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[USING STORY GRAMMAR STRATEGY TO IMPROVE READING COMPREHENSION ]]>
<![CDATA[Nuril Indriana]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/5j8d9a49
<![CDATA[Reading is a necessary skill that required by students because reading is a vital skill to get information. Story grammar strategy can be used to improve students’ comprehension in understanding the text. The objective of the study was to find out whether or not there was a significant difference in reading comprehension between the students who were taught by using story grammar strategy and that of those who were not. The method used in this study was a quasi-experimental method. The sample of this study was 60 students which divided into two groups, namely experimental group (class XI IPA 2) and control group (class XI IPA 3). To collect the data, the written test in the form of multiple choices was administered. The t-test was to analyze the data. The result of t-test was 13.7 the significance level of p<0.05 with df 58, the critical value of t-table was 1.9944 so that 13.7>1.9944, it showed that the null hypothesis (Ho) was rejected and the research hypothesis (Ha) was accepted. It meant that there was a significant difference in reading comprehension between students who were taught by using story grammar strategy that of those who were not. In conclusion, story grammar can be used to improve students’ reading comprehension]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION BY USING NUMBERED HEADS TOGETHER (NHT) TECHNIQUE ]]>
<![CDATA[Vivi Liana]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/zjss6370
<![CDATA[Reading is important subject that should be taught. NHT is one of the techniques that can be used to improve students' reading comprehension. The main purpose of this study was to find out whether or not there was any significant difference in students' reading achievement between students who were taught by using (NHT) technique and that of those who were not. The experimental method was used to conduct the study. The sample was taken by using purposive sampling method which consisted 32 in each group. To select the experimental and control groups, a flip coin was used. Therefore, class VIII 3 was the experimental group whereas VIII 4 as the control group. Multiple choice was used to collect the data. The data obtained were analyzed by the ttest The value of t-obtained was 3.280, at the significant level p<0.05 in two-tailed testing with df = 62, the critical value of t-table = 1.999. Since the value of t-obtained was higher than t-table, the null hypotheses (Ho) was rejected and alternative hypotheses (Ha) was accepted. It meant that there was a significant difference in students' reading achievement between the students who were taught by using (NHT) technique an]]>
<![CDATA[THE USE OF FACT QUESTION RESPONSE (FQR) STRATEGY TO IMPROVE STUDENTS’ READING ACHIEVEMENT ]]>
<![CDATA[Dewi Sartika]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/xwsnxh22
<![CDATA[Reading is beneficial for students to obtain new information and enlarge their knowledge. In fact, students still face some obstacles in comprehending the reading of report text. Therefore, the purpose of this study was to find out whether there was a significant difference in students’ reading achievement of report text between the students who were taught using Fact Question Response (FQR) strategy and that of those who were not. This study used quasi experimental method. The selected samples were used purposive sampling method, therefore, two classes out of seven classes. The accurate data were collected by using written test in the form of multiple choice. Based on the analyzing of independent sample t-test, the result showed that The comparison of the result of posttests between the experimental and control groups showed that the means difference of both tests was 6.08 and t-obtained (2.82) was higher than t-table (2.000) at the significant level of p<0.05. The students in the experimental group had better improvement in reading achievement because Fact Question Response (FQR) strategy guided them to survey the chapter to get general idea, to develop their way of thinking, engages the entire class to interact and share their experiences. In other words, there was a significant difference in students’ reading achievement of report text between the students]]>
<![CDATA[USING READING ALOUD TO DEVELOP STUDENTS' READING SKILL ]]>
<![CDATA[Sunardi]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/ycfwt145
<![CDATA[Reading is one of the four skills that the students should master. Since reading is still difficult for students to learn; therefore, the objective of this study was to find out whether or not there was a significant difference in reading achievement between the students who were taught using reading aloud and those who were not. The population of this study was all the eighth-grade students at SMP Negeri 1 Pedamaran. The sample of this study was 65 students of two classes, class VIII 2 as the experimental group consisted 32 students, class VIII3 as the control group consisted 33 students. The experimental method was used to conduct to study. The data obtained were analyzed by using t-test. The result of the data showed that mean score posttest of the experimental group was 84.88 while mean score posttest of the control group was 54.18. Based on the result of independent sample t-test, the significant level was 0.000 (P<.000). Since P < .000 was lower than alpha value 0.05, it meant that the research hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It can be concluded that there was a significant difference in reading achievement b]]>
<![CDATA[THE INFLUENCE OF EDMODO AS A COMPLEMENTARY TOOL IN LEARNING ENGLISH TO THE STUDENTS’ PERCEPTION OF NURSING SCIENCE PROGRAM AT STIK BINA HUSADA PALEMBANG ]]>
<![CDATA[Agus Wahyudi]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/ea1mfx42
<![CDATA[Rapid advances in science and technology bring radical changes in how to live, especially how we communicate. One of the most vital ICT contributions in education is the ease of access to teaching and learning. Edmodo is an educational site that takes the idea of a social network and refines and makes it appropriate for the class. The research method used in this research was an experimental method. The design used is one group pretest-posttest design. The population of this study was students of Nursing Science Program, STIK Bina Husada Palembang, the third semester in 2017/2018 academic year, the sample of this study was 48 students. The instrument of this study was a questionnaire adapted from Enriquez (2014) by using the Likert scale. After students fill out the questionnaire, univariate and bivariate analyzes were run. The collected data was analyzed by using t-test to find out whether the mean value differed significantly. The pretest result showed that there were 19 students or 40% in the negative category and 29 students or 60% in the positive category. The posttest result showed that 2 students or 4% were in the negative category and 46 students or 96% were in a positive category. The mean value of the pretest was 37.40, the standard of deviation was 3.972, while the mean of the posttest was 48.44, and the standard deviation was 4.522. The statistical value showed 0.000, hence it can be concluded that there was a significant difference between before and after given treatment]]>
