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<![CDATA[The Role of Independent Reading on Reading Comprehension in The Second Years Students of MTs As’adiyah Putra 1 Sengkang ]]>
<![CDATA[Amiruddin, Amiruddin]]>;
<![CDATA[Bahri, Syamsul]]>;
<![CDATA[Fajriyani, Mathla'ul]]>;
<![CDATA[Hartawan, Muh]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 3 (2022): June ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i3.384
<![CDATA[The main goal of the study is to see if implementing Independent Reading can help students improve their English reading comprehension. The research used a quasi-experimental procedure with two sets of pre-test and post-test designs to achieve the research goal. The participants in this study were As'adiyah Putra 1 Sengkang second-year students. The students in the sample were from VII A, who were treated with Independent Reading, and VII B, who were treated in a traditional manner. The experimental group's post-test mean score was greater than the control group's 78.27, according to the findings of this study. The significance (2-tailed) in the post-test was 0.00<0.05, according to the findings of the data analysis. Based on the findings of the analysis, suggests that there was a significant difference in English reading comprehension between students in the experimental group who were taught using Independent Reading and students in the control group. As a result, it can be inferred that students' English reading comprehension can be improved by the usage of Independent Reading]]>
<![CDATA[Students’ Speaking Skills By Using Personal Experience ]]>
<![CDATA[Razaq, Yusuf]]>;
<![CDATA[Munawir, Ahmad]]>;
<![CDATA[Sriyanti, Sriyanti]]>;
<![CDATA[Hikmah, Nur]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 3 (2022): June ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i3.389
<![CDATA[The main goal of the study was to determine whether or not students in the second year of Boarding School Putra II Sengkang's academic year 2019–2020 can improve their speaking abilities by drawing on personal experience. It was pre-experimental research in this study. The researcher selected VIII.B with 30 students for this study using a cluster random sampling approach. The research's primary tool was a speaking exam. The speaking exam was intended to determine if the second-year students at Boarding School Putra II Sengkang had improved their speaking abilities. The findings of this study show that after treating students with personal experience, their speaking abilities significantly improved. The value (Sig. 2 tailed) was used to demonstrate the point. With a level of significance (α) of 0.05 and a degree of freedom (df) of N-1 = 30, the value (Sig. 2 tailed) is 0.000. The alternative hypothesis (H1) was approved as a result. Based on the findings, the researcher draws the conclusion that the students' speaking abilities were considerably impacted by the application of personal experience, indicating that personal experience helps students talk more clearly.]]>
<![CDATA[Improving Students’ Speaking Skills: Effect of Varied Questioning Strategies in The Classroom ]]>
<![CDATA[Satriani, Satriani]]>;
<![CDATA[Amiruddin, Amiruddin]]>;
<![CDATA[Marya A, Marya A]]>;
<![CDATA[Fahira, Ainun]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 2 (2022): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i2.390
<![CDATA[The objective of this study was to see if employing various questioning strategies improves the speaking skills of first-year students at MTs As'adiyah Putri 1 Sengkang in terms of correctness, fluency, and comprehensibility. The pre-experimental approach was used in this study. The students at MTs As'adiyah Putri 1 Sengkang made up the majority of the population. This study used a purposive sampling strategy to select one class as the sample, class VII-A, which has 30 students in the 2020/2021 academic year, because students in that class had more knowledge than students in other classes. A test of learning outcomes was used, which included speaking skills (pre-test and post-test). The findings of this study reveal that the accuracy of the students' speaking has improved. The findings of the pre-test show that just 4% of students received a score of 71–85, but 24% of students received that score in the post-test. Furthermore, on both the pre-test and post-test, the percentage of pupils in the extremely bad group was 48 percent (0 percent). The value of the sig.2-tailed is not above the level of significance (0.000 < 0.05) and also proves it. After the test, the students' speaking skills increased to a good level in response to varied questioning strategies.]]>
<![CDATA[Students’ Vocabulary Mastery By Using Animation Video on English Language Teaching ]]>
<![CDATA[Munawir, Ahmad]]>;
<![CDATA[Inayah, Nur]]>;
<![CDATA[Firmansyah, Nur Putriani]]>;
<![CDATA[Huda, Nabila]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 3 (2022): June ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i3.391
