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[STAD TECHNIQUE TO IMPROVE READING COMPREHENSION IN RECOUNT TEXT ]]>
<![CDATA[Hidayati Amila Soliha]]>;
<![CDATA[Chandra Fauzi]]>;
<![CDATA[Yanti Sri Rezeki]]>;
<![CDATA[Lisa Apriliana]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/tpwtdx91
<![CDATA[Understanding text in English is challenging for EFL learners. The observations and interviews revealed that students lack vocabulary, identify specific information, and determine the main idea of Recount text. This study was conducted to improve students' reading comprehension in recount text using the Student Teams Achievement Divisions (STAD) technique. The study employed a mixed-method research design following two cycles of collaborative action research and collected the data using field notes, an observation checklist, and a reading test. The study sample was an intact class of 8th grade comprising 28 students chosen using purposive sampling. Descriptive statistics such as mean score and percentage were used to analyze the data. The findings demonstrated that the student's reading comprehension mean score in Cycle 1 was 61.8, with 35.7% of students categorized as poor, and in Cycle 2, the average score was 82, with only 3.6% insufficient. Depart from the results above, the researchers concluded that students' reading comprehension improved considerably after the intervention using the STAD technique.]]>
<![CDATA[OVERCOMING CHALLENGES IN PROJECT-BASED LEARNING: INSIGHTS FROM EFL LEARNERS AND EFFECTIVE STRATEGIES FOR SUCCESS ]]>
<![CDATA[Zainina Zahwa Amalia]]>;
<![CDATA[Dewi Nur Rizqi Fatmala]]>;
<![CDATA[Dira Aprilia Nanda]]>;
<![CDATA[Lilia Indriani]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/bk929a60
<![CDATA[This study examined the English Education Department's project-based learning challenges and methods. In order to obtain insight into their experiences, the study concentrated on sixth-semester students enrolled at a state institution in Central Java. In conducting this research, qualitative data was used with a case study approach design. To gather the required data, a questionnaire is the data collection instrument used. Several challenges were found, such as difficulty finding theories and previous research related to their project, time management, and overlapping with other lecture assignments. Students then give their strategies to deal with that obstacle by collaborating with peers, breaking down the project into smaller ones to help avoid being overwhelmed, and setting goals and timelines for the project using a calendar planner.]]>
<![CDATA[THE USE OF SCHEMA ACTIVATION STRATEGY FOR TEACHING READING COMPREHENSION IN EFL CONTEXTS: A META-ANALYSIS STUDY ]]>
<![CDATA[Lucia Monica]]>;
<![CDATA[Endang Susilawati]]>;
<![CDATA[Dwi Riyanti]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/70gxr695
<![CDATA[This study aims to analyze journal articles that focus on the use of schema activation strategies for reading comprehension in EFL contexts. This study applied a quantitative approach and meta-analysis, by analyzing the content of the four selected journal articles in terms of the application schema activation strategy reading in national and international journal articles with meta-analysis technique it is enabled and combines a wide range of pre-existing research results, meta-analysis is a secondary data by collecting from the data or document to analyze. The result finding shows, that the researchers used different types. Two journals applied the types of formal and content schema, the others used three types of schema, there were linguistic, content, and formal schema. According to the findings of this study, teachers and researchers can use the schema activation technique to improve reading comprehension. As an alternative strategy for teaching reading comprehension.]]>
<![CDATA[THE ANALYSIS OF METACOGNITIVE AWARNESS OF THE STUDENTS’ WRITNG COMPETENCE ]]>
<![CDATA[Firlanda Dayu Pramesti]]>;
<![CDATA[Dias Andris Susanto]]>;
<![CDATA[Rahmawati Sukmaningrum]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/0z0v5603
<![CDATA[Metacognitive learning strategies are the main factors influencing the writing skills of explanatory texts (Ramadhanti & Yanda, 2021). This study was a quantitative approach. The questionnaire was distributed to students on Saturday, 11 March 2023, with a processing time of about 20 minutes, where the questionnaire, the MAI, has 52 statement items to measure students’ metacognitive awareness in English. The result shows that overall metacognitive awareness has an average of 8.32, with a very good category. While metacognitive knowledge has an average of 8.18, with the declarative knowledge indicator having a score of 6.65; procedural knowledge has a score of, and conditional knowledge has a score of 8. Meanwhile, metacognitive regulation has an average of 8.47, with the planning indicator having a score of 8.92; information management strategy has a score of 6.75; understanding monitoring has a score of 8.57; prediction strategy has a score of 8.5; and evaluation has a score of 9.64.]]>
