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IJLHE: International Journal of Language, Humanities, and Education
Published by STKIP PGRI Bandar Lampung
ISSN : 29634520     EISSN : 29860369     DOI : https://doi.org/10.52217/ijlhe.v5i2.1027
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
IJLHE: International Journal of Language, Humanities, and Education is a journal devoted to language and literature researchers, humanities, as well as practitioners in the field of education. IJLHE Journal is managed by the Institute for Research and Community Service STKIP PGRI Bandar Lampung which is responsible for the Master Program in Indonesian Language Education. All publishing processes follow the procedures for scientific writing and editing involving expert reviewers from various countries.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 8 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education" : 8 Documents clear
Relationship of Student's Vocabulary and Schematic Mastering with Observation Report Writing Skills Eva Syamaria Subing; Fahrurrozi Fahrurrozi; Joko Sutrisno AB; Nani Angraini; Eny Dwi Marcela
IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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Abstract

The aim of this research was to explain how the relationship between vocabulary mastery and schemata on writing observational report skills. The data from this research is the main data obtained through giving assignments or tests, so that the results are in the form of quantitative descriptive data. Therefore, to find out the results, it is done using statistical calculations. From these calculations, it is known that there is a close relationship between vocabulary mastery and schemata with the skills of writing observation reports for class VII students of MTs N 2 Bandar Lampung in the 2018/2019 school year. Overall, it is concluded that students who are skilled in writing reports on observations have a close relationship with mastery of vocabulary and schemata.
The Correlation of Effective Sentence and Paragraph Mastery with Narrative Writing Ability in Class V Students of SD Negeri 5 Marang South Pesisir District of West Pesisir in Academic Year 2018/2019 Rusmidawati Rusmidawati; Surastina Surastina; Akhmad Sutiyono; Tri Riya Anggraini
IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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Abstract

This research about the correlation of effective sentence and paragraph mastery with narrative writing ability in class v students of SDN 5 marang south pesisir district of west pesisir in academic year 2018/2019. This problem is deemed necessary to be investigated because students' mastery of effective sentences, paragraph mastery, and narrative writing skills is still low. The description and problem solving in the research are expected to be useful for students of SD Negeri 5 Marang, Pesisir Selatan District, Pesisir Barat Regency. This research uses the correlational method, namely to find out and describe the relationship between research variables. The goal is to make a description of the facts and characteristics of the population so that it can lead to a conclusion about the problem under study. The data collection technique used is the test technique. The test technique used to collect research data on vocabulary mastery and paragraph knowledge is by using multiple-choice objective tests. Meanwhile, to collect data on the ability to compose a narrative is a performance test. The results of the study show that: (1) there is a positive and significant relationship between effective sentence mastery and the ability to compose narratives, with a correlation coefficient of ry1 = 0.782, and a regression equation = 45,097 + 0.389 X1, (2) there is a positive and significant relationship between paragraph mastery and ability to compose narrative, with coefficient ry2 = 0.775 and regression equation = 49,583 + 0.347X2 and (3) there is a relationship between mastery of effective sentences and paragraphs with ability to compose narratives together with correlation coefficient ry 1.2 = 0.786 and regression equation = 18,831 + 0.391X1 + 0.349X2.
The Correlation between Diction Mastery and Carefulness with Students' Writing Ability Mira Sari; Wayan Satria Jaya; Supriyono Supriyono; Nani Angraini
IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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Abstract

This study aims to determine the correlation between diction and punctuation mastery with the student's writing ability. The method used in this study is the correlational method, which is to find out and describe the relationship between diction mastery and persuasive writing ability, the relationship between punctuation mastery and persuasive writing ability, and the relationship between diction and punctuation mastery and students' writing ability. The results of this study are 1) There is a positive and significant relationship between mastery of diction and t students' writing ability with the correlation coefficient = 0.483, while the contribution given by the variable mastery of diction to students' writing ability is 23,329% and the remaining 76,671% is determined by other factors/variables; 2) There is a positive and significant relationship between the mastery of punctuation and the students' writing ability with a correlation coefficient of r = 0.829, while the contribution given by the variable mastery of punctuation to students' writing ability is 68.724%, then the remaining 31.276% is determined by other factors/variables; 3) There is a positive and significant relationship between mastery of diction and punctuation with students' writing ability with a correlation coefficient of R = 0.848, while the contribution given is 71.91%, then the remaining 28.09% is determined by other variables/factors. These results show that the variable mastery of diction and punctuation has strongly influenced the students' writing ability.
The Correlation between Diction and Scheme Mastery with Students' Reading Comprehension at The Fifth Grade Students Muhammad Rodi; Dian Permanasari; Febriyanti Febriyanti
IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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Abstract