<![CDATA[The purpose of the study was to determine whether or not the second-year students at MTs As'adiyah Putri 1 Sengkang benefit from using animation videos to expand their vocabulary. The pre-experimental approach was used by the researcher, who used a one-group pre-test and post-test design. The second year of MTs As'adiyah Putri 1 Sengkang in the academic year 2020–2021 made up the study's population. The information was gathered via a vocabulary exam (pre-test and post-test). Cluster random sampling was employed as the sampling method. The researcher conducted a t-test study to determine whether or not the usage of video as a teaching tool improved students' vocabulary. The examination of the data revealed a substantial difference between the pre-test and post-tests. It was demonstrated by the significance value of 0.000, which was lower than the level of significance (α) = 0.05. The average post-test score (84.50) exceeded the average pre-test score (52.90). Based on the study's data and analysis, the author came to the conclusion that employing video as a teaching tool improved the vocabulary of second-year MTs As'adiyah Putri 1 Sengkang.]]>
<![CDATA[Speaking Skills for English As A Foreign Language in Video-Based Discussion ]]>
<![CDATA[Amiruddin, Amiruddin]]>;
<![CDATA[Razaq, Yusuf]]>;
<![CDATA[Satriani, Satriani]]>;
<![CDATA[Sri Widistari, Besse]]>;
<![CDATA[Asyurah Khas, Suci]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 3 (2022): June ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i3.392
<![CDATA[This study focuses on determining if video-based discussions improve students' English-speaking abilities in their initial years at MTs As'adiyah Putra 1 Sengkang. Two classes served as the research sample in this study's true experimental design (the pretest-posttest control group design). There were 90 first-year students at MTs As'adiyah Putra 1 Sengkang in the population. 30 students served as the research's sample population. VII. A and VII. B was chosen as the sample for the research using the cluster random sampling approach, which was applied by the author. Speaking tests and the video-based discussion approach were used to gather data on the students' speaking abilities. The test's results were collated and put through a t-test and percentage analysis. As a result of the findings, it was determined that the probability value (0.00) was less than the threshold of significance (0.05) The examination of the data revealed that using video-based discussions to learn English considerably improves students' speaking abilities. The pre-test mean score is 1.9344, and the post-test mean score is 3.4817, which demonstrates this.]]>
<![CDATA[The Impact of Using Discovery Learning on EFL Students’ Writing Skill ]]>
<![CDATA[Satriani, Satriani]]>;
<![CDATA[Razaq, Yusuf]]>;
<![CDATA[Nurhidayanti, Nurhidayanti]]>;
<![CDATA[Muzkiyah, Nurul]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 3 (2022): June ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i3.393
<![CDATA[The aims of the research are to enhance writing skills on hortatory exposition texts for the third year of MTs As’adiyah Putri 1 Sengkang. This research used a quasi-experimental method with two groups of pre-test and post-test designs. The subject of the research was the third-year students of MTs As’adiyah Putri 1 Sengkang. In this research, two classes were taken as samples. Class IX A was chosen as the experimental class and IX B as the control class. The experimental class consists of 25 students and 23 students from the control class. Writing tests (pretest and posttest) were used to collect data, which was then analyzed using descriptive and inferential statistics in SPSS. The results of the pre-test and post-test showed a significant enhancement. It was proven by the mean score of the students’ experimental post-test (74.96) is higher than the mean score of the students’ pre-test (55.44) and the t-test value of the post-test is 0.004, which is smaller than 0.05. The gain scores of both groups show enhancement in students’ writing skills. However, the gain score of the experimental class was higher than the control class. The gain score of the experimental class was 19.52. From this research finding, it showed that the use of discovery learning could enhance the students’ writing skills on hortatory exposition texts.]]>
<![CDATA[Speaking Problems and Learning Strategy: Investigation EFL Use of University in Indonesia ]]>
<![CDATA[Munawir, Ahmad]]>;
<![CDATA[Satriani, Satriani]]>;
<![CDATA[Rahman, Wiwiek Zulfiana]]>;
<![CDATA[Marya A, Marya A]]>;
<![CDATA[Kafrawi, Muhammad]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 3 (2022): June ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i3.394
