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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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Journal : Language and Education Journal

 1 
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
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.
Co-Authors Dewi Sartika Dita Septina Kharisma Putri Eva Saptarina Fitri Novia Fitri Novia Meti Yulistia PUTRI WULANDARI Rachmanita Rekha Asmara Yuris Tri Harli