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Saputra, Frian
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Education Languange, Linguistic, Communication & Media

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Using Fables to Assist Students in Enhancing Their Reading Comprehension Saputra, Frian; Kurniawati, Ari; Dewi, Nurmala; Nurhasanah, Indri; Hartati, Berli
Journal of English Education Vol. 1 No. 1 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i1.150

Abstract

The main problem in this study was "Is it effective to teach reading comprehension by using fables to the eleventh-grade students at SMK Rawas Hulu?". The objective of this study is to find out whether or not teaching narrative text by using fables to eleventh-grade students at SMK Rawas Hulu is effective. The method used in this study was the quasi-experimental method. The population of this research was the eleventh-grade student at SMK Rawas Hulu in the academic year of 2022/2023. The population was 240 students, and 240 students were taken as samples, which were chosen through purposive sampling in the form of convenience sampling. The written test was used to collect the data and analysed through paired samples t-test. The result of this study proved that are the fables effective for teaching reading comprehension by using fables to the eleventh-grade students at SMK Rawas Hulu, it is proved by the degree of freedom (df) 33, sig with 2-tailed 0,000. T- obtained shows that the alternative hypothesis with 95% (0,05) of the significant level was accepted because the result of paired samples t-test was 3.088 which exceeded the t-table value was 2,042 as its critical value under 0,05 significant levels. Besides, the alpha value It (0,000) was less than 0,05. it indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that Teaching Reading Comprehension by Using Fables to The Eleventh Grade Students at SMK Rawas Hulu was effective.
Extending Students' Speaking Skills in The Eleventh-Grade by Using Round Robin Technique (R2T) Yuniarti, Vyna; Anggeriani, Yeni; Saputra, Frian
Journal of English Education Vol. 1 No. 2 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i2.373

Abstract

This study was aimed to find out whether or not there was any significant difference in speaking skill between the students’ who were taught by using Round Robin technique and those who were not. There were 60 students of eleventh-grade students of SMA Negeri 7 Prabumulih involved in this study as the sample. They were divided into two groups, experimental and control groups, both groups consisted of 30 students. This study used quasi non-equivalent group design. The experimental group were taught by using Round Robin technique meanwhile the control group were taught by using lecturing method. The result showed that the mean score of experimental groups increased from 70,88 in pre-test to 78,67 in post-test. Furthermore, the result of independent t-test from experimental group and control group shown that the t-obtained was 2,625 and it was higher than t-table 1,9977. It means that there was any significant difference between experimental and control groups which was caused by Round Robin technique given to the experimental group. It can be concluded that there was significant difference between students who were taught using Round Robin technique and students who were not.
Figurative Language Used in King Lier Novel by Willian Shakespeare: Explorer Literary Appreciation Saputra, Frian; Kurniawati, Ari; Yuniarti, Vyna; Hayati, Sri
Journal of English Education Vol. 2 No. 1 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i1.625

Abstract

This study explores the use of figurative language in William Shakespeare's "King Lear," examining how literary devices such as metaphors, similes, personification, hyperbole, and irony contribute to the play's thematic and emotional depth. Through a comprehensive analysis, the research highlights how Shakespeare's linguistic choices enhance the narrative complexity and deepen the audience's engagement with the characters and themes. Metaphors succinctly convey complex ideas and emotions, similes vividly depict characters' experiences, personification imbues abstract concepts with human characteristics, hyperbole emphasizes emotional intensity, and irony underscores the contradictions and tragic outcomes within the play. The findings have practical implications for literary education, providing a framework for educators to enhance students' analytical skills and appreciation of Shakespearean drama.
Co-Authors Anggeriani, Yeni Hartati, Berli Kurniawati, Ari Nurhasanah, Indri Nurmala Dewi, Nurmala Sri Hayati, Sri Yuniarti, Vyna