This study aimed to identify and describe the relationship level of diction and schemata mastery with reading ability at the fifth-grade students of SD Negeri 2 Srikuncoro, Semaka District, in the 2018/2019. This study is a quantitative descriptive method of because the score. The variables in this study are in the form of numbers and are presented in the form of tabulation and using statistical analysis. The population of this research is students of the fifth grade of SD Negeri 2 Srikuncoro Semaka District Tanggamus District. Semaka 2018/2019 Academic Year consists of 2 classes. Research result shows that the correlation coefficient between diction mastery and reading comprehension ability of 0.776. The correlation coefficient between schemata on the ability to read comprehension of 0.820, while the double coefficient correlation between diction and schemata mastery on the ability to read comprehension of 0.836. The conclusion can be drawn is that there is a very close and significant relationship between vocabulary mastery and schemata with reading comprehension ability in the fifth grade of SD Negeri 2 Srikuncoro, Semaka Tanggamus District, 2018/2019 academic year. This indicates that the better the mastery of diction and schemata owned, the better the reading comprehension ability.
The Use of Story-Telling Techniques for Improving Students' Speaking Ability Hendro Hermansyah; Tommy Hastomo; Abdullah Abdullah
IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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Abstract

This study aims to improve speaking skills through storytelling techniques for class VIII G students of SMP Negeri 21 Bandar Lampung. This research method is Classroom Action Research (CAR). Data collection techniques in this study were interviews, observations, questionnaires, and documentation. The data analysis technique was based on observation and speaking skill tests through storytelling techniques. From the analysis of observation data, speaking skills through storytelling techniques for class VIII G SMP Negeri 21 Bandar Lampung in the pre-action stage obtained an average score of 11.53, in the post-action cycle I increased to 14.13, and in the post-action cycle II also increased to 16.06. Based on the results of the study, it can be concluded that storytelling techniques can improve speaking skills in class VIII students of SMP Negeri 21 Bandar Lampung.
The Correlation of Sentence Mastery and Learning Motivation with Service Letter Writing Skills Rahmawati Saadah; Hastuti Hastuti; Sudarmaji Sudarmaji
IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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Abstract

The skill of writing official letters in Indonesian language lessons is very important and closely related to other learning. In this study, the researchers investigate the skills of writing official letters with mastery of writing and learning motivation. Writing ability and learning motivation are independent variables, and official letter writing skills are dependent variables. In addition, this study uses quantitative research methods, where the results are in the form of numbers calculated using statistical calculations. From the study results, it was found that there was a very close relationship between writing mastery and learning motivation on the skills of writing official letters. The closeness of the relationship can be singly or jointly, where the skills of writing official letters for class VII students of MTs N 2 Bandar Lampung for the 2018/2019 academic year are improving.
DRTA Strategy: An Effective Strategy for Teaching Reading Innaya Dewi; Zahfatut Tarbiyah; Adenan Damiri
IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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Abstract

The study's goal was to use the Directed Reading Thinking Activity (DRTA) technique to improve students' reading comprehension. This study aims to see if Directed Reading Thinking Activity (DRTA) enhances students' reading comprehension and if the average score of students' reading comprehension taught through DRTA is higher than that taught through solo reading. This study was carried out utilizing Classroom Action Research as a method. Kemmis and Taggart proposed a research paradigm that comprised two cycles: planning, action, observation, and reflection. Before beginning the cycle, the writer conducted a pre-cycle to assess students' reading comprehension. The writer and the English teacher collected student data for the study. The data was collected through field notes, observation sheets, and tests. The research was focused on increasing students learning activities and students reading comprehension. The average score in the pre-cycle result showed that pupils' reading comprehension had improved, with a score of 59,35. Only thirteen students, or 48.14% of the class, received a score higher than the Minimum Mastery Criterion. The outcome of Cycle 1 was 59,16, with eleven students or 59.25% scoring over the Minimum Mastery Threshold and ten students or 40.74% scoring below the criterion. The mean score for cycle 2 was 72.87, with twenty-three students or 85.18% participating. Four students, 14.81%, received a score above the Minimum Mastery Threshold, while the remaining four, 14.81%, received a score below the criterion. Classroom Action Research could be concluded after evaluating data and completing semantic mapping. Students learning activities and reading comprehension improved due to the reading method.
Enhancing Students' Speaking Ability Using Story Telling Technique: An Action Research Salsabilla Dziky Azkiyyah; Akhmad Sutiyono; Imam Subari
IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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Abstract

This research aimed to improve the students' speaking skills through Story Telling. This research aimed to identify whether implementing Story Telling can improve students' speaking skills and learning activities focused on descriptive text. The researchers used classroom action research. The research implementation was in 2 cycles in one class with 20 students. For the data collecting technique, the researchers used observation and tests. In analyzing the data, the researchers used descriptive analysis. The findings of this research showed that after teaching reading through Story Telling. The researchers found that Story Telling successfully improves students' speaking skills and learning activities. It can be seen from the average score of students' speaking skills. It was increased from cycle I to cycle II. The researchers found that the average score of students who passed the Minimum Mastery Criteria in cycle I was 45%, while in cycle II obtained 85%. The mean score of cycle I was 55.8, and cycle II was 71.3. The students' learning activity was also increased from the first cycle, 6.17, categorized as less active, while in the second cycle, 7.92, classified as active. Therefore, it can be concluded that the implementation of Story Telling can improve the student's speaking skills and the student learning activity in the tenth grade of SMP Negeri 14 Bandar Lampung in the academic year of 2018/2019.

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