Articles
<![CDATA[The Use of SQ3R Strategy to Improve Reading Comprehension Achievement of Vocational High School Students ]]>
<![CDATA[Khafidhoh, Diva Lutfatul]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Sukmaantara, I Putu]]>
<![CDATA[ EFL Education Journal Vol. 10 No. 3 (2023): Vol. 10. No. 3 NOVEMBER 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i3.40970
<![CDATA[This research investigated the use of SQ3R strategy to improve reading comprehension achievement of vocational high school students’. The research design was classroom action research and the research area was SMK Al Ikhlash Rambipuji. The research data were obtained by interview, doing clasroom observation towards students; participation during the teaching and learning process and administering the reading test. The result showed after implementing SQ3R strategy in two meeting, the student’ participation during the teaching and learning process of reading was improved. The percentage of the students’ who were active in the meeting 2 was 70%. The result of reading test showed the improvement to 80% of the students who got score ≥70 or higher. In conclusion, it proved that the use of SQ3R strategy could improve reading comprehension achievement of vocational high school students’.]]>
<![CDATA[The Effect of Using Kahoot! Application on Junior High School Students’ Vocabulary Achievement in Jember ]]>
<![CDATA[Afi, Aufa]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Fardhani, Aan Erlyana]]>
<![CDATA[ EFL Education Journal Vol. 11 No. 2 (2024): Vol. 11. No. 2 JULY 2024 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v11i2.48073
<![CDATA[The purpose of this research was testing whether or not Kahoot! Application has a significant effect on students’ vocabulary achievement. Thus, a quasi-experimental research design was applied. This research conducted this study on September – October 2023 and involved 68 students as the sample participants. They were divided into two groups, experimental and control groups. Those classes did vocabulary exercise that given by the researcher. Each exercise asked the students to find the English meaning of certain words. The different of those groups was the treatment. In experimental group, Kahoot! Application was used as the treatment, while the control group did the vocabulary exercises by using regular paper. After did the treatment for three times, each groups had a post-test in the form of multiple-choice. Based on the post-test result, the experimental group got a mean score of 94.65 and 90.26 for the control group. Then, the researcher used SPSS to analyze the data by employing an independent sample t-test to make a valid conclusion. The result showed that the value of Sig. 2-tailed was 0.04, which was lower than 0.05. It could be stated that there was a significant difference between the experimental and the control groups. Therefore, the Kahoot! Application can be used as teaching media for learn vocabulary.]]>
<![CDATA[Enhancing Junior High School Students’ Vocabulary Achievement Through Online Dictionary ]]>
<![CDATA[Priendiansah, Yoga]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Sundari, Siti]]>
<![CDATA[ EFL Education Journal Vol. 9 No. 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i3.36648
<![CDATA[Vocabulary has a very important role in learning English. Without having good ability in vocabulary, learning English cannot be achieved well. Therefore, students’ vocabulary achievement must be enhanced. One of the ways to enhance the students’ vocabulary achievement is by using online dictionary. This classroom action research with cycle model from Kemmis & Mc Taggart aimed to enhance the eighth grade students’ vocabulary achievement by using online dictionary and to know how it could enhance the students’ participation during the teaching and learning process of vocabulary. The research participants were the VIII J students of MTsN 5 Ngawi, East Java, Indonesia. The data were collected by using a vocabulary test and observation during the teaching and learning process of vocabulary. Quantitative and qualitative descriptive analyses were used to analyze the collected data. The research results showed that there was improvement of the students’ vocabulary achievement and their active participation by using online dictionary. The improvement of the students’ vocabulary achievement was from 67.64% of the students got target score in pre-cycle to 82.35% of the students got the target score in the first cycle. The improvement of the percentage of the students’ participation was 75% in pre-cycle to 83.7% in the first cycle. Hence, it is suggested for English teachers to use online dictionary in the process of teaching and learning vocabulary to improve the students’ active participation and their vocabulary achievement.]]>
<![CDATA[Reading Habits from the Perspective of Diverse Socioeconomic Status ]]>
