cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mutmainnah Mustofa
Contact Email
inamustofa@unisma.ac.id
Phone
+628179611190
Journal Mail Official
mpbing@unisma.ac.id
Editorial Address
Program Pascasarjana UNISMA, Jl. Mayjen Haryono 193, Malang, East Java, Indonesia, 65144
Location
Kota malang,
Jawa timur
INDONESIA
Language-Edu
Published by Universitas Islam Malang
ISSN : 23027819     EISSN : -     DOI : 10.33474
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Language-Edu: Journal of English Teaching and Learning. It welcomes submission of articles in the area of English language teaching and learning. The articles can be Empirical Studies, Literature Review, Theoretical Articles, Methodological Articles, Case Studies, and other types of article including brief reports, comments and replies on previously published articles, book reviews, and monographs.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 186 Documents
 5   6   7   8   9 
METACOGNITIVE STRATEGY TRAINING IN THE TEACHING OF READING COMPREHENSION: IS IT EFFECTIVE IN EFL CLASSROOM? ANITA DWI HAPSARI
Language-Edu Vol 9, No 1 (2020): Volum 9 Number 1
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (433.147 KB)

Abstract

Reading can be described as a communicating and active process, and a meaning-construction actions. This study purposes at examining the effectiveness of metacognitive strategy training in teaching reading comprehension of English Language Education Department student of UNISDA Lamongan in 2018/2019 academic year. This present study elaborates Experimental Research as its research design, particularly Randomized Matched Subjects Pre-Test Post-Test Design. Metacognitive strategy training that is implemented in this study consist of planning, monitoring, and evaluation strategy. In term of reading comprehension performance, the researcher focuses on reading comprehension on English Proficiency Test (EPT/TOEFL® like). Based on the outcome of the calculation of Paired Sample T-test, the mean difference of Experimental group and Control group was 3.9. Meanwhile, the output of Paired Sample Correlations show the large correlation between samples, where can see numeral both correlations are 0.848 and numeral of significance was 0.000 with t value is 2.960. Then, the Significance (2-tailed) 0.008 was lower than 0.05. It means that the difference among students’ score who are taught by metacognitive strategies and students’ score who are taught by conventional learning was significant. In brief, metacognitive strategies instruction is one of possible teaching strategy which is significantly be able to be applied to develop the students’ reading comprehension.
Can Interactive Approach Improve Reading Comprehension? tri nuzulia nurhuda
Language-Edu Vol 9, No 1 (2020): Volum 9 Number 1
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1937.169 KB)

Abstract

This study used Classroom Action Research. The objective is to enhance students’ reading comprehension for recount text for the eight-year students in MTs Terpadu Ar Roihan by implementing interactive approach. The subjects consist of 26 students. The implementation of interactive approach is directed in two cycles. Each cycle consists of 3 meetings. In first cycle, the researcher implements interactive approach which applies pre-reading, whilst reading and post activity during 3 days which ended with the evaluation of reading comprehension test. Teaching was conducted in four stages; 1) pre activity, 2) pre -reading which focuses in activating the relevant schemata 3) whilst-reading activity which focuses in students’ interaction with the text by reading loud, and it will be ended by reading comprehension test, and 4) post-reading activity for reflection. The students’ mean score is 66. It is under the criteria of success (under 75). The researcher made a second planning by revising the teaching scenario. The difference is a change in the activity. In first cycle, the activity is conducted more individually but in the second cycle working in a group is implemented. The material is also changed. The students’ mean score is 77 in second cycle. It meets the criteria of success.
IMPROVING STUDENTS` SKILLS IN WRITING DESCRIPTIVE TEXTS BY USING ONLINE GROUP DISCUSSION: A STUDY AT SMPN 15 MALANG Istichomah Isti Fania
Language-Edu Vol 10, No 8 (2021): Language Edu Vol 10 No. 8
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (249.648 KB)

Abstract

Abstract: The present study was designed to explore how Online Group Discussion can improve the seventh-grade students` writing skill in descriptive text. To obtain the data, Classroom Action Research (CAR) in two cycles process starting from making lesson plan, implementation, observation, and reflection was employed. The quantitative data were obtained from the test and questionnaire and the qualitative data ware obtained from observation, students’ responses, and field-notes. After the implementation of the plan in cycle 2, the criteria of success were fulfilled. The mean score is 77.2 better than first test, 75.8. it means that the writing descriptive text of the students in the seventh-grade students at SMPN 15 Malang improve. Based on the findings, teachers are suggested to enact online group discussion in the class.Key words: Writing Skill, Descriptive Text, Online Group Discussion
INVESTIGATING INTERACTIONAL ACTIVITIES PROMOTING ENGLISH LEARNING AT ATTARBIYATUL ISLAMIYAH ISLAMIC BOARDING SCHOOL IN PAITON PROBOLINGGO Muhammad Rifa'i
Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (166.134 KB)

