cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andri Wicaksono
Contact Email
ctx.andrie@gmail.com
Phone
+6281373605356
Journal Mail Official
ijlhe@stkippgribl.ac.id
Editorial Address
Gedung Pusat Administrasi, STKIP PGRI Bandar Lampung d.a. Jalan Chairil Anwar 79, Durian Payung, Bandar Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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 176 Documents
 5   6   7   8   9 
The Use of Question Answer Relationship (QAR) for Improving Students' Reading Comprehension in Narrative Materials Okta Bitian Indah; Wayan Satria Jaya; Purna Wiratno
IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 1 (2022): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v5i1.873

Abstract

The objectives of this research were to improve the students’ learning activity and reading comprehension by using Question Answer Relationship (QAR). It was a kind of reading technique where the students were given questions and found the correct answer based on the text. In this research, the writer used Classroom Action Research as the design in collected the data. The research implementation of research was in two cycles. The sample of this research was in one class only with 30 students. To get the data of research, the writer used observation sheet and reading test. The test used in this research was multiple choice consisted of 40 questions. The findings of this research showed Question Answer Relationship (QAR successful to improve students’ learning activity and reading comprehension. It can be seen from the average score of students’ learning activity and reading comprehension. The average score of students’ learning activity was increased from the first cycle 6.53 while in the second cycle 7.77, it was from less active to active criteria. Then, it was found that the average score in cycle 1 was 68.4 while in cycle 2 was 75.4. Therefore, the implementation of Question Answer Relationship (QAR) was successful to be used in improving the students’ learning activity and reading comprehension at the tenth grade of SMKN 1 Kalianda in academic year of 2021/2022.
Story Mapping: An Effective Technique for Improving Students' Writing Ability at Middle School Students Hani Nuraini; Imam Subari; Sri Wahyuningsih
IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 1 (2022): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v5i1.874

Abstract

This research aimed to improve the students’ writing skill of narrative text by using Story Mapping Technique. The researcher used Classroom Action Research as the design of collecting data. The subject of the research was held in one class with 34 students’. It consisted of 2 cycle, in collecting data the researcher used observation sheet and writing test. The research finding of the learning activities that were improvement from cycle 1 to cycle 2. The writer had the mean score in cycle 1 was 6.28, in cycle 2 obtained the mean score was 7.74. there were increased by 1.46. The result of writing test in cycle 1 that had the mean score was 57.11 but in cycle 2 the mean score was obtained 79.56, there were increased by 23.45. There were improvement of writing test from cycle 1 to cycle 2. The writer found the result of students’ completeness in cycle 1 was 41.18% and of the cycle 2 was 79,41% which active categorized. Therefore it can be concluded that the implementation of story mapping technique was successful to improve the students’ learning activities and students’ writing skill of narrative text at the class eighth of MTS. Raudhatul Mu’minin Bandar Lampung in Academic Year of 2021/2022.
Improving Students’ Reading Comprehension through GIST (Generating Interaction between Schemata and Text) Strategy Elany Agnescia; Joko Sutrisno AB; Eny Dwi Marcela
IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 1 (2022): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v5i1.880

Abstract

This research aimed to improve students’ learning activities and their reading comprehension by using Generating Interaction between Schemata and Text (GIST) strategy. In this research, the researcher used Classroom Action Research as the method of this research. This research implemented Generating Interaction between Schemata and Text (GIST) in 2 cycles with 3 meetings in each cycle. The sample of this research was in one class with 31 students. The test used in this research was 30 multiple choice questions. The average score of students’ activities based on the observation sheet in cycle I obtained range 7 which categorized as quite active and increased to be 7.7 in cycle II which categorized as active. The average score of students’ reading comprehension in cycle I was 68.46 and increased to be 79.11 in cycle II. The percentage of the students’ reading comprehension test in cycle I who passed Minimum Mastery Criteria was 45.16% students passed the KKM and in cycle II the result increased to be 83.87% students passed KKM. From the learning activities and test result, the researcher concluded that there was an improvement in students' learning activities and their reading comprehension by implementing Generating Interaction between Schemata and Text (GIST) strategy at the eighth-grade students of SMP Negeri 21 Bandar Lampung in the academic year of 2021/2022.
Reciprocal Teaching Strategy to Improve Students’ Reading Comprehension: Action Research Camelia Parameswara; Andri Wicaksono; Destia Herlisya
IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 1 (2022): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v5i1.882

