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 ENGLISH SPEAKING ANXIETY OF NURSING SCIENCE STUDENTS OF STIK BINA HUSADA PALEMBANG ]]>
<![CDATA[Agus Wahyudi]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/bprhym26
<![CDATA[Learning a foreign language is closely related to human psychology, where learners sometimes got anxiety which is the common reaction in English classes. Horwitz (2001) states that one-third of the students who study foreign languages experience at least at an average level. The population of this study was the nursing science students of STIK Bina Husada in the 2016/2017 academic year; the sample of this study was the second-semester students who took English II subject, where there were 45 students consisting of 15 males and 30 females. The purposes of this research were to find out the frequency and the level of English speaking anxiety of Nursing Science Students STIK Bina Husada Palembang. The frequency of English speaking anxiety was categorized into very often, often, seldom, and never, while the level of English speaking anxiety was categorized into high, moderate, and low. To collect the data, two questionnaires of an English speaking anxiety adapted from Horwitz, Horwitz, and Cope (1986) were distributed. The result of this study showed that 6 students (13%) answered very often, 18 students (40%) answered often, 19 students (42%) answered seldom, and 2 students (5%) answered never felt anxious when speaking English in the class. Further, the second questionnaire showed that 2 students (5%) were in the high category, 42 students (93%) were in moderate, 1 student (2%) was in low anxiety. In accordance with the students’ answers, it was hoped that the students realized that it was natural to make mistake in English class]]>
<![CDATA[USING POWER STRATEGY TO TEACH WRITING SKILL ]]>
<![CDATA[Reka Tia Susanti]]>;
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/hnxq2283
<![CDATA[Writing is an important language skill that must be learned by students. However, it is a complex process that makes many students have difficulty to generate ideas or struggle with brainstorming. As the result, their composition is not coherent and unity. POWER strategy can be used to help students’ in doing the process of writing. The objective of this study was to find out whether or not there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not. The quasi-experimental method was used. Purposive sampling technique was used to select the sample. The written test was used as an instrument. The t-test was used to analyze the data. Based on the data, it was found that tobtained (3.511) was higher than ttable (1.966), and pvalue (0.000) was lower than αvalue (0.05) It meant that null hypothesis (Ho) was rejected and consequently the alternative hypothesis(Ha)was accepted. Hence, there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not]]>
<![CDATA[ENHANCING STUDENTS’ READING ACHIEVEMENT BY USING PROFESSOR KNOW-IT-ALL STRATEGY ]]>
<![CDATA[Mimiliah]]>;
<![CDATA[Dewi Sartika]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/r3b0e214
<![CDATA[Students still have difficulty in comprehending the reading text. Hence, the objective of the study was to find out whether Professor Know-It-All strategy could improve the tenth-grade students’ reading achievement at SMA Meranti Pedamaran or not. The population of this study was all the tenth-grade students of SMA Meranti Pedamaran. The sample was chosen using purposive sampling method, therefore, two classes; experimental group (class X.3) and control group (class X.2) were taken as the samples and each of them consisted of 36 students. To conduct this study, the quasiexperimental method was used. The written test in the form of multiple choices was administered in order to collect the data. The test was tried out to nonsample students at SMA Meranti Pedamaran in order to know the reliability and validity of the test. Before analyzing the data using the t-test, the normality and homogeneity were found. After the data were considered normal and homogenous, the result of independent sample t-test showed that t-obtained (4.960) was higher than ttable (1.9944) and pvalue (0.000) was less than ᾳvalue (0.05), it showed that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It meant that Professor Know-It-All strategy could improve the tenth-grade students’ reading achievement at SMA Meranti Pedamaran. In brief, Professor Know-It-All Strategy could improve students’ reading achievement because this strategy guided them to comprehend the reading texts given during the treatment by asking and answering the questions posed by their classmates]]>
<![CDATA[DEVELOPING STUDENTS’ READING ACHIEVEMENT BY USING RECIPROCAL TEACHING ]]>
<![CDATA[Ratna Nery]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/rga8m770
