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Fitri Novia
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INDONESIA
Language and Education Journal
Published by Universitas Islam Ogan Komering Ilir Kayuagung
ISSN : 25034936     EISSN : 27468747     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Language Teaching English, Language Testing and Evaluation, ELT Material Development Translation in English Education, Linguistics Discourse Analysis in English Education, Analysis on English Literatures in English Education Context.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol 8 No 1 (2023): Language and Education Journal" : 6 Documents clear
TERTIARY STUDENTS’ READING INTEREST AND CRITICAL THINKING SKILL Wina Fanta Anggalya; Rahma Dianti
Language and Education Journal Vol 8 No 1 (2023): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v8i1.410

Abstract

Many research have proved that reading interest can influence the way someone think. It is crucial to promote critical thinking skills in higher education level. This study aimed to find out the level of students’ critical thinking skills and to reveal the association between reading interest and critical thinking skill. This study used correlational research design. Fifty-seven tertiary students of English Education Department at Tridinanti University were participated as the sample which was selected using total sampling technique since the population size was small. The data were collected by administering a questionnaire of reading interest and critical thinking test. After gathering the data, it was analyzed using Pearson Product Moment to examine the association between student’s reading interest and their critical thinking skill. The data obtained were analyzed by using Pearson Product Moment. The result of correlational analysis revealed that there was a very weak correlation between reading interest and critical thinking skill
STUDENTS’ PERCEPTION TOWARD DIGITAL LITERACY IN LEARNING ENGLISH FOR SPECIFIC PURPOSES (ESP) AT AKPER YPIB MAJALENGKA Rully Khoeru Solihin
Language and Education Journal Vol 8 No 1 (2023): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v8i1.411

Abstract

Abstract: Digital literacy competence played an essential role in the growth of university students to achieve their goals of learning. This study was carried out to define the students’ perception of the use of digital literacy in learning English Specific Purposes. The participant consists of the students of the AKPER YPIB Majalengka. 60 students were chosen by purposive sampling technique. The students had a distinctive response regarding the use of digital literacy competence and how they perceive it. This study was a qualitative case study. The data was gathered through open-ended questionnaires and classroom observation. The findings showed that the students had a positive voice regarding the use of digital literacy competence in learning English, they perceived that digital literacy needs willingness and critical thinking skills. Moreover, students’ willingness played a role to find students’ strengths and weaknesses, and students critical thinking skills played an essential to analyze the information and developing their competencies to achieve the learning goals.
THE FACTOR OF STUDENTS’ PROBLEM IN WRITING RECOUNT TEXT OF EIGHTH GRADE AT SMP NEGERI 12 KOTABUMI ACADEMIC YEAR 2022/2023 Rulik Setiani; Mutia Restika; Rini Susilowati
Language and Education Journal Vol 8 No 1 (2023): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v8i1.412

Abstract

The aim of this study was to determine the factors causing students’ problems in writing recount text and what is the most dominant factor toward students’ problems in writing recount text of eight grade at SMP Negeri 12 Kotabumi Academic Year 2022/2023. This study uses a descriptive-qualitative method with document as a data collection technique which examined students’ writing recount text of 27 students by taking 6 students’ writing recount text from students who have the lowest score. The research finding show that the students have a problem in linguistic problems: grammar 23 errors, vocabulary 2 errors, and choice of sentence no error, in cognitive problems: punctuation 18 errors, capitalization 4 errors, spelling 5 errors, and paragraphing 1 error. Hence, reading a lot before writing becomes one’s solution to eliminates students’ difficulties in writing text. It is recommended for students to read more and practice how to write good text especially in writing recount text. Students must understand well the components in writing a good paragraph, so that the students do not experience problems during the process. In addition, they must also pay more attention to the teacher’s explanation when the teaching and learning process is carried out.
AN ANALYSIS OF THE EIGHTH-GRADE STUDENTS' DIFFICULTIES IN WRITING RECOUNT TEXT AT MTS PIDUA Kiki Rizki Amelia; Rekha Asmara; Dewi Sartika
Language and Education Journal Vol 8 No 1 (2023): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v8i1.413

