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All Journal Pedagogi: Jurnal Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English ELTE Journal (English Languange Teaching and Education) PREMISE: Journal of English Education and Applied Linguistics Jurnal Intelektualita: Keislaman, Sosial, dan Sains EXPOSURE JOURNAL LINGUA: Jurnal Bahasa dan Sastra Wiralodra English Journal (WEJ) Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI JPGI (Jurnal Penelitian Guru Indonesia) PROJECT (Professional Journal of English Education) Jurnal Ilmiah Bina Bahasa International Journal of Educational Review Journal On Teacher Education (Jote) Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Journal of Education Research JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Journal of Innovation in Teaching and Instructional Media Journal of Social Work and Science Education
Artanti Puspita Sari
Universitas PGRI Palembang
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Social Work and Science Education

 1 
How is the Relationship Between Learning Style, Self-Efficacy and Reading Comprehension? Wulandari, Anggun; Sari, Artanti Puspita; Yukamana, Hanni
Journal of Social Work and Science Education Vol. 4 No. 3 (2023): Journal of Social Work and Science Education (Special Issue)
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v4i3.518

Abstract

The research aims to understand the relationship between learning style, self-efficacy, and reading comprehension. This research was carried out at SMA N 4 Palembang of tenth-grade students. This research used a quantitative approach. Data testing techniques and questionnaires were used in this research. 63 students were given a multiple-choice reading comprehension test, a learning style questionnaire, and self – an efficacy questionnaire. Data testing techniques used in this research include normality tests, linearity tests, correlational analysis, simple regression analysis, and multiple regression analysis. The result of this study showed that 1) learning style did significantly correlate to reading comprehension, 2) self-efficacy did significantly correlate to reading comprehension, and 3) learning style, self-efficacy, and reading comprehension had a significant correlation. It was found that the R square was 0.045. It means that learning style and self-efficacy gave a 4.5% contribution to reading comprehension achievement. It could be concluded the correlation was at a medium level.
Exploring the Efficiency of Students’ Self-Made Reading Assessment Devices in Enhancing Reading Comprehension and Interest: A Classroom Action Research Afriani, Masayu Neni; Sari, Artanti Puspita; Firdaus, Masagus
Journal of Social Work and Science Education Vol. 4 No. 3 (2023): Journal of Social Work and Science Education (Special Issue)
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v4i3.604

Abstract

This study investigates the effectiveness of a self-made reading assessment strategy in enhancing the reading comprehension skills and reading interest of eleventh-grade students at SMA Negeri 20 Palembang. The research follows an action research design, with two implementation cycles. In the first cycle, the strategy is integrated into reading instruction, and learning objectives are established. The second cycle focuses on implementing the strategy and guiding students in using self-made assessment tools. The results show a positive impact on students’ reading comprehension achievement, with a significant increase in the percentage of students meeting the passing grade from the first cycle to the second cycle. Additionally, the study reveals a noteworthy improvement in students’ reading interests. The implementation of the self-made reading assessment strategy enhances student engagement, motivation, and enthusiasm for reading. The use of self-made assessment tools encourages students to explore additional reading materials, leading to increased reading interest and knowledge acquisition. These findings contribute to the field of education by highlighting the effectiveness of the self-made reading assessment strategy in improving students’ reading abilities and fostering their interest in reading. The study emphasizes the importance of ongoing reflection and refinement in instructional approaches to sustain and enhance students’ reading skills.
The Impact of Tenth Grade Students’ Grammar Mastery and Anxiety on Their English Achievement Febriyanti, Nani; Sari, Artanti Puspita; Firdaus, Masagus
Journal of Social Work and Science Education Vol. 4 No. 3 (2023): Journal of Social Work and Science Education (Special Issue)
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v4i3.613

Abstract

The aim in the study is to comprehend and determine how students’ anxiety and ability to use grammar influence their English achievement in the X-grade at three schools in the districts of Semendawai Barat and Cempaka, OKU East regency. For this study, ex post facto design was applied. At SMA N 1 Cempaka, SMA N 2 Semendawai West, and SMA N 1 Semendawai West, this research was carried out. The 96 participants from 3 different schools made up the sample. In this study, several data testing methods were employed, including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests, autocorrelation tests, correlation studies of the r-product moment, simple regression analyses, and double regression analyses. The findings of this study demonstrated that: 1) grammar proficiency significantly influences English success; 2) The achievement of students in English has been considerably impacted by students’ worry; and 3) Although only by 10.8%, grammatical proficiency and anxiety together have a considerable impact on English learning outcomes.
Co-Authors Afriani, Masayu Neni Arafat, Yasir Baginda Simaibang Baginda Simaibang Baginda Simaibang Barbara Barbara Bukman Lian, Bukman Darwin Effendi Desi Agustini Desilia Kurniawati Dewi Apriyani Emawati, Emawati Endang Palupi Febriyanti, Nani Fitriani, Yessi Hani Ayu Rahmatiah Hanny Yukamana Hj. Yenny Puspita, Hj. Yenny INDRAWATI, SRI WAHYU INDRAWATI, SRI WAHYU Intan Permata Sari Isna Fitriah Kurniati Kurniati Maryati Maryati Masagus Firdaus Masagus Firdaus Masagus Firdaus, Masagus Massagus Firdaus Muhammad Kristiawan Nasution, Annio Indah Lestari Nizarani Nizarani Novida, Nelly Nurillahwaty, Eka Palupi, Endang Parida, Parida Rita Hayati Roni, Rusman RR. Ella Evrita Hestiandari Rusman Roni Selvia, Belva Septiana Veronika Setiawati Setiawati Siska Purwanti Siska Purwanti, Siska Siti Aisah Tahrun Tahrun Tahrun Tahrun TAHRUN TAHRUN Tahrun Tahrun, Tahrun Utami, Puspa Indah Vira Zalika Wiharmansi Wiharmansi Yasir Arafat, Yasir Yenni Yenni Yuhanis Yuhanis Yukamana, Hanni