Global Expert: Jurnal Bahasa dan Sastra
Jurnal Bahasa dan Sastra contains research manuscripts related to the broad areas of Linguistics and Language Teaching. The journal is published twice a year July and December by the English Education Study Program, Faculty of Teacher Training and Education, Universitas Indo Global Mandiri. It is nationally and internationally reviewed by the journal editorial board as well as other academic experts.
Articles
96 Documents
<![CDATA[THE LINK BETWEEN VLS AND READING COMPREHENSION ]]>
<![CDATA[Darmawan Budiyanto]]>;
<![CDATA[Gaya Tridinanti]]>;
<![CDATA[Rahma Dianti]]>;
<![CDATA[Muhammad Rasyid Ridho]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v10i2.2530
<![CDATA[The purpose of this study was to determine the correlation between vocabulary learning strategies and reading comprehension, as well as the extent to which vocabulary learning strategies contributed to students' reading comprehension. The correlational research design was used for this study. The sample of 68 students was chosen using the purposive sample technique. The questionnaire on vocabulary learning strategies and the reading comprehension test were used to collect data and Pearson Product Moment and regression analysis were used to analyze the obtained data. The study found that students' vocabulary learning strategies questionnaire and reading comprehension test scores were in the average range. First, with a p-value 0.003 less than the alpha value of 0.05, there was a significant correlation between vocabulary learning strategies and reading comprehension of tenth-grade students at SMA N 10 Palembang. The R-value of.358 indicates that Ha was accepted and Ho (null hypothesis) was automatically rejected. A low correlation was discovered between vocabulary learning strategies and reading comprehension of SMA N 10 Palembang tenth-grade students. Second, the regression value revealed 0.128 influences of vocabulary learning strategy and reading comprehension, implying that the contribution and interaction effect of vocabulary learning strategy and reading comprehension was 12.8%.]]>
<![CDATA[THE USE OF PSRA AND QAR STRATEGIES TO IMPROVE TENTH GRADE STUDENTS' READING COMPREHENSION ]]>
<![CDATA[Sophia Rahmawati]]>;
<![CDATA[Indri Nurhasanah]]>;
<![CDATA[Yuni Indah Sari]]>;
<![CDATA[Sri Hayati]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v10i2.2531
<![CDATA[The study's objectives were to determine whether or not there was any significant achievement on students' reading comprehension between students taught by PSRA Strategy, (2) whether or not there was any significant achievement on students' reading comprehension taught by QAR Strategy, and (3) whether or not there was any significant difference in students' reading comprehension achievement between students taught by PSRA Strategy and QA Strategy. The study's population consisted of all tenth grade students at SMAN 4 Kota Jambi during the academic year 2021/2022. The samples were collected by two classes, each with 32 students. This study used a quasi-experimental design with two groups of students. Cluster Sampling was used as a sampling technique. For In order to collect data, the test was given twice, once before and once after. The findings revealed that both the PSRA strategy and the QAR strategy had a significant impact on students' reading achievement in each class. Based on the data, it was discovered that the students' mean post-test score in the experimental group who were taught using the PSRA Strategy was 84.63 and the students' mean post-test score in the control group who were taught using the QAR Strategy was 79.70. However, based on the independent sample t-test analysis, the t-obtained (3.216) was found to be greater than the t-table (1.671), indicating that the null Hypothesis (Ho) was rejected and the alternative Hypothesis (Ha) was accepted. It indicates that there was a significant difference in students' reading comprehension achievement between those taught using the PSRA Strategy and those taught using the QAR Strategy. Furthermore, the students' score achievement when using the PSRA strategy is greater than the students' score achievement when using the QAR strategy. Finally, the PSRA strategy is more significant than the QAR strategy.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS PERCEPTION AND ACADEMIC PERFORMANCE TOWARDS ONLINE LEARNING SYSTEM DURING COVID-19 PANDEMIC ]]>
<![CDATA[Achmad Khoiri]]>;
<![CDATA[Badriyah Ulfah]]>;
<![CDATA[Desi Surayatika]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v10i2.2500
<![CDATA[Online learning is a system based on formal teaching with the help of electronic devices and used internet connection to facilitates more flexible distance learning and a vast network to connect. Online learning has been carried out in universities in the last two years due to the COVID-19 pandemic. This study aims to determine the correlation between students' perceptions and academic performance towards the online learning system during the COVID-19 pandemic of English education study program students at Indo Global Mandiri University Palembang. quantitative method used in this study with a correlational design to analyze the data. The sample was students majoring in English Education intake 2018, 2019, and 2020. Seventy-eight students from three intakes of English Education students participated in this study. The data sources used by the researchers are graphs of student academic performance and a questionnaire. This research shows that student's academic performance is not much impacted by their perception of online learning. Based on Malik and Singh (2016) Academic performance can be influenced by internal and external factors, such as; Motivation, Economics, Social, and Family. Therefore, students, lecturers, and educational institutions must synergize in improving services, communication, and online-based education systems to benefit more from online learning systems.]]>
