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All Journal Didascein (Journal of English Education) J-CEKI
Nike Angraini
University of Indo Global Mandiri
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE CORRELATION BETWEEN LISTENING STRATEGIES AND LISTENING ACHIEVEMENT OF SEVENTH GRADERS AT SMP TRI DHARMA PALEMBANG Niken Rizky Anwari; Nike Angraini
Didascein : Journal of English Education Vol 3, No 2: September 2022
Publisher : FKIP Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/dj.v3i2.1001

Abstract

The purpose of this research was to find out (1) whether there was any significant correlation between listening strategies and listening achievement; (2) the most effective strategies being used by the students. The writers applied quantitative research method as design method. The results of the Pearson’s Product Moment correlation test showed that the obtained correlation coefficient data r-obtained (0.403) was higher than r- table (0.329). The level of probability (p) (sig.2-tailed) was 0.013. It means that p (0.013) was lower than 0.05, there was a medium correlation between the students’ listening strategies and listening achievement. It can be interpreted that the seventh-grade students realize that their listening strategies was very important and influential in the listening process. The researchers concluded that the use of strategy in listening was important, because the students can perform their listening activity better and well-structured if they applied strategy in their listening process. The strategy that commonly used by the students was metacognitive strategy. Those strategies are effective in helping students in their listening process. This study succeeded in investigating the correlation between listening strategies and listening comprehension and it impacts toward the seventh-grade students of SMP Tri Dharma Palembang in the academic year 2021/2022.
Enriching Efl Learners’ Vocabulary Through Word Wall For Seventh Grade at SMPN 3 Abab Yesin Erlin; Nike Angraini; Jaya Nur Iman
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 2: Februari 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i2.6566

Abstract

Students around the world often face challenges in expanding their vocabulary in a second or foreign language. Common obstacles include understanding complex vocabulary, difficulty in pronunciation, and difficulty remembering new words. Cultural factors, learning environment, and teaching methods can also affect students' vocabulary acquisition. Vocabulary is one of the aspects present in most language skills such as listening, speaking, reading, and writing when learning English as a second language. In this study, the researcher employed this design to evaluate the effectiveness of the "word wall" strategy in enhancing students' vocabulary achievement. An experimental and a control group were formed, both of which underwent pre-tests and post-tests. This study used a quasi-experimental design, categorized as such due to the comparison between the group using the "word wall" strategy and the conventional group. The primary objective of this study was to evaluate the effectiveness of the "word wall" strategy in improving students' vocabulary mastery. There were 27 students in the experimental group. Based on the data analysis, the researcher concluded that the use of "word wall" had a significant enrichment on students' vocabulary mastery. This finding was supported by the results of the t-test, which showed that the average post-test score of students in the experimental class (78.79) was higher than the pre-test score (59.53), with a difference of 19.26. The t-test results showed significance with p<0.05, specifically p<0.001, indicating that the alternative hypothesis (Ha) was accepted. Additionally, the implementation of "word wall" also had a positive impact on students' attitudes toward the teaching and learning activities. When the teacher used "word wall" during instruction, students appeared more interested and motivated to learn.
The Impact of Task-Based Language Teaching on English Speaking Proficiency Ario Hadiansyah; Jaya Nur Iman; Nike Angraini
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 2: Februari 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i2.6623

Abstract

This study examines the effectiveness of Task-Based Language Teaching (TBLT) in enhancing students' speaking skills. Using a pre-experimental design, the research involved 25 students in an experimental class engaging in TBLT activities. Pre-test and post-test data revealed significant improvements in their speaking performance, affirming TBLT as an effective method for developing speaking proficiency. Gratitude is extended to my advisor, family, and friends for their invaluable support throughout this research.
Co-Authors Ario Hadiansyah Jaya Nur Iman Niken Rizky Anwari Yesin Erlin