<![CDATA[BLOOM Vs BARRET: COMPARING READING COMPREHENSION TYPES ]]>
<![CDATA[Nabela Ramadea]]>;
<![CDATA[Ngasbun Egar]]>;
<![CDATA[Fitri Yulianti]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/65yywf85
<![CDATA[This study was done to know the types of Bloom's Taxonomy and Barrett's Taxonomy used in reading comprehension questions of summative assessment made by an English teacher at SMAN 2 Semarang and the dominant type of each taxonomy used. This study was conducted using descriptive qualitative with content analysis research design because its research focused on analyzing reading comprehension inside a summative assessment made by an English teacher. This research focused on a passive observer who did not actively participate. The study aims to document findings. The data collected from the Bloom Taxonomy checklist revealed that the highest level of analysis (15) was predominant in all the reading comprehension questions. It was observed that the distribution of reading comprehension questions in the summative assessment was not spread evenly. The second dominant was the understanding level, with nine questions. Then, followed by applying the total question of 5. There are two remembering levels—the only questions related to evaluating. Even though the number of LOTS and HOTS questions are balanced, differences in results are shown by analysis using a checklist from Barrett's taxonomy. Low comprehension dominates with a percentage of 65,625%. Then, followed by medium comprehension with a portion of 31,25%. Unfortunately, high comprehension only has a portion of 3,125%. Hence, teachers should provide students with sufficient questions for evaluation grounded in HOTS to cultivate the essential critical thinking skills required for success in the twenty-first century]]>
<![CDATA[A STUDY ON STUDENTS' HABITS IN VIEWING YOUTUBE PODCAST AND THEIR ENGLISH LISTENING SKILLS ]]>
<![CDATA[Adzanil Prima Septy]]>;
<![CDATA[Nabilah Putri Afifa]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/s0c9bz35
<![CDATA[This study was to confirm a significant correlation between students' engagement with English YouTube podcasts and their listening skills. This co-relational research studied students of grade XI IPS-1 at SMAN 1 Solok Selatan of West Sumatra Province selected from some cluster random sampling technique comprising 36 students. The research employed a listening test and a set of questionnaire as to collect the data. As a result of data analysis, this research revealed a positive correlation between the intensity of students' engagement with English YouTube podcasts and their listening skills. The calculated correlation coefficient (r_calculated) for this research was 0.717, surpassing the critical value (r_table) of 0.329 at a significance level of 0.05 and degrees of freedom (df = n - 2). This indicates that the calculated correlation was higher than the critical value (0.717 > 0.329).To conclude, the research accepted the alternative hypothesis, affirming a significant correlation between students' intensity in watching English YouTube podcasts and their listening skills. Considering these findings, it is recommended that teachers incorporate YouTube podcasts into their teaching resources, creating a more engaging learning environment and motivating students to use YouTube for educational purposes, thereby enhancing their listening skills. Furthermore, students are encouraged to actively work on improving their listening skills by exploring various YouTube channels, including podcasts and other English audio resources. These efforts will contribute significantly to their language proficiency individually]]>
<![CDATA[STAD TECHNIQUE TO IMPROVE READING COMPREHENSION IN RECOUNT TEXT ]]>
<![CDATA[Hidayati Amila Soliha]]>;
<![CDATA[Chandra Fauzi]]>;
<![CDATA[Yanti Sri Rezeki]]>;
<![CDATA[Lisa Apriliana]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/avcygv51
