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[USING READING ALOUD TO DEVELOP STUDENTS' READING SKILL ]]>
<![CDATA[Sunardi]]>
<![CDATA[ Language and Education Journal Vol. 3 No. 1 (2018): Language and Education Journal ]]>
Publisher : <![CDATA[Language and Education Journal ]]>
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DOI: 10.52237/ycfwt145
<![CDATA[Reading is one of the four skills that the students should master. Since reading is still difficult for students to learn; therefore, the objective of this study was to find out whether or not there was a significant difference in reading achievement between the students who were taught using reading aloud and those who were not. The population of this study was all the eighth-grade students at SMP Negeri 1 Pedamaran. The sample of this study was 65 students of two classes, class VIII 2 as the experimental group consisted 32 students, class VIII3 as the control group consisted 33 students. The experimental method was used to conduct to study. The data obtained were analyzed by using t-test. The result of the data showed that mean score posttest of the experimental group was 84.88 while mean score posttest of the control group was 54.18. Based on the result of independent sample t-test, the significant level was 0.000 (P<.000). Since P < .000 was lower than alpha value 0.05, it meant that the research hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It can be concluded that there was a significant difference in reading achievement b]]>
<![CDATA[Applying shadowing technique to improve students' listening achievement ]]>
<![CDATA[Fitri Maini]]>;
<![CDATA[Rachmanita]]>
<![CDATA[ Language and Education Journal Vol 5 No 1 (2020): Language and Education Journal ]]>
Publisher : <![CDATA[Relawan Jurnal Indonesia ]]>
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DOI: 10.52237/lej.v5i1.155
<![CDATA[This study tried find the students’ improvement in listening achievement after having taught by using the shadowing technique. The method used was a quasi-experimental that involved two groups, namely the control group and experimental group. The population of this study was all the tenth graders of SMA Negeri 3 Unggulan Kayuagung with a total number of 198 tenth graders. Purposive sampling method was applied to select the sample involved 72 tenth graders. In collecting the data, try out the test was used to get the desirable questions that would be used in the pretest and posttest to both groups in the control and experimental group. To verify the hypothesis, the normality and homogeneity of the data were firstly analyzed before being continued to be analyzed by using a t-test. Based on the result of data analysis in an independent sample t-test, there were some findings found. First, the mean score of a posttest (75.56) in the experimental group was higher than the pretest (69.03) in the control group. Secondly, the value of tobtained was 2.77 at the significant level of p<0.05 in two-tailed testing with df = 70, the critical value of ttable was 1.99. Since the value of tobtained was higher than ttable, the null hypothesis (Ho) was rejected and the research hypothesis was accepted. In conclusion, it showed that the shadowing technique could improve the tenth-grade students’ listening achievement at SMA Negeri 3 Unggulan Kayuagung.]]>
<![CDATA[Enhancing students' reading comprehension achievement using patner reading strategy ]]>
<![CDATA[Ratna Nery]]>
<![CDATA[ Language and Education Journal Vol 5 No 1 (2020): Language and Education Journal ]]>
Publisher : <![CDATA[Relawan Jurnal Indonesia ]]>
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DOI: 10.52237/lej.v5i1.157
<![CDATA[This research aimed to investigate whether the students who were taught using Partner Reading Strategy had better reading comprehension achievement than those who were not. The method used was quasi-experimental. The sample of this study was 70 tenth graders involved experimental group (class X MIPA 2) and control group (class X MIPA 3). Each group consisted of 35 students. The written test in the form of multiplechoice was administered to get data collection. Before giving the test, the test was tried out to non-samples students of the eighth-grade students of SMA Negeri 4 Kayuagung class X MIPA 1 to check the validity and reliability of the test. The data were analyzed using t-test. The result of the t-test was significant at p<0.05 with df = 68, the critical value of ttable = 1.995. Since the value of tobtained (9.304) was higher than the critical value of ttable = (1.995), Ho was rejected and Ha was accepted. It means that the students who were taught using Partner Reading Strategy had comprehension in reading that made their reading comprehension achievement improve better and that those who were not.]]>
<![CDATA[The effectiveness of observe and remember game to students' vocabulary mastery ]]>
