Language and Education Journal
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.
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<![CDATA[THE EFFECT OF READER RESPONSE STRATEGY AND STUDENTS’ READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X SMAN 2 KOTA BENGKULU ]]>
<![CDATA[Elva Utami]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Educational Journal ]]>
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<![CDATA[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.]]>
<![CDATA[THE COMPARISON OF USING NUMBERED HEAD TOGETHER (NHT) TECHNIQUES AND COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) TECHNIQUES TOWARD READING COMPREHENSION ]]>
<![CDATA[Fenny Thresia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
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<![CDATA[Reading comprehension is a key point for basic English. The aim of this study is to find out the suitable technique between NHT and CIRC techniques in teaching reading. The design of this research was experimental design with pre-test and post-test design. The research was conducted at the Class Management. The number of population was 160 students, therefore, cluster random sampling was used as technique sampling. The students in each of experimental and control groups consisted of 32 students that classified from heterogenic students level. The result of the average score in experimental group was 63.40 and control group was 57.84. It meant that the result of reading scores in experimental group was higher than in control group. In other words, NHT technique was more effective than CIRC technique toward students reading comprehension in descriptive text.]]>
<![CDATA[THE USE OF SHARED READING TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1 KANDIS OGAN ILIR ]]>
<![CDATA[Rachmanita]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Educational Journal ]]>
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<![CDATA[One needs to be proficient in each of the four language skills namely, listening, speaking, reading, and writing in order to become a well rounded communicator. However, the ability to read skillfully, provide students with several distinct advantages. By having sufficient reading skill, students will make a better progress and development in learning English. In other words, students who want to be good in English must be able to read well and students who can comprehend the text not only will get much knowledge but also will obtain many vocabularies as well. Therefore, the aim of this study was to find out whether shared reading technique could improve students’ reading skill achievement or not. Quasi experimental method and non-randomized control group control group pre-test and post test design were used in this study. The population was the eighth grade students of SMP Negeri 1 Kandis Ogan Ilir in the academic year of 2014/2015 with total number of 172 students. There were two groups taken as the sample and each group consisted of thirty students. The data were collected by using writing test in the form of multiple choice. The data obtained were analyzed by using t-test. The findings showed that shared reading technique could improve students’ reading achievement.]]>
<![CDATA[PROMOTING LETTERS TO INCREASE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Educational Journal ]]>
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<![CDATA[Writing is one of important skills learned by students because everyone can express their ideas, opinion, feeling, and information on the paper. However, writing considers difficult for students. To overcome the students’ problem in writing, teachers can use various ways and authentic materials. One of them is by using letters. Therefore, the aim of this study was to find out whether or not students’ writing skill could increase by using letters. Quasi - experimental method was used which involved experimental and control groups. The samples consisted of 72 students of SMP Negeri 5 Kayuagung.Writing test was used to collect the data. Content validity and inter-rater reliability were used to measure the validity and reliability of instrument. To analyze the data, t-test was used. Based on the result, the value of t-obtained (5.495) was higher than value of t-table (1.9944) and pvalue (0.000) was lower than άvalue (0.05). It meant that the null hypothesis was rejected and the alternative hypothesis was accepted. In other words, letters could increase students’ writing skill.]]>
<![CDATA[THE USE OF COLLABORATIVE WRITING TECHNIQUE IN IMPROVING STUDENTS’ WRITING ACHIEVEMENT ]]>
<![CDATA[Dewi Sartika]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Educational Journal ]]>
