Edu-Ling: Journal of English Education and Linguistics
ournal of Edu-Ling (Journal of Education and Linguistics) is a scientific article in English Education Department in Faculty of Teacher Training and Education Prof. Dr. Hazairin, SH Bengkulu. It presents articles on English language teaching and learning, Linguistics and Literature. The contents include analysis, studies, application of theories, research reports, materials developments and reviews.
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<![CDATA[Teachers’ Techniques of Assessing English Speaking Skill in Limited Face to Face Learning ]]>
<![CDATA[Rida Marlenie]]>;
<![CDATA[Dedi Sofyan]]>;
<![CDATA[Syafryadin Syafryadin]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i1 December.2866
<![CDATA[The objectives of this research were to investigate teachers' techniques in assessing English speaking skill in limited face-to-face learning and the challenges faced by the teachers in implementing English speaking assessment techniques in limited face-to-face learning. This research was qualitative. The subjects of this research were four English teachers of SMPN 5 Bengkulu Tengah. All teachers were observed in their teaching classes, in total there were 14 classes. The data were gathered by using a checklist of observation and interview. The data were analyzed by using the procedures of Miles and Huberman namely; data reduction, display data, and verification and conclusion. The results of this research showed that the teachers used three basic types of speaking assessment; intensive, responsive, and extensive speaking. In the intensive speaking assessment, the techniques used by teachers were; direct response task, read-aloud task, and sentence/dialogue completion task. In the responsive speaking assessment, the techniques used by teachers was questions and answers. In the extensive speaking assessment, the technique used by teachers was oral presentations. The most frequently technique used by the teachers was the read-aloud task. While, the challenges faced by the teachers in assessing speaking skill in limited face-to-face learning were lack of learning time, taking turns learning, declining students’ speaking skill, and difficulty in making students speak. In conclusion, the provisions during limited face-to-face learning and challenges faced by English teachers in assessing English speaking skill in limited face-to-face learning make the speaking skill techniques used by teachers were less varied.]]>
<![CDATA[Exploring Critical Thinking Activities In Pre-Service English Teachers’ Lesson Plans ]]>
<![CDATA[Alfian Alfian]]>;
<![CDATA[Yona Dwi Yolanda]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i1.3017
<![CDATA[The objective of this research is to explore to what extent pre-service teacher uses critical thinking activities in their lesson plans. The research carried out pre-service teachers’ lesson plans during teaching practicum. The lesson plans analyzed are made by the pre-service teacher for the second grade in secondary school. The research embodied content analysis research to find out the critical thinking activities in pre-service teachers’ lesson plans. The results show nine of the eleven lesson plans have used thinking activities. The critical thinking activities contained in the lesson plan are essays, group discussions, student presentations, and analytical questions in their lesson plans. In conclusion, pre-service teachers provided various activities that contain critical thinking in their lesson plans with percentage 82%.]]>
<![CDATA[Students Perspective on the Use of Rock Song in Learning to Improve Students Vocabulary ]]>
<![CDATA[Hafizh Alghifari]]>;
<![CDATA[Sugeng Susilo Adi]]>;
<![CDATA[Widya Caterine Perdhani]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i1.3192
<![CDATA[Mastering English vocabulary is important thing to be able to master English. The use of interesting learning media in vocabulary learning has a positive role in the learning process. The purpose of this study was to determine the students perspective on the use of rock song to increase students vocabulary. This research is a descriptive study using a mixed method. The subjects of this study were 70 8th grade students of Shalahuddin Junior High School. This study uses 2 data collection techniques, namely questionnaires and interviews. The results of this study indicate that students' perceptions of the use of rock songs in learning get a positive response from students. The use of rock songs in learning can increase students' learning motivation because the media used is interesting and new for students. In addition, students are easier to remember vocabulary and students are easier to get a lot of new vocabulary contained in the lyrics of the rock song used.]]>
<![CDATA[The Students' Motivation in Learning English Offline after Pandemic: A Study at State Senior High Schools in Bintuhan City Kaur Regency ]]>
<![CDATA[Beti Yusipa]]>;
<![CDATA[Ira Maisarah]]>;
<![CDATA[Azwandi Azwandi]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i1.3195
