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All Journal VERBA: Journal of English Language Issues, Trends and Studies
Lindi La Uni
Universitas Islam Makassar
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science

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DRTA IN ENHANCING STUDENTS’ READING SKILL Rizka Indahyanti; Sitti Nurjannah; Lindi La Uni
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 1 No 1 (2023): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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Abstract

The aim of this study is to determine the enhancement of students' reading comprehension through the implementation of Directed Reading-Thinking Activity (DRTA). The research design employed a Quasi-experimental approach, involving the participation of two distinct groups. The study consisted of an experimental group and a control group, with multiple choice tests being used as the research instrument. This research is carried out at SMA Negeri 8 Maros by selecting the first-year students as the target population. The researcher utilized the cluster random sampling technique, selecting class X IA 1 as the experimental group and X IS 1 as the control group. Data is collected through both pretest and posttest assessments. The pretest is administered to assess the students' prior reading achievement prior to implementing the treatment, while the posttest is conducted to determine the students' achievement following the treatment. The research examines the usage of DR-TA as the independent variable in teaching reading comprehension, while the dependent variable is the students' achievement in acquiring reading comprehension. The data analysis of the students' pretest and posttest revealed that the mean value of the experimental group (71.10) is higher than that of the control group (48.90). It suggests that implementing the DR-TA method enhances students' reading performance.
USING DIALOGIC TEACHING IN IMPROVING STUDENTS’ ENGLISH-SPEAKING SKILLS AT UPT SMAN 14 MAROS Lindi La Uni; Jusmaniar N; Dahniar Dahniar
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 2 No 3 (2024): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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Abstract

This research aims to investigate the use of Dialogic Teaching in improving the students' speaking skills by applying the five basic principles of Dialogic Teaching: Collective, Reciprocal, Supportive, Cumulative, and Purposeful, as well as implementing two patterns of Dialogic Teaching interaction in the speaking learning process: Discussion and Dialogue. A quasi-experimental design was used in this research, which took two classes as samples, namely second grade MIA 1 as an experimental class, taught through a Dialogic Teaching approach, and second grade MIA 2 as a control class as the opposite. Pre-test and post-test were used to assess the students' English-speaking skills; and was analyzed quantitatively. The research results showed that the use of Dialogic Teaching improves students’ speaking skills. It was proven by the mean score of pre-test and post-test of Experimental class were 48 and 67.07 respectively, which categorized as Less and Good. While in Control class, it got the Less and Enough categories with 47.87 and 56 respectively. The T-test value was 0.000 that it was lower than the probability value: 0.05. Therefore, it could be concluded that Hi was accepted and Ho was rejected, which meant that the use of Dialogic Teaching in the learning process, it could improve the students' English speaking skills.
Co-Authors Dahniar Dahniar Jusmaniar N Rizka Indahyanti Sitti Nurjannah