<![CDATA[VIRTUAL LEARNING AMIDST COVID-19 OUTBREAK: THE CHALLENGES IN LANGUAGE LEARNING ]]>
<![CDATA[Dita Rizki Anggraini]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v10i2.2555
<![CDATA[The outbreak of COVID-19 has put the universe into a big changes. Most sectors of life including education has to be adjusted for the sake of everybody’s safety. Language learning, which ideally needs a lot of interactions, should be held virtually. This sudden shift may cause several intervening factors which influence the success of it. This study was aimed at discussing the factors that may challenge the language learning during the virtual learning mode amidst the COVID-19. After studying some research about this issue, several factors namely lack of internet access, poor comprehension, poor interaction, overload tasks, insufficient infrastructure support, environmental distraction, and lack of motivation are found to be the challenges in implementing a successful virtual language learning amidst the outbreak.]]>
<![CDATA[THE APPLICATION OF MIND MAPPING TECHNIQUE TO INCREASE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE EIGHTH GRADE SMPN 38 PALEMBANG ]]>
<![CDATA[Silvia Silvia]]>;
<![CDATA[Jaya Nur Iman]]>;
<![CDATA[Nike Angraini]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v10i2.2499
<![CDATA[Reading certainly has many purposes, one of which was by reading people can find out the information, increase knowledge and to expand horizons. Thus the writer tried to explore the use of mind mapping technique to know the significant improvement in students’ reading comprehension achievement in recount text after being taught with mind mapping technique and to know the significant mean difference in students reading comprehension between students who were taught by using mind mapping technique and those who were not. The research design in this study is a quasi-experimental design which the population of this study were students from two classes of eighth-grade of SMPN 38 Palembang which consisted of 32 students of each class. Data collection techniques used in this study were pre-test and post-test. Data were analyzed using t-test (paired sample t-test and independent sample t-test). The outcome of t-obtained in experimental group was higher than t-table (17.201>0.2913). Also, the results of each aspect in experimental group showed that there was improvement. Beside, there was also significant mean difference between students who were taught by using mind mapping technique and those who were not.The findings revealed that teaching reading by using mind mapping technique was effective toward students’ reading comprehension achievement in recount text at the eighth-grade students of SMPN 38 Palembang in the academic year of 2021/2022.]]>
<![CDATA[CHALLENGES IN ENGLISH MATERIALS EVALUATION: LOCALLY, NATIONALLY, AND GLOBALLY ]]>
<![CDATA[Okky Leo Agusta]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v10i2.2616
<![CDATA[Language teaching materials are very substantial in language teaching and learning process. Therefore, teacher of English should be thoroughly in choosing English materials before the materials used in classroom. This study aims to portray challenges in English materials evaluation. Library research in qualitative used in this study in elaborating challenges in English Material evaluation: Locally, Nationally (Indonesia), and Globally. This research involves a collection of some textbooks, journals, articles, virtual resources and internet access.One of the criteria in local context for language learning must include the target culture and local culture. The debate in using English material has never been whether to prioritize the target culture or local culture. In national context, the challenge that must be faced by teachers is to create a blue line that is in line between the material taught in the classroom and government policies in education or commonly known as the curriculum. Globally, the biggest challenge in evaluating English material is the ability of the evaluators themselves to make decisions. There are many considerations that must be taken into account in taking judgment on an English material. All efforts in evaluating English material are to optimize English learning outcomes for students]]>
<![CDATA[USING DICTOGLOSS TECHNIQUE FOR IMPROVING LISTENING COMPREHENSION OF EIGHTH GRADERS IN SMP TRI DHARMA PALEMBANG ]]>
<![CDATA[Istiqomah Istiqomah]]>;
<![CDATA[Jaya Nur Iman]]>;
<![CDATA[Badriyah Ulfah]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v10i2.2498
<![CDATA[Listening is one of the skills that needed to be integrated in an effective way for the teaching and learning of English to be successful. A technique called Dictogloss was used in this research to find out the significant improvement on listening comprehension and perception of students’ toward dictogloss technique in SMP Tri Dharma Palembang of eighth graders in academic year 2021/2022. Quantitative method was used by the researcher namely pre-experimental design which only used one class. As data source, test and questionnaire were used in this research. The pre-test and post-test was taken from experimental group to find out whether Dictogloss Technique effective to improve the eighth grade student’s at SMP Tri Dharma Palembang. And questionnaire to determine the students’ perceptions on Dictogloss technique in teaching listening. The results showed the experimental class students’ listening improved as indicated by the pre-test and post-test scores. It means t-obtain is bigger than t-table (25.789 > 2.024) and the value of Sig.(2-tailed) was 0.000 < 0.05, means that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted so there was any significant improvement of students’ listening who taught by Dictogloss. Meanwhile the mean score of questionnaire is 73,44 which showed a positive perception because the result showed the mean score is higher than 60. In short, the use of Dictogloss as the technique to improve students’ listening skill is suggested for teachers in teaching listening.]]>
