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[ONLINE LEARNING DURING COVID-19 PANDEMIC: PROBLEMS FACED BY MIDWIFERY STUDENTS OF STIK BINA HUSADA PALEMBANG AND SUGGESTIONS TO ENHANCE EFFECTIVENESS ]]>
<![CDATA[Agus Wahyudi]]>
<![CDATA[ Language and Education Journal Vol. 6 No. 1 (2021): Language and Education Journal ]]>
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DOI: 10.52237/yg2jhq40
<![CDATA[COVID-19 or widely known as Corona Virus Disease 2019 influences the teaching and learning process in the world. Due to prevent the spread of the virus, the Ministry of Education and Culture asks the teachers to teach the students using online learning. Therefore, this study aimed to find out the problems faced by the midwifery students of STIK Bina Husada Palembang and suggestions to enhance the effectiveness of online learning. Descriptive research was applied. There were 35 students involved in this research, namely Midwifery students of STIK Bina Husada Palembang in the academic year of 2020/2021. The data were collected using a questionnaire and were analyzed qualitatively with an interactive model, covering data collection, data reduction, presentation, and conclusion. Having implemented online learning during the Covid-19 Pandemic, the students, parents, and teachers got problems with online learning. The problems can be overcome by implementing some suggestions mentioned in this research.]]>
<![CDATA[DEVELOPING STUDENTS’ READING ACHIEVEMENT BY USING THINK-PAIR-SHARE (TPS) ]]>
<![CDATA[Mustaqim]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
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DOI: 10.52237/daw45e47
<![CDATA[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]]>
<![CDATA[TEACHING SPEAKING REPORT TEXT THROUGH VIDEO ]]>
<![CDATA[Desy Hardiyanti]]>
<![CDATA[ Language and Education Journal Vol. 2 No. 1 (2017): Language and Education Journal ]]>
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DOI: 10.52237/nev29j91
<![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 ]]>
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DOI: 10.52237/1t0pdp93
<![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 o]]>
<![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 ]]>
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DOI: 10.52237/rv46pf44
<![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 ]]>
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DOI: 10.52237/qbhkrn70
<![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 ]]>
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DOI: 10.52237/f160jn61
<![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 t table (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[USING STORY GRAMMAR STRATEGY TO IMPROVE READING COMPREHENSION ]]>
<![CDATA[Nuril Indriana]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/5j8d9a49
<![CDATA[Reading is a necessary skill that required by students because reading is a vital skill to get information. Story grammar strategy can be used to improve students’ comprehension in understanding the text. The objective 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 story grammar strategy and that of those who were not. The method used in this study was a quasi-experimental method. The sample of this study was 60 students which divided into two groups, namely experimental group (class XI IPA 2) and control group (class XI IPA 3). To collect the data, the written test in the form of multiple choices was administered. The t-test was to analyze the data. The result of t-test was 13.7 the significance level of p<0.05 with df 58, the critical value of t-table was 1.9944 so that 13.7>1.9944, it showed that the null hypothesis (Ho) was rejected and the research hypothesis (Ha) was accepted. It meant that there was a significant difference in reading comprehension between students who were taught by using story grammar strategy that of those who were not. In conclusion, story grammar can be used to improve students’ reading comprehension]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION BY USING NUMBERED HEADS TOGETHER (NHT) TECHNIQUE ]]>
<![CDATA[Vivi Liana]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/zjss6370
<![CDATA[Reading is important subject that should be taught. NHT is one of the techniques that can be used to improve students' reading comprehension. The main purpose of this study was to find out whether or not there was any significant difference in students' reading achievement between students who were taught by using (NHT) technique and that of those who were not. The experimental method was used to conduct the study. The sample was taken by using purposive sampling method which consisted 32 in each group. To select the experimental and control groups, a flip coin was used. Therefore, class VIII 3 was the experimental group whereas VIII 4 as the control group. Multiple choice was used to collect the data. The data obtained were analyzed by the ttest The value of t-obtained was 3.280, at the significant level p<0.05 in two-tailed testing with df = 62, the critical value of t-table = 1.999. Since the value of t-obtained was higher than t-table, the null hypotheses (Ho) was rejected and alternative hypotheses (Ha) was accepted. It meant that there was a significant difference in students' reading achievement between the students who were taught by using (NHT) technique an]]>
<![CDATA[THE USE OF FACT QUESTION RESPONSE (FQR) STRATEGY TO IMPROVE STUDENTS’ READING ACHIEVEMENT ]]>
<![CDATA[Dewi Sartika]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
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DOI: 10.52237/xwsnxh22
<![CDATA[Reading is beneficial for students to obtain new information and enlarge their knowledge. In fact, students still face some obstacles in comprehending the reading of report text. Therefore, the purpose of this study was to find out whether there was a significant difference in students’ reading achievement of report text between the students who were taught using Fact Question Response (FQR) strategy and that of those who were not. This study used quasi experimental method. The selected samples were used purposive sampling method, therefore, two classes out of seven classes. The accurate data were collected by using written test in the form of multiple choice. Based on the analyzing of independent sample t-test, the result showed that The comparison of the result of posttests between the experimental and control groups showed that the means difference of both tests was 6.08 and t-obtained (2.82) was higher than t-table (2.000) at the significant level of p<0.05. The students in the experimental group had better improvement in reading achievement because Fact Question Response (FQR) strategy guided them to survey the chapter to get general idea, to develop their way of thinking, engages the entire class to interact and share their experiences. In other words, there was a significant difference in students’ reading achievement of report text between the students]]>
