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Elva Utami
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Languange, Linguistic, Communication & Media

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THE EFFECT OF READER RESPONSE STRATEGY AND STUDENTS’ READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X SMAN 2 KOTA BENGKULU Elva Utami
Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/wdr4cw26

Abstract

Teaching strategy and students’ reading interest influence students’ reading comprehension. Reader response strategy can be used as a variation of teaching strategy in teaching reading comprehension. The aim of the research were 1) to find out whether reader response strategy gave significantly effect in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not, 2) to find out whether there was an interaction between teaching strategies (reader response strategy and small group discussion) and students’ reading interest toward students’ reading comprehension of narrative text at grade X of SMA Negeri 2 Bengkulu or not, 3) to find out whether the students with high reading interest who were taught by using reader response strategy got significantly higher result in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not, and 4) to find out whether the students with low reading interest who were taught by using reader response strategy got significantly higher result in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not This research was an experimental research with factorial design 2x2. It was conducted at SMAN 2 Kota Bengkulu. The population of this research was all students at X science grade of SMAN 2 Kota Bengkulu which consisted of 6 classes. By using cluster random sampling, class X IPA A was selected as the experimental group and class X IPA D as the control group. To collect the data, reading interest questionnaire and reading comprehension test were used. T-test analysis and two way Anova analysis were used in analyzing the data. The results showed that: 1) reader response strategy gave significant effect toward students’ reading comprehension compared to small group discussion, 2) there was no interaction between reader response strategy and small group discussion and students’ reading interest towards students’ reading comprehension, 3) students with high reading interest who were taught by reader response strategy had significant result in reading comprehension than students who were taught by small group discussion, and 4) the students with low reading interest who were taught by reader response strategy had significant result in reading comprehension than students who were taught by small group discussion.
DEVELOPMENT OF STUDENT WORKSHEET BASED ON SCIENTIFIC APPROACH IN ENGLISH LEARNING AT SMA N 2 KOTA BENGKULU Elva Utami; Lisa Rakhmanina
Language and Education Journal Vol. 4 No. 2 (2019): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/5dct8v40

Abstract

The objective of this study was to produce student worksheet which is valid based on scientific approach. Research and development design was used for this study. The research was conducted at Tenth Grade Students of SMAN 2 Kota Bengkulu. Data collecting techniques used were student worksheet validation and lesson plan validation. The Data were analyzed using descriptive analysis of quantitative and qualitative. Based on the results of an assessment 93% of all student worksheets components were valid and lesson plan developed from all components were also valid with 80% reliability. It can be concluded that student worksheets developed by researchers is in the feasible category
THE EFFECT OF READER RESPONSE STRATEGY AND STUDENTS’ READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X SMAN 2 KOTA BENGKULU Elva Utami
Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teaching strategy and students’ reading interest influence students’ reading comprehension. Reader response strategy can be used as a variation of teaching strategy in teaching reading comprehension. The aim of the research were 1) to find out whether reader response strategy gave significantly effect in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not, 2) to find out whether there was an interaction between teaching strategies (reader response strategy and small group discussion) and students’ reading interest toward students’ reading comprehension of narrative text at grade X of SMA Negeri 2 Bengkulu or not, 3) to find out whether the students with high reading interest who were taught by using reader response strategy got significantly higher result in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not, and 4) to find out whether the students with low reading interest who were taught by using reader response strategy got significantly higher result in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not This research was an experimental research with factorial design 2x2. It was conducted at SMAN 2 Kota Bengkulu. The population of this research was all students at X science grade of SMAN 2 Kota Bengkulu which consisted of 6 classes. By using cluster random sampling, class X IPA A was selected as the experimental group and class X IPA D as the control group. To collect the data, reading interest questionnaire and reading comprehension test were used. T-test analysis and two way Anova analysis were used in analyzing the data. The results showed that: 1) reader response strategy gave significant effect toward students’ reading comprehension compared to small group discussion, 2) there was no interaction between reader response strategy and small group discussion and students’ reading interest towards students’ reading comprehension, 3) students with high reading interest who were taught by reader response strategy had significant result in reading comprehension than students who were taught by small group discussion, and 4) the students with low reading interest who were taught by reader response strategy had significant result in reading comprehension than students who were taught by small group discussion.
THE EFFECT OF READER RESPONSE STRATEGY AND STUDENTS’ READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X SMAN 2 KOTA BENGKULU Elva Utami
Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/er1c5e54

