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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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HOW CAN DRAMA COACH ENHANCE STUDENTS’ ENGLISH SELF-ESTEEM AND SPEAKING PERFORMANCE? Suramto; Episiasi; Yentri Anggeraini
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/cteb0m71

Abstract

The study aimed to determine if students' self-esteem and speaking proficiency significantly changed after receiving instruction from a drama coach. The 60 general conversation students, who ranged in age from 15 to 17, were the subjects of the study. In this study, a quasi-experimental design was used. A speaking achievement test and a self-esteem questionnaire were distributed to gather data. Three raters conducted interviews to collect data on speaking scores. Based on the findings, students who received drama coach treatment had higher mean scores in speaking achievement (81.46) and self-esteem (80.57). Additionally, the drama coach influenced students' self-esteem (29.7%) and speaking proficiency (58.8%). The remaining 11.5% may be influenced by additional factors not included in the research. The drama coach's role improved the teenagers' ability to speak English
STUDENTS’ PERCEPTION AND ANXIETY IN ONLINE LEARNING TOWARD TECHNOLOGY ADAPTATION Haris Hamdani; Dery Tria Agustin; Annas Alkhowarizmi; Rahmat Soleh
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/ctkntt87

Abstract

This study investigated students’ perceptions and anxiety concerning online learning and technology adaptation among 20 fourth-semester accounting students at Universitas Bhayangkara Jakarta Raya. Using a descriptive qualitative method, data were collected through questionnaires and interviews and analyzed with Likert scales and transcription analysis. The findings revealed that many students experienced concerns and anxiety during online learning. They needed more motivation for sessions conducted via Google Meet and Google Classroom, though the materials provided were often communicative. While students found it relatively easy to access supplementary materials, they perceived online learning as disorganized and struggled with flexibility in communication with lecturers due to their anxiety. Technical challenges, such as internet connectivity issues and limited data quotas, frequently distracted students and reduced their focus. These disruptions disrupted their perception of online learning, resulting in a lack of engagement and learning fatigue. Despite these challenges, students adopted technology and realized the importance of technology in their education. However, most participants felt offline learning was still more effective and engaging. Additionally, technical tasks must be considered more closely, and online education methods should be optimized more effectively to increase students’ interest and decrease stress levels. Despite its challenges, students showed a willingness to embrace technology for learning. These findings suggest that it is critical to find new ways of making online learning spaces less organized, meaningfully engaging, and more facilitative of the personal adjustments and coping needed by learners
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 : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/wz6me977

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 : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/w9jmgq14

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 : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/6jwrgd30

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 : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/enxg9145

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 : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/rvwnf888

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 : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/62y3d760

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
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 : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/1j9cdh30

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 the teacher of English in teaching performance at SMA N 14 Palembang gave positive perception
DEVELOPING STUDENTS’ READING ACHIEVEMENT BY USING THINK-PAIR-SHARE (TPS) Mustaqim
Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/2v7ctk64

Abstract

Indonesia has low interest in reading. It indicated that students’ reading achievement were low. As teachers of English, they should work hard to make students love reading and improve their reading achievement. One of the way to improve students’ reading achievement was using Think Pair Share (TPS). The objective of this study was to find out whether or not there was a significant difference between the students who were taught by using TPS and that of those who were not. Quasi-experimental method was used. The samples were two classes of the eleventh-grade students of SMA Negeri 2 Tanjung Raja. The written test of reading was used in order to collect the data. The test was tested to non samples so as to find the reliability of the test. In terms of validity, content validity was used. Based on the comparison between the experimental and control groups which was analyzed using independent sample t-test, it was found that t-obtained (2.054) was higher than t-table (2.021) and p-value (0.046) was less than ᾳ-value (0.05). It indicated that Think Pair Share (TPS) could improve the students’ reading comprehension achievement, especially in answering question easier. Besides, Think Pair Share (TPS) could enhance students’ reading comprehension achievement if the students exposed to do it. In other words, there was a significant difference between the students who were taught by using TPS and that of those who were not

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