat. The information was gathered using a written test and analyzed using a paired sample t-test. The findings revealed that the t-obtained (5.228) was higher than the t-table (0.692) at a significant level of p-value below 0.5. It meant that there was a significant improvement in writing recount text after having taught using the reader’s theater strategy. In conclusion, the Reader’s Theater strategy affected students in writing recount text because it offers a fun way of learning where students must complete a story by recreating the script by characterizing the text that was guided by its strategy.
AN ANALYSIS OF THE EIGHTH-GRADE STUDENTS' DIFFICULTIES IN WRITING RECOUNT TEXT AT MTS PIDUA Kiki Rizki Amelia; Rekha Asmara; Dewi Sartika
Language and Education Journal Vol 8 No 1 (2023): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v8i1.413

Abstract

Writing is a challenging skill that students must master. Students must understand aspects of writing, including content, organization, grammar, vocabulary, and mechanics, in order to compose well. The objective of this study was to investigate the difficulties students had in writing recount texts in grade VIII MTs Pidua. This study was a descriptive qualitative study. 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 because they had limited knowledge of grammar, lacked knowledge and an understanding of the recount text, and were less practiced at writing. Although they had a good educational background, they still struggled to write a recount text due to the previous reasons mentioned.
AI-Assisted Academic Writing: Perspectives of EFL Students from Three Indonesian Universities Dewi Sartika; Eva Saptarina; Kiki Rizki Amelia; Rachmanita; Fitri Novia; Ratna Nery; Rekha Asmara
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.838

Abstract

The integration of Artificial Intelligence (AI) into higher education has significantly transformed academic writing instruction, especially within English as an EFL learning environment. This study employed an Explanatory sequential mixed-methods design to investigate EFL students’ perceptions of AI-assisted academic writing and identify the perceived benefits and challenges of its implementation. The participants consisted of 28 EFL students from three Indonesian universities having experience using AI tools in academic writing courses. Quantitative data were collected via closed-ended questionnaires and analyzed using descriptive statistics, while qualitative data were obtained through semi-structured in-depth interviews to explain the quantitative findings. The quantitative results revealed that students demonstrated highly positive perceptions toward the use of AI in academic writing classes, with an overall mean score of 4.32, categorized as excellent. Students perceived AI as a supportive technology for generating ideas, organizing written text, improving grammatical accuracy, and completing writing tasks more efficiently. The qualitative findings revealed four dominant themes: AI as a writing assistant, improvement of writing efficiency and quality, AI as a means of independent learning, and ethical awareness and academic responsibility. Participants reported that AI supported independent learning, provided immediate feedback, and increased confidence and creativity in writing activities. Nevertheless, students also raised concerns about becoming too dependent on AI and the potential ethical problems related to academic honesty and maintaining originality in their work. The results claim that AI has strong potential to enhance EFL academic writing instruction when integrated pedagogically and used responsibly. It also provides practical implications for EFL lecturers in designing ethical and effective AI-assisted writing instruction in higher education contexts.
UTILIZING REAP STRATEGY (READ-ENCODE-ANNOTATE-PONDER) TO ENHANCE LEARNERS' READING COMPREHENSION ACROSS VARIED READING HABITS Kiki Rizki Amelia; Eva Saptarina; Rachmanita Rachmanita; Ratna Nery; Fitri Novia; Dewi Sartika; Rekha Asmara
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 2 (2024): DECEMBER 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.18585

Abstract

This study investigates the impact of the REAP (Read, Encode, Annotate, Ponder) strategy on students’ reading comprehension across different reading habits. The research was conducted with 10 second-semester students from the English Language Education program at FKIP UNISKI Kayuagung. This study applied a quantitative method with a pre-experimental design. A reading habits questionnaire and a reading comprehension test were employed to collect the data. The data were analyzed using descriptive statistics and t-tests. Results indicated significant improvements in reading comprehension following the implementation of the REAP strategy, with high and low reading habits groups showing substantial gains. The REAP guided students to listen and read in the reading phase, and then encoding helped them to rephrase their ideas. After that, they could highlight the key points in annotation. Finally, they did group discussions. This process boosts comprehension for all students, regardless of reading habits. Additionally, student perceptions of the REAP strategy varied, with those possessing strong reading habits responding more positively. These findings suggest that the REAP strategy is an effective tool for enhancing reading comprehension across reading habits, fostering skill refinement in proficient readers and marked improvement in less proficient ones.
Co-Authors Dewi Sartika Eva Saptarina Fitri Novia Kiki Rizki Amelia Rachmanita Rachmanita Ratna Nery Riska Yohana Susilawati