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 AMONG MOTIVATION, ANXIETY, AND SPEAKING ABILITYON 3 DIPLOMASTUDENTS IN PALEMBANG ]]>
<![CDATA[Arief Pamuji]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/7jxxed54
<![CDATA[The objective of this researchwas to find out whether or not therewas a correlation among motivation, anxiety, and speaking ability. The sample of this research was taken by using total sampling with a total of 105students of STIK Bina Husada, STIKES Pembina,and PolytechnicAnika Palembang in the academic year of 2018/2019. The data were obtained by using questionnaires and speaking test. To verify the hypotheses, the primary data were analyzed by using correlation and regression analyses by means of SPSS version 21.00 computer program. Based on the data analysis, the correlation coefficient (rxy) was 0.959at the significance level of p< 0.05 in two-tailed. Since the value of robtained was higher than the critical value of rtable (0.959>0.1918), the null hypothesis (Ho) was rejected and consequently, the research hypothesis (Ha) was accepted. This showeda significant correlation among motivation, anxiety and speaking ability on diploma students in Palembang. ThenR2 (the coefficient determiner) was 0.92, it meant that motivationinfluenced the students’ anxiety and speaking ability was 92%. In other words, there was a significant influence of motivationon the students’ anxiety and speaking ability]]>
<![CDATA[THE EFFECT OF PAIRED READING STRATEGY IN READING STUDENTS’ ACHIEVEMENT ]]>
<![CDATA[SurtiMilarisa]]>;
<![CDATA[Penti Hevina Dewi]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
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DOI: 10.52237/tmqksw36
<![CDATA[The aimof the study wasto find out the effect of paired reading strategy in readingstudents’ achievement of the Eighth Grade Students of SMPN 1 TelukBayur.The design of this research was quantitativedesign. The subject of the research was the eighth grade students of SMPN 1 Teluk Bayur. By using purposive sampling, the researchers found a sample in this research. The sample of the research was class VIII Chaving31students which consistedof 17female and 14male students. Reading test in the form of multiple-choice which consisted of 20 questions was used to collect the data. To analyze the data, the researcher applied formula paired sample t-test.Based on the result of paired samples test, the mean scorewas 8.064 , standard error was 1.325, the value of tobtainedwas 6.084, at the significance level of p<0.05 in two-tailed testing and df=30. Since the value of tobtained (6.084) was higher than ttable (2.0423) and pvalue (0.00) was less than αvalue (0.05), it meant that a paired reading strategy helped students learn easily to understand the content of the text]]>
<![CDATA[TEACHING READING RECOUNT TEXT BY USING THIEVESSTRATEGY ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Ratna Nery]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/xhmnv775
<![CDATA[The purposeof the study was to find out whether or not there wasa significant differencein reading comprehension between the students who were taught by using THIEVES (Title, Heading, Introduction, Every first sentence, Visual, End of paragraph, Summary) strategy and that of those who were not.The quasi-experimental methodwas used to conduct the research. The population of the studywasall of theeighth-grade students of SMPN2 Teluk Gelam. In this study, the purposive sampling method was used.The total numbers of the samples were 62 students. The instrument of this research was 30questions about recount text in the form of multiple-choice test. To analyze the data, t-test was used. Based on the result of independent sample t-test, the value of tobtainedwas 3.718 at significance level p<0.05 in two-tailed testing anddf=60, the critical value of ttablewas 2.0003. Since the value of tobtained (3.718) was higher than ttable(2.0003) and pvalue (0.000) was less than αvalue 0.05, it meant that there was a significant difference in reading comprehensionbetween the students who were taught usingTHIEVES strategy and that of those who were not. Hence, THIEVES strategy could improve the eighth-grade students’ reading skill at SMPNegeri 2 Teluk Gelam]]>
<![CDATA[APPLYING SMART(SELF-MONITORING APPROACHTO READING AND THINKING) STRATEGY FOR ENHANCING STUDENTS’ SKILL IN READING COMPREHENSION ]]>
<![CDATA[Rachmanita]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/xxa0pf73
