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All Journal Journal of English and Arabic Language Teaching Lingua Susastra
Nurdiana Nurdiana
UIN Sultan Syarif Kasim Riau
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Penggunaan Crazy Story Game untuk Meningkatkan Motivasi Mahasiswa Berbicara dalam Bahasa Inggris Nurdiana Nurdiana
Lingua Susastra Vol 1, No 1 (2020)
Publisher : Departemen Bahasa dan Sastra Indonesia dan Daerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (608.007 KB) | DOI: 10.24036/ls.v1i1.5

Abstract

Various ways and efforts have provided by Speaking lecturers to increase students’ motivation, especially in Speaking. However, based on a preliminary study, researchers found that students' speaking motivation was still considered insufficient. For that, the researcher applied a game, namely Crazy Story. The purpose of this study was to see how students’ motivation who were taught and not taught using Crazy Story Game and to find out whether there was a significant difference between students’ motivation who were taught and not taught using Crazy Story Game. This research was an experimental research. This type of research was a quasi-experimental study using an unequal group design. This study consisted of two groups, namely experimental and control group. The population of this study were students of the third semester of the English Education Study Program. Two groups (classes) of students consisted of 60 people were taken as samples using cluster random sampling. The two groups of students were both given a questionnaire to see their motivation in speaking before and after implementing Crazy Story Game. The data collection techniques were questionnaire and observation. Questionnaire was used to determine students’ motivation in speaking English. Meanwhile, observation was used to see the learning process of Speaking by using Crazy Story Game. From the research findings, it was obtained that the Speaking Motivation data of students who joined the experimental class increased by 4.75%. Meanwhile, students’ speaking motivation who joined the control class only increased by 0.98%. The result of data analysis from T-test was 2.028. This result was compared with the t table with a df (Degree of Freedom) level of 78, namely 1.99. Because t count t table (2.028 ≥ 1.99) and the significance was (0.046 0.05), H0 was rejected and Ha was accepted. The researcher concluded that there was a significant difference between students’ motivation those who were taught and not taught using Crazy Story Game.
Relationship Between Students’ Learning Style and Their Reading Comprehension Nurdiana Nurdiana; Afrizal Afrizal; Rizka Asfira
Journal of English and Arabic Language Teaching Vol. 15 No. 2 (2024): J/E/A/L/T (December)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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

Abstract

This research aimed to investigate the correlation between learning style and their reading comprehension The phenomena found by the researchers in the preliminary study were the students have difficulties in comprehending the reading material, making inference, determining the key ideas and locating details, loosing of concentration while reading activity, and bad enable to identify their learning style. This research used quantitative approach. The population of this research was the eight grade students of SMP Negeri 1 Gunung Toar which consists of 30 students. The sample of the research 30 students from population, taken with total sampling technique. In collecting the data, researchers used questionnaire to investigate the students’ learning style and test (multiple choice) for reading comprehension. In analyzing the data, Pearson Product Moment Correlation was used. As the result of the research, they were: Firstly, the researchers found that the mean score of  the students’ learning style was 74 which is in high classification where most of the students’ learning style are visual and kinesthetic. Secondly, the mean score of students’ reading comprehension is 41 which is in the low level. Finally, the researchers also found that the significance value of correlation coefficient (r) is 0.524 which is higher than 0.05. In conclusion, there is no significance relationship between students’ learning style and students’ reading comprehension.
Co-Authors Afrizal Afrizal Rizka Asfira