Abstract

This study was conducted to find out the interactional activities happening in both outside and inside classroom at Attarbiyatul Islamiyah Islamic Boarding School in Paiton Probolinggo. This study used descriptive case study. Two English teachers and two students were selected as the source data through interviewee session. Observation by taking field notes and documentation were conducted to collect more information. The writer analyzed the collected data descriptively through three-stage models; data reduction, data display, and conclusion. Findings yielded three main interactional activities; two interactional activities outside the classroom and interactional activities happening inside the classroom. Face to face conversation which were conducted daily every after Subuh and Midday prayer by making two lines of prayers’ participants facing each other practicing English speaking of any topics. Delivering English speech which was conducted weekly trained students using English in front of public. Interactional activities happening inside the classroom happening by joining the English learning activities with the English teachers focusing on structural development and also still speaking ability performances. The writer can conclude that the daily uses of English as the language target successfully promoted the English learning mainly forming the speaking habit.
The Effectiveness of Podcast Application in the Teaching of Listening. Ayu Atikah Sari
Language-Edu Vol 10, No 1 (2021): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.681 KB)

Abstract

A Podcast application is software that can be downloaded from play store or app store. A podcast allow students to practice English more comfortably. By using podcast applications as an effective media to develop the students’ listening skills. The objective of this research is to find out the effectiveness of podcast application to developing students’ listening skills. The sample of this research consisted of 25 students at IX grade of MTS SalafiyahSiman. The instrument of this research is a test. The quantitative data were in the form of students’ listening scores. The scores are comparing from pre-test and post-test. To achieve the purpose of this study, the data were analyzed by using paired sample t-test in the SPSS program. After analyzing the test, the researcher found that the mean score of the post-test is greater than the pre-test (77.88 for the post-test and 57.64 for the pre-test). And the results of calculating using paired t-test, the results obtained are sig.2 tailed of .000 < .05 with t-count of -9.276 which means that the average before using podcast application is lower than the average after using podcast. Thus, podcast application gives effective learning in the students’ listening skill.
The Effectiveness of Students' Self-assessment on their Writing Emilia Nur Febriantini
Language-Edu Vol 8, No 2 (2019): Volume 8 No. 2
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.843 KB)

Abstract

Abstract: This article was an attempt to investigate the effectiveness of the students’ self-assessment on their writing. This study focused on writing personal letters. The design of this study was the quasi-experimental design. The population involved in this study was all the second graders of SMK Almaarif Singosari, and the sample was two classess which consist of 44 students. They are divided into two groups, experimental and control group.However, because of some reasons, there were 42 subjects were identified. They were given pre-test to ensure comparable of writing achievement. Then, experimental group was taught by using self-assessment and control group was taught by using conventional way. However, to measure significant difference, Independent t-test was applied with the 0.05 level of significant. The output of Independent Sample Test showed that the p-value .008 with the .05 level of the significance, the p-value was lower than the level of significant. Therefore, the null hypothesis was rejected. It can be concluded that the students who are taught using self-assessment achieve better in writing than those who are taught using teacher-assessment.Key Words: self-assessment, writing achievement, personal letter
AN ANALYSIS OF ENGLISH TEACHER CHARACTER REFLECTED IN TEACHING LEARNING PROCESS: STUDENTS’ VIEWS IN IX GRADE AT MTS NURUL YAQIN Memy Wardani Elthia
Language-Edu Vol 11, No 2 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (665.021 KB)

Abstract

This study aimed to know the character of the English teacher in IX grade IX of Mts Nurul Yaqin based on the student’s views. The subjects of this study are the students of Nurul Yaqin Junior High School, especially Students in grade IX.  The method used in this study is descriptive qualitative and quantitative approaches to uncover the English teacher characteristics reflected in teaching and learning of English. The data collection involved some instruments namely questionnaire by Google Form and Interview using Voice Note feature in WhatsApp. The results of the study indicated that, most students had positive responses to the English teacher characters in IX grade of Mts Nurul Yaqin. It can be seen from the students' views that there is an English teacher in terms of professional competence and personality, among others, mastering the material  81,11% which means excellent, being patient, 79,25% meaning good, creative, 75,27% which means good, empathy  75,92% which means good.  However, in terms of the utilizing of information and communication technology, the student's views are negative because it shows the value in the use of technology and communication in IX grade of an English teacher was 60,83% which means English teacher has fair character. Keywords: Teacher Characteristics, Concept of Teacher Character, Student views
The Effect of Students’ Learning Style on Their Writing Achievement Ahmad Aziz Hanafi
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (39.276 KB)

