Edukasi: Jurnal Pendidikan dan Pengajaran
Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education in general and English, Indonesian, and other language education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education in general, English or Indonesian language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
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171 Documents
<![CDATA[IMPROVING STUDENTS’ WRITING SKILL BY USING INQUIRY TECHNIQUE AT THE EIGHTH GRADE STUDENTS OF MTS NEGERI 2 PALEMBANG ]]>
<![CDATA[Akhirotul Faizatin Nisa]]>
<![CDATA[ Edukasi Vol 2 No 1 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objectives of this study was to find out whether or not there was any significant difference on students’ writing achievement between the students who are taught by using inquiry technique and those who are taught by using teachers’ technique at the eighth grade students of MTs Negeri 2 Palembang. This research was conducted through quasi-experimental method and used nonequivalent control group design. The population was 287 students of the eighth grade of MTs Negeri 2 Palembang in the academic year 2013/2014. Sixty two students were chosen as the sample by using convenience sampling technique. The sample were assigned into two groups; the experimental group and the control group. Each group consisted of thirty one students. The data were obtained by written test. A test was given both to the experimental group and control group but only one group given treatment. The result of the test was analyzed by means of SPSS 16. Based on the result of the data analysis that is the result of hypothesis testing using independent sample t-test, the significant difference was found the p-output (0.000) lower than 0.05. It means that, there was a significant difference between students’ pretest and posttest scores in experimental group taught using inquiry technique. Therefore, it can be concluded that inquiry technique was significantly improved. The writer also found that most of the students of both groups made a good writing improvement. However, there were still some students who were poor in writing skill. ]]>
<![CDATA[THE CORRELATION BETWEEN READING ATTITUDE AND WRITING ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 6 PALEMBANG ]]>
<![CDATA[Ayu Lestari]]>;
<![CDATA[Muhammad Holandiyah]]>
<![CDATA[ Edukasi Vol 3 No 1 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[This research was aimed at investigating if there was a correlation between reading attitude and writing achievement of the eleventh grade students of SMA Muhammadiyah 6 Palembang. The writer used correlational research method to find out the relationship between students’ reading attitude and writing achievement. One hundred and ten students participated in this research with the age ranged from 15-17 years old. The writer used ready-made questionnaire used by Tullock-Rhody, Regina and Alexander, J Estill, 1980 and writing test to collect the data. The result of the test were analyzed by using Pearson Product Moment through SPSS (Statistical Package for Social and Science) 16.0. Meanwhile, to measure the correlation between the students’ reading attitude and their writing achievement, it was also referred to the interval coefficient for interpreting the correlation coefficient. From the analysis, it was showed that there was correlation between the two variables since the score of significance .701 higher 0.199 . The factors that influenced this conditions were; 1) most of students spent their time in the library in order to get information, 2) students were interested to read academic and non academic books, 3) more students involved in reading and writing activity.]]>
<![CDATA[TEACHING READING COMPREHENSION BY EXPERIENCE-TEXT-RELATIONSHIP (ETR) STRATEGY TO THE EIGHT GRADE STUDENTS OF SMP SANDIKA PALEMBANG ]]>
<![CDATA[Mensi Resolusi]]>
<![CDATA[ Edukasi Vol 2 No 2 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objective of the study is to find out whether or not there is a significant different on students’ reading comprehension who were taught using Experience- Text- Relationship (ETR) Strategy and who were taught using method usually used by teacher to the eighth grade students of SMP SANDIKA Palembang. The population of the study was the Eighth Grade Students of SMP SANDIKA Palembang in the academic year of 2013/2014. The sample of the study was taken from convenience sampling. The writer was selected the class VIII 2 as the control group and VIII 1 as the experimental group. It consisted of 83 students, 40 students for control group and 43 students for experimental group. In this study, the writer used quasi experimental design. The instrument used in collecting the data was written test. The test was administered twice, as the pre-test and post-test for both control and experimental group. The results of the test were analyzed by using t-test. The result showed that teaching reading using ETR had a significant difference on the students’ comprehension. It can be seen from the result of pretest to post-test of each group. The achievement of experimental group was higher than the achievement of control group. Based on the independent t-test analysis from students’ pretest to posttest score in experimental group taught using Experience – Text - Relationship (ETR) strategy, it was found that t-output was lower than p-value or t-obtained was higher than t-table. From the table analysis, p-output was 0.000 and the t-obtained 7.312. The result was consulted to t-table at the significance level 0.05 in two-tailed testing with the degree freedom (