Abstract

Teaching strategy and students’ reading interest influence students’ reading comprehension. Reader response strategy can be used as a variation of teaching strategy in teaching reading comprehension. The aim of the research were 1) to find out whether reader response strategy gave significantly effect in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not, 2) to find out whether there was an interaction between teaching strategies (reader response strategy and small group discussion) and students’ reading interest toward students’ reading comprehension of narrative text at grade X of SMA Negeri 2 Bengkulu or not, 3) to find out whether the students with high reading interest who were taught by using reader response strategy got significantly higher result in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not, and 4) to find out whether the students with low reading interest who were taught by using reader response strategy got significantly higher result in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not This research was an experimental research with factorial design 2x2. It was conducted at SMAN 2 Kota Bengkulu. The population of this research was all students at X science grade of SMAN 2 Kota Bengkulu which consisted of 6 classes. By using cluster random sampling, class X IPA A was selected as the experimental group and class X IPA D as the control group. To collect the data, reading interest questionnaire and reading comprehension test were used. T-test analysis and two way Anova analysis were used in analyzing the data. The results showed that: 1) reader response strategy gave significant effect toward students’ reading comprehension compared to small group discussion, 2) there was no interaction between reader response strategy and small group discussion and students’ reading interest towards students’ reading comprehension, 3) students with high reading interest who were taught by reader response strategy had significant result in reading comprehension than students who were taught by small group discussion, and 4) the students with low reading interest who were taught by reader response strategy had significant result in reading comprehension than students who were taught by small group discussion.
DEVELOPMENT OF STUDENT WORKSHEET BASED ON SCIENTIFIC APPROACH IN ENGLISH LEARNING AT SMA N 2 KOTA BENGKULU Elva Utami; Lisa Rakhmanina
Language and Education Journal Vol. 4 No. 2 (2019): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/rwqsmb21

Abstract

The objective of this study was to produce student worksheet which is valid based on scientific approach. Research and development design was used for this study. The research was conducted at Tenth Grade Students of SMAN 2 Kota Bengkulu. Data collecting techniques used were student worksheet validation and lesson plan validation. The Data were analyzed using descriptive analysis of quantitative and qualitative. Based on the results of an assessment 93% of all student worksheets components were valid and lesson plan developed from all components were also valid with 80% reliability. It can be concluded that student worksheets developed by researchers is in the feasible category
ENHANCING STUDENTS’ SPEAKING SKILLS THROUGH YOUTUBE MEDIA FOR UNIVERSITY STUDENTS Farhan Tawakkal; Nila Kencana; Elva Utami; Yosi Marita
Language and Education Journal Vol. 10 No. 1 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/srqq6927

Abstract

This study explores the impact of YouTube as a medium to enhance speaking skills among second-semester students of the English Education Program at Prof. Dr. Hazairin SH University, Bengkulu. This research aims to investigate whether integrating YouTube videos into language learning can effectively improve students' speaking abilities, particularly in fluency, pronunciation, grammar, and vocabulary. The study used a mixed-methods design, an experimental pre-test-post-test, and qualitative methods utilizing YouTube videos as instructional media. Data were collected through tests to gain the quantitative data, and interviews, observations, and documentation supporting it in qualitative. The data was analyzed by using both quantitative and qualitative descriptive methods. The results of this study indicate that using YouTube significantly improved students' speaking skills, particularly in the areas of fluency, pronunciation, grammar, and vocabulary. The pre-test and post-test results analysis show noticeable improvements among students who used YouTube as a learning tool. Specifically, four students (20%) achieved an "Excellent" score in the post-test, three students (15%) obtained a "Good" score, and the majority, 13 students (65%), recorded an "Average" score. The study concludes that YouTube offers a flexible and effective platform for language learning, providing students with accessible, engaging, and interactive content. These results suggest that YouTube can be an effective pedagogical tool to enhance speaking skills in language education
Co-Authors Farhan Tawakkal Kencana, Nila Lisa Rakhmanina Marita, Yosi