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 CORRELATION BETWEEN ATTITUDE TOWARD ENGLISH TO THE SPEAKING SKILL ON LP3I STUDENTS IN THE ACADEMIC YEAR OF 2016/2017 ]]>
<![CDATA[Arief Pamuji]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/qbhkrn70
<![CDATA[The objective of this research was to find out whether or not there is a correlation between attitude to the speaking skill. The sample of this research was taken by using total sampling with total 200 students of LP3I Palembang in the academic year 2016/2017. The data were obtained by using questionnaire and speaking test. To verify the hypotheses, the primary data were analyzed by using correlation and regression analyses by means of Statistical Product and Service Solution (SPSS) version 12.00 computer program. Based on the data analysis, the correlation coefficient (rxy) was 0.633 at the significance level p< 0.05 in two-tailed. Since the value of r-obtained was higher than the critical value of r-table (0.633 >0.1388), the null hypothesis (Ho) was rejected and consequently, the research hypothesis (H1) was accepted. This shows a significant correlation between attitude to the speaking skill on LP3I students Palembang in the academic year 2016 - 2017. And from R2 (the coefficient determiner) was 0.40, it meant that attitude influenced was 40 % of their speaking skill and the rest (60 %) was defined by other factors. It means that there was a significant influence of attitude on the students’ speaking skill]]>
<![CDATA[THE USE OF 3H (HERE, HIDDEN, IN MY HEAD) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Revi Oktarina]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
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DOI: 10.52237/f160jn61
<![CDATA[Reading is very crucial for students to be learned in order to achieve success. However, students still find difficulties in comprehending reading narrative text. The objective of this study was to find out whether or not there was a significant difference in reading comprehension achievement between the eighth graders of SMP Negeri 4 Kayuagung who were taught by using 3H (Here, Hidden, in my Head) strategy and that of those who were not. The quasi-experimental method was used in this study. The samples of the study were 60 students of the eighth graders of SMP Negeri 4 Kayuagung taken by purposive sampling method. Based on the result of independent sample t-test, it was found that t-obtained (9.39) was higher than t table (2.00) and pvalue (0.00) was less than ɑvalue (0.05). It showed that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It meant that there was a significant difference in reading comprehension achievement between the students who were taught by using 3H (Here, Hidden, in my Head) strategy and that of those who were not. In order words, 3H (Here, Hidden, in my Head) strategy could improve students’ reading comprehension achievement in eighth graders of SMP Negeri 4 Kayuagung]]>
<![CDATA[THE INFLUENCE OF GUIDED READING TECHNIQUE TOWARD STUDENTS' READING COMPREHENSION ]]>
<![CDATA[Eva Saptarina]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
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DOI: 10.52237/pjjbn572
<![CDATA[Guided reading is a technique that a teacher can use to help students become great readers. Reading is the most dominant skill in learning because the ability to read is not only a performance to pronounce the passage but also an understanding the message from a passage or text. Therefore, the main purpose of this study was to prove whether or not the students who were taught reading by using guided reading technique had significantly different achievement than that of those who were not. In conducting this study a quasi-experimental method was used. The sample was taken by using purposive sampling method. The writer used the written test in the form of multiple choice. In this study, content validity was used. The t-test was used to analyze the data. Based on the independent sample t-test, it was found that the mean difference between experimental and control groups was 12.353 at the significant level p<0.05 in two-tailed testing with df= 68, t-obtained was 3.811, and the critical value of t-table was 1.9955. Since t-obtained (3.811) was higher than t-table (1.9955) and p-value(0.000) was less than α-value (0.05), it showed that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It meant that there was a significant difference in students' reading comprehension between the students who were taught using guided reading technique and that of those who were not]]>
<![CDATA[THE USE OF THINK BEFORE, WHILE, AFTER READING (TWA) STRATEGY TO IMPROVE STUDENTS’ READING ACHIEVEMENT ]]>
<![CDATA[Yuni Indah Sari]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
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DOI: 10.52237/3bfd5r10