<![CDATA[Abstract The goal of this study was to understand the causes of students' low motivation to learn English. This study employed a descriptive quantitative approach. Documentation, interviews, observations, and questionnaires are the research's primary. Students in State Senior High Schools in Bintuhan City Kaur Regency are the focus of this study. As a result of the research, students are highly motivated to learn English offline following the epidemic in reading types with intrinsic points. Students so like reading things that interest and make them pleased. Key word : motivation, intrinsic, extrinsic, students]]>
<![CDATA[The Effect Of Reader’s Theater Strategy On Students’ Skills In Writing Recount Text ]]>
<![CDATA[Kiki Rizki Amelia]]>;
<![CDATA[Rekha Asmara]]>;
<![CDATA[Dewi Sartika]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i1.3077
<![CDATA[Writing is an effective tool de develop communication for students. By writing, students can explore everything to deliver to others. As a result, the purpose of this study was to look into the effect of the reader's theater strategy on improving students' writing skills when writing recount text. This was a pre-experimental study. This study's sample consisted of eighth-grade students from MTs Pidua Meranjat. The information was gathered using a written test and analyzed using a paired sample t-test. The findings revealed that the t-obtained (5.228) was higher than the t-table (0.692) at a significant level of p-value below 0.5. It meant that there was a significant improvement in writing recount text after having taught using the reader’s theater strategy. In conclusion, the Reader’s Theater strategy affected students in writing recount text because it offers a fun way of learning where students must complete a story by recreating the script by characterizing the text that was guided by its strategy.]]>
<![CDATA[The Perception of Teachers and Students on the Development of Code Learning Model in Learning English Productive Skills ]]>
<![CDATA[Zelvia Liska Afriani]]>;
<![CDATA[Muhammad Taufiqurrahman]]>;
<![CDATA[Ixsir Eliya]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i1.3146
<![CDATA[The present research aims to examine teachers and students perception in developing Code Learning Model in learning English productive skills, speaking and writing. The researchers utilized a descriptive study conducted in five universities in Bengkulu. Two hundred and sixteen students were randomly selected from sixth semester students studying in the English department participated in the study. Also, seventeen teachers were included in giving their comments on the questionnaire. The results of this study reveal that according to the perceptions of teachers and students, a coding learning model is essential and can be alternative learning in the era of the industrial revolution 4.0 that puts forward the use of technology. The application of this model can train students' 21st-century competencies and computational thinking because they align with today's developments. It can also motivate students to learn productive English skills to be more exciting and accessible.]]>
<![CDATA[Pre-Service Teachers' Attitudes Towards the Use of Zoom Meetings for Microteaching Class ]]>
<![CDATA[Lisa Rakhmanina]]>;
<![CDATA[Nila Kencana]]>;
<![CDATA[Melati Melati]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i1.3405
<![CDATA[Microteaching for pre-service teacher’s instruction has traditionally been face-to-face as these teachers are prepared to teach in secondary schools. However, these pre-service teachers were also aware of the requirement for teaching synchronously via online platforms if face-to-face classes were not possible for example like in time COVID-19. The objective of this study is to investigate pre-service teacher’s or students' perspectives of utilizing the Zoom meeting application for online microteaching classes from pedagogical, socio-cultural, and technical perspectives. This study's population comprised of twenty (20) students from the Faculty of Teacher Training and Education who had enrolled in microteaching lessons and were, of course, permitted to express their thoughts and opinions. It can be stated that students have a favorable opinion of the Zoom meeting application for online microteaching classes. The study's findings indicate a beneficial outcome in the delivery of microteaching lectures online. Even though the courses are delivered online, they follow the usual format. Students appear to prefer the Zoom Meeting application as a learning medium for interactive learning applications because, in addition toward being practical and straightforward, zoom meetings rarely bring difficult-to-manage problems.]]>
<![CDATA[Rhetorical Moves in Introduction Sections of Applied Linguistic Research Articles of Different SINTA’s Ranking ]]>
<![CDATA[Nova Pandan Sari]]>;
<![CDATA[Azwandi Azwandi]]>;
<![CDATA[Safnil Arsyad]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i1.3103