<![CDATA[Reading is one of the most important skills to develop knowledge besides listening, speaking, and writing skills. It provides access the information due to the fact that it can give valuable knowledge to the readers who want to find the information. Ideas, opinion, or information can be gotten from how much the students read the books. Therefore the main purpose of this study was to prove whether or not the students who were taught reading by using reciprocal teaching had significantly different achievement than that of those who were not. The samples were the ninth grade students at State Junior High School 1 of Sirah Pulau Padang. The data obtained were taken by using a written test in the form of multiple choices. The data were analyzed by using t-test and all the computational procedures were run by using Statistical Package Social Science (SPSS). The result of independent samples t-test showed that t-obtained (4.352) was higher than the pvalue (.000) of ttable (1.9990). It means that there was a significant difference in reading achievement between the students who were taught by using reciprocal teaching and that of those who were not. The students who were taught by using reciprocal teaching could develop their reading achievement after experiencing with the classroom activities]]>
<![CDATA[THE USE OF PICTURE SERIES IN WRITING PROCEDURE TEXT ]]>
<![CDATA[Yessy Listyaningsih]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/jpy6mz94
<![CDATA[Writing is one of skill which needs to be learned by the students. Through writing, someone can share personal meanings and express his/her idea in the written form. However, students still have problems in writing procedure text. Therefore, the purpose of this study was to find out whether there was a statistically significant difference of students’ writing achievement and that of those who were not. This research was quantitative. The samples of the research were 30 students at the eighth grade of SMP Negeri 4 Kayuagung, namely classes VIII.3 and VIII.6. The instrument used was written test in the form of essay. The data were analyzed by using t-test. The result showed that there was a statistically significant difference on students’ writing of procedure text with significance level of p<0.05 and the value of tobtained (3.189) was higher than ttable (2.000). This suggested that picture series helped the students to understand the difficult words easily by looking at the pictures, made them more enjoyable and interesting to learn writing, made the class more active and alive, and could attract the students’ curiosity in learning new vocabulary so that they could write the composition of procedure text well]]>
<![CDATA[THE ENGLISH SPEAKING ANXIETY OF NURSING SCIENCE STUDENTS OF STIK BINA HUSADA PALEMBANG ]]>
<![CDATA[Agus Wahyudi]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
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DOI: 10.52237/wz6me977
<![CDATA[Learning a foreign language is closely related to human psychology, where learners sometimes got anxiety which is the common reaction in English classes. Horwitz (2001) states that one-third of the students who study foreign languages experience at least at an average level. The population of this study was the nursing science students of STIK Bina Husada in the 2016/2017 academic year; the sample of this study was the second-semester students who took English II subject, where there were 45 students consisting of 15 males and 30 females. The purposes of this research were to find out the frequency and the level of English speaking anxiety of Nursing Science Students STIK Bina Husada Palembang. The frequency of English speaking anxiety was categorized into very often, often, seldom, and never, while the level of English speaking anxiety was categorized into high, moderate, and low. To collect the data, two questionnaires of an English speaking anxiety adapted from Horwitz, Horwitz, and Cope (1986) were distributed. The result of this study showed that 6 students (13%) answered very often, 18 students (40%) answered often, 19 students (42%) answered seldom, and 2 students (5%) answered never felt anxious when speaking English in the class. Further, the second questionnaire showed that 2 students (5%) were in the high category, 42 students (93%) were in moderate, 1 student (2%) was in low anxiety. In accordance with the students’ answers, it was hoped that the students realized that it was natural to make mistake in English class.]]>
<![CDATA[USING POWER STRATEGY TO TEACH WRITING SKILL ]]>
<![CDATA[Reka Tia Susanti]]>;
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
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DOI: 10.52237/w9jmgq14
<![CDATA[Writing is an important language skill that must be learned by students. However, it is a complex process that makes many students have difficulty to generate ideas or struggle with brainstorming. As the result, their composition is not coherent and unity. POWER strategy can be used to help students’ in doing the process of writing. The objective of this study was to find out whether or not there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not. The quasi-experimental method was used. Purposive sampling technique was used to select the sample. The written test was used as an instrument. The t-test was used to analyze the data. Based on the data, it was found that tobtained (3.511) was higher than ttable (1.966), and pvalue (0.000) was lower than αvalue (0.05) It meant that null hypothesis (Ho) was rejected and consequently the alternative hypothesis(Ha)was accepted. Hence, there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not]]>