<![CDATA[Holidiya, Hani]]>;
<![CDATA[Putra, Bambang Arya Wija]]>;
<![CDATA[Tasnim, Zakiyah]]>
<![CDATA[ EFL Education Journal Vol. 11 No. 1 (2024): Vol. 11. No. 1 MARCH 2024 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v11i1.45988
<![CDATA[Research has presented different results on students’ reading habits concerning their socioeconomic status. The present study focuses on reading habits regarding the socioeconomic status of Indonesian EFL students to examine whether socioeconomic status represents students’ reading habits. An online survey was conducted to observe the EFL students, followed by descriptive analysis to examine the data. This study categorizes students’ socioeconomic status and reading habits level into three categories, namely high, middle, and low, to enable the researcher to determine whether there is a correlation between the two aspects. Based on the data gathered from the survey, it is found that students’ reading habits are not always inferred by their socioeconomic status. Among 230 participants, 27% were from high socioeconomic status families, 59% of the students were from middle socioeconomic status, and the remaining 14% were from low socioeconomic status. Besides categorizing students’ socioeconomic status, this research found that even students with the same socioeconomic status have various reading habits. Further research on reading habits among siblings is suggested to gain more detailed information on whether socioeconomic status represents students’ reading habits.]]>
<![CDATA[Enhancing Students' Reading Comprehension Achievement by Using Patterned Partner Reading Strategy ]]>
<![CDATA[Safitri, Disma Ayu]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Wahjuningsih, Eka]]>
<![CDATA[ EFL Education Journal Vol. 9 No. 2 (2022): Vol. 9. No. 2 JULY 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i2.32725
<![CDATA[AbstractThe purpose of this study is to increase students’ reading comprehension achievement and active participation in teaching and learning reading process at SMPN 1 Kalisat by using Patterned Partner Reading strategy. The researcher used A Classroom Action Research (CAR) that had conducted one cycle where in one cycle consisted three meetings. As subject in this research was the second class with students’ number as about 38 students consist of 17 man and 21 women. Based on the research result that the students’ active participation significantly increased from 71.05 % in the first meeting to 81.57% in second meeting. The standard score from school is 75 and from the implementation the strategy, it was proved that there were 28 students or 73% of the students who achieved the target score (≥75). It means that there was the increasing of students’ reading comprehension achievement on teaching and learning process.Keywords: Partner Reading Strategy; Reading Comprehension Achievement; Students’ Active Participation; recount text]]>
<![CDATA[The Effect of Using Podcast on Listening Achievement of the Eighth Grade Students of Junior High School ]]>
<![CDATA[Dewayani, Viandra Yashinta]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Hudori, Rizki Febri Andika]]>
<![CDATA[ EFL Education Journal Vol. 10 No. 2 (2023): Vol. 10. No. 2 JULY 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i2.42790
<![CDATA[This study was conducted to identify the effect of using Podcast on listening achievement of the eighth grade students of Junior High School. Based on the preliminary study, it was known that the eighth grade students in one of the junior high school in Situbondo had never used Podcast as a medium of learning listening skill and the teacher often used audio from the internet to teach listening skill. This study applied quantitative method using quasi-experimental with post-test only design. The two classes at that school were chosen as participants for this research, one class belonged to experimental group and the other belong to control group. The students in experimental group were taught listening skill by using Podcast as a medium of learning, while the students belonged to control group were taught by listening to the teacher read the text. The data were analyzed by using Independent Sample t-test formula in SPSS. The results indicated that there was a significant effect of using Podcast on listening achievement of the eight grade students. It was proven that the significant value (2-tailed) was 0.001 and it was lower than 0.05.]]>
<![CDATA[Writing Anxiety of Indonesian EFL Learners: Possible Causes and Coping Strategies ]]>
<![CDATA[Inggarwati, Devanda Diah]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Setyono, Budi]]>
<![CDATA[ EFL Education Journal Vol. 9 No. 2 (2022): Vol. 9. No. 2 JULY 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i2.32768
