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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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STUDENTS’ PERCEPTION TOWARD TEACHER OF ENGLISH IN TEACHING PERFORMANCE Nyayu Yayu Suryani
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: 10.52237/45vkh466

Abstract

The teaching performance of the teacher plays important roles in improving the students’ achievement in learning English. However, the performance of the teacher in teaching English is judged by the students’ performance. Therefore, the main purpose of this study was to find out the students’ perception about the teacher of English in teaching performance at SMA N 14 Palembang related to the questionnaire given. The population of this research was all the third year students of SMA Negeri 14 Palembang. They were 48 students taken as a sample. A descriptive method was used in this research. The data were obtained by means of a questionnaire. Based on the result of the data analysis, the students’ perception of their teacher’s performance in teaching covered seven aspects were as follows: (a)How the teacher open the lesson, (b) The attitude of the teacher in learning process, (c) The teacher material mastery, (d) Teaching and learning process, (e) The use of media, (f) Evaluation, and (g) How the teacher close the lesson. It concluded that most of the students’ perception about t
THE INFLUENCE OF GUIDED READING TECHNIQUE TOWARD STUDENTS' READING COMPREHENSION Eva Saptarina
Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/pjjbn572

Abstract

Guided reading is a technique that a teacher can use to help students become great readers. Reading is the most dominant skill in learning because the ability to read is not only a performance to pronounce the passage but also an understanding the message from a passage or text. Therefore, the main purpose of this study was to prove whether or not the students who were taught reading by using guided reading technique had significantly different achievement than that of those who were not. In conducting this study a quasi-experimental method was used. The sample was taken by using purposive sampling method. The writer used the written test in the form of multiple choice. In this study, content validity was used. The t-test was used to analyze the data. Based on the independent sample t-test, it was found that the mean difference between experimental and control groups was 12.353 at the significant level p<0.05 in two-tailed testing with df= 68, t-obtained was 3.811, and the critical value of t-table was 1.9955. Since t-obtained (3.811) was higher than t-table (1.9955) and p-value(0.000) was less than α-value (0.05), it showed that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It meant that there was a significant difference in students' reading comprehension between the students who were taught using guided reading technique and that of those who were not
THE USE OF THINK BEFORE, WHILE, AFTER READING (TWA) STRATEGY TO IMPROVE STUDENTS’ READING ACHIEVEMENT Yuni Indah Sari
Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/3bfd5r10

Abstract

Reading as an essential skill in order to obtain information written in the books. Therefore, students must master the skill of reading. This study aimed to find whether there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. The samples were the two classes of the eleventh-grade students of SMA Negeri 1 Teluk Gelam. The data obtained using the written test in which the students chose the correct answer after reading hortatory exposition texts. Then, to analyze the data, the t-test was used if the data were considered normal and homogenous. The result of t-test showed that t-obtained was 9.8 at the significance level of p<0.05 with df 58 and the critical value of t-table was 1.99 Since the value of t-obtained exceeded the critical value of t-table, the null hypothesis (Ho) was rejected and the research hypothesis (Ha) was accepted. It means that there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. Think before, While, After reading (TWA) strategy guided the students to find the main idea/topic of the text, specific/detail information of the text, synonym, and antonym of the vocabularies written in the text
UTILIZING ELT PODCASTS TO DEVELOP LISTENING COMPREHENSION Rekha Asmara
Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/jywfyk79

Abstract

The development of listening comprehension tends to be ignored in the process of teaching and learning English as a foreign language. English language teachers often use the same listening materials for much of the time of their teaching. A new trend for teaching listening comprehension known as ‘ELT podcast' is thus recommended and explained in this article. Educators saw the beneficial backwash of ELT podcasts for English teaching and learning especially in the teaching of listening comprehension. It offers students extra listening practice both inside and outside of English classes. The aim of this study was to help both teachers and students in overcoming the ignorance of listening comprehension development and in providing interesting, fun, and accessible teaching materials for listening comprehension
USING NURSERY RHYME TO TEACH LISTENING SKILL Ade Irma Suryani; Fitri Novia
Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/hwxx0v72

Abstract

Listening is a process to construct the meaning between speaker and listener. Unfortunately, in listening students not only have the important things but also difficult things. There are many kinds of song that teacher can use in teaching listening to support their teaching process. One of a song is a nursery rhyme. Hence, the purpose of this study was to find out whether or not there was a significant difference in listening achievement between students who were taught by using nursery rhymes and who were not. In conducting this study, quasi experimental design was used. In this study, the writer took the sample by using purposive sampling method. The writer used a written test in the form of fill in the blank. The t-test was used to analyze the data. Based on the result of the independent t-test, the t-obtained was 2.022. At the significance level of p<0.05 and the degree of freedom (df) 68. The critical value of ttable was 1.9955. Since the value of t-obtained (2.022) was higher than the value of t-table (1.9955) and p-value (0.047) was lower than ά-value (0.05), the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In the other words, there was a significant difference in students’ listening achievement between students who were taught by using nursery rhyme and that of those who were not
PLEASE COMPLETE THE STORY: STORY COMPLETION TECHNIQUE IN TEACHING SPEAKING TO NON-ENGLISH MAJOR STUDENTS Abdul Aziz Rifa’at; Nyayu Yayu Suryani
Language and Education Journal Vol. 3 No. 2 (2018): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/ncf4rz04

