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All Journal Journal of English Literacy Education Edu-Ling: Journal of English Education and Linguistics Linguists: Journal of Linguistics and Language Teaching Language and Education Journal Didascein (Journal of English Education)
Kiki Rizki Amelia
Universitas Islam Ogan Komering Ilir Kayuagung
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Improving students’ reading comprehension achievement through question generation strategy Meti Yulistia; Kiki Rizki Amelia
Language and Education Journal Vol 5 No 2 (2020): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v5i2.171

Abstract

This study was aimed to find out whether or not there was a significant difference in reading comprehension achievement between students who were taught by using the Question Generation strategy and that of those who were not. In conducting the study, question generation strategy was used in the experimental group, but the control group did not get any treatment. Sixty students were assigned in two groups, with 30 students in the experimental group and the other 30 students in the control group. Reading comprehension tests was used in collecting the data. Data were analyzed using a t-test. The findings of the study showed that the question generation strategy could improve students’ reading achievement better than and those who were not. Therefore, the question generation strategy was helpful to aid students to understand the reading text
USING THINK-PAIR-SHARE-STRATEGY TO IMPROVE VOCABULARY AND READING COMPREHENSION ACHIEVEMENTS OF EIGHTH GRADE STUDENTS Kiki Rizki Amelia
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.v3i2.3618

Abstract

Abstract: This study was aimed to find out whether or not think-pair-share strategy: (a) improved eighth graders` vocabulary achievement, (b) improved eighth graders` reading comprehension achievement, (c) made a difference in the vocabulary and reading comprehension achievements between the experimental group students (those who were taught by using think-pair-share strategy) and those of the control group students (who were not). In conducting the study, think-pair-share strategy was applied in the experimental group, but the control group did not get any treatment. Seventy students were assigned in two groups, with 35 students in the experimental group and the other 35 students in the control group. To collect the data, vocabulary and reading comprehension tests were used. The collected data were analyzed by using paired samples t-test and independent samples t-test. The findings of the study showed that there were (a) an improvement in eighth graders` vocabulary achievement, (b) an improvement in eighth graders` reading comprehension achievement, and (c) a significant difference in vocabulary and reading comprehension achievements between the students who were taught by using think-pair-share strategy and those who were not. Therefore, think-pair-share strategy seems effective for the teaching reading as well as vocabulary.   Key words: think-pair-share strategy, vocabulary and reading comprehension achievements, eight graders
Enhancing Young Adult Literature to Improve Reading Ability Kiki Rizki Amelia; Fitri Novia
Linguists : Journal Of Linguistics and Language Teaching Vol 7, No 2 (2021): DECEMBER
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i2.5332

Abstract

Reading is the manner of grasping the content of a paragraph of text. Nonetheless, some students are fighting to strengthen reading comprehension. This study proposed to confirm whether Young Adult literature improved students’ reading ability in narrative text. The design of that research was used quasi-experimental. Participants were eight grade students of SMP N 1 Inderalaya Selatan Ogan Ilir South Sumatera. The instrument used was a written test that included 25 questions in multiple-choice form. T-test was used to examine the data. Independent samples t-test analysis revealed that pvalue (0.001) was lower than άvalue (0.05). This study was indicated that learners who were encouraged to read narrative literature through Young Adult Literature improved significantly. In conclusion, the students improved their reading ability better by reading extensively through Young Adult Literature.
THE CORRELATION BETWEEN STUDENTS' LANGUAGE LEARNING STRATEGY AND READING COMPREHENSION Putri Wulandari; Fitri Novia; Kiki Rizki Amelia
Didascein : Journal of English Education Vol.2 No.2 September 2021
Publisher : Universitas Tridinanti Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36767/d.v2i2.822

