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
 1   2   3   4   5 
ANALYZING THE PRE-WRITING PROCESSES OF STUDENT - AUTHORED WRITINGS PUBLISHED IN MASS PRINT MEDIA Mayke Melya Sari
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research was motivated by students writing published in mass print media. The researcher wants to find ways the students apply the prewriting process in student publication in print media such as newspapers. This research is qualitative research with a case study method that aims to analyze and discover how the students apply the pre-writing process before publication. The researcher found two students had applied all the stages and one student had not fully applied all the stages in pre-writing. The stages that have been taken arechoosing a topic and gathering ideas. Meanwhile, the steps that have not been applied are organizing ideas, defining a topic sentence, and outlining. The conclusion is the students applied all the stages and the students not fully apply the stages in pre-writing can both publish their writing in print media
FACTORS AFFECTING STUDENTS’ ANXIETY IN READING COMPREHENSION OF HIGH SCHOOL STUDENTS IN PALEMBANG Widya Karamina; Annisa Astrid; Rizqy Dwi Amrina
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to determine the level of students' reading anxiety in English, as well as to identify the causes of reading anxiety. The method of this research is quantitative. The subjects of this study were class XI students at high school in Palembang which amounted to 110 students. The researchers adopted the foreign language reading anxiety scale questionnaire, to examine students' reading anxiety levels. Meanwhile, in investigating students' potential reading anxiety factors, the researchers adopted a ready-made questionnaire. The data were analyzed using descriptive statistics. The results of this study showed that: the level of reading anxiety which was most experienced by 62% of students is a moderate level, and for the major factor that causes students' reading anxiety is an unfamiliar topic 57.95% of students, the second factor is fear of making mistakes with 53.64%, the third factor is worry about the effect of reading with 53.33%, the fourth factor is unknown vocabulary with 52.27%, and students have chosen the last factor is foreign culture with 52%
A FLASHCARD JOURNEY: TRANSFORMING EDUCATION THROUGH PASSION AND ENGAGEMENT AT SDN 3 POTROBANGSAN MAGELANG Nurul Hidayah; Paulina Besty Fortinasari; Hanina Syarifah; Siti Nur Aisyah; Wigati Sunarsih; Fadhia Bimala Nur Insani; Sinta Ria
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teaching English as a foreign language can be said to transform the best knowledge of acquired language from the teacher to the students. This study investigates the transformative impact of using flashcards in English language learning at SDN Potrobangsan 3, under the guidance of an English teacher in Magelang. This study uses a descriptive qualitative method with data collection by interviewing an English teacher at SDN Potrobangsan 3. The innovative use of flashcards triggers students' enthusiasm for English learning activities. Using clear and engaging visual aids, these flashcards improve various aspects of vocabulary acquisition, listening comprehension, and oral communication skills. Flashcards transform passive listeners into active participants in decoding language. In addition to improving listening skills, flashcards act as a confidence booster in verbal communication. The English teacher becomes a stage where each flashcard fosters engagement, participation, and a passion for learning. The genuine enthusiasm of the students, coupled with the passion of the teacher, weaves a creative and meaningful teaching and learning activity at SDN Potrobangsan 3
THE EFFECT OF READER RESPONSE STRATEGY AND STUDENTS’ READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X SMAN 2 KOTA BENGKULU Elva Utami
Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/wdr4cw26