Abstract

Writing is a challenging skill that students must master. Students must understand aspects of writing, including content, organization, grammar, vocabulary, and mechanics, in order to compose well. The objective of this study was to investigate the difficulties students had in writing recount texts in grade VIII MTs Pidua. This study was a descriptive qualitative study. The samples were the eighth-grade students of MTs Pidua consisting of 14 students. To collect the data, a written test in the form of an essay and a questionnaire consisting of eight questions related to grammatical, knowledge and understanding, practice, and educational background were employed. Two raters scored the students’ writing products using an analytic scoring rubric. To validate the data, the triangulation method was applied. To analyze the data, Miles and Heberman’s three steps were used: data reduction, data display, and conclusion drawing or verification. The findings revealed that the number of learners made it challenging to write a recount text. These difficulties were linked to writings aspects such as content (35.71%), vocabulary (35.71%), grammar (21.43%), and organization (21.43%). The students, on the other hand, were well-versed in mechanics. They understood the importance of punctuation, spelling, and capitalization when writing a recount text. However, the students had difficulty in writing a recount text because they had limited knowledge of grammar, lacked knowledge and an understanding of the recount text, and were less practiced at writing. Although they had a good educational background, they still struggled to write a recount text due to the previous reasons mentioned.
THE USE OF PROCESS GENRE TECHNIQUE TO IMPROVE WRITING SKILL ferri hidayad; Ariya Agustin; Muhammad iqbal; M Bambang Purwanto
Language and Education Journal Vol 8 No 1 (2023): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v8i1.414

Abstract

This study was conducted to evaluate the outcomes of process-genre training in the EFL writing course. It also looked at how they used rhetorical devices and techniques in their essay. Additionally, the success of the intervention was evaluated according to how the pupils perceived it. At SMP N 2 Sungai Lilin's eighth grade, it was circumscribed. A quasi-experimental design was used to achieve this. Using the simple random sample procedure, Sections A (N=42) and C (N=41) comprised the study's experimental group (EG) and control group (CG), respectively. While the CG received the customary writing instruction, the EG was exposed to process-genre intervention. Data were gathered using two research instruments: an interview and a pre-post intervention writing exam. Accordingly, the experimental and controlling technique was carried out. The textbook for English students in grade 8 served as both an EG and CG teaching tool. To compare the test results between the two groups at the pre-post test, an independent samples t-test was used, and a paired samples t-test was used to compare test results between groups. Additionally, both qualitative and quantitative data analysis techniques were used. According to the study's conclusions, teaching process-genre writing in EFL writing classrooms is a beneficial instructional strategy. Students made an effort to use rhetorical techniques when composing their essays. The impact on students' attitudes toward process-genre writing training was positive. When implementing the training in their writing classroom, EFL teachers should be skilled and competent. Finally, it is advised to do additional study by lengthening the intervention period to examine the effects of process-genre based writing training as an instructional strategy in EFL writing classrooms.
TEACHING READING NARRATIVE TEXT THROUGH ONLINE READING STRATEGY Fitri Novia; Ratna Nery; Indah Lestari
Language and Education Journal Vol 8 No 1 (2023): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v8i1.417

Abstract

The objective of this study was to find out whether or not there was a significant difference in reading comprehension achievement between the eighth grade students of SMP PGRI Pedamaran who were taught using the Online Reading Strategy and those who were not. Quasi-experimental method was used in this study. To collect data, a written test was in the form of multiple choice questions. The test was tried out in order to find out the reliability of the test. Before analyzing the data, normality and homogeneity were found. To analyze the data, t-test was used. Based on the results of the independent sample t-test, it was found that the t-test obtained (2.917) was higher than the t-table (2.00) and the Pvalue (0.000) was less than ɑ value (0.05). It showed that null hypotheses (Ho) was rejected and alternative hypotheses (Ha) was accepted. It meant that there was a significant difference in reading comprehension achievement between the students who were taught by using Online Reading Strategy and those who were not. In other words, online reading strategy improved the reading comprehension achievement of eighth graders of SMP PGRI Pedamaran.

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