<![CDATA[Cahyati]]>;
<![CDATA[Yuli Puji Astutik]]>;
<![CDATA[Surti Milarisa]]>
<![CDATA[ Language and Education Journal Vol 5 No 2 (2020): Language and Education Journal ]]>
Publisher : <![CDATA[Relawan Jurnal Indonesia ]]>
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DOI: 10.52237/lej.v5i2.167
<![CDATA[Vocabulary is a fundamental aspect of learning English. It is interconnected to four English skills, speaking, reading, listening, and writing. It is also interrelated to pragmatics and discourse. Without mastering vocabulary, someone would not be able to express oral and written language. Therefore, English teachers need to have good qualifications in teaching vocabulary to make their class more fun and interesting. Besides, they also need to teach the vocabulary in context so that the students will not lose the exact meaning of the vocabulary they have learned which caused misunderstanding during communication. Therefore, this study aimed to analyze the effectiveness of Observe and Remember Game on students’ vocabulary mastery. The writers applied some procedures namely pretest, treatment by using Observe and Remember game then conducting the posttest after applying the game. To analyze the data, t-test was applied using using SPSS to get the mean scores. From the result of the statistical calculation, the average score of the pretest was 49.82, the result of the posttest was 68.46. It increased by 18.64%. It could be summarized that Observe and Remember game was effective on students’ vocabulary mastery.]]>
<![CDATA[An analysis of students’ difficulties in comprehending narrative text ]]>
<![CDATA[Desi Sapitri]]>;
<![CDATA[Fitri Novia]]>;
<![CDATA[Rachmanita]]>
<![CDATA[ Language and Education Journal Vol 5 No 2 (2020): Language and Education Journal ]]>
Publisher : <![CDATA[Relawan Jurnal Indonesia ]]>
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DOI: 10.52237/lej.v5i2.169
<![CDATA[The objective of this study was to find out students’ difficulties faced by the Eight Grade Students at SMP N3 Tanjung Raja in Comprehending English reading text. The method was used descriptive qualitative research. The participants of this study was all of the eighth grade students of SMP Negeri 3 Tanjung Raja. The technique for collecting the data was multiple choice. Based on the result, it was found that the percentage of difficulty in indicator not clearly stated information was 55.90%, the percentage of difficulty in indicator reference of the text was 59.54%, the percentage of difficulty in indicator find moral value of the text was 64.23%, the percentage of difficulty in indicator find the deducing meaning was 55.27%, the percentage of difficulty in indicator find the specific information was 56.35%, the percentage of difficulty in indicator find the detailed information was 67.05%, and the percentage of difficulty in indicator find the main idea was 54.81%]]>
<![CDATA[The English speaking anxiety of public health students of STIK Bina Husada Palembang ]]>
<![CDATA[Agus Wahyudi]]>
<![CDATA[ Language and Education Journal Vol 5 No 2 (2020): Language and Education Journal ]]>
Publisher : <![CDATA[Relawan Jurnal Indonesia ]]>
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DOI: 10.52237/lej.v5i2.170
<![CDATA[The learning process is an adaptation method dole out by people to grasp and master the science. During this learning period that the individual adjusts himself to the changes that occur quickly and surely. Speaking publically will cause anxiety as a result of each activity dole out by humans contains a tendency to develop anxiety. Horwitz (2001) expresses that one-third of the scholars who study foreign languages expertise a minimum of at a median level. The subjects were 13 students of the sixth semester who took English for Public Health in the academic year of 2020/2021. The frequency and the English speaking anxiety level became the purpose of this study to be found out. To collect the data English speaking anxiety questionnaire was used. The first questionnaire results showed that 2 students (15%) answered very often, 4 students (30%) often, 6 students (46%) rarely, and 1 student (7%) never felt anxious when speaking English. The second questionnaire showed that 2 students (15%) in high category, 10 students (76%) in medium, and 1 student (7%) in low anxiety. In accordance to the students’ answer, it is hoped that scholars understand that it is natural to form mistake in form]]>
<![CDATA[Improving students’ reading comprehension achievement through question generation strategy ]]>
<![CDATA[Meti Yulistia]]>;
<![CDATA[Kiki Rizki Amelia]]>
<![CDATA[ Language and Education Journal Vol 5 No 2 (2020): Language and Education Journal ]]>
Publisher : <![CDATA[Relawan Jurnal Indonesia ]]>
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DOI: 10.52237/lej.v5i2.171