<![CDATA[Understanding text in English is challenging for EFL learners. The observations and interviews revealed that students lack vocabulary, identify specific information, and determine the main idea of Recount text. This study was conducted to improve students' reading comprehension in recount text using the Student Teams Achievement Divisions (STAD) technique. The study employed a mixed-method research design following two cycles of collaborative action research and collected the data using field notes, an observation checklist, and a reading test. The study sample was an intact class of 8th grade comprising 28 students chosen using purposive sampling. Descriptive statistics such as mean score and percentage were used to analyze the data. The findings demonstrated that the student's reading comprehension mean score in Cycle 1 was 61.8, with 35.7% of students categorized as poor, and in Cycle 2, the average score was 82, with only 3.6% insufficient. Depart from the results above, the researchers concluded that students' reading comprehension improved considerably after the intervention using the STAD technique]]>
<![CDATA[OVERCOMING CHALLENGES IN PROJECT-BASED LEARNING: INSIGHTS FROM EFL LEARNERS AND EFFECTIVE STRATEGIES FOR SUCCESS ]]>
<![CDATA[Zainina Zahwa Amalia]]>;
<![CDATA[Dewi Nur Rizqi Fatmala]]>;
<![CDATA[Dira Aprilia Nanda]]>;
<![CDATA[Lilia Indriani]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
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DOI: 10.52237/cbnmg113
<![CDATA[This study examined the English Education Department's projectbased learning challenges and methods. In order to obtain insight into their experiences, the study concentrated on sixth-semester students enrolled at a state institution in Central Java. In conducting this research, qualitative data was used with a case study approach design. To gather the required data, a questionnaire is the data collection instrument used. Several challenges were found, such as difficulty finding theories and previous research related to their project, time management, and overlapping with other lecture assignments. Students then give their strategies to deal with that obstacle by collaborating with peers, breaking down the project into smaller ones to help avoid being overwhelmed, and setting goals and timelines for the project using a calendar planner]]>
<![CDATA[THE USE OF SCHEMA ACTIVATION STRATEGY FOR TEACHING READING COMPREHENSION IN EFL CONTEXTS: A META-ANALYSIS STUDY ]]>
<![CDATA[Lucia Monica]]>;
<![CDATA[Endang Susilawati]]>;
<![CDATA[Dwi Riyanti]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
Show Abstract
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Download Original
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DOI: 10.52237/cda18516
<![CDATA[This study aims to analyze journal articles that focus on the use of schema activation strategies for reading comprehension in EFL contexts. This study applied a quantitative approach and meta-analysis, by analyzing the content of the four selected journal articles in terms of the application schema activation strategy reading in national and international journal articles with meta-analysis technique it is enabled and combines a wide range of pre-existing research results, meta-analysis is a secondary data by collecting from the data or document to analyze. The result finding shows, that the researchers used different types. Two journals applied the types of formal and content schema, the others used three types of schema, there were linguistic, content, and formal schema. According to the findings of this study, teachers and researchers can use the schema activation technique to improve reading comprehension. As an alternative strategy for teaching reading comprehension]]>
<![CDATA[THE ANALYSIS OF METACOGNITIVE AWARNESS OF THE STUDENTS’ WRITNG COMPETENCE ]]>
<![CDATA[Firlanda Dayu Pramesti]]>;
<![CDATA[Dias Andris Susanto]]>;
<![CDATA[Rahmawati Sukmaningrum]]>
<![CDATA[ Language and Education Journal Vol. 8 No. 2 (2023): 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/vezsbv84
<![CDATA[Metacognitive learning strategies are the main factors influencing the writing skills of explanatory texts (Ramadhanti & Yanda, 2021). This study was a quantitative approach. The questionnaire was distributed to students on Saturday, 11 March 2023, with a processing time of about 20 minutes, where the questionnaire, the MAI, has 52 statement items to measure students’ metacognitive awareness in English. The result shows that overall metacognitive awareness has an average of 8.32, with a very good category. While metacognitive knowledge has an average of 8.18, with the declarative knowledge indicator having a score of 6.65; procedural knowledge has a score of, and conditional knowledge has a score of 8. Meanwhile, metacognitive regulation has an average of 8.47, with the planning indicator having a score of 8.92; information management strategy has a score of 6.75; understanding monitoring has a score of 8.57; prediction strategy has a score of 8.5; and evaluation has a score of 9.64]]>