<![CDATA[Reading is essential either for students’ careers or for study purposes. In the same time, it is a complex skill that involves all of higher mind in order to understand what is read. Many students find it hard to read. Among the reading problem exhibited by students at secondary school is the inability to bring out fact from the passage, poor retention and recall of what is read, and a weak vocabulary base. Therefore, the aim of this study was to find out whether or not there wasasignificant difference in reading achievement between the students who were taught by using Self-Monitoring Approach to Reading and Thinking (SMART) Strategy and that of those who were not. Quasi-experimental method and nonrandomized pre-test post-test control group were used. The sample was chosen by using purposive sampling method. Content validity was used to check the validity and try out was applied to find out the reliability of the test. Reading comprehension test in the form of multiple-choice was used in collecting the data. In analyzing the data, t-test was used. Then SPSS Program version 16was used to calculate the data. The result showed that the mean difference between posttest in the experimental and control group was 21.90, tobtainedwas 11.08, and the critical value of ttablewas 1.99. Since tobtained (11.08) was higher than ttable (1.99) and pvalue (0.00) was less than άvalue (0.05). It meant that there was a significant difference in students’ reading achievement between the students who were taught using Self Monitoring Approach to Reading and Thinking (SMART) strategy and that of those who were not]]>
<![CDATA[ENHANCING STUDENTS’ WRITING SHORT STORY USING TOPICAL PERSPECTIVE TECHNIQUE ]]>
<![CDATA[Mar’atul Azizah]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
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DOI: 10.52237/5ws2rv11
<![CDATA[This study investigated whether topical perspective technique was able to improve students’ writing achievement or not and to know the students’ perception toward topical perspective technique in improving students’ writing achievement. Quasi-experimental method and non randomized control-group pretest-posttest design were used in this study. Thewhole population was the eleventh-grade students of MA Al Aqidah Kutapandan taken as the sample consisted of thirty students. The data were collected by a written test which asked students to write a composition and was evaluated by using short story scoring rubric and questionnaire in order to know students’ perception toward topical perspective in improving writing achievement. Since the sampling method used the study population, so the data obtained were analyzed by using gained score. The findings showed that students who were exposed by using topical perspective technique had higher mean of a gained score (6.48) compared to students who were not exposed (2.19). It meant that topical perspective technique was able to improve students’ writing achievement. Based on the questionnaire given, it could be inferred that most of the students thought that topical perspective helped the students to respond the story they read so that they could improve their writing ability and fond of writing after using topical perspective technique. It meant that the students’ perception toward topical perspective technique in improving writing achievement were better than before]]>
<![CDATA[AN ERROR ANALYSIS ON THE USE OF SIMPLE PAST TENSE IN STUDENTS’ WORKSHEET OF NURSING SCIENCE STUDENTS AT STIK BINA HUSADA PALEMBANG ]]>
<![CDATA[Agus Wahyudi]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/jrsbr821
<![CDATA[This study was conducted to identify the kinds of errors in surface strategy taxonomy which had been done in several stages: preparation was made by reading the theory and the previous related studies. The theory was used to explain how to analyze the use of simple past tense by students on Nursing Science students’ worksheet of STIK Bina Husada Palembang. The data were taken from the third semester of English students' worksheet. The stages of analyzing the data were by identification of error, classification, description, and correction. The result of this study showed that there were three kinds of the error made by the students, such as omission, misinformation, and misordering. According to Lyons (1968, p. 54) in learning English, one of the biggest problems faced by students is grammar. In the second language learning process, a language learner cannot be separated from language errors]]>
<![CDATA[THE CORRELATION AMONG MOTIVATION, ANXIETY, AND SPEAKING ABILITYON 3 DIPLOMASTUDENTS IN PALEMBANG ]]>
<![CDATA[Arief Pamuji]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/7511b632
<![CDATA[The objective of this researchwas to find out whether or not therewasa correlation among motivation, anxiety, and speaking ability. The sample of this research was taken by using total sampling with a total of 105students of STIK Bina Husada, STIKES Pembina,and PolytechnicAnika Palembang in the academic year of 2018/2019. The data were obtained by using questionnairesand speaking test. To verify the hypotheses, the primary data were analyzed by using correlation and regression analyses by means of SPSS version 21.00 computer program. Based on the data analysis, the correlation coefficient (rxy)was 0.959at the significance level of p< 0.05 in two-tailed. Since the value of robtained was higher than the critical value of rtable (0.959>0.1918), the null hypothesis (Ho) was rejected and consequently, the research hypothesis (Ha) was accepted. This showeda significant correlation among motivation, anxiety and speaking ability on diploma students in Palembang. ThenR2 (the coefficient determiner) was 0.92, it meant that motivationinfluenced the students’ anxiety and speaking ability was 92%. In other words, there was a significant influence of motivationon the students’ anxiety and speaking ability]]>
