cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fitri Novia
Contact Email
fitrinovia84@gmail.com
Phone
+628153862835
Journal Mail Official
englishjournaluniski@gmail.com
Editorial Address
http://ejournal.uniski.ac.id/index.php/LEJ
Location
Kab. ogan komering ilir,
Sumatera selatan
INDONESIA
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
 15   16   17   18   19 
THE EFFICACY OF LEARNING COMMUNITY IN LEARNING ENGLISH SPEAKING SKILL M Bambang Purwanto; Despita
Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/67efwj54

Abstract

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
STUDENTS’ MOTIVATION IN ENGLISH SPEAKING LEARNING USING E-MODULE Rulik Setiani; Nurul Aulia; Elis Susanti; Dewi Sri Kuning
Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/yzs4r155

Abstract

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
IMPROVING WRITING RECOUNT TEXT BY USING EDMODO APPLICATION Fitri Novia; Eva Saptarina; Lidia Resta
Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/3rbc8670

Abstract

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
EXECUTING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION DURING PANDEMIC Rachmanita; Kiki Rizki Amelia; Dita Septiana Kharisma Putri
Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/aec8tm97

Abstract

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
THE ENGLISH SPEAKING ANXIETY OF NURSING SCIENCE STUDENTS OF STIK BINA HUSADA PALEMBANG Agus Wahyudi
Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/bprhym26

Abstract

Learning a foreign language is closely related to human psychology, where learners sometimes got anxiety which is the common reaction in English classes. Horwitz (2001) states that one-third of the students who study foreign languages experience at least at an average level. The population of this study was the nursing science students of STIK Bina Husada in the 2016/2017 academic year; the sample of this study was the second-semester students who took English II subject, where there were 45 students consisting of 15 males and 30 females. The purposes of this research were to find out the frequency and the level of English speaking anxiety of Nursing Science Students STIK Bina Husada Palembang. The frequency of English speaking anxiety was categorized into very often, often, seldom, and never, while the level of English speaking anxiety was categorized into high, moderate, and low. To collect the data, two questionnaires of an English speaking anxiety adapted from Horwitz, Horwitz, and Cope (1986) were distributed. The result of this study showed that 6 students (13%) answered very often, 18 students (40%) answered often, 19 students (42%) answered seldom, and 2 students (5%) answered never felt anxious when speaking English in the class. Further, the second questionnaire showed that 2 students (5%) were in the high category, 42 students (93%) were in moderate, 1 student (2%) was in low anxiety. In accordance with the students’ answers, it was hoped that the students realized that it was natural to make mistake in English class
USING POWER STRATEGY TO TEACH WRITING SKILL Reka Tia Susanti; Fitri Novia
Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/hnxq2283

Abstract

Writing is an important language skill that must be learned by students. However, it is a complex process that makes many students have difficulty to generate ideas or struggle with brainstorming. As the result, their composition is not coherent and unity. POWER strategy can be used to help students’ in doing the process of writing. The objective of this study was to find out whether or not there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not. The quasi-experimental method was used. Purposive sampling technique was used to select the sample. The written test was used as an instrument. The t-test was used to analyze the data. Based on the data, it was found that tobtained (3.511) was higher than ttable (1.966), and pvalue (0.000) was lower than αvalue (0.05) It meant that null hypothesis (Ho) was rejected and consequently the alternative hypothesis(Ha)was accepted. Hence, there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not
ENHANCING STUDENTS’ READING ACHIEVEMENT BY USING PROFESSOR KNOW-IT-ALL STRATEGY Mimiliah; Dewi Sartika
Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/r3b0e214

Abstract

Students still have difficulty in comprehending the reading text. Hence, the objective of the study was to find out whether Professor Know-It-All strategy could improve the tenth-grade students’ reading achievement at SMA Meranti Pedamaran or not. The population of this study was all the tenth-grade students of SMA Meranti Pedamaran. The sample was chosen using purposive sampling method, therefore, two classes; experimental group (class X.3) and control group (class X.2) were taken as the samples and each of them consisted of 36 students. To conduct this study, the quasiexperimental method was used. The written test in the form of multiple choices was administered in order to collect the data. The test was tried out to nonsample students at SMA Meranti Pedamaran in order to know the reliability and validity of the test. Before analyzing the data using the t-test, the normality and homogeneity were found. After the data were considered normal and homogenous, the result of independent sample t-test showed that t-obtained (4.960) was higher than ttable (1.9944) and pvalue (0.000) was less than ᾳvalue (0.05), it showed that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It meant that Professor Know-It-All strategy could improve the tenth-grade students’ reading achievement at SMA Meranti Pedamaran. In brief, Professor Know-It-All Strategy could improve students’ reading achievement because this strategy guided them to comprehend the reading texts given during the treatment by asking and answering the questions posed by their classmates
DEVELOPING STUDENTS’ READING ACHIEVEMENT BY USING RECIPROCAL TEACHING Ratna Nery
Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/rga8m770