Abstract

The objectives of this research were to improve the students’ learning activity and reading comprehension by using the Reciprocal Teaching Strategy. This strategy helps students with four steps, such as predicting, questioning, clarifying, and summarizing. In this research, the writer used Classroom Action Research as the design in collecting the data. The research implementation of research was in two cycles. The sample of this research was in one class only with 27 students. The writer used an observation sheet and reading test in form of was multiple choice and consisted of 40 questions, it aimed to get the score of students’ reading comprehension and used observation sheet for the students’ learning activity. The findings of this research showed Reciprocal Teaching Strategy was successful to improve students’ learning activity and reading comprehension. It can be seen from the average score of students’ learning activity and reading comprehension. The average score of students’ learning activity was increased from the first cycle 6.66 while in the second cycle 7.67, it was from less active to active criteria. Then, it was found that the average score in cycle 1 was 67.4 or 51.85% of students who passed Minimum Mastery Criteria while in cycle 2 was 76.5 or 85.19% of students who passed Minimum Mastery Criteria. Therefore, the implementation of Reciprocal Teaching Strategy was successful to be used in improving the students’ learning activity and reading comprehension in the tenth grade of SMKN 9 Bandar Lampung in the academic year of 2022/2023.
Academic Writing: Types, Elements, and Strategies Abdulaziz Ahmed Mohammed Ahmed
IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 2 (2022): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v5i2.989

Abstract

Academic writing is difficult. It requires a complex combination of generating ideas, selecting the idea that are appropriate to the writing tasks, translating these into a text and a polishing the text to produce a reasonable and presentable documents. In doing this, a writer has to bring out not only his or her own thoughts but also to make more and enough connection with the community whom writing is being written. This paper will highlight the different kinds of academic writings and the important strategies a researcher should follow to build up a good comprehensible and logical scientific writings and research papers, and it will help to explore the relationships between writing strategies and success as well. The writing process for most writers and expertise tend to be recursive rather than simple linear progression starting with planning and finishing with revising. The paper will elucidate and well shown different kinds of strategies and the way of structuring a good scientific and academic piece of writing. The article will also explore and explain the value of academic writing in the field of research studies. It presents the guidelines that can help to analyses the academic writing process, but also that no amount of theorizing and intellectualizing of writing is going on to make more successful writing patterns unless accompanied by an undertaking to engage in practical strategies and to plan effective writing tactics. The academic value of the writing can then be evaluated and if they wish, ones maker can go back to notice the original sources to find out whether ones have been honest and accurate in the use of data ,ideas and information.
Conversational Implicature Used in Gone Girl Movie Script by Gillian Flynn R.B. Sharma; Novi Yanti
IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 2 (2022): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v5i2.990

Abstract

The purpose of this study is to describe the implied meaning of conversational implicatures found in the film Gone Girl. The method used in this research is content analysis with the object of study on conversational implicatures in film dialogue. The technique used is note-taking. Based on the results of the study, it was found that the most frequent maxim found by the writer is the maxim of quantity in which it means that the characters in the movie failed to observe it as the contribution of the information is insufficient and less-informative than it is required. After that, it is followed by the maxim of manner in which it means the characters of the movie failed to observe, consequently it creates the sense of ambiguity and proximity. Then, the maxim of relation in which it shows that the characters of the movie give irrelevant information. Lastly, there is maxim of quality in which that means the characters of the movie failed to notice due to false information.
The Etymology of Abbreviations in English and Tajik Diplomatic Terms Khodzhaev Iskandar
IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 2 (2022): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v5i2.991

