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.
Articles
12 Documents
Search results for
, issue
"Vol. 7 No. 2 (2022): Language and Education Journal"
:
12 Documents
clear
<![CDATA[The Correlations among English Learning Motivation, Learning Styles, and English Mastery of Senior High School Students Taking an English Course in Palembang ]]>
<![CDATA[Raty Rusmiana]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/c9maqh22
<![CDATA[This study aimed to investigate the correlations among English learning motivation, learning styles, and English mastery of senior high school students taking an English course in Palembang. In this correlational study, the data were collected through oral test, written test, and questionnaires. English learning motivation questionnaire, learning styles questionnaire, and English test were administered to 102 senior high school students taking an English course in Palembang. The data were analyzed by using correlational and regression analyses. The results showed that there were no significant correlations between English learning motivation and English mastery, between learning styles and English mastery, and between predictor variables and criterion variable . However, further calculation using multiple regression analysis showed that the contribution of instrumental motivation was 6.4 %. It implied that there was little contribution of English learning motivation to students’ English mastery. On the other hand, the results showed that none of the aspects of learning styles significantly contributed to English mastery]]>
<![CDATA[EXPLORING THE USE OF MEDIA IN TEACHING SPEAKING ]]>
<![CDATA[Edy Waloyo]]>;
<![CDATA[Lona Fatekha]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/42vv1663
<![CDATA[This research aims to explain the kind of media and the advantages and disadvantages of media the process of teaching speaking at Senior High School 1 Gegesik Cirebon. This research used a qualitative method using descriptive qualitative. The instrument of this research is the researcher herself. To collect the data, the researcher used interviews. Interview technique used to answer the first and second question. The result shows that: (1) Visual material, such as textbooks, auditory media, such as songs, and audiovisual media, such as movies and videos, as well as digital media, such as YouTube, were all used by the teacher. (2) The advantages of using media in teaching and learning speaking are students understand the material easily, make the students interested in the learning process and the students become more active to practice their speaking by giving comment, question, and answering the question. On the other hand, the disadvantages of using media are noisy class, students feeling shy, and the student’s loss of control]]>
<![CDATA[THE EFFICACY OF LEARNING COMMUNITY IN LEARNING ENGLISH SPEAKING SKILL ]]>
<![CDATA[M Bambang Purwanto]]>;
<![CDATA[Despita]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/67efwj54
<![CDATA[At Junior High School 4 Sungai Lilin, there is a learning community for developing English speaking skills. Learning communities are one strategy that can be used to help students improve their ability to speak (community learning and studying together). Learning community is a notion for fostering shared learning in the classroom, the learning process between teachers and students, students with other students, and even between the school community and the community outside of the school. This study sought to characterize the degree to which the learning community's effectiveness in helping high school students in class IX at Junior High School 4 Sungai Lilin learn English at its height, as determined by experimental design research employing a pretest-posttest control group. Additionally, data were gathered by observation, and both descriptive and inferential statistics were used to assess oral tests. The findings demonstrated that the learning community is useful in raising the English proficiency of class IX junior high school students at Sungai Lilin. It is based on data analysis that revealed that students who take classes that integrate learning in the learning community have an average test speaking competence that is greater than that of students who take classes where such integration is not a part of the learning community]]>
<![CDATA[STUDENTS’ MOTIVATION IN ENGLISH SPEAKING LEARNING USING E-MODULE ]]>
<![CDATA[Rulik Setiani]]>;
<![CDATA[Nurul Aulia]]>;
<![CDATA[Elis Susanti]]>;
<![CDATA[Dewi Sri Kuning]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/yzs4r155
<![CDATA[Students who learn English are said to be successful if they can use the language to communicate. Therefore, students are expected to be able to communicate using English fluently. However, in reality students rarely use English even in speaking class. The aim of this study was to describe students’ motivation in English speaking learning using E-Module. This research was quantitative descriptive method. The samples were 44 students who were determined by using total sampling technique. The research instrument used in the research for collecting the data was a questionnaire. There were 50 statements in the questionnaire, then the score categorized into three categories such as low, medium, and high. The results of the analysis showed that there were 9 students or 20% categorized as low, 30 students or 68% students were categorized as medium, and 5 students or 12% students were categorized as high. It can be concluded that students’ motivation in English speaking learning using E-Module was medium]]>
<![CDATA[IMPROVING WRITING RECOUNT TEXT BY USING EDMODO APPLICATION ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Eva Saptarina]]>;
<![CDATA[Lidia Resta]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/3rbc8670
<![CDATA[This paper's research purpose was to determine whether or not students who were taught using the Edmodo application and those who were not showed significantly different writing achievement. This study employed a quasi-experimental method. The samples were selected by using the purposive sampling method. Flipping a coin was used to decide which groups would be experimental and which would be control. Consequently, class IPS 1 was the experimental group while class IPS 2 was be control groups and each of them consisted of 30 students. The written test was conducted in order to gather the data. T-test was performed to assess the data. Based on the calculation of the independent sample test, it was found that t-obtained (14.511) was higher than t-table (2.001) and pvalue (0.000) was less than αvalue (0.05). In conclusion, the students who were taught using the Edmodo application indicated a significant difference from those who were not]]>