Abstract

AbstractThe purpose of this study is to know whether there is a significant difference in students writing Achievement among students with visual, audio, and kinesthetic learning styles. The study was carried out in a population of 120 students of grade XI at MAN 3 Bahrul Ulum Jombang. The researcher was used incidental sampling, incidental sampling is used to classify students' preference in learning particular differentiate from students’ learning style learners and as many as 90 students as sample. The questionnaire was prepared to collect the data concerning with the students' major learning preference and the test which designed in the form of writing an essay was used to measure students' writing skill. To achieve the aim of the study, the data were analyzed by using analysis of variance (ANOVA) with help of SPSS 20.0. The researcher found that result of hypothesis testing F-testValue was (0.578) and the significant value is (0.563). Because the significant value is greater than 0.05 the mean was declared not significantly different. It means that students learning style on their writing achievement did not differ between the visual learners, the auditory learners, and the kinesthetic learners. Based on the result of this study, the researcher discovered that there is no significant difference in writing achievement among students with visual, auditory, and kinesthetic learning styles. Keywords: comparison, effect, learning styles, writing achievement   
Improving Students' Speaking Skill Through Role Play Indah Tri Wibawanti
Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (253.328 KB)

Abstract

AbstractSome of Elementary students had low achievement in English at speaking ability. They didn’t have strong motivation in studying English, they were afraid to speak English. Therefore, a special method is needed to improve the students‘ speaking ability. The research design of this study was a classroom action research. The subjects of the research were 30 students of the theater students. This study was done in two cycles. However before implementing these cycles, the researcher carried out preliminary study to find out the students’ problem in studying English. This study was aimed to improve the students’ speaking ability by implementing a role play technique. To measure their improvements in speaking ability, the researcher has determined the criteria of success. And the student was said successful if student got a least 70. The class percentage was said successful if 85% the students or more reached the passing grade. The researcher employed the collaborative classroom action research design and the researcher was assisted by a collaborator teacher in conducting the study. The research was conducted in four main steps; Planning of action, observation, implementation and reflection. The implementation of role play made students more motivated in joining the speaking class. They paid more attention on the lesson. The procedures in implementing role play are: The teacher gave leading question and motivation to the students, the teacher gave special vocabulary and some expressions related with role play, gave special technique how to memorize vocabularies, organized the group of the students, provided the situation and dialogue to be role played, asked the students to practice the role plays and asked group the students to perform the role play in front of the class. The result of the study reveals that role play can improve the speaking ability. The implementation of role play made students more motivated in joining the speaking class. They paid more attention on the lesson. It can be seen from their speaking score.Keywords: Role Play, Improve, Speaking Skill
THE EFFECT OF CONSCIOUSNESS-RAISING TASK (CRT) ON STUDENTS’ GRAMMARCOMPETENCE Mahfud Mahfud
Language-Edu Vol 10, No 2 (2021): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (219.73 KB)

Abstract

This study aims to investigate the implementation of Consciousness Raising Task on learners’ grammar competence The aims of this research was to discover the effect of consciousness raising task of students’ grammar competence of basic level at Al-Fitrah English Course pare Kediri. This study utilized pre-experimental design also, this study was finished in six meetings. First meeting was pre-test, second until fifth meeting was treatment and the sixth meeting was post test. The data was collected by utilizing multiple choice of Grammar test. The data gained were analyzed by using paired sample t-test formula. After doing the pre-experimental research steps, the researcher got some data. The data gave information that there was significant difference on students’ grammar competence by using Consciousness Raising Task. It was discovered that the mean score of the pre-test was 57.40 and the mean score of the post-test was 73.80. From the data it can be concluded that there are differences of the results because mean score pretest 57.40 is lower than the mean score of post test 73.80. Therefore, it could be inferred that the application of Consciousness Raising Task is compelling.

Page 7 of 19 | Total Record : 186

 5   6   7   8   9 

Filter by Year

2019 2022


Reset
Filter By Issues
All Issue Vol 11, No 2 (2022): Language-Edu Journal Vol. 11 No. 2 (2022): Language-Edu Journal Vol. 11 No. 1 (2022): Language-Edu Journal Vol 11, No 1 (2022): Language-Edu Journal Vol 10, No 7 (2021): batch 2 2021 Vol 10, No 6 (2021): Langauage Edu 2021 Vol 10, No 9 (2021): Volume 10, Number 9 Vol 10, No 8 (2021): Language Edu Vol 10 No. 8 Vol 10, No 5 (2021): Language-Edu Journal Vol 10, No 4 (2021): Language-Edu Journal Vol 10, No 3 (2021): Language-Edu Journal Vol 10, No 2 (2021): Language-Edu Journal Vol 10, No 1 (2021): Language-Edu Journal Vol 9, No 2 (2020): Volume 9, Number 2 Vol 9, No 1 (2020): Volum 9 Number 1 Vol 8, No 2 (2019): Volume 8 No. 2 Vol 8, No 1 (2019): Language-Edu More Issue