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[DEVELOPING STUDENTS’ READING ACHIEVEMENT BY USING THINK-PAIR-SHARE (TPS) ]]>
<![CDATA[Mustaqim]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/daw45e47
<![CDATA[Indonesia has low interest in reading. It indicated that students’ reading achievement were low. As teachers of English, they should work hard to make students love reading and improve their reading achievement. One of the way to improve students’ reading achievement was using Think Pair Share (TPS). The objective of this study was to find out whether or not there was a significant difference between the students who were taught by using TPS and that of those who were not. Quasi-experimental method was used. The samples were two classes of the eleventh-grade students of SMA Negeri 2 Tanjung Raja. The written test of reading was used in order to collect the data. The test was tested to non samples so as to find the reliability of the test. In terms of validity, content validity was used. Based on the comparison between the experimental and control groups which was analyzed using independent sample t-test, it was found that t-obtained (2.054) was higher than t-table (2.021) and p-value (0.046) was less than ᾳ-value (0.05). It indicated that Think Pair Share (TPS) could improve the students’ reading comprehension achievement, especially in answering question easier. Besides, Think Pair Share (TPS) could enhance students’ reading comprehension achievement if the students exposed to do it. In other words, there was a significant difference between the students who were taught by using TPS and that of those who were not]]>
<![CDATA[TEACHING SPEAKING REPORT TEXT THROUGH VIDEO ]]>
<![CDATA[Desy Hardiyanti]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
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DOI: 10.52237/nev29j91
<![CDATA[Speaking is important because it has a function that covers many aspects of human interaction. A video is one of the media that can be used to improve students’ speaking achievement. The objective of this study was to find out whether or not there was a significant difference in speaking achievement between the students who were taught through video and that of those who were not. In this study, quasi-experimental was used. Only the experimental group received the treatment (Creswell, 2003, p.19). The population of this study was all the Eleventh Grade Students of SMA Negeri 2 Tanjung Raja. Therefore, the sample was chosen by using a purposive sample. A t-test was used to analyze the data. Based on the analysis of the data, the value of the t-obtained was 5.271 at the significant level p<0.05 in two-tailed testing with df = 62 the critical value of t-table =1.9990. Since the value of t-obtained was higher than the critical value of t-table, Ho was rejected and Ha was accepted. It meant that there was a significant difference between speaking achievement of the students who were taught through video and those who were not]]>
<![CDATA[USING BAMBOO DANCING METHOD TO IMPROVE READING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
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DOI: 10.52237/1t0pdp93
<![CDATA[The aim of this study was to prove whether or not there was a significant difference in students’ reading skill between students who were taught using bamboo dancing and that of those were not. A quasi-experimental method was applied. The sample of this study was the tenth grade of SMA N 4 Kayuagung which consisted 62 students. The purposive sampling method was used to select the sample. A written test was used in the form of multiple choice to collect the data. Content validity and IDIF was used to find out the validity. Kuder Richardson (KR-21) was used to measure the reliability. A t-test was used to analyze the data. Based on the result of independent sample t-test, the value of t-obtained was 13.631 at significance level p<0.05 in two-tailed testing and df=60, the critical value of t-table was 2.0003. Since the value of t-obtained (13.631) was higher than t-table (2.0003) and p-value (0.000) was less than α value 0.05, the null hypothesis (H0) was rejected and alternative hypotheses (Ha) was accepted. It meant that there was a significant difference in students’ reading skill between students who were taught using bamboo dancing and that o]]>
<![CDATA[THE USE ENGLISH ISLAMIC SONGS TO IMPROVE STUDENTS’ LISTENING ACHIEVEMENT ]]>
<![CDATA[Dewi Sartika]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
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DOI: 10.52237/rv46pf44