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<![CDATA[Writing as the productive skill is needed to be master by the students so as to communicate and share the information in the written form. However, students still do not aware of the importance of writing skill. As a result, students face some problems in writing, such as have a lot mistakes in students’ writing due to the limitation of the time, lack of idea and vocabulary, and less concentration. Therefore, the objective of this study was to find whether collaborative writing technique was effective or not to improve students’ writing achievement. Quasi experimental method and nonrandomized pre-test post-test control group design were used. Study population was used as the samples and flip of cubic was used to determine the experimental and control groups. As a result, morning class was selected as the experimental group and afternoon class was selected as the control group. Content validity was used to check the validity of the test and tried out of the test was applied to find out the reliability of the test. Written test was used in which the students wrote one out of the topics provided. Then, the raters judged the students’ writing based on the rubric containing the four components, namely organization, grammar, spelling, and vocabulary. To analyze the data, t-test was used. The results showed that the mean difference between post-test in the experimental and control groups was 19.166, tobtained was 5.545 at the significant level of p]]>
<![CDATA[CORRELATION BETWEEN VOCABULARY MASTERY AND TRANSLATION TOWARD THE FIRST YEAR STUDENTS OF SMP SHAILENDRA PALEMBANG ]]>
<![CDATA[Rekha Asmara]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Educational Journal ]]>
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<![CDATA[The aim of this study was to find out whether or not there was a significant correlation between vocabulary mastery and translation toward the first year students of SMP Shailendra Palembang. This study was conducted using correlational research method to the first year students of SMP Shailendra Palembang with the total number of 70 students consisting of two classes. The whole students in the population were all taken as the sample. Two kinds of test (vocabulary and translation) were used to collect the data. The results of the tests were scored using percentage analysis formula. Then, the pearson product moment coefficient correlation was applied to know whether or not there was a significant correlation between the two variables. The findings showed that the value of r-obtained was 0.964, while the value of r-table was 0.235 with degree of freedom (df) of 70 at the level of significance 0.05 for two-tailed test. Since the value of r-obtained was higher than the value of r-table, it indicated that there was a significant correlation between the vocabulary mastery and translation toward the first year students of SMP Shailendra.]]>
<![CDATA[THE EFFECT OF READER RESPONSE STRATEGY AND STUDENTS’ READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X SMAN 2 KOTA BENGKULU ]]>
<![CDATA[Elva Utami]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/wdr4cw26
<![CDATA[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.]]>
<![CDATA[THE COMPARISON OF USING NUMBERED HEAD TOGETHER (NHT) TECHNIQUES AND COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) TECHNIQUES TOWARD READING COMPREHENSION ]]>
<![CDATA[Fenny Thresia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/fh5vqa39
<![CDATA[Reading comprehension is a key point for basic English. The aim of this study is to find out the suitable technique between NHT and CIRC techniques in teaching reading. The design of this research was experimental design with pre-test and post-test design. The research was conducted at the Class Management. The number of population was 160 students, therefore, cluster random sampling was used as technique sampling. The students in each of experimental and control groups consisted of 32 students that classified from heterogenic students level. The result of the average score in experimental group was 63.40 and control group was 57.84. It meant that the result of reading scores in experimental group was higher than in control group. In other words, NHT technique was more effective than CIRC technique toward students reading comprehension in descriptive text.]]>
<![CDATA[PROMOTING LETTERS TO INCREASE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/a1fgph75
<![CDATA[Writing is one of important skills learned by students because everyone can express their ideas, opinion, feeling, and information on the paper. However, writing considers difficult for students. To overcome the students’ problem in writing, teachers can use various ways and authentic materials. One of them is by using letters. Therefore, the aim of this study was to find out whether or not students’ writing skill could increase by using letters. Quasi - experimental method was used which involved experimental and control groups. The samples consisted of 72 students of SMP Negeri 5 Kayuagung.Writing test was used to collect the data. Content validity and inter-rater reliability were used to measure the validity and reliability of instrument. To analyze the data, t-test was used. Based on the result, the value of t-obtained (5.495) was higher than value of t-table (1.9944) and pvalue (0.000) was lower than value (0.05). It meant that the null hypothesis was rejected and the alternative hypothesis was accepted. In other words, letters could increase students’ writing skill.]]>
<![CDATA[THE EFFECT OF READER RESPONSE STRATEGY AND STUDENTS’ READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X SMAN 2 KOTA BENGKULU ]]>
<![CDATA[Elva Utami]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/er1c5e54
<![CDATA[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.]]>
