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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331 Documents
<![CDATA[FOUR CORNERS: A STRATEGY TO ENHANCE SPEAKING ]]>
<![CDATA[Rekha Asmara]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 2 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/ffk3h960
<![CDATA[Speaking plays a vital role in running the process of communication smoothly. By speaking, a learner can produce ideas on mind and deliver it to others through the utterances. In an effort to reach a subtle interaction between two or more speakers, some difficulties may arise because of less having vocabulary knowledge, motivation, or suitable materials. Let alone, students lack confidence and have no supporting environment to practice speaking.These difficulties can hinder students from being fluent and accurate speakers of English. Thus, Four Corners strategy was offered to reduce those difficulties. Four Corners strategy was convinced to enhance the students’ speaking ability]]>
<![CDATA[THE USE OF READER’S THEATER IN TEACHING READING ]]>
<![CDATA[Peni]]>;
<![CDATA[Dewi Sartika]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 2 (2019): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/2ngv7a79
<![CDATA[One of the ways to get new information is by reading. By reading, students are expected to get knowledge and be familiar with what is stated in the content of the text. Nevertheless, students are still have some problems in comprehending the reading text which makes their reading achievement were low. To overcome the students’ problems in reading, the teacher could implement the reader’s theater strategy. Therefore, this study was to investigate the effectiveness of the reader’s theater on students’ reading comprehension achievement. To conduct the research pretest posttest nonrandomized control group design, involving two groups was applied. The samples of this research were the students of the eleventh-grade students of SMA Negeri 2 Tanjung Raja. Based on the calculation using independent sample t-test, it was indicated that the reader’s theater could improve students’ reading comprehension achievement. The use reader’s theater was likely to be more effective in improving students’ reading achievement particularly in terms of vocabulary and comprehending the text. In addition, readers’ theater strategy can help the teacher in teaching reading narrative text because by using readers’ theater, students focused on the content of the text]]>
<![CDATA[IMPROVING STUDENTS’ WRITING ACHIEVEMENT BY USING SANDWICH PARAGRAPH STRATEGY ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Eva Saptarina]]>
<![CDATA[ Language and Education Journal Vol. 4 No. 2 (2019): Language and Education Journal ]]>
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DOI: 10.52237/aeph5n28
<![CDATA[Writing is important skill that should be taught. However, many students reluctant to do writing activities. Sandwich Paragraph Strategy is one of strategies that can be used to overcome students’ problems in writing. The purpose of this study was to find out whether or not there was a significant difference in writing achievement between the students who were taught through Sandwich Paragraph strategy and that of those who were not.Quasi-experimental method was used in this study.The participants of this study were the eighth grade students of SMPN 2 Teluk Gelam. Purposive sampling techinuqe was used to select the sample. T-test was used to calculate the data. Based on the result, it was found that t-obtained (4.002) was higher than t-table (2.003). It meant that there was a significant difference in writing achievement between the students who were taught through Sandwich Paragraph Strategy and that of those who were not. Thus, Sandwich Paragraph Strategy could improve students’ writing achievement]]>
<![CDATA[THE INFLUENCE OF EDMODO AS A COMPLEMENTARY TOOL IN LEARNING ENGLISH TO THE STUDENTS’ PERCEPTION OF NURSING SCIENCE PROGRAM AT STIK BINA HUSADA PALEMBANG ]]>
<![CDATA[Agus Wahyudi]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/ea1mfx42
<![CDATA[Rapid advances in science and technology bring radical changes in how to live, especially how we communicate. One of the most vital ICT contributions in education is the ease of access to teaching and learning. Edmodo is an educational site that takes the idea of a social network and refines and makes it appropriate for the class. The research method used in this research was an experimental method. The design used is one group pretest-posttest design. The population of this study was students of Nursing Science Program, STIK Bina Husada Palembang, the third semester in 2017/2018 academic year, the sample of this study was 48 students. The instrument of this study was a questionnaire adapted from Enriquez (2014) by using the Likert scale. After students fill out the questionnaire, univariate and bivariate analyzes were run. The collected data was analyzed by using t-test to find out whether the mean value differed significantly. The pretest result showed that there were 19 students or 40% in the negative category and 29 students or 60% in the positive category. The posttest result showed that 2 students or 4% were in the negative category and 46 students or 96% were in a positive category. The mean value of the pretest was 37.40, the standard of deviation was 3.972, while the mean of the posttest was 48.44, and the standard deviation was 4.522. The statistical value showed 0.000, hence it can be concluded that there was a significant difference between before and after given treatment]]>
