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[TEACHING SPEAKING REPORT TEXT THROUGH VIDEO ]]>
<![CDATA[Desy Hardiyanti]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/fd54vc52
<![CDATA[Speaking is important because it has a function that covers many aspects of human interaction. A video is one of the media that can be used to improve students’ speaking achievement. The objective of this study was to find out whether or not there was a significant difference in speaking achievement between the students who were taught through video and that of those who were not. In this study, quasi-experimental was used. Only the experimental group received the treatment (Creswell, 2003, p.19). The population of this study was all the Eleventh Grade Students of SMA Negeri 2 Tanjung Raja. Therefore, the sample was chosen by using a purposive sample. A t-test was used to analyze the data. Based on the analysis of the data, the value of the t-obtained was 5.271 at the significant level p<0.05 in two-tailed testing with df = 62 the critical value of t-table =1.9990. Since the value of t-obtained was higher than the critical value of t-table, Ho was rejected and Ha was accepted. It meant that there was a significant difference between speaking achievement of the students who were taught through video and those who were not]]>
<![CDATA[USING BAMBOO DANCING METHOD TO IMPROVE READING SKILL ]]>
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/gfah9e05
<![CDATA[The aim of this study was to prove whether or not there was a significant difference in students’ reading skill between students who were taught using bamboo dancing and that of those were not. A quasi-experimental method was applied. The sample of this study was the tenth grade of SMA N 4 Kayuagung which consisted 62 students. The purposive sampling method was used to select the sample. A written test was used in the form of multiple choice to collect the data. Content validity and IDIF was used to find out the validity. Kuder Richardson (KR-21) was used to measure the reliability. A t-test was used to analyze the data. Based on the result of independent sample t-test, the value of t-obtained was 13.631 at significance level p<0.05 in two-tailed testing and df=60, the critical value of t-table was 2.0003. Since the value of t-obtained (13.631) was higher than t-table (2.0003) and p-value (0.000) was less than α value 0.05, the null hypothesis (H0) was rejected and alternative hypotheses (Ha) was accepted. It meant that there was a significant difference in students’ reading skill between students who were taught using bamboo dancing and that of those who were not. In short, a bamboo dancing method could improve students’ reading skill]]>
<![CDATA[THE USE ENGLISH ISLAMIC SONGS TO IMPROVE STUDENTS’ LISTENING ACHIEVEMENT ]]>
<![CDATA[Dewi Sartika]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/3cg8cb29
<![CDATA[Listening plays important role in communication. In fact, students had troubles in understanding someone spoke. The aim of this study was to improve students listening skill by using Islamic English songs. The method was a classroom action research that consisted of pretest, two cycles, and posttest. Each cycle consisted of four steps: planning, action, evaluation, and reflection. The subject was the second semester of English Language Education Department of FKIP Islamic University of Ogan Komering Ilir that consisted of 24 students. The instrument was a written test and analyzed by mean score formula. The result showed that in the pretest, the students’ mean score was 51.46 (low), in cycle 1, the students’ mean score was 61.46 (moderate), and in cycle 2, the students’ mean score was 70.29 (moderate). In the posttest, the students’ mean score had improvement (80.13) which was in good category. Therefore, it could be concluded that the use of English Islamic songs improved the second-semester students’ listening skill. English Islamic songs stimulated students to listen to something so that they could identify the words and comprehend the content of the songs well]]>
<![CDATA[THE CORRELATION BETWEEN ATTITUDE TOWARD ENGLISH TO THE SPEAKING SKILL ON LP3I STUDENTS IN THE ACADEMIC YEAR OF 2016/2017 ]]>
<![CDATA[Arief Pamuji]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/nzmgsq50
<![CDATA[The objective of this research was to find out whether or not there is a correlation between attitude to the speaking skill. The sample of this research was taken by using total sampling with total 200 students of LP3I Palembang in the academic year 2016/2017. The data were obtained by using questionnaire and speaking test. To verify the hypotheses, the primary data were analyzed by using correlation and regression analyses by means of Statistical Product and Service Solution (SPSS) version 12.00 computer program. Based on the data analysis, the correlation coefficient (rxy) was 0.633 at the significance level p< 0.05 in two-tailed. Since the value of r-obtained was higher than the critical value of r-table (0.633 >0.1388), the null hypothesis (Ho) was rejected and consequently, the research hypothesis (H1) was accepted. This shows a significant correlation between attitude to the speaking skill on LP3I students Palembang in the academic year 2016 - 2017. And from R2 (the coefficient determiner) was 0.40, it meant that attitude influenced was 40 % of their speaking skill and the rest (60 %) was defined by other factors. It means that there was a significant influence of attitude on the students’ speaking skill]]>
<![CDATA[THE USE OF 3H (HERE, HIDDEN, IN MY HEAD) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Revi Oktarina]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/6fb1k897
<![CDATA[Reading is very crucial for students to be learned in order to achieve success. However, students still find difficulties in comprehending reading narrative text. The objective of this study was to find out whether or not there was a significant difference in reading comprehension achievement between the eighth graders of SMP Negeri 4 Kayuagung who were taught by using 3H (Here, Hidden, in my Head) strategy and that of those who were not. The quasi-experimental method was used in this study. The samples of the study were 60 students of the eighth graders of SMP Negeri 4 Kayuagung taken by purposive sampling method. Based on the result of independent sample t-test, it was found that t-obtained (9.39) was higher than ttable (2.00) and pvalue (0.00) was less than ɑvalue (0.05). It showed that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It meant that there was a significant difference in reading comprehension achievement between the students who were taught by using 3H (Here, Hidden, in my Head) strategy and that of those who were not. In order words, 3H (Here, Hidden, in my Head) strategy could improve students’ reading comprehension achievement in eighth graders of SMP Negeri 4 Kayuagung]]>
<![CDATA[THE INFLUENCE OF GUIDED READING TECHNIQUE TOWARD STUDENTS' READING COMPREHENSION ]]>
<![CDATA[Eva Saptarina]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/8fc9j442
<![CDATA[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]]>
<![CDATA[THE USE OF THINK BEFORE, WHILE, AFTER READING (TWA) STRATEGY TO IMPROVE STUDENTS’ READING ACHIEVEMENT ]]>
<![CDATA[Yuni Indah Sari]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/af6z0k80
<![CDATA[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]]>
<![CDATA[UTILIZING ELT PODCASTS TO DEVELOP LISTENING COMPREHENSION ]]>
<![CDATA[Rekha Asmara]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/pzs6km09
<![CDATA[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]]>
<![CDATA[USING NURSERY RHYME TO TEACH LISTENING SKILL ]]>
<![CDATA[Ade Irma Suryani]]>;
<![CDATA[Fitri Novia]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/zmxce724
<![CDATA[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]]>
<![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 ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/bsjvz611
<![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]]>