<![CDATA[EXECUTING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION DURING PANDEMIC ]]>
<![CDATA[Rachmanita]]>;
<![CDATA[Kiki Rizki Amelia]]>;
<![CDATA[Dita Septiana Kharisma Putri]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/aec8tm97
<![CDATA[The study's primary aim was to discover whether there was a significant difference in reading ability between students who were taught using Google Classroom and those who were not. In this investigation, a quasi-experimental method was used. This study's representative sample was 82 students, split into two groups experimental (VIII 2) and control (VIII 5), each of which had 41 students. To capture and analyze data, a written test of reading ability in the form of multiplechoice questions was performed. The data was analyzed using the T-test. The independent t-test showed a significant level of p0.05 with df 80, and the critical value of t-table = 1.990. Because the obtained t-value (3.179) was greater than the critical value t-table (1.990), Ho was rejected and Ha accepted. It intended that there was a significant difference in reading ability between students taught using Google Classroom and those who were not]]>
<![CDATA[The Correlations among English Learning Motivation, Learning Styles, and English Mastery of Senior High School Students Taking an English Course in Palembang ]]>
<![CDATA[Raty Rusmiana]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/8hns6907
<![CDATA[This study aimed to investigate the correlations among English learning motivation, learning styles, and English mastery of senior high school students taking an English course in Palembang. In this correlational study, the data were collected through oral test, written test, and questionnaires. English learning motivation questionnaire, learning styles questionnaire, and English test were administered to 102 senior high school students taking an English course in Palembang. The data were analyzed by using correlational and regression analyses. The results showed that there were no significant correlations between English learning motivation and English mastery, between learning styles and English mastery, and between predictor variables and criterion variable . However, further calculation using multiple regression analysis showed that the contribution of instrumental motivation was 6.4 %. It implied that there was little contribution of English learning motivation to students’ English mastery. On the other hand, the results showed that none of the aspects of learning styles significantly contributed to English mastery]]>
<![CDATA[EXPLORING THE USE OF MEDIA IN TEACHING SPEAKING ]]>
<![CDATA[Edy Waloyo]]>;
<![CDATA[Lona Fatekha]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/8dgv6t16
<![CDATA[This research aims to explain the kind of media and the advantages and disadvantages of media the process of teaching speaking at Senior High School 1 Gegesik Cirebon. This research used a qualitative method using descriptive qualitative. The instrument of this research is the researcher herself. To collect the data, the researcher used interviews. Interview technique used to answer the first and second question. The result shows that: (1) Visual material, such as textbooks, auditory media, such as songs, and audiovisual media, such as movies and videos, as well as digital media, such as YouTube, were all used by the teacher. (2) The advantages of using media in teaching and learning speaking are students understand the material easily, make the students interested in the learning process and the students become more active to practice their speaking by giving comment, question, and answering the question. On the other hand, the disadvantages of using media are noisy class, students feeling shy, and the student’s loss of control]]>
<![CDATA[THE EFFICACY OF LEARNING COMMUNITY IN LEARNING ENGLISH SPEAKING SKILL ]]>
<![CDATA[M. Bambang Purwanto]]>;
<![CDATA[Despita]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/d846e551
<![CDATA[At Junior High School 4 Sungai Lilin, there is a learning community for developing English speaking skills. Learning communities are one strategy that can be used to help students improve their ability to speak (community learning and studying together). Learning community is a notion for fostering shared learning in the classroom, the learning process between teachers and students, students with other students, and even between the school community and the community outside of the school. This study sought to characterize the degree to which the learning community's effectiveness in helping high school students in class IX at Junior High School 4 Sungai Lilin learn English at its height, as determined by experimental design research employing a pretest-posttest control group. Additionally, data were gathered by observation, and both descriptive and inferential statistics were used to assess oral tests. The findings demonstrated that the learning community is useful in raising the English proficiency of class IX junior high school students at Sungai Lilin. It is based on data analysis that revealed that students who take classes that integrate learning in the learning community have an average test speaking competence that is greater than that of students who take classes where such integration is not a part of the learning community]]>
<![CDATA[STUDENTS’ MOTIVATION IN ENGLISH SPEAKING LEARNING USING E-MODULE ]]>
<![CDATA[Rulik Setiani]]>;
<![CDATA[Nurul Aulia]]>;
<![CDATA[Elis Susanti]]>;
<![CDATA[Dewi Sri Kuning]]>
<![CDATA[ Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52237/qgfqq159
<![CDATA[Students who learn English are said to be successful if they can use the language to communicate. Therefore, students are expected to be able to communicate using English fluently. However, in reality students rarely use English even in speaking class. The aim of this study was to describe students’ motivation in English speaking learning using E-Module. This research was quantitative descriptive method. The samples were 44 students who were determined by using total sampling technique. The research instrument used in the research for collecting the data was a questionnaire. There were 50 statements in the questionnaire, then the score categorized into three categories such as low, medium, and high. The results of the analysis showed that there were 9 students or 20% categorized as low, 30 students or 68% students were categorized as medium, and 5 students or 12% students were categorized as high. It can be concluded that students’ motivation in English speaking learning using E-Module was medium]]>
