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Sugianto
Universitas Pendidikan Mandalika

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The Effect of Reciprocal Teaching Technique Toward the Students’ Ability in Reading Narrative Text Sugianto; Sopian Saori
Journal of English Education and Literature Vol. 1 No. 4 (2024): Journal of English Education and Literature Vol.1 No.4 (2024)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v1i4.77

Abstract

The observation at SMAN 1 Sikur shows that students' reading ability is still low so that appropriate intervention is needed in the learning process. Low reading ability can adversely affect students' comprehension of narrative text, hinder the development of knowledge, and reduce students' ability to express ideas both in writing and orally. This study aims to determine the effectiveness of reciprocal technique on students' narrative text reading ability. This research is focused on the XI grade students of SMAN 1 Sikur in the academic year 2023/2024. The research method that will be conducted in this research is quasi experiment with experimental research type. The research design in this research is Pretest Posttest Control Group Design. In this design, there will be two sample classes, one sample for the experimental group, which is the subject group in the form of applying the reciprocal technique in learning to read narrative text, while the control group is treated with conventional learning techniques. Samples are taken as part of the overall research object and are considered to represent the true picture of the population. The sample of the research is 62 students, (31 students of experimental class and 31 students of control class). The average score of the experimental class was 2.158. While the average value of the control class was 2.230. In accordance with the analysis above, the researcher found that Reciprocal Teaching Technique has a significant effect on the ability to read narrative text of students in grade XI of SMAN 1 Sikur. This is evidenced by the significant difference in the average post- test scores of the experimental and control groups. This conclusion can be seen from the results of statistical calculations, that the "sig" value is smaller than "0.05".
THE EFFECT OF PROBLEM-BASED LEARNING (PBL) ON STUDENTS’ WRITING OF EXPOSITION TEXT BY THE TENTH GRADE STUDENTS OF SMKN 2 KURIPAN Lola Febrianti; Muhammad Muhlisin; Sugianto
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.1 (April, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v2i1.84

Abstract

This study investigates the effect of Problem-Based Learning (PBL) in improving the writing skills of tenth-grade students at SMKN 2 Kuripan, specifically in composing exposition texts. Using a pre-experimental one group pretest and posttest design, the research involved 31 students from class X DPIB 1 in the 2022/2023 academic year. Writing tests, administered as pretest and posttest, served as the primary data collection instruments. The results, analyzed using descriptive and inferential statistics, including a paired sample t-test, showed a significant improvement in students’ writing skills. The mean score increased from 59.65 in the pretest to 74.35 in the posttest, with notable enhancements in content, organization, language use/grammar, and mechanics. The hypothesis test confirmed the effect of PBL, as evidence by a p-value < 0.05, indicating its significant impact on students’ ability to produce well-structured and coherent exposition texts. This study concluded that PBL not only improves students’ critical thinking and collaboration but also enhances motivation and engagement in learning. The null hypothesis was rejected, affirming that PBL positively influences students’ writing skills.
INVESTIGATING STUDENTS’ CHALLENGGES IN WRITING DESCRIPTIVE TEXTS Sugianto
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.4 (December, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.116

Abstract

The study aimed to assess students' writing skills and identify the challenges they faced in writing descriptive texts. Using a case study approach, the research followed a descriptive qualitative method. The participants were 28 second-year students from MA NW Nabi’ Nubu’. The research employed writing tests and interviews as data collection tools. The findings revealed that the average score of the students was 69.92, indicating that their ability to write descriptive texts was relatively low. Three students (12%) scored below 60, placing them in the "poor" category, while ten students (40%) scored between 61-70, also categorized as poor. Nine students (36%) scored between 71-80, which was considered "average," and three students (12%) received scores in the "very good" range. When analyzing their performance in specific writing aspects, vocabulary and organization were rated as "good to average," while content, grammar, and mechanics were categorized as "fair to poor." In conclusion, the study found that students struggled most with grammar, content, and mechanics. It is recommended that English teachers provide more practice in writing to help improve these areas, particularly content and grammar, when writing descriptive texts.
Co-Authors Lola Febrianti Muhlisin, Muhammad . SOPIAN SAORI