<![CDATA[Abstract The objectives of this research were to find the causes of Indonesian EFL learners’ writing anxiety and how they cope with writing anxiety at one of the state junior high schools located in the rural area of Banyuwangi. In this study, the researcher employed a qualitative approach by conducting semi-structured interviews with the five participants who potential experienced in writing anxiety. The findings of this study revealed that the causes of writing anxiety were internal cause, external causes, and linguistic causes. The internal causes include psychological sources. External causes include: (1) classroom practices and (2) interpersonal threats. While, lingusictic cause include writing aspects. In addition, the strategies that the Indonesian EFL learners use to cope with writing anxiety was categorized into a theme named strategies to cope writing anxiety.]]>
<![CDATA[The Use of Mind Mapping Technique to Improve the Students’ Writing Achievement and their Active Participation ]]>
<![CDATA[Jannah, Nur Hidayatul]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Puspa, Areta]]>
<![CDATA[ EFL Education Journal Vol. 11 No. 1 (2024): Vol. 11. No. 1 MARCH 2024 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v11i1.46419
<![CDATA[This research aimed to improve the students’ writing achievement and their active participation at one of the Islamic senior high schools in Mojoagung. The participants of this research were the tenth grade students of Social 1. There were 18 students as the research participants. The design of this research was classroom action research. The data collection methods were writing tests, observation checklists, and interviews. This research was carried out for 2 cycles, which consisted of two meetings for the treatment and one meeting for the writing test in each cycle to meet the standard research criteria. The students’ writing achievement improved from 33.3% in cycle 1 and 77.7% in cycle 2. On the other hand, there was an improvement in the students’ participation from 50% in cycle 1 to 86% in cycle 2. From the results of this research can be concluded that mind mapping technique could improve the students’ active participation and their writing achievement of descriptive text.]]>
<![CDATA[The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on the Tenth Grade Students' Reading Comprehension Achievement at MA Unggulan Nuris Jember ]]>
<![CDATA[Hayu Novendiana, Frida]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Arya Wijaputra, Bambang]]>
<![CDATA[ Jurnal Edukasi Vol. 3 No. 3: Nopember 2016 : Jurnal Edukasi ]]>
Publisher : <![CDATA[Universitas Jember, Indonesia ]]>
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DOI: 10.19184/jukasi.v3i3.4309
<![CDATA[The aim of this research was to know whether or not there was a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students at MA Unggulan Nuris Jember. The research design used was quasi experimental research specifically post test only non equivalent group design . The respondent of the research was chosen by using cluster random sampling by a lottery . The students of X IPA A as the experimental group and X PK B as the control group. The data was collected by interview, documentation and administering reading comprehension test. Then the data collected were analyzed by using independentt sample T-test . It was known that the mean score of the experimental group was 78.80 and the mean score of the control group was 73.73. In the output of the t-test column, it was shown that the significant value was 0.03. It was lower than 0.05. It means that the mean scores of the two classes (experimental and control groups) were different. Therefore, there was a difference between the experimental class and the control class. In conclusion, the use of Directed Reading Thinking Activity (DRTA) strategy was a significantly affected on the tenthgrade students’ reading comprehension achievement tat MA Unggulan Nuris Jember. Keywords: reading comprehension achivement, DRTA strategy]]>
<![CDATA[THE SCOPE OF LITERARY IMAGINATION IN CLIMATE FICTION: A STUDY OF AMITAV GHOSH’S GUN ISLAND ]]>
<![CDATA[Tasnim, Zakiyah]]>
<![CDATA[ Journal of English Literature and Linguistic Studies Vol 3, No 2 (2025): Journal of English Literature and Linguistic Studies (JELLS) - March 2025 ]]>
Publisher : <![CDATA[Faculty of Languages and Literature, Universitas Negeri Makassar ]]>
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DOI: 10.26858/jells.v3i2.71154
<![CDATA[Amitav Ghosh challenges conventional climate fiction writing in Gun Island by blending myths, folklore, and realism with his focus on climate change. This article explores how the novel uses literary imagination to present new perspectives on the climate crisis. It also examines the broader significance of climate fiction (cli-fi), the constraints of traditional realism, and the power of creative storytelling to inspire collective action.]]>