<![CDATA[Reading as an essential skill in order to obtain information written in the books. Therefore, students must master the skill of reading. This study aimed to find whether there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. The samples were the two classes of the eleventh-grade students of SMA Negeri 1 Teluk Gelam. The data obtained using the written test in which the students chose the correct answer after reading hortatory exposition texts. Then, to analyze the data, the t-test was used if the data were considered normal and homogenous. The result of t-test showed that t-obtained was 9.8 at the significance level of p<0.05 with df 58 and the critical value of t-table was 1.99 Since the value of t-obtained exceeded the critical value of t-table, the null hypothesis (Ho) was rejected and the research hypothesis (Ha) was accepted. It means that there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. Think before, While, After reading (TWA) strategy guided the students to find the main idea/topic of the text, specific/detail information of the text, synonym, and antonym of the vocabularies written in the text]]>
<![CDATA[UTILIZING ELT PODCASTS TO DEVELOP LISTENING COMPREHENSION ]]>
<![CDATA[Rekha Asmara]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
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DOI: 10.52237/jywfyk79
<![CDATA[The development of listening comprehension tends to be ignored in the process of teaching and learning English as a foreign language. English language teachers often use the same listening materials for much of the time of their teaching. A new trend for teaching listening comprehension known as ‘ELT podcast' is thus recommended and explained in this article. Educators saw the beneficial backwash of ELT podcasts for English teaching and learning especially in the teaching of listening comprehension. It offers students extra listening practice both inside and outside of English classes. The aim of this study was to help both teachers and students in overcoming the ignorance of listening comprehension development and in providing interesting, fun, and accessible teaching materials for listening comprehension]]>
<![CDATA[USING NURSERY RHYME TO TEACH LISTENING SKILL ]]>
<![CDATA[Ade Irma Suryani]]>;
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
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DOI: 10.52237/hwxx0v72
<![CDATA[Listening is a process to construct the meaning between speaker and listener. Unfortunately, in listening students not only have the important things but also difficult things. There are many kinds of song that teacher can use in teaching listening to support their teaching process. One of a song is a nursery rhyme. Hence, the purpose of this study was to find out whether or not there was a significant difference in listening achievement between students who were taught by using nursery rhymes and who were not. In conducting this study, quasi experimental design was used. In this study, the writer took the sample by using purposive sampling method. The writer used a written test in the form of fill in the blank. The t-test was used to analyze the data. Based on the result of the independent t-test, the t-obtained was 2.022. At the significance level of p<0.05 and the degree of freedom (df) 68. The critical value of ttable was 1.9955. Since the value of t-obtained (2.022) was higher than the value of t-table (1.9955) and p-value (0.047) was lower than ά-value (0.05), the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In the other words, there was a significant difference in students’ listening achievement between students who were taught by using nursery rhyme and that of those who were not]]>
<![CDATA[THE CORRELATION BETWEEN ATTITUDE TOWARD ENGLISH TO THE SPEAKING SKILL ON LP3I STUDENTS IN THE ACADEMIC YEAR OF 2016/2017 ]]>
<![CDATA[Arief Pamuji]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/nzmgsq50
<![CDATA[The objective of this research was to find out whether or not there is a correlation between attitude to the speaking skill. The sample of this research was taken by using total sampling with total 200 students of LP3I Palembang in the academic year 2016/2017. The data were obtained by using questionnaire and speaking test. To verify the hypotheses, the primary data were analyzed by using correlation and regression analyses by means of Statistical Product and Service Solution (SPSS) version 12.00 computer program. Based on the data analysis, the correlation coefficient (rxy) was 0.633 at the significance level p< 0.05 in two-tailed. Since the value of r-obtained was higher than the critical value of r-table (0.633 >0.1388), the null hypothesis (Ho) was rejected and consequently, the research hypothesis (H1) was accepted. This shows a significant correlation between attitude to the speaking skill on LP3I students Palembang in the academic year 2016 - 2017. And from R2 (the coefficient determiner) was 0.40, it meant that attitude influenced was 40 % of their speaking skill and the rest (60 %) was defined by other factors. It means that there was a significant influence of attitude on the students’ speaking skill]]>