Abstract

The aim of this study was to find out the significant difference in speaking achievement before and after the implementation of story completion technique to the 6th-semester students at STIK Siti Khadijah Palembang. The method of the study was a pre-experimental method with one group pre and posttest design approach. The population of the study was the 6th-semester students of S1 Nursing Program. The total number of the population was 90 students in the academic year 2018-2019. The sample of the study was taken by using a systematic random sampling method. The total number of the sample was 30 students. The test was given twice as a pretest and a posttest. The result of the test was analyzed by using t-test through the SPSS program. The result of the study showed that there was a significant difference in speaking achievement before and after the implementation of story completion technique to the 6th-semester students at STIK Siti Khadijah Palembang. It can be concluded that the story completion technique could be an alternative technique in teaching speaking to the students at STIK Siti Khadijah Palembang
THE ENGLISH LEARNING MOTIVATION OF NURSING SCIENCE STUDENTS OF STIK BINA HUSADA PALEMBANG Agus Wahyudi
Language and Education Journal Vol. 3 No. 2 (2018): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/yh338529

Abstract

Foreign language learning is closely related to human psychology, where learners or students are the centers of the learning process, their psychology is a key element in teaching and learning because affective factors such as motivation, it is the basis of linguistic factors such as learning or acquiring four language skills. The population of this study is the nursing science students of STIK Bina Husada in the 2017/2018 academic year; the sample of this study is the fourth-semester students who took English III subject, where there were 45 students consist of 15 males and 30 females. The purpose of this research was to find out the students’ English learning motivation of Nursing Science Students of STIK Bina Husada Palembang. The English learning motivation is categorized into a high, medium, and low the researcher used a motivation questionnaire to measure students’ motivation which consists of 40 structured questions (items) adapted from Ethel Ogane and Masako Sakamoto (1997). The result of this study showed that 21 (47%) students were in high motivation, 19 (42%) were in medium motivation, and 5 (11%) were in low motivation. Gardner (2006) posits that students with higher levels of motivation will do better than students with lower levels. He further adds that ‘if one is motivated, he/she has reasons (motives) for engaging in the relevant activities, expends effort, persists in the activities, attends to the tasks, shows the desire to achieve the goal, enjoys the activities, etc’
PROMOTING STUDENTS’ READING COMPREHENSION IN REPORT TEXT  BY USING TABLEAU STRATEGY Muhammad Khoiri
Language and Education Journal Vol. 3 No. 2 (2018): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/cywj7270

Abstract

The aim of the study was to find whether tableu strategy was effective to improve the tenth grade students of SMA Negeri 1 Teluk Gelam or not. The selection of the study sample using purposive sampling so that there were 64 students taken. To collect the data, the reading test in the form of multiple choices was administered. Before giving the test, the test was tried out to non-sample students (class X.3) at SMA Negeri I Teluk Gelam in order to find the validity and reliability of the test. The data were analyzed using t-test after the data were considered normal and homogenous. The result of independent sample t-test showed that t-obtained (3.950) was higher than t-table (1.9990) and pvalue (0.000) was less than αvalue (0.05), it showed that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It meant that Tableu strategy was effective to improve the tenth-grade students’ reading achievement at SMA Negeri 1 Teluk Gelam. In short, tableu strategy was useful to 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
THE USE OF COOP – DIS – Q STRATEGY IN TEACHING READING ANALYTICAL EXPOSITION TO THE ELEVENTH GRADERS OF SMA NEGERI 1 TELUK GELAM Herbet Spencer
Language and Education Journal Vol. 3 No. 2 (2018): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/29rnwr29

Abstract

The main objective of the study was to find out whether or not there was a significant difference between the students’ reading comprehension achievement who were taught by using Coop-Dis-Q strategy and that of those who were not. This study conducted at SMA Negeri 1 Teluk Gelam which consisted of 168 eleventh-grade students. The sample of the study was 66 students taken by purposive sampling. The data gathered using multiple choice items. Quasi-experimental method was used in this study. The data analyzed by using t-test. The calculation of t-test showed that t-obtained (3.544) was higher than t-table (1.9977). In other words, the null hypothesis (Ho) was rejected and consequently, the alternative hypothesis (Ha) was accepted. It could be stated that there was a significant difference between the students’ reading comprehension achievement who were taught by using story impression strategy and that of those who were not. Coop-Dis-Q strategy made students had an opportunity to work together in comprehending the texts, lead the students to help each other in comprehending the text and kind of questions that were prepared in this strategy and were used to increase students’ reading comprehension. As a result, they could involve actively in reading activity
THE EFFECT OF PORPE AND QTA TECHNIQUES TOWARD STUDENTS’ READING PERSUASIVE SKILL Rachmanita; Eva Saptarina
Language and Education Journal Vol. 3 No. 2 (2018): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/0xwyyn75

Abstract

The objective of this study was to see whether the use of techniques as PORPE (Predict, Organize, Rehearse, Practice, and Evaluate) and QtA (Question the Author) were effective in improving students’ reading achievement or not. This study was experimental research with non- randomized control group pretest posttest design. The sample of this research was seventy five students of eleventh graders of social class at SMA Negeri 2 Kayuagung which consisted of three groups, two experimental groups and one control group. The first experimental group was given treatment by using PORPE technique, the second group was given treatment by using QtA technique, and the control group was not given treatment. The data were gathered by using reading test and were analyzed by using One-way ANOVA. The findings showed that PORPE and QtA techniques were effective in improving the students’ reading achievement

Page 18 of 34 | Total Record : 331

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