<![CDATA[USING ADBUSTING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/8hq53m21
<![CDATA[Writing is an important subject which needs to be taught from elementary to university level. However, students still get difficulties in doing writing activities. Adbsuting technique can be used to improve students’ problems in writing skill. Therefore, the objective of this study was to find out whether or not adbusting technique could improve students’ writing achievement. A classroom action research (CAR) was used in this study as the method. The participants were second-semester students of English major of FKIP UNISKI Kayuagung which consisted 26 students. To collect the data written test was used. The students chose one of the topics which consisted five topics then they wrote a paragraph based on the topic. Mean score was used to analyze the data. Based on the result, the mean score of students on writing before the treatment was 60. The mean score of post test 1 at the first cycle was 66,58. The mean score of post test 2 at the second cycle was 74,15. The mean score of post test 3 at the third cycle was 80.92. Thus, the data showed that adbusting technique could improve students’ writing achievement]]>
<![CDATA[THE INFLUENCE OF EDMODO AS A COMPLEMENTARY TOOL IN LEARNING ENGLISH TO THE STUDENTS’ PERCEPTION OF NURSING SCIENCE PROGRAM AT STIK BINA HUSADA PALEMBANG ]]>
<![CDATA[Agus Wahyudi]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/bsjvz611
<![CDATA[Rapid advances in science and technology bring radical changes in how to live, especially how we communicate. One of the most vital ICT contributions in education is the ease of access to teaching and learning. Edmodo is an educational site that takes the idea of a social network and refines and makes it appropriate for the class. The research method used in this research was an experimental method. The design used is one group pretest-posttest design. The population of this study was students of Nursing Science Program, STIK Bina Husada Palembang, the third semester in 2017/2018 academic year, the sample of this study was 48 students. The instrument of this study was a questionnaire adapted from Enriquez (2014) by using the Likert scale. After students fill out the questionnaire, univariate and bivariate analyzes were run. The collected data was analyzed by using t-test to find out whether the mean value differed significantly. The pretest result showed that there were 19 students or 40% in the negative category and 29 students or 60% in the positive category. The posttest result showed that 2 students or 4% were in the negative category and 46 students or 96% were in a positive category. The mean value of the pretest was 37.40, the standard of deviation was 3.972, while the mean of the posttest was 48.44, and the standard deviation was 4.522. The statistical value showed 0.000, hence it can be concluded that there was a significant difference between before and after given treatment]]>
<![CDATA[USING ADBUSTING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/n1v26f40
<![CDATA[Writing is an important subject which needs to be taught from elementary to university level. However, students still get difficulties in doing writing activities. Adbsuting technique can be used to improve students’ problems in writing skill. Therefore, the objective of this study was to find out whether or not adbusting technique could improve students’ writing achievement. A classroom action research (CAR) was used in this study as the method. The participants were second-semester students of English major of FKIP UNISKI Kayuagung which consisted 26 students. To collect the data written test was used. The students chose one of the topics which consisted five topics then they wrote a paragraph based on the topic. Mean score was used to analyze the data. Based on the result, the mean score of students on writing before the treatment was 60. The mean score of post test 1 at the first cycle was 66,58. The mean score of post test 2 at the second cycle was 74,15. The mean score of post test 3 at the third cycle was 80.92. Thus, the data showed that adbusting technique could improve students’ writing achievement]]>
<![CDATA[USING STORY GRAMMAR STRATEGY TO IMPROVE READING COMPREHENSION ]]>
<![CDATA[Nuril Indriana]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/ws00mc91
<![CDATA[Reading is a necessary skill that required by students because reading is a vital skill to get information. Story grammar strategy can be used to improve students’ comprehension in understanding the text. The objective of the study was to find out whether or not there was a significant difference in reading comprehension between the students who were taught by using story grammar strategy and that of those who were not. The method used in this study was a quasi-experimental method. The sample of this study was 60 students which divided into two groups, namely experimental group (class XI IPA 2) and control group (class XI IPA 3). To collect the data, the written test in the form of multiple choices was administered. The t-test was to analyze the data. The result of t-test was 13.7 the significance level of p<0.05 with df 58, the critical value of t-table was 1.9944 so that 13.7>1.9944, it showed that the null hypothesis (Ho) was rejected and the research hypothesis (Ha) was accepted. It meant that there was a significant difference in reading comprehension between students who were taught by using story grammar strategy that of those who were not. In conclusion, story grammar can be used to improve students’ reading comprehension]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION BY USING VING STUDENTS’ READING COMPREHENSION BY USING NUMBERED HEADS TOGETHER (NHT) TECHNIQUE ]]>
<![CDATA[Vevi Liana]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/6am92z67
<![CDATA[Reading is important subject that should be taught. NHT is one of the techniques that can be used to improve students' reading comprehension. The main purpose of this study was to find out whether or not there was any significant difference in students' reading achievement between students who were taught by using (NHT) technique and that of those who were not. The experimental method was used to conduct the study. The sample was taken by using purposive sampling method which consisted 32 in each group. To select the experimental and control groups, a flip coin was used. Therefore, class VIII 3 was the experimental group whereas VIII 4 as the control group. Multiple choice was used to collect the data. The data obtained were analyzed by the ttest The value of t-obtained was 3.280, at the significant level p<0.05 in two-tailed testing with df = 62, the critical value of t-table = 1.999. Since the value of t-obtained was higher than t-table, the null hypotheses (Ho) was rejected and alternative hypotheses (Ha) was accepted. It meant that there was a significant difference in students' reading achievement between the students who were taught by using (NHT) technique and than of those who were not. Thus, NHT could improve students' reading comprehension]]>