<![CDATA[THE USE OF 3H (HERE, HIDDEN, IN MY HEAD) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Revi Oktarina]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
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Check in Google Scholar
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DOI: 10.52237/6fb1k897
<![CDATA[Reading is very crucial for students to be learned in order to achieve success. However, students still find difficulties in comprehending reading narrative text. The objective of this study was to find out whether or not there was a significant difference in reading comprehension achievement between the eighth graders of SMP Negeri 4 Kayuagung who were taught by using 3H (Here, Hidden, in my Head) strategy and that of those who were not. The quasi-experimental method was used in this study. The samples of the study were 60 students of the eighth graders of SMP Negeri 4 Kayuagung taken by purposive sampling method. Based on the result of independent sample t-test, it was found that t-obtained (9.39) was higher than ttable (2.00) and pvalue (0.00) was less than ɑvalue (0.05). It showed that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It meant that there was a significant difference in reading comprehension achievement between the students who were taught by using 3H (Here, Hidden, in my Head) strategy and that of those who were not. In order words, 3H (Here, Hidden, in my Head) strategy could improve students’ reading comprehension achievement in eighth graders of SMP Negeri 4 Kayuagung]]>
<![CDATA[THE INFLUENCE OF GUIDED READING TECHNIQUE TOWARD STUDENTS' READING COMPREHENSION ]]>
<![CDATA[Eva Saptarina]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/8fc9j442
<![CDATA[Guided reading is a technique that a teacher can use to help students become great readers. Reading is the most dominant skill in learning because the ability to read is not only a performance to pronounce the passage but also an understanding the message from a passage or text. Therefore, the main purpose of this study was to prove whether or not the students who were taught reading by using guided reading technique had significantly different achievement than that of those who were not. In conducting this study a quasi-experimental method was used. The sample was taken by using purposive sampling method. The writer used the written test in the form of multiple choice. In this study, content validity was used. The t-test was used to analyze the data. Based on the independent sample t-test, it was found that the mean difference between experimental and control groups was 12.353 at the significant level p<0.05 in two-tailed testing with df= 68, t-obtained was 3.811, and the critical value of t-table was 1.9955. Since t-obtained (3.811) was higher than t-table (1.9955) and p-value(0.000) was less than α-value (0.05), it showed that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It meant that there was a significant difference in students' reading comprehension between the students who were taught using guided reading technique and that of those who were not]]>
<![CDATA[THE USE OF THINK BEFORE, WHILE, AFTER READING (TWA) STRATEGY TO IMPROVE STUDENTS’ READING ACHIEVEMENT ]]>
<![CDATA[Yuni Indah Sari]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/af6z0k80
<![CDATA[Reading as an essential skill in order to obtain information written in the books. Therefore, students must master the skill of reading. This study aimed to find whether there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. The samples were the two classes of the eleventh-grade students of SMA Negeri 1 Teluk Gelam. The data obtained using the written test in which the students chose the correct answer after reading hortatory exposition texts. Then, to analyze the data, the t-test was used if the data were considered normal and homogenous. The result of t-test showed that t-obtained was 9.8 at the significance level of p<0.05 with df 58 and the critical value of t-table was 1.99 Since the value of t-obtained exceeded the critical value of t-table, the null hypothesis (Ho) was rejected and the research hypothesis (Ha) was accepted. It means that there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. Think before, While, After reading (TWA) strategy guided the students to find the main idea/topic of the text, specific/detail information of the text, synonym, and antonym of the vocabularies written in the text]]>