<![CDATA[THE EFFECT OF PAIRED READING STRATEGY IN READING STUDENTS’ ACHIEVEMENT ]]>
<![CDATA[Surti Milarisa]]>;
<![CDATA[Penti Hevina Dewi]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/cxvszt16
<![CDATA[The aimof the study wasto find out the effect of paired readingstrategy in readingstudents’ achievement of the Eighth Grade Students ofSMPN 1 TelukBayur.The design of this research was quantitativedesign. The subject of the research was the eighth grade students of SMPN 1 TelukBayur. By using purposive sampling, the researchers found a sample in this research. The sample of the research was class VIII Chaving31students which consistedof 17female and 14male students. Reading test in the form of multiple-choice which consisted of 20 questions was used to collect the data. To analyze the data, the researcher applied formula paired sample t-test.Based on the result of paired samples test, the mean scorewas 8.064 , standard error was 1.325, the value of tobtainedwas 6.084, at the significance level of p<0.05 in two-tailed testing and df=30. Since the value of tobtained (6.084) was higher than ttable (2.0423) and pvalue (0.00) was less than αvalue (0.05), it meant that a paired reading strategy helped students learn easily to understand the content of the text]]>
<![CDATA[TEACHING READING RECOUNT TEXT BY USING THIEVESSTRATEGY ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Ratna Nery]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/96c9a408
<![CDATA[The purposeof the study was to find out whether or not there wasasignificant differencein reading comprehension between the students who were taught by using THIEVES (Title, Heading, Introduction, Every first sentence,Visual, End of paragraph, Summary) strategy and that of those who were not.The quasi-experimental methodwas used to conduct the research. The population of the studywasall of theeighth-grade students of SMPN2 Teluk Gelam. In this study, the purposive sampling method was used.The total numbers of the samples were 62 students. The instrument of this research was30questions about recount text in the form of multiple-choice test. To analyze the data, t-test was used. Based on the result of independent sample t-test, the value of tobtainedwas 3.718 at significance level p<0.05 in two-tailed testing anddf=60, the critical value of ttablewas 2.0003. Since the value of tobtained (3.718) was higher than ttable(2.0003) and pvalue (0.000) was less than αvalue 0.05, it meantthat there was a significant difference in reading comprehensionbetween the students who were taught usingTHIEVES strategy and that of those who were not. Hence, THIEVES strategy could improve the eighth-grade students’ reading skill at SMPNegeri 2 Teluk Gelam]]>
<![CDATA[APPLYING SMART(SELF-MONITORING APPROACHTO READING AND THINKING) STRATEGY FOR ENHANCING STUDENTS’ SKILL IN READING COMPREHENSION ]]>
<![CDATA[Rachmanita]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/yqds0x18
<![CDATA[Reading is essential either for students’ careers or for study purposes. In the same time, it is a complex skill that involves all of higher mind in order to understand what is read. Many students find it hard to read. Among the reading problem exhibited by students at secondary school is the inability to bring out fact from the passage, poor retention and recall of what is read, and a weak vocabulary base. Therefore, the aim of this study was to find out whether or not there wasasignificant difference in reading achievement between the students who were taught by using Self-Monitoring Approach to Reading and Thinking (SMART) Strategy and that of those who were not. Quasi-experimental method and nonrandomized pre-test post-test control group were used. The sample was chosen by using purposive sampling method. Content validity was used to check the validity and try out was applied to find out the reliability of the test. Reading comprehension test in the form of multiple-choice was usedin collecting the data. In analyzing the data, t-test was used. Then SPSSProgram version 16was used to calculate the data. The result showed that the mean difference between posttest in the experimental and control group was 21.90, tobtainedwas 11.08, and the critical value of ttablewas 1.99. Since tobtained (11.08) was higher than ttable (1.99) and pvalue (0.00) was less than άvalue (0.05). It meant that there was a significant difference in students’ reading achievement between the students who were taught using Self-Monitoring Approach to Reading and Thinking (SMART) strategy and that of those who were not]]>