<![CDATA[Rhetorical moves of RA (research article) introductions in various disciplines have been examined in many researchers, but few have investigated and compared one discipline in different national journal ranking. Therefore, this study is concerned to find out the similarities and differences of moves and steps in applied linguistic journal articles published in SINTA 1 to 6. A corpus of 30 RAs have been analyzed following Swales (2004) CARS model. Results were obtained through coding these 30 RAs by using observation checklist and mixed analysis. The finding revealed that all 3 moves such as establishing a territory, establishing a nichle, and presenting present work have appeared in all 30 RAs. Meanwhile the differences have found in the frequency of each step used, especially in move 2 and 3. In move 1, 100% of RAs have written step 1. Meanwhile in move 2, the frequency of step 2 was mostly used by authors in each journal of about 73%. Furthermore, there was only 1 step that not appeared in move 3 namely outlining research structure. Based on this finding, the writer should pay attention to various functions of each move and step in order to fulfil the aim of RA introductions.]]>
<![CDATA[A Retrospective Study on English Teachers' Strategies to Improve Students' Reading Comprehension ]]>
<![CDATA[Apri Nola Sitanggang]]>;
<![CDATA[Dicky Pratama]]>;
<![CDATA[Erikson Saragih]]>;
<![CDATA[Madina Madina]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i.3121
<![CDATA[Reading is a complex cognitive process from deciphering symbols to obtaining meaning. Although there is a lot of research on reading comprehension by teachers in Indonesia, there is still very little research on teacher strategies in reading comprehension to improve students' reading skills. This study aims to understand how teachers practice reading instruction, how they are assessed, and the strategies teachers use when teaching students to read. The research data were analyzed using qualitative data analysis techniques, namely: data collection, data reduction, analysis and data extraction. closing. This study uses qualitative methods and survey design. From the results of the research we have done, observations of teachers by giving questionnaires via a google form, so from these results we can conclude that the average of the 10 teachers we studied emphasized more strategies for giving practice and also reading practice, from both of these things the teacher mentioned that it is the most effective in improving the ability of students in reading skills, namely the teacher familiarizes his students with reading as a habit of problems that arise from the method used by the teacher when his students have difficulty in reading. The results of the second study with the formulation of the problem of what the students should do to improve their reading ability, which depends on the teacher, and what strategy the teacher will use to improve the student's abilities. practice to students as the main goal to facilitate better students' reading skills. The results of data collection from all the collected questionnaires can be concluded that about 85% of teachers prefer the type of practice or exam using the multiple choice method in reading because reading is more effective and efficient if the multiple choice technique is used. This test is a learning ability test that requires a good understanding because the test is a summary of the definitions of reading so this test is very good to use to improve student's reading comprehension.]]>
<![CDATA[The Applying of Asking Stage Strategy to Teach Reading Comprehension ]]>
<![CDATA[Maria Ramasari]]>;
<![CDATA[Ardayati Ardayati]]>
<![CDATA[ Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December ]]>
Publisher : <![CDATA[English Education Study Program Faculty of Teacher Training and Education ]]>
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DOI: 10.32663/edu-ling.v6i1.3418
<![CDATA[Abstract The main problem of this study was: is it significantly effective to teach reading comprehension by applying of asking stage strategy. Therefore, the main objective of this study was to find out whether or not it is significantly effective to teach reading comprehension by applying of asking stage strategy to the seventh grade students. Method used was pre-experimental method with one group pre-test post-test design. Population was all of the seventh grade students at SMP Negeri 5 Lubuklinggau which consisted of 8 classes with 261 students. Sample of this study was taken by using cluster random sampling, with number of sample 35 students. Data were collected through test consisting 20 items of multiple choices. The obtained data were analyzed through three techniques: 1) Individual Score, 2) conversion of score range, 3) the matched t-test. There were three major findings in this study, they are: (1) students’ mean score in the pre-test was (67.14), (2) students’ mean score in the post-test was (79.29), and (3) the result of matched t-test calculation should that t obtained was (6.75), which is higher than 1.697 as the critical value of the t table for degree of freedom 34 (35-1) with 95% significant level for one-tailed test. It can be concluded that the null-hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. The fact shows that it was significantly effective to apply asking stage strategy for teaching reading comprehension for the seventh grade students at SMP Negeri 5 Lubuklinggau.]]>