Abstract

Teaching strategy and students’ reading interest influence students’ reading comprehension. Reader response strategy can be used as a variation of teaching strategy in teaching reading comprehension. The aim of the research were 1) to find out whether reader response strategy gave significantly effect in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not, 2) to find out whether there was an interaction between teaching strategies (reader response strategy and small group discussion) and students’ reading interest toward students’ reading comprehension of narrative text at grade X of SMA Negeri 2 Bengkulu or not, 3) to find out whether the students with high reading interest who were taught by using reader response strategy got significantly higher result in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not, and 4) to find out whether the students with low reading interest who were taught by using reader response strategy got significantly higher result in reading comprehension of narrative text than those who were taught by small group discussion at grade X of SMA Negeri 2 Bengkulu or not This research was an experimental research with factorial design 2x2. It was conducted at SMAN 2 Kota Bengkulu. The population of this research was all students at X science grade of SMAN 2 Kota Bengkulu which consisted of 6 classes. By using cluster random sampling, class X IPA A was selected as the experimental group and class X IPA D as the control group. To collect the data, reading interest questionnaire and reading comprehension test were used. T-test analysis and two way Anova analysis were used in analyzing the data. The results showed that: 1) reader response strategy gave significant effect toward students’ reading comprehension compared to small group discussion, 2) there was no interaction between reader response strategy and small group discussion and students’ reading interest towards students’ reading comprehension, 3) students with high reading interest who were taught by reader response strategy had significant result in reading comprehension than students who were taught by small group discussion, and 4) the students with low reading interest who were taught by reader response strategy had significant result in reading comprehension than students who were taught by small group discussion.
THE COMPARISON OF USING NUMBERED HEAD TOGETHER (NHT) TECHNIQUES AND COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) TECHNIQUES TOWARD READING COMPREHENSION Fenny Thresia
Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/fh5vqa39

Abstract

Reading comprehension is a key point for basic English. The aim of this study is to find out the suitable technique between NHT and CIRC techniques in teaching reading. The design of this research was experimental design with pre-test and post-test design. The research was conducted at the Class Management. The number of population was 160 students, therefore, cluster random sampling was used as technique sampling. The students in each of experimental and control groups consisted of 32 students that classified from heterogenic students level. The result of the average score in experimental group was 63.40 and control group was 57.84. It meant that the result of reading scores in experimental group was higher than in control group. In other words, NHT technique was more effective than CIRC technique toward students reading comprehension in descriptive text.
PROMOTING LETTERS TO INCREASE STUDENTS’ WRITING SKILL Fitri Novia
Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/a1fgph75

Abstract

Writing is one of important skills learned by students because everyone can express their ideas, opinion, feeling, and information on the paper. However, writing considers difficult for students. To overcome the students’ problem in writing, teachers can use various ways and authentic materials. One of them is by using letters. Therefore, the aim of this study was to find out whether or not students’ writing skill could increase by using letters. Quasi - experimental method was used which involved experimental and control groups. The samples consisted of 72 students of SMP Negeri 5 Kayuagung.Writing test was used to collect the data. Content validity and inter-rater reliability were used to measure the validity and reliability of instrument. To analyze the data, t-test was used. Based on the result, the value of t-obtained (5.495) was higher than value of t-table (1.9944) and pvalue (0.000) was lower than value (0.05). It meant that the null hypothesis was rejected and the alternative hypothesis was accepted. In other words, letters could increase students’ writing skill.
THE IMPLICATION OF PARADIGMATIC AND SYNTAGMATIC RELATIONS IN MORPHOLOGY TO LANGUAGE TEACHING AND LEARNING: A SYSTEMATIC OVERVIEW Aisyah; Despita; M. Bambang Purwanto
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