<![CDATA[Listening plays important role in communication. In fact, students had troubles in understanding someone spoke. The aim of this study was to improve students listening skill by using Islamic English songs. The method was a classroom action research that consisted of pretest, two cycles, and posttest. Each cycle consisted of four steps: planning, action, evaluation, and reflection. The subject was the second semester of English Language Education Department of FKIP Islamic University of Ogan Komering Ilir that consisted of 24 students. The instrument was a written test and analyzed by mean score formula. The result showed that in the pretest, the students’ mean score was 51.46 (low), in cycle 1, the students’ mean score was 61.46 (moderate), and in cycle 2, the students’ mean score was 70.29 (moderate). In the posttest, the students’ mean score had improvement (80.13) which was in good category. Therefore, it could be concluded that the use of English Islamic songs improved the second-semester students’ listening skill. English Islamic songs stimulated students to listen to something so that they could identify the words and comprehend the content of the songs well]]>
<![CDATA[THE COMPARISON USING DRAW LABEL CAPTION (DLC) AND DRILL TECHNIQUE TOWARD STUDENTS’ ENGLISH WRITING ABILITY ]]>
<![CDATA[Fitri Palupi Kusumawati]]>;
<![CDATA[Eva Faliyanti]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
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DOI: 10.52237/mvqvm597
<![CDATA[Writing can be said that it is very important for the students, because the students can express their ideas and cxperience in writing form. The teachers should always look for which one suitable technique to be applied to the students, in order to make the students interested in learning writing, they are Draw Label Caption (DLC) and Drill Technique. In this research, the researcher compared DLC and Drill techniques that can be used to improve students’ writing ability. In this experimental research, there were 3 variables. That are 1). Draw Label Caption (DLC) technique as the first independent variable. 2). Drill technique as the second independent variable. 3) Writing skill as the dependent variable. The method that used in this research was test. Students were asked to write the text in English based on predetermined theme. In this study, researcher used pretest and Posttest. Based on the data analysis the researcher got the result of based on the calculation, it was found that: 1) F-ratio = 7.5 and F-table at significance level 1% was 7.08 and at significance 5% was 4.00. At this point the researcher found that F-ratio was bigger than F-table. The researcher concluded that there was difference of students’ English writing ability through DLC and Drill technique. 2) Fratio = 37.7 at the same signifficance level. In other words, there was difference of students’ English writing ability through DLC and Drill technique]]>
<![CDATA[STUDENTS’ PERCEPTION TOWARD TEACHER OF ENGLISH IN TEACHING PERFORMANCE ]]>
<![CDATA[Nyayu Yayu Suryani]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
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DOI: 10.52237/45vkh466
<![CDATA[The teaching performance of the teacher plays important roles in improving the students’ achievement in learning English. However, the performance of the teacher in teaching English is judged by the students’ performance. Therefore, the main purpose of this study was to find out the students’ perception about the teacher of English in teaching performance at SMA N 14 Palembang related to the questionnaire given. The population of this research was all the third year students of SMA Negeri 14 Palembang. They were 48 students taken as a sample. A descriptive method was used in this research. The data were obtained by means of a questionnaire. Based on the result of the data analysis, the students’ perception of their teacher’s performance in teaching covered seven aspects were as follows: (a)How the teacher open the lesson, (b) The attitude of the teacher in learning process, (c) The teacher material mastery, (d) Teaching and learning process, (e) The use of media, (f) Evaluation, and (g) How the teacher close the lesson. It concluded that most of the students’ perception about t]]>
<![CDATA[THE COMPARISON USING DRAW LABEL CAPTION (DLC) AND DRILL TECHNIQUE TOWARD STUDENTS’ ENGLISH WRITING ABILITY ]]>
<![CDATA[Fitri Palupi Kusumawati]]>;
<![CDATA[Eva Faliyanti]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/62y3d760
<![CDATA[Writing can be said that it is very important for the students, because the students can express their ideas and cxperience in writing form. The teachers should always look for which one suitable technique to be applied to the students, in order to make the students interested in learning writing, they are Draw Label Caption (DLC) and Drill Technique. In this research, the researcher compared DLC and Drill techniques that can be used to improve students’ writing ability. In this experimental research, there were 3 variables. That are 1). Draw Label Caption (DLC) technique as the first independent variable. 2). Drill technique as the second independent variable. 3) Writing skill as the dependent variable. The method that used in this research was test. Students were asked to write the text in English based on predetermined theme. In this study, researcher used pretest and Posttest. Based on the data analysis the researcher got the result of based on the calculation, it was found that: 1) F-ratio = 7.5 and F-table at significance level 1% was 7.08 and at significance 5% was 4.00. At this point the researcher found that F-ratio was bigger than F-table. The researcher concluded that there was difference of students’ English writing ability through DLC and Drill technique. 2) Fratio = 37.7 at the same signifficance level. In other words, there was difference of students’ English writing ability through DLC and Drill technique]]>