<![CDATA[This study was aimed to find out whether or not there was a significant difference in reading comprehension achievement between students who were taught by using the Question Generation strategy and that of those who were not. In conducting the study, question generation strategy was used in the experimental group, but the control group did not get any treatment. Sixty students were assigned in two groups, with 30 students in the experimental group and the other 30 students in the control group. Reading comprehension tests was used in collecting the data. Data were analyzed using a t-test. The findings of the study showed that the question generation strategy could improve students’ reading achievement better than and those who were not. Therefore, the question generation strategy was helpful to aid students to understand the reading text]]>
<![CDATA[The anxienty of speaking English ability in ICT usage as media TEFL on nursing students of STIK Bina Husada Palembang ]]>
<![CDATA[Arief Pamuji]]>
<![CDATA[ Language and Education Journal Vol 5 No 2 (2020): Language and Education Journal ]]>
Publisher : <![CDATA[Relawan Jurnal Indonesia ]]>
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DOI: 10.52237/lej.v5i2.178
<![CDATA[The objective of this research was to find out the description of the anxiety of speaking English ability in ICT usage as media TEFL on nursing students of STIK Bina Husada Palembang. , The sample of this research was taken by using a totaling sampling technique with 18 nursing students of the 3rd semester. The data was obtained from questionnaires and speaking tests in one day. Then from the data analysis, it’s obtained that there was based on a questionnaire from 18 students, the study result showed that 1 student never felt anxiety and 2 felt very often. The use of ICT helps them more confidence that form 1 students become 1 student who was in high and 6 in low anxiety level rather than the use of face to face learning that students had a high level in anxiety. The result of the study also obtained the scoring of students’ speaking that all of the students got upper 60 and the highest score from 18 students was 97. The participation of students in zoom or google meetings can be assumed that ICT usage can help the students more active because they can find many sources to develop their knowledge easily and make them more confident.]]>
<![CDATA[Deixis in the novel Murder on the orient express ]]>
<![CDATA[Atika Pertiwi]]>;
<![CDATA[Cita Hikmah Yanti]]>
<![CDATA[ Language and Education Journal Vol 5 No 2 (2020): Language and Education Journal ]]>
Publisher : <![CDATA[Relawan Jurnal Indonesia ]]>
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DOI: 10.52237/lej.v5i2.181
<![CDATA[This study which entitled “Deixis in The Novel Murder on the Orient Express by Agatha Christie” Deixis described the relationship between language and context and the objectives of this study were (1) to find out the utterances of a major character, M. Poirot, and types of the deixis in The Novel Murder on the Orient Express by Agatha Christie. (2) to describe the reference of each type of deixis in the Novel Murder on the Orient Express. This study applied the descriptive qualitative method. The result of this study showed that there were three types of deixis found in the utterances of a major character, M. Poirot in the novel Murder on the Orient Express, namely personal deixis (73 data), temporal deixis (18 data), and spatial deixis (9 data). The referent of the personal deixis found referred to all passenger in the Orient Express, temporal deixis refers to the time of utterance was uttered and the murder of Ratchett occurred, spatial deixis referred to the Orient Express itself.]]>
<![CDATA[Improving speaking skill using mingle game ]]>
<![CDATA[Susilawati]]>;
<![CDATA[Fitri Novia]]>;
<![CDATA[Rekha Asmara]]>
<![CDATA[ Language and Education Journal Vol 6 No 01 (2021): Language and Education Journal ]]>
Publisher : <![CDATA[Relawan Jurnal Indonesia ]]>
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DOI: 10.52237/lej.v6i01.200
<![CDATA[This study aimed to consider whether there was a significant difference in speaking skill between students who were taught using the Mingle game and those who were not.This research was conducted using a quasi-experimental design. The sample consisted of two groups: X MIPA 2 (experimental group) and X MIPA 3 (control group), which were chosen using a purposive sampling process. The data was collected using an oral test.The t-test was used to evaluate the results. The outcome of the independent sample t-test indicated that tobtained (3.96) was higher than the critical value of ttable (1.99), indicating that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) accepted. It was determined that there was a significant difference in speaking ability between students who were taught using the Mingle game and those who were not.]]>