<![CDATA[THE EFFECTIVENESS OF STORYTELLING TO IMPROVE WITH DESCRIPTIVE TEXT OF STUDENTS’ READING ACHIEVEMENT ]]>
<![CDATA[Melika, Della]]>;
<![CDATA[Iman, Jaya Nur]]>;
<![CDATA[Ulfah, Badriyah]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 11 No. 1 (2023): July ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v11i1.2913
<![CDATA[Storytelling is the process of someone conveying and receiving a story through various media, such as words, pictures or sound. Therefore, it can be said that storytelling can improve students' reading skills. This study aims to examine whether the story telling learning method is effective in improving students' reading skills. Researchers conducted research at SMP Negeri 3 Palembang Class VII.10 with a total of 31 students. Using pre-test and post-test designs as pre-experimental procedures, data collection techniques used in this study were pre-test and post-test. Then the data was tested with a normality test of 0.00 less than 0.05 (0.00 <0.05). Then all pre and post test data are normally distributed. From the results of the analysis of single paired t-test data, it can be seen that the results of the t-analysis obtained -7,803 df 30 significance value for the control group 0.000 H0 was rejected He was accepted, t was obtained for the experimental group -14.351 df 30 for the experimental group a significance value of 0.000 H0 was rejected Accepted independent t-test with a t-test of 10.015 df 60 and a significance value of 2 with 0.000. It can be concluded that telling stories can increase vocabulary in class VII.10 of SMP Negeri 3 Palembang, and this research shows that students always increase their English vocabulary because vocabulary plays an important role in everyday life.]]>
<![CDATA[NON-ENGLISH MAJOR STUDENTS’ FOREIGN LANGUAGE ANXIETY: A STUDY CASE ]]>
<![CDATA[Leni Rohliah]]>;
<![CDATA[Pratiwi Lestari]]>;
<![CDATA[Wirda Ningsih]]>;
<![CDATA[Genta Ulina Hutagalung]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 11 No. 1 (2023): July ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v11i1.3201
<![CDATA[In learning English students might face some obstacles that made them reluctant to improve their competence. One of the obstacles was the existence of language anxiety that students could experience in learning English. The objective of this research was to find out the descriptions of non-English major students’ foreign language anxiety which consisted of communication apprehension, fear of negative evaluation, test anxiety, and English classroom anxiety. This research used a qualitative research method, in which the writers did a study case at one university in Palembang. The data were analyzed descriptively and presented in tables. In this research, 640 first semester students of Economics and Business Faculty of Muhammadiyah University Palembang in the academic year of 2021/2022 were chosen by using the total population sampling. The data were collected by using Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire. Based on the findings of the research, it showed that students experienced foreign language anxiety, such as communication apprehension, fear of negative evaluation, test anxiety, and English classroom anxiety.]]>
<![CDATA[YOUTUBE: A TEACHING MEDIA TO OPTIMIZE STUDENTS’ ENGLISH LISTENING COMPREHENSION SKILL ]]>
<![CDATA[Lestari, Pratiwi]]>;
<![CDATA[Leni Rohliah]]>;
<![CDATA[Wirda Ningsih]]>;
<![CDATA[Genta Ulina Hutagalung]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 11 No. 1 (2023): July ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v11i1.3210
<![CDATA[Listening is one of important skills in English language learning since it provides input for the students. However, many students still encounter a lot of listening difficulties caused by various factors, one of which that should be urgently solved is the use of poor and restricted materials in the language teaching and learning. As the Information and Communication Technology (ICT) develops rapidly, educators should take the advantages of it. Educators can use teaching media that provide various kinds of listening materials and can be accessed online. One of the most popular media that is accessible anytime and anywhere is YouTube. This literature review article aims to describe the use of YouTube as a media to optimize students’ English listening comprehension skill. YouTube provides a wide variety of materials for teaching language. Educators and students can use some of many recommended YouTube channels, namely BBC News Review, TED Talks, and Easy English. They provide listening materials; news review, talks, and daily conversation which are very useful for the students to improve their listening comprehension as well as their communication skills. However, several things need considering when using YouTube in language teaching. Educators need to plan the activities and find materials that suit the students’ needs, interest, and level in order to optimize the teaching of listening so that at the end, the listening comprehension skill of the students can be optimized as well. In addition, it is highly suggested that educators invite parents to work together in guiding the students when doing individual learning.]]>