Abstract

Reading is one of the most important skills to develop knowledge besides listening, speaking, and writing skills. It provides access the information due to the fact that it can give valuable knowledge to the readers who want to find the information. Ideas, opinion, or information can be gotten from how much the students read the books. Therefore the main purpose of this study was to prove whether or not the students who were taught reading by using reciprocal teaching had significantly different achievement than that of those who were not. The samples were the ninth grade students at State Junior High School 1 of Sirah Pulau Padang. The data obtained were taken by using a written test in the form of multiple choices. The data were analyzed by using t-test and all the computational procedures were run by using Statistical Package Social Science (SPSS). The result of independent samples t-test showed that t-obtained (4.352) was higher than the pvalue (.000) of ttable (1.9990). It means that there was a significant difference in reading achievement between the students who were taught by using reciprocal teaching and that of those who were not. The students who were taught by using reciprocal teaching could develop their reading achievement after experiencing with the classroom activities
THE USE OF PICTURE SERIES IN WRITING PROCEDURE TEXT Yessy Listyaningsih
Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/jpy6mz94

Abstract

Writing is one of skill which needs to be learned by the students. Through writing, someone can share personal meanings and express his/her idea in the written form. However, students still have problems in writing procedure text. Therefore, the purpose of this study was to find out whether there was a statistically significant difference of students’ writing achievement and that of those who were not. This research was quantitative. The samples of the research were 30 students at the eighth grade of SMP Negeri 4 Kayuagung, namely classes VIII.3 and VIII.6. The instrument used was written test in the form of essay. The data were analyzed by using t-test. The result showed that there was a statistically significant difference on students’ writing of procedure text with significance level of p<0.05 and the value of tobtained (3.189) was higher than ttable (2.000). This suggested that picture series helped the students to understand the difficult words easily by looking at the pictures, made them more enjoyable and interesting to learn writing, made the class more active and alive, and could attract the students’ curiosity in learning new vocabulary so that they could write the composition of procedure text well
THE COMPARISON USING DRAW LABEL CAPTION (DLC) AND DRILL TECHNIQUE TOWARD STUDENTS’ ENGLISH WRITING ABILITY Fitri Palupi Kusumawati; Eva Faliyanti
Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/mvqvm597

Abstract

Writing can be said that it is very important for the students, because the students can express their ideas and cxperience in writing form. The teachers should always look for which one suitable technique to be applied to the students, in order to make the students interested in learning writing, they are Draw Label Caption (DLC) and Drill Technique. In this research, the researcher compared DLC and Drill techniques that can be used to improve students’ writing ability. In this experimental research, there were 3 variables. That are 1). Draw Label Caption (DLC) technique as the first independent variable. 2). Drill technique as the second independent variable. 3) Writing skill as the dependent variable. The method that used in this research was test. Students were asked to write the text in English based on predetermined theme. In this study, researcher used pretest and Posttest. Based on the data analysis the researcher got the result of based on the calculation, it was found that: 1) F-ratio = 7.5 and F-table at significance level 1% was 7.08 and at significance 5% was 4.00. At this point the researcher found that F-ratio was bigger than F-table. The researcher concluded that there was difference of students’ English writing ability through DLC and Drill technique. 2) Fratio = 37.7 at the same signifficance level. In other words, there was difference of students’ English writing ability through DLC and Drill technique

Page 17 of 34 | Total Record : 331

 15   16   17   18   19 

Filter by Year

2016 2025


Reset
Filter By Issues
All Issue Vol. 10 No. 2 (2025): Language and Education Journal Vol. 10 No. 1 (2025): Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal Vol 8 No 2 (2023): Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal Vol. 8 No. 1 (2023): Language and Education Journal Vol 8 No 1 (2023): Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal Vol 7 No 2 (2022): Language and Education Journal Vol 7 No 1 (2022): Language and Education Journal Vol. 7 No. 1 (2022): Language and Education Journal Vol 6 No 01 (2021): Language and Education Journal Vol 6 No 2 (2021): Language and Education Journal Vol. 6 No. 2 (2021): Language and Education Journal Vol. 6 No. 1 (2021): Language and Education Journal Vol. 5 No. 2 (2020): Language and Education Journal Vol 5 No 2 (2020): Language and Education Journal Vol. 5 No. 1 (2020): Language and Education Journal Vol 5 No 1 (2020): Language and Education Journal Vol. 4 No. 2 (2019): Language and Education Journal Vol. 4 No. 1 (2019): Language and Education Journal Vol 4 No 1 (2019): Language and Education Journal Vol. 3 No. 2 (2018): Language and Education Journal Vol 3 No 2 (2018): Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal Vol. 1 No. 2 (2016): Language and Education Journal Vol 1 No 1 (2016): Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal More Issue