<![CDATA[USING ADBUSTING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/8hq53m21
<![CDATA[Writing is an important subject which needs to be taught from elementary to university level. However, students still get difficulties in doing writing activities. Adbsuting technique can be used to improve students’ problems in writing skill. Therefore, the objective of this study was to find out whether or not adbusting technique could improve students’ writing achievement. A classroom action research (CAR) was used in this study as the method. The participants were second-semester students of English major of FKIP UNISKI Kayuagung which consisted 26 students. To collect the data written test was used. The students chose one of the topics which consisted five topics then they wrote a paragraph based on the topic. Mean score was used to analyze the data. Based on the result, the mean score of students on writing before the treatment was 60. The mean score of post test 1 at the first cycle was 66,58. The mean score of post test 2 at the second cycle was 74,15. The mean score of post test 3 at the third cycle was 80.92. Thus, the data showed that adbusting technique could improve students’ writing achievement]]>
<![CDATA[USING YOUTUBE FOR PROMOTING STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT ]]>
<![CDATA[Fitri Novia]]>;
<![CDATA[Rachmanita]]>;
<![CDATA[Citra Rosmita Sari]]>
<![CDATA[ Language and Education Journal Vol. 9 No. 1 (2024): Language and Education Journal ]]>
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<![CDATA[The paper sought to explore whether there was a substantial alteration in writing procedure text achievement among seventh-grade students at SMPN 1 Sungai Pinang when utilizing YouTube. All the seventh-grade students from SMPN 1 Sungai Pinang in the academic year 2022/2023 were a population. It took fifty-eight students to become the sample. Two groups were formulated, namely experimental and control. A quasi-experimental design was carried out. Written test in the form of an essay, was reported twice as a pre-test and post-test. Formerly, the students were provided with five topics and crafted a procedure text. The scores were then examined using the t-test. SPSS version 26 was spent to calculate it. The independent sample t-test revealed that t-obtain was greater than t-table. The probability value was less than the alpha value. It caused the null hypothesis to be excluded while the alternative hypothesis was established. Hence, there was a substantial variance in writing performance between students who used YouTube and those who did not]]>
<![CDATA[THE EFFECT OF READER RESPONSE STRATEGY AND STUDENTS’ READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE X SMAN 2 KOTA BENGKULU ]]>
<![CDATA[Elva Utami]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/er1c5e54
<![CDATA[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.]]>
<![CDATA[THE COMPARISON OF USING NUMBERED HEAD TOGETHER (NHT) TECHNIQUES AND COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) TECHNIQUES TOWARD READING COMPREHENSION ]]>
<![CDATA[Fenny Thresia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/33jqm141
<![CDATA[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.]]>
<![CDATA[THE USE OF SHARED READING TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1 KANDIS OGAN ILIR ]]>
<![CDATA[Rachmanita]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/d1abnc65
<![CDATA[One needs to be proficient in each of the four language skills namely, listening, speaking, reading, and writing in order to become a well rounded communicator. However, the ability to read skillfully, provide students with several distinct advantages. By having sufficient reading skill, students will make a better progress and development in learning English. In other words, students who want to be good in English must be able to read well and students who can comprehend the text not only will get much knowledge but also will obtain many vocabularies as well. Therefore, the aim of this study was to find out whether shared reading technique could improve students’ reading skill achievement or not. Quasi experimental method and non-randomized control group control group pre-test and post test design were used in this study. The population was the eighth grade students of SMP Negeri 1 Kandis Ogan Ilir in the academic year of 2014/2015 with total number of 172 students. There were two groups taken as the sample and each group consisted of thirty students. The data were collected by using writing test in the form of multiple choice. The data obtained were analyzed by using t-test. The findings showed that shared reading technique could improve students’ reading achievement.]]>
<![CDATA[PROMOTING LETTERS TO INCREASE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 1 No. 1 (2016): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/qtt8d568
<![CDATA[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 άvalue (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.]]>
