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Language and Education Journal
Published by Universitas Islam Ogan Komering Ilir Kayuagung
ISSN : 25034936     EISSN : 27468747     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 331 Documents
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THE FACTORS OF THE EIGHTH GRADE STUDENTS’ PROBLEMS IN WRITING RECOUNT TEXT AT SMP NEGERI 12 KOTABUMI ACADEMIC YEAR 2022/2023 Rulik Setiani; Mutia Restika; Rini Susilowati
Language and Education Journal Vol. 8 No. 1 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/wexxah42

Abstract

The aim of this study was to explain the whole factors and the most dominant factor causing the eighth grade students’ problems in writing recount text at SMP Negeri 12 Kotabumi Academic Year 2022/2023. This study used a descriptive-qualitative method. The document was used as a data which examined 27 students’ writing recount text by taking 6 students who have the lowest score. The research findings showed that the students have linguistic problems: grammar 23 errors, vocabulary 2 errors, and choice of sentence no error, in cognitive problems: punctuation 18 errors, capitalization 4 errors, spelling 5 errors, and paragraphing 1 error. Hence, reading a lot before writing becomes one’s solution to eliminate the students’ difficulties in writing text. It is recommended that the students must read more and practice the way to write good text especially in writing recount text. Students must understand well the components in writing a good paragraph, so that the students do not experience problems during the process. In addition, they must also pay more attention to the teacher’s explanation when the teaching and learning process is carried out.
WRITING A RECOUNT TEXT: AN ANALYSIS OF THE EIGHTH-GRADE STUDENTS' DIFFICULTIES AT MTS PIDUA Kiki Rizki Amelia; Rekha Asmara; Dewi Sartika
Language and Education Journal Vol. 8 No. 1 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/5j3x8h75

Abstract

Writing is a challenging skill that students must master. Students must understand aspects of writing, including content, organization, grammar, vocabulary, and mechanics to compose well. The objective of this study was to investigate eighth-grade students’ difficulties in writing recount text at VIII MTs Pidua. A qualitative study was applied. The samples were the eighth-grade students of MTs Pidua consisting of 14 students. To collect the data, a written test in the form of an essay and a questionnaire consisting of eight questions related to grammatical, knowledge and understanding, practice, and educational background were employed. Two raters scored the students’ writing products using an analytic scoring rubric. To validate the data, the triangulation method was applied. To analyze the data, Miles and Heberman’s three steps were used: data reduction, data display, and conclusion drawing or verification. The findings revealed that the number of learners made it challenging to write a recount text. These difficulties were linked to writings aspects such as content (35.71%), vocabulary (35.71%), grammar (21.43%), and organization (21.43%). The students, on the other hand, were well-versed in mechanics. They understood the importance of punctuation, spelling, and capitalization when writing a recount text. However, the students had difficulty in writing a recount text due to limitation knowledge of grammar, less understanding of the recount text, and less practice at writing. In conclusion, the eighth-grade students at MTs Pidua still struggled with essential elements of writing that should be considered while creating a recount text.
THE USE OF PROCESS GENRE TECHNIQUE TO IMPROVE WRITING SKILL Ferri Hidayad; Ariya Agustin; Muhammadi Iqbal; M. Bambang Purwanto
Language and Education Journal Vol. 8 No. 1 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/88v32y13

Abstract

The purpose of this study was to assess how well the process-genre training in the EFL writing course worked. It also examined the rhetorical strategies and devices authors employed in their essay. The effectiveness of the intervention was also assessed based on how the kids felt about it. It was limited to eighth grade at SMP N 2 Sungai Lilin. This was accomplished by using a quasi-experimental method. The study's experimental group (EG) and control group (CG) were made up of Sections A (N=40) and C (N=39), using the simple random sample approach. The EG was exposed to process-genre intervention while the CG received the conventional writing training. Two research tools were used to collect the data: an interview and a pre-post intervention writing test. The experimental and controlling technique was applied as a result. The eighth-grade English textbook acted as both an EG and CG teaching resource. A paired samples t-test in SPSS 20 was used to compare test results between groups, and an independent samples t-test was performed to compare test outcomes between the two groups at the pre-post-test. Positive changes were made to the students' attitudes toward process-genre writing instruction. EFL teachers need to be capable and skilled when putting the training into their writing classes. Last but not least, it is suggested to do more research by increasing the intervention period to investigate the outcomes of process-genre based writing instruction as an instructional technique in EFL writing classrooms.
TEACHING READING NARRATIVE TEXT THROUGH ONLINE READING STRATEGY Fitri Novia; Ratna Nery; Indah Lestari
Language and Education Journal Vol. 8 No. 1 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/n6pe6z16

Abstract

The goal of this study was to determine whether eighth graders at SMP PGRI Pedamaran who received instruction in the online reading strategy differed significantly from those who did not in their reading comprehension abilities. A quasi-experimental design was implemented for this study. The data was obtained through a written test consisting of multiple-choice questions. T-test was applied to the data for analysis. Based on the findings of the independent sample t-test, it was determined that the Pvalue (0.000) was less than the value (0.05) and the t-test obtained (2.917) was greater than the t-table (2.00). The results pointed out that alternative hypotheses were found to be accepted whereas null hypotheses were found to be rejected. The students who were taught by applying Online Reading Strategy and those who were not showed a significant difference in their reading comprehension achievement. In other words, SMP PGRI Pedamaran eighth grade students' reading comprehension performance was enhanced by employing an online reading strategy.
STAD TECHNIQUE TO IMPROVE READING COMPREHENSION IN RECOUNT TEXT Hidayati Amila Soliha; Chandra Fauzi; Yanti Sri Rezeki; Lisa Apriliana
Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/tpwtdx91

Abstract

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.
OVERCOMING CHALLENGES IN PROJECT-BASED LEARNING: INSIGHTS FROM EFL LEARNERS AND EFFECTIVE STRATEGIES FOR SUCCESS Zainina Zahwa Amalia; Dewi Nur Rizqi Fatmala; Dira Aprilia Nanda; Lilia Indriani
Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/bk929a60

Abstract

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.
THE USE OF SCHEMA ACTIVATION STRATEGY FOR TEACHING READING COMPREHENSION IN EFL CONTEXTS: A META-ANALYSIS STUDY Lucia Monica; Endang Susilawati; Dwi Riyanti
Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/70gxr695

Abstract

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.
THE ANALYSIS OF METACOGNITIVE AWARNESS OF THE STUDENTS’ WRITNG COMPETENCE Firlanda Dayu Pramesti; Dias Andris Susanto; Rahmawati Sukmaningrum
Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/0z0v5603

Abstract

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.
BLOOM Vs BARRET: COMPARING READING COMPREHENSION TYPES Nabela Ramadea; Ngasbun Egar; Fitri Yulianti
Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/65yywf85

Abstract

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
A STUDY ON STUDENTS' HABITS IN VIEWING YOUTUBE PODCAST AND THEIR ENGLISH LISTENING SKILLS Adzanil Prima Septy; Nabilah Putri Afifa
Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/s0c9bz35

Abstract

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

Page 13 of 34 | Total Record : 331

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