<![CDATA[This study aims to identify the speaking issues second semester English education students at the Islamic Institute of Religion (IAI) As' Adiyah Sengkang encountered that prevented students from speaking English and the solutions employed by English education students to address those issues. In the second semester of the Islamic Institute (IAI) As'adiyah Sengkang, 12 English education students participated in a qualitative study that includes this research. Interviews, questionnaires, and observation served as the research tools. The findings indicated that the second-semester English education students' speaking issues were due to a lack of vocabulary mastery, a lack of confidence, pronunciation issues, feelings of embarrassment and fear of making mistakes, nervousness, and a habit of speaking in their native tongue. Students in the second semester of English education employ the following methods to improve their speaking abilities: learning English through songs and movies, practicing a lot, and remaining calm.]]>
<![CDATA[Mobile Smartphone in Foreign Language Teaching: Apps for Teaching Students’ Vocabulary ]]>
<![CDATA[Razaq, Yusuf]]>;
<![CDATA[Idman, Muhajirah]]>;
<![CDATA[Khair, Ummul]]>;
<![CDATA[Firmah, Andi]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 3 (2022): June ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i3.395
<![CDATA[This study focuses on determining whether or not students at MTs As'adiyah Putra 1 Sengkang's first year can expand their vocabulary through the use of mobile smartphones. The pre-experimental design was used by the researcher. First-year students at MTs As'adiyah Putra 1 Sengkang during the academic year 2020–2021 made up the population of this study. The class of 34 students served as the sample for the purposive sampling technique. The pretest and posttest were used to collect the data. The results of the student's test scores were determined by utilizing SPSS 24 to evaluate the test's data. According to the researcher's findings, the pre-test mean score was bad (49.00), but the post-test mean score was extremely high (79.24), with a standard deviation of 15.47 and 10.95, respectively. Therefore, the researcher came to the conclusion that employing a mobile smartphone was efficient for increasing vocabulary in first-year MTs Putra 1 As'adiyah Sengkang.]]>
<![CDATA[Students Reading Comprehension Strategy: Directed Reading Thinking Activity (DRTA) ]]>
<![CDATA[Satriani, Satriani]]>;
<![CDATA[Rahman, Wiwiek Zulfiana]]>;
<![CDATA[Hikmah, Nur]]>;
<![CDATA[Fahira, Ainun]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 3 (2022): June ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i3.396
<![CDATA[The purpose of this study is to determine whether or not using the directed reading thinking activity approach can enhance first-year MTs As'adiyah Putra 2 Sengkang students' reading comprehension of narrative texts. With an experimental class, this study used a pre-experimental design. Pre-test and post-testing were done as part of the data collection process. The first year of MTs As'adiyah Putra 2 Sengkang in the academic year 2020–2021 made up the population of this study. 32 students from the VII B class were used in the purposive sampling strategy to collect the sample. The research used multiple choice, true/false, and matching word questions as its instruments. The outcome of the data analysis revealed a substantial difference between the pre-test and post-test scores of the students. It was demonstrated by the statistical analysis's finding that the post-test score was higher than the pre-test (0.000 < 0.05), which was significant at the level of 0.05. The researcher draws the conclusion that using the directed reading thought activity strategy helps students' reading comprehension of narrative texts based on the analysis's findings.]]>
<![CDATA[Interactional Feedback on English Proficiency: Grammatical Awareness ]]>
<![CDATA[Amiruddin, Amiruddin]]>;
<![CDATA[Adzim, Syahrun]]>;
<![CDATA[Sadat Malik, Anwar]]>;
<![CDATA[Badru, Nurhidayanti]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 3 (2022): June ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i3.397
<![CDATA[This study examines whether or not interactional feedback has a considerable positive impact on first-year MA Nurul As'adiyah Callacu students' grammatical awareness. The pre-experimental research method was used in the study. 38 grade X A students made up the sample. The research's pre- and post-test grammatical data were collected, and the t-test in SPSS was used to assess it. The study's findings showed a substantial difference between the students' levels of grammatical awareness on the pretest and posttest. The fact that the mean posttest score was greater than the mean pretest score (91.32 > 59.08) served as evidence. These mean scores were different in a statistically significant way. The probability value is lower than the significant level (0.00 < 0.05), which was based on the t-test value at the significant level of 0.05. Based on the result analysis, it can be said that interactional feedback significantly improved grammatical awareness in the first year of MA Nurul As'adiyah Callacu because it promoted learners' intellectual operations and thought processes, which led them to reflect on ideas, particularly in grammar learning.]]>