Abstract

The article is devoted to one of the important problems of the linguistics the problem of term and terminology. During the research from the etymology of abbreviations point of view we discovered that the majority of etymology of abbreviations in English and Tajik diplomatic terms has their specific lexical features of lexical units of abbreviations and identification of the main ways and features of their translation.
The Relationship between Vocabulary Mastery and Speaking' Interest on Speech Skills in Class VII Students of SMPN 4 Bandar Lampung Herlisa Herlisa
IJLHE: International Journal of Language, Humanities, and Education Vol. 1 No. 1 (2018): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to identify the understanding of the relationship of speaking interest and vocabulary in speech skill in the VII SMPN 4 Bandar Lampung. To reach the goal above, the writer used the method of correlations it meant the data is collected after all happenings arrived directly. The instruments that used in talking research data is questioner and test. Analyze technique of research data consist of analyze qualification experiment, statistic analyze and experiment technique of research hypothesis. Based on the result of research, can be concluded that: (1) there is positive relationship and significant between speaking interst and speech skill with the correlation coefficient about 0,756 and determination coefficient is (R2)= (0,756)2 = 0,572 or 57,2%; (2) there is positive relationship and significant between mastering vocabulary and speech skill with the correlation coefficient about 0,744 and determinations coefficient is (R2) = (0,744)2 = 0,554 or 55,4%; (3) there is positive relationship and significant between speaking interst and vocabulary with the speech skill by correlation coefficient is 0,840 > r table = 0,244 and determination coefficient is (r2) = 0,840)2 or 70,5%.
The Relationship between Vocabulary Mastery and Reading Interest with Speaking Skills for Elementary School Students Sriyanti Sriyanti; Surastina Surastina; Febriyantina Istiara
IJLHE: International Journal of Language, Humanities, and Education Vol. 1 No. 1 (2018): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the relationship between reading interest and vocabulary mastery with the speaking skills of the sixth grade students of SDN 13 Gedung Tataan Pesawaran. This research was conducted due to the fact that speaking skills and vocabulary mastery, as well as reading interest need to be developed. Researchers use the correlational method. The technique used in collecting research data is a questionnaire and a test. Testing the research hypothesis using correlation coefficient test, product moment and multiple correlation. Previously, analysis prerequisite tests were carried out, namely data normality and linearity tests. Based on the results of the study it can be concluded that, (1) there is a positive and significant relationship between interest in reading and speaking skills, indicated by a correlation coefficient of 0.766 and a coefficient of determination (r2) of 0.587 or 58.7%, (2) there is a significant relationship positive and significant relationship between vocabulary mastery and speaking skills as shown by the correlation coefficient of 0.662 and the coefficient of determination (r2) of 0.438 or 43.8%, (3) there is a positive and significant relationship between interest in reading and vocabulary mastery with speaking skills indicated by a correlation coefficient of 0.804 and a coefficient of determination (r2) of 0.646 or 64.6%.
The Relationship Between Knowledge of Major Affirmation and Vocabulary Mastery with The Ability to Write Exposition Texts in Junior High School Students I Nengah Suhartana; Wayan Satria Jaya; Akhmad Sutiyono
IJLHE: International Journal of Language, Humanities, and Education Vol. 1 No. 1 (2018): 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to determine the relationship between knowledge of affirmation and vocabulary mastery with the skills of writing expository texts in class VIII students of SMPN 2 Bandar Mataram To achieve the research objectives above, the data was collected after all the events in question took place. The techniques used in collecting research data are questionnaires, tests, and observations. Research data analysis techniques include analysis requirements test, normality test, and research hypothesis testing techniques. Based on the results of the study it can be concluded that, (1) there is a negative relationship between knowledge of assertiveness and skills in writing expository texts, indicated by a regression coefficient of 0.914. (2) there is a positive and significant relationship between vocabulary mastery and expository text writing skills as indicated by the regression coefficient of 0.860. (3) there is a positive and significant relationship between vocabulary mastery and the skill of writing exposition texts as indicated by the regression coefficient of 0.525 but has no effect on the variable knowledge of figurative language assertion. Based on the table, it can also be seen that the regression coefficient of the mastery of affirmation variable (X1) is -0.042, which means that if the mastery of affirmation increases 1 value, the result of writing students' exposition text (Y) will decrease by 0.042. The coefficient is negative, meaning that there is a negative relationship between the students' mastery of affirmation knowledge and the skills of writing expository texts.

Page 7 of 18 | Total Record : 176

 5   6   7   8   9 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education Vol. 7 No. 2 (2024): IJLHE: International Journal of Language, Humanities, and Education Vol. 7 No. 1 (2024): IJLHE: International Journal of Language, Humanities, and Education Vol. 6 No. 2 (2023): IJLHE: International Journal of Language, Humanities, and Education Vol. 6 No. 1 (2023): IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 2 (2022): IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 1 (2022): IJLHE: International Journal of Language, Humanities, and Education Vol. 4 No. 2 (2021): IJLHE: International Journal of Language, Humanities, and Education Vol. 4 No. 1 (2021): IJLHE: International Journal of Language, Humanities, and Education Vol. 3 No. 2 (2020): IJLHE: International Journal of Language, Humanities, and Education Vol. 3 No. 1 (2020): IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 2 (2019): IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 1 (2019): IJLHE: International Journal of Language, Humanities, and Education Vol. 1 No. 2 (2018): IJLHE: International Journal of Language, Humanities, and Education Vol. 1 No. 1 (2018): IJLHE: International Journal of Language, Humanities, and Education More Issue