English Language has many unique properties among which are words; the most tangible elements of a language. Morphology has an impact on Language learners’ ability to both listen and speak efficiently in English. Indeed, the most serious problems of teaching English have to do with the quality of the teachers available for teaching the language as nearly all such teachers are L2 speakers. The paper aims to broaden the scope and knowledge of students and their teachers on word use and word formation through paradigmatic and syntagmatic relations. Accordingly, the possibility of effecting appreciable improvement in the quality of the English spoken in the country as a whole would appear very remote if the study of words and their relationships continue to be neglected in schools. The paper recommends the training of teachers in Contractive Linguistics who are unable to understand and consequently devise effective pedagogical strategies for combating the mostly mother-tongue-induced kinds of learners' errors that recur in students' written and oral performances in the languag
OBSERVING TEACHER’S STRATEGIES IN TEACHING READING NARRATIVE TEXT FOR THE TENTH GRADERS Yeni Fitriana; Happy Kusuma Wardani
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading is crucial for students’ academic endeavors because it helps students in getting knowledge. With the increasing demand for reading proficiency, students often encounter difficulties in comprehending English texts. This study aims to investigate the teaching strategies employed by an English teacher in reading narrative text for the tenth graders of MA Ma’arif NU Assa’adah Bungah Gresik and the student's responses to the strategies. An English teacher who taught in the tenth grade along with 24 tenth graders of MA Ma’arif NU Assa’adah Bungah became the subjects of this research. By employing a mixed-method research design, the observation sheet was utilized as a qualitative instrument to note down the results of observation in the teaching-learning process, whereas the questionnaire was utilized as a quantitative instrument to find out the students’ responses to the teacher’s strategies in teaching reading Narrative Text. Descriptive qualitative and descriptive statistics in the form of percentages were used to analyze the data. Through three sessions of observation, it revealed that the teacher employed various strategies in teaching reading of narrative text including Scanning, Skimming, Guessing, Silent Reading, Question and Answer Relationship (QAR), Think Aloud, and Jigsaw strategy. Meanwhile, the results of the questionnaire depicted positive responses from students. It indicated that the students perceived benefits from the teacher’s strategies in facilitating comprehension and engagement
THE RELATIONSHIP BETWEEN THE EIGHT-GRADE STUDENTS' VOCABULARY MASTERY AND THEIR WRITING ACHIEVEMENT AT SMP PGRI PEDAMARAN Yuris Tri Harli; Dewi Sartika; Kiki Rizki Amelia
Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the world of language development and academic achievement, the relationship between vocabulary mastery and writing power is critical. Recognizing the tremendous impact of students' lexical command on their ability to compose descriptive texts is critical for educators seeking to improve language teaching. As a result, the purpose of this study is to investigate the possible relationship between students' English vocabulary mastery and their ability to write descriptive texts at SMP PGRI Pedamaran. This inquiry provides useful insights into the underlying aspects that support excellent English writing. Utilizing a purposive sampling strategy, three classes comprising 72 students were chosen as the sample group. Data collecting included delivering multiplechoice vocabulary exams as well as essay-based writing tests. The Pearson Product Moment correlation approach was utilized to conduct further study. The findings show a substantial relationship between students' English vocabulary ability and their ability for descriptive writing at SMP PGRI Pedamaran. The estimated correlation coefficient (r) of 0.26 was more than the crucial value (r-table) of 0.23 at a significance level (p) of less than 0.05, indicating a weak correlation. This emphasizes the importance of vocabulary in generating descriptive texts, as well as its significance in language proficiency. As a result, vocabulary mastery emerges as a critical determinant in students' ability to successfully explain descriptive narratives, emphasizing its intrinsic value in the writing process
WRITING ANXIETY FACTORS IN FOURTH-SEMESTER ENGLISH STUDENTS AT MUHAMMADIYAH KOTABUMI UNIVERSITY Rulik Setiani; Irawan Suprapto; Waliya
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to investigate the factors of students' anxiety in writing class and identify the dominant factors of students' anxiety in writing class. This research used descriptive qualitative research methods. The data from this research were taken from the interview results with 10 students in the fourth semester of the English education study program at Muhammadiyah Kotabumi University academic year 2021/2022. The instrument used in this research is an interview. In the data analysis technique, the data using the Miles and Huberman model which consists of reduction data, display data, and conclusion drawing/verification. The research findings reveal eight key factors contributing to students' anxiety in writing classes. These include inadequate writing practice (4 respondents), low self-confidence in writing (6 respondents), anxiety from writing (8 respondents), inadequate writing technique (8 respondents), pressure for perfect work (8 respondents), time pressure (9 respondents), problem with topic choice (9 respondents) and language difficulties (10 respondents). The three most prominent factors are language difficulties, time pressure, and topic choice issues, affecting 10 and 9 respondents. These findings provided important insights for educators to understand the sources of students' anxiety and develop effective strategies to help them overcome barriers in learning to write

Page 2 of 34 | Total Record : 331

 1   2   3   4   5 

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