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All Journal Journal of English Language Teaching AL ISHLAH Jurnal Pendidikan
Ilhami El Husna
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Optimization Reading to Learn Learning Model on Narrative Text Writing Skills for Junior High School Students Yenni Hayati; Ridha Hasnul Ulya; Mira Amazola; Hafrizal Hafrizal; Bima Muhammad Galuh; Ilhami El Husna
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2193

Abstract

Educational research is currently more dominated by the development of learning models. However, this has not shown satisfactory results because it tends not to be piloted or disseminated. The purpose of this study is to explain the effect of applying the reading to learn learning model on improving students' narrative text writing skills, especially junior high school students. The sample of this study was the 9th-grade students of SMPN 5 Padang Panjang, totaling 32 students. Data was collected by processing the results of the pretest in the form of performance obtained before the implementation of the reading to learn learning model and the post-test obtained after the implementation of the reading to learn learning model. Data were analyzed using the descriptive analysis method. Based on the results of data analysis, it was found that there was an increase in students' narrative text writing skills before and after the implementation of the reading to learn learning model. This increase can be seen from the number of scores obtained by students regarding the completeness of the narrative text structure from 68 to 89, the completeness of narrative elements from 60 to 75, and the application of EBI from 50 to 72. Therefore, this study can be useful to see the effectiveness of the reading to learn learning model toward students' writing skills and as a way out of writing problems.
Correlational Study between Students' Reading Aloud Activity in the Classroom and Their Pronunciation Ilhami El Husna; Senorica Yulia Sari
Journal of English Language Teaching Vol 12, No 4 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i4.125402

Abstract

This research was purposed to find out the correlation between students’ reading aloud activity in the classroom and their pronunciation. This research was correlational research. A total of 30 students of the nineth grade students in SMPN 1 Tanjung Baru were chosen using random sampling. Questionnaire and pronunciation test were used as the instruments to collect the data. The questionnaire was made up 20 close-ended questions related to reading aloud activity in the classroom while the test was a pronunciation test that the students had to read a text given by the researcher. According to the result of this research, the correlation coefficient is 1.000 which is higher than 0.05. It means that in SMPN 1 Tanjung Baru, there is no correlation between students’ reading aloud activity in the classroom and their pronunciation. According to further interview with the students as the sample of this research, the researcher found that the students did not feel that reading aloud activity in the classroom help them in their vocabulary, confidence, motivation, fluency, and reading comprehension since reading aloud activity was not applied well in the classroom. Even though the result of this research which was conducted in SMPN 1 Tanjung Baru is that there is no correlation between the two variables, this research was not purposed to generalize that the result of the research will be the same if it is conducted in other schools.
Co-Authors Bima Muhammad Galuh Hafrizal Hafrizal Mira Amazola Ridha Hasnul Ulya Yenni Hayati