<![CDATA[STUDENTS’ PERCEPTION TOWARD TEACHER OF ENGLISH IN TEACHING PERFORMANCE ]]>
<![CDATA[Nyayu Yayu Suryani]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/1j9cdh30
<![CDATA[The teaching performance of the teacher plays important roles in improving the students’ achievement in learning English. However, the performance of the teacher in teaching English is judged by the students’ performance. Therefore, the main purpose of this study was to find out the students’ perception about the teacher of English in teaching performance at SMA N 14 Palembang related to the questionnaire given. The population of this research was all the third year students of SMA Negeri 14 Palembang. They were 48 students taken as a sample. A descriptive method was used in this research. The data were obtained by means of a questionnaire. Based on the result of the data analysis, the students’ perception of their teacher’s performance in teaching covered seven aspects were as follows: (a)How the teacher open the lesson, (b) The attitude of the teacher in learning process, (c) The teacher material mastery, (d) Teaching and learning process, (e) The use of media, (f) Evaluation, and (g) How the teacher close the lesson. It concluded that most of the students’ perception about the teacher of English in teaching performance at SMA N 14 Palembang gave positive perception]]>
<![CDATA[DEVELOPING STUDENTS’ READING ACHIEVEMENT BY USING THINK-PAIR-SHARE (TPS) ]]>
<![CDATA[Mustaqim]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/2v7ctk64
<![CDATA[Indonesia has low interest in reading. It indicated that students’ reading achievement were low. As teachers of English, they should work hard to make students love reading and improve their reading achievement. One of the way to improve students’ reading achievement was using Think Pair Share (TPS). The objective of this study was to find out whether or not there was a significant difference between the students who were taught by using TPS and that of those who were not. Quasi-experimental method was used. The samples were two classes of the eleventh-grade students of SMA Negeri 2 Tanjung Raja. The written test of reading was used in order to collect the data. The test was tested to non samples so as to find the reliability of the test. In terms of validity, content validity was used. Based on the comparison between the experimental and control groups which was analyzed using independent sample t-test, it was found that t-obtained (2.054) was higher than t-table (2.021) and p-value (0.046) was less than ᾳ-value (0.05). It indicated that Think Pair Share (TPS) could improve the students’ reading comprehension achievement, especially in answering question easier. Besides, Think Pair Share (TPS) could enhance students’ reading comprehension achievement if the students exposed to do it. In other words, there was a significant difference between the students who were taught by using TPS and that of those who were not]]>
<![CDATA[TEACHING SPEAKING REPORT TEXT THROUGH VIDEO ]]>
<![CDATA[Desy Hardiyanti]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/fd54vc52
<![CDATA[Speaking is important because it has a function that covers many aspects of human interaction. A video is one of the media that can be used to improve students’ speaking achievement. The objective of this study was to find out whether or not there was a significant difference in speaking achievement between the students who were taught through video and that of those who were not. In this study, quasi-experimental was used. Only the experimental group received the treatment (Creswell, 2003, p.19). The population of this study was all the Eleventh Grade Students of SMA Negeri 2 Tanjung Raja. Therefore, the sample was chosen by using a purposive sample. A t-test was used to analyze the data. Based on the analysis of the data, the value of the t-obtained was 5.271 at the significant level p<0.05 in two-tailed testing with df = 62 the critical value of t-table =1.9990. Since the value of t-obtained was higher than the critical value of t-table, Ho was rejected and Ha was accepted. It meant that there was a significant difference between speaking achievement of the students who were taught through video and those who were not]]>