Abstract

The objective of the study was to find out whether or not there was a significant correlation between the eighth-grade students' language learning strategy and their reading comprehension at SMPN 3 Kayuagung. The population of the study was all the eighth-grade students of SMPN 3 Kayuagung. The total number of the populations was 189 students. The sample of the study was 100 students taken by using purposive sampling. To conduct this study, correlation research design was used. To collect the data, the questionnaire and reading test were used. Before giving the test to the samples, the test was tried out to non-sample students at SMPN 3 Kayuagung in order to know whether or not test was reliable and valid for samples or not. In order to analyze the data, the correlation analysis applied was Pearson Product Moment. Based on the result, it was found that the Correlation Coefficient or r-obtained (0.075), it was lower than r-table (0.195), at p-value: 0.461>0.05. The finding showed that there was no significant correlation between students' language learning strategy and their reading comprehension. The students did not apply language learning strategy in reading comprehension so that they got trouble in understanding a reading passage. Keywords: language learning strategy, reading comprehension
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.
EXECUTING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION DURING PANDEMIC Rachmanita; Kiki Rizki Amelia; Dita Septina Kharisma Putri
Language and Education Journal Vol 7 No 2 (2022): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v7i2.401

Abstract

The objective of the study was to find out whether or not there was significant difference in reading skill between the students who were taught by using Google Classroom and that of those who were not. The method used in this study was quasi experimental method. The sample of this study was 82 students which divided into two groups, namely experimental group (VIII 2) and control group (VIII 5), each of them consisted of 41 students. To collect the data, the written test of reading skill was used in the form multiple-choice was administred. T-test was used to analyze the data. The result of independent t-test was the significant level p<0.05 with df 80, the critical value of t-table = 1.990. Since the value of t-obtained (3.179) was higher than the critical value t-table (1.990), Ho was rejected and Ha was accepted. It meant that there was a significant difference in reading skill between students who were taught by using Google Classroom and that of those who were not.
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.
THE RELATIONSHIP BETWEEN THE EIGHT-GRADE STUDENTS' VOCABULARY MASTERY AND THEIR WRITING ACHIEVEMENT AT SMP PGRI PEDAMARAN Yuris Tri Harli; Dewi Sartika; Kiki Rizki Amelia
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.727

Abstract

In the world of language development and academic achievement, the relationship between vocabulary mastery and writing power is critical. Recognizing the tremendous impact of students' lexical command on their ability to compose descriptive texts is critical for educators seeking to improve language teaching. As a result, the purpose of this study is to investigate the possible relationship between students' English vocabulary mastery and their ability to write descriptive texts at SMP PGRI Pedamaran. This inquiry provides useful insights into the underlying aspects that support excellent English writing. Utilizing a purposive sampling strategy, three classes comprising 72 students were chosen as the sample group. Data collecting included delivering multiple-choice vocabulary exams as well as essay-based writing tests. The Pearson Product Moment correlation approach was utilized to conduct further study. The findings show a substantial relationship between students' English vocabulary ability and their ability for descriptive writing at SMP PGRI Pedamaran. The estimated correlation coefficient (r) of 0.26 was more than the crucial value (r-table) of 0.23 at a significance level (p) of less than 0.05, indicating a weak correlation. This emphasizes the importance of vocabulary in generating descriptive texts, as well as its significance in language proficiency. As a result, vocabulary mastery emerges as a critical determinant in students' ability to successfully explain descriptive narratives, emphasizing its intrinsic value in the writing process.
Analyzing The Relationship Between Students’ Reading Interest and Comprehension of Descriptive Texts Eva Saptarina; Kiki Rizki Amelia; Dewi Sartika
Edu-Ling: Journal of English Education and Linguistics Vol. 7 No. 1 (2023): 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.v7i1.4090

Abstract

Developing interest in reading in students is essential to improving their reading comprehension. This study's objective was to look at the relationship between seventh-grade students at SMP Negeri 1 Kayuagung's reading interest and reading comprehension of decriptive text. The study utilized a quantitative correlational methodology, selecting forty students through purposive sampling from a population estimated to be 313 in size. Multiple-choice reading comprehension questions and a reading interest questionnaire were utilized to obtain the data. After confirming the normalcy and homogeneity of the data, Pearson's Product Moment Correlation was employed for analysis. With a significant r-value (0.808) higher than r-table (0.304) above the predetermined significance level, the results demonstrated a robust relationship between reading interest and reading comprehension. Simply put, students who were more engaged in reading were seemed inclined to have stronger reading comprehension, which aided their academic progress. Keywords: Reading interest, Reading comprehension, Descriptive texts
Co-Authors Dewi Sartika Dita Septina Kharisma Putri Eva Saptarina Fitri Novia Fitri Novia Meti Yulistia PUTRI WULANDARI Rachmanita Rekha Asmara Yuris Tri Harli