<![CDATA[ENHANCING STUDENTS’ READING ACHIEVEMENT BY USING PROFESSOR KNOW-IT-ALL STRATEGY ]]>
<![CDATA[Mimiliah]]>;
<![CDATA[Dewi Sartika]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
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DOI: 10.52237/6jwrgd30
<![CDATA[Students still have difficulty in comprehending the reading text. Hence, the objective of the study was to find out whether Professor Know-It-All strategy could improve the tenth-grade students’ reading achievement at SMA Meranti Pedamaran or not. The population of this study was all the tenth-grade students of SMA Meranti Pedamaran. The sample was chosen using purposive sampling method, therefore, two classes; experimental group (class X.3) and control group (class X.2) were taken as the samples and each of them consisted of 36 students. To conduct this study, the quasiexperimental method was used. The written test in the form of multiple choices was administered in order to collect the data. The test was tried out to nonsample students at SMA Meranti Pedamaran in order to know the reliability and validity of the test. Before analyzing the data using the t-test, the normality and homogeneity were found. After the data were considered normal and homogenous, the result of independent sample t-test showed that t-obtained (4.960) was higher than ttable (1.9944) and pvalue (0.000) was less than ᾳvalue (0.05), it showed that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It meant that Professor Know-It-All strategy could improve the tenth-grade students’ reading achievement at SMA Meranti Pedamaran. In brief, Professor Know-It-All Strategy could improve students’ reading achievement because this strategy guided them to comprehend the reading texts given during the treatment by asking and answering the questions posed by their classmates]]>
<![CDATA[DEVELOPING STUDENTS’ READING ACHIEVEMENT BY USING RECIPROCAL TEACHING ]]>
<![CDATA[Ratna Nery]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
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DOI: 10.52237/enxg9145
<![CDATA[Reading is one of the most important skills to develop knowledge besides listening, speaking, and writing skills. It provides access the information due to the fact that it can give valuable knowledge to the readers who want to find the information. Ideas, opinion, or information can be gotten from how much the students read the books. Therefore the main purpose of this study was to prove whether or not the students who were taught reading by using reciprocal teaching had significantly different achievement than that of those who were not. The samples were the ninth grade students at State Junior High School 1 of Sirah Pulau Padang. The data obtained were taken by using a written test in the form of multiple choices. The data were analyzed by using t-test and all the computational procedures were run by using Statistical Package Social Science (SPSS). The result of independent samples t-test showed that t-obtained (4.352) was higher than the pvalue (.000) of ttable (1.9990). It means that there was a significant difference in reading achievement between the students who were taught by using reciprocal teaching and that of those who were not. The students who were taught by using reciprocal teaching could develop their reading achievement after experiencing with the classroom activities]]>
<![CDATA[THE USE OF PICTURE SERIES IN WRITING PROCEDURE TEXT ]]>
<![CDATA[Yessy Listyaningsih]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.52237/rvwnf888
<![CDATA[Writing is one of skill which needs to be learned by the students. Through writing, someone can share personal meanings and express his/her idea in the written form. However, students still have problems in writing procedure text. Therefore, the purpose of this study was to find out whether there was a statistically significant difference of students’ writing achievement and that of those who were not. This research was quantitative. The samples of the research were 30 students at the eighth grade of SMP Negeri 4 Kayuagung, namely classes VIII.3 and VIII.6. The instrument used was written test in the form of essay. The data were analyzed by using t-test. The result showed that there was a statistically significant difference on students’ writing of procedure text with significance level of p<0.05 and the value of tobtained (3.189) was higher than ttable (2.000). This suggested that picture series helped the students to understand the difficult words easily by looking at the pictures, made them more enjoyable and interesting to learn writing, made the class more active and alive, and could attract the students’ curiosity in learning new vocabulary so that they could write the composition of procedure text well]]>
