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All Journal Journal of English Literacy Education Lead Journal
Merie Agustiani
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Education Languange, Linguistic, Communication & Media

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THE EFFECTS OF DRTA AND LC STRATEGIES ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXTS BASED ON ENGLISH SCORE LEVELS Merie Agustiani
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v3i2.3615

Abstract

Abstract: Accelerating state development and promoting international relationship are the aims of Indonesian EFL teaching that require the students to have a good ability in reading. Therefore, teaching reading strategies to students is very essential to help them seek knowledge in this globalization era. Literature Circles (LC) and Directed Reading Thinking Activity (DRTA) are two strategies which are believed help students to have better comprehension. This study aimed at investigating the effects of DRTA and LC strategies on reading comprehension achievement of narrative texts. Forty eight tenth graders of MAN Baturaja were chosen randomly on the basis of their English score levels and assigned equally into LC and DRTA groups. Reading comprehension test was administered to the students before and after the interventions. The results indicated that both LC and DRTA strategies made difference on students’ reading comprehension significantly (ρ<0.000); there was significant difference in students’ reading comprehension achievement between students in DRTA and LC groups (ρ<0.03). However, there was no significant interaction effect of strategies used and English score levels on students’ reading comprehension achievement (ρ>0.87). Keywords: LC, DRTA, reading comprehension achievement, ten graders
STUDENTS’ PERCEPTIONS ON THE USE OF DUOLINGO AS GAMIFICATION TOWARD THEIR VOCABULARY MASTERY AT MTS AK-FAKHRIYAH BATURAJA Lisda Aryanti; Merie Agustiani; Nurul Afifah
LEAD (Language, Education and Development) Vol 5 No 1 (2026): Volume 5 Number 1 2026
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2026.5.1.17146

Abstract

The purpose of this study was to investigate the attitudes of eighth-grade students at MTs Al-Fakhriyah Baturaja toward the usage of Duolingo as a gamified learning tool to help them acquire their vocabulary. The research used a descriptive qualitative approach. Purposive sample of the eighth-grade population at MTs Al-Fakhriyah Baturaja yielded 21 students from class VIII-B. Data were gathered by a closed-ended questionnaire and open-ended interviews. The questionnaire data were analyzed using a percentage-based approach, whereas the interview data were investigated using Miles and Huberman's (2014) interactive model, which includes data reduction, data display, and conclusion drafting. The data revealed that students had a positive view of Duolingo's ability to help them acquire vocabulary. They found the application to be engaging, interactive, and successful in aiding their comprehension, retention, and application of new language. Furthermore, Duolingo's gamification features, such as points, levels, and prizes, were thought to improve students' motivation, engagement, and confidence in learning English. These findings suggest that gamified tools, such as Duolingo, can promote a more student-centered and motivating vocabulary learning experience.
Co-Authors Lisda Aryanti Nurul Afifah