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TEACHING READING RECOUNT TEXT BY USING THIEVES STRATEGY Fitri Novia; Ratna Nery
Language and Education Journal Vol 4 No 1 (2019): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v4i1.23

The purpose of the study was to find out whether or not there was a significant difference in reading comprehension between the students who were taught by using THIEVES (Title, Heading, Introduction, Every first sentence, Visual, End of paragraph, Summary) strategy and that of those who were not.The quasi-experimental method was used to conduct the research. The population of the study was all of the eighth-grade students of SMPN 2 Teluk Gelam. In this study, the purposive sampling method was used.The total numbers of the samples were 62 students. The instrument of this research was 30 questions about recount text in the form of multiple-choice test. To analyze the data, t-test was used. Based on the result of independent sample t-test, the value of tobtained was 3.718 at significance level p<0.05 in two-tailed testing and df=60, the critical value of ttable was 2.0003. Since the value of tobtained (3.718) was higher than ttable (2.0003) and pvalue (0.000) was less than αvalue 0.05, it meant that there was a significant difference in reading comprehension between the students who were taught using THIEVES strategy and that of those who were not. Hence, THIEVES strategy could improve the eighth-grade students’ reading skill at SMP Negeri 2 Teluk Gelam.

IMPLEMENTING PROJECT-BASED LEARNING TO IMPROVE FIFTH-GRADE STUDENTS’ ENGLISH LEARNING Nurlistia; Alya Putri Ramadhani; Paulina Besty Fortinasari
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

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Project-based learning (PjBL), a teaching method, improves students' skills through projects. This study aimed to assess the impact of implementing PjBL on fifth-grade English language skills. Data collection used a qualitative approach through questionnaires and surveys. The questionnaire responses were analyzed to describe the findings, and qualitative data were gathered from a survey on students' interest in learning English. This study focused on how PjBL was implemented in fifth-grade English lessons at SDN Soronalan 2 Sawangan and students' perceptions of the method. Before using PjBL, many students (85%) had scored below 80, showing low performance. Only a few students (15%) had scores above 80. After the exposure of PjBL, many students (85%) obtained high scores above 80, and a few students (15%) got low scores. It indicated that there was a significant improvement in learning outcomes. The study concluded that PjBL effectively enhanced English learning outcomes for fifth-grade elementary students

TEACHER AND STUDENT PERSPECTIVE ON SECONDARY SCHOOL ENGLISH TEXTBOOK Cut Maya Nurul Huda; Siti Safura; Cut Mawar Helmanda
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

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Textbooks play an important role in the teaching and learning process. In learning English, textbooks are an essential source of knowledge and information about the language. As a result, the use of English textbooks must be closely investigated. According to this issue, this study was conducted to analyze the English textbook used at the first level of secondary school from the perspectives of both teachers and students. This study was an explanatory sequential mixed method (a qualitative and quantitative research design). Purposive sampling was employed to select two teachers and twenty students from SMP Muhammadiyah Banda Aceh. The data of this study was gathered through interviewing teachers and distributing questionnaires to students. The qualitative data was examined descriptively, while the quantitative data was analyzed using percentages. The finding revealed that both teachers and students had favorable attitudes toward the English textbook. From the interview results, teachers believed that English textbooks were proper for teaching and learning processes in the classroom. Further, the result of the questionnaire identified that most students agreed that the use of English textbooks could effectively help them in learning English. As a whole, the English textbook meets the needs of students in learning English

AN ANALYSIS OF TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING ENGLISH VOCABULARY TO DEAF STUDENTS AT SLB NEGERI 1 MAKASSAR Muhammad Wiranto
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

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This research examined the teachers’ difficulties in implementing TPR to teach English to students with impaired hearing at SLB Negeri 1 Makassar. A descriptive qualitative approach was applied, with data collected through observations, interviews, and documentation. Research evidence shows that TPR, as a gesture and revoicing strategy involving sign language, works for people who are deaf or hard of hearing and helps teach more vocabulary in terms of visual prompts. However, several challenges emerged, such as restricted words used by students, the necessity to explain repeatedly, and other barriers to learning, leading to extensive instructional challenges. All these challenges take extra time and commitment from the teachers to ensure that the student is given the required learning intervention. Thus, though parental assistance, pictures, and natural objects may be used to support the material, the paper determines that TPR alone lacks effectiveness in overcoming all difficulties

EXPLORING THE OPPORTUNITIES AND BARRIERS OF AI-DRIVEN TOOLS ON EFL STUDENTS’ ACADEMIC PERFORMANCE: PERSPECTIVES OF EFL UNIVERSITY STUDENTS Happy Kusuma Wardani; Eva Nur Mazidah; Bariqotul Hidayah; Alimin Alimin; Zaimatus Sa’adah
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

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Artificial Intelligence in education has revolutionized students' learning styles. This study explored EFL students' perspectives on how AI tools assist them in their academic performance. Eighty-two EFL students enrolled in the English Language Study Program at the University of Qomaruddin participated in the study. A survey method was adopted for this study through a series of questionnaires to collect feedback from the students. The result revealed that EFL students heavily rely on conversational AI tools like ChatGPT and machine translation. The study also highlighted the positive impact of AI on various aspects of language learning, including vocabulary acquisition, grammar proficiency, pronunciation practice, and academic writing refinement. However, the study identified concerns regarding the potential barriers to AI integration, such as overreliance on technology, the risk of replacing human teachers, and the need for enhanced digital literacy skills

EXPLORING BUSUU APPLICATION TO IMPROVE STUDENTS’ SPEAKING SKILL Fitri Novia; Kiki Rizki Amelia; Rosita Wati
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

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The study aimed to determine whether speaking achievement differed significantly between students who received instruction using the Busuu application and those who did not. Purposive sampling was used to gather the sample. 56 students made up the study's sample and were split into two groups using a coin flip: the experimental and control groups. Classes VIII.1 and VIII.3 represented the experimental and control groups. Data collection took place by oral examination. The data analysis was done using a t-test. An independent sample ttest revealed that the obtained value (7.939) was greater than the t-table (2.004). It was determined that there was a considerable difference in speaking achievement between the students taught using Busuu and those not, as seen by the rejection of H0 and acceptance of Ha. The Busuu application was an excellent medium to improve students' speaking skills

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 : Language and Educational Journal

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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 : Language and Educational Journal

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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

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 : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/ncaf2m97

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 : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/rv894k35

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.

Home Page

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Reviewer

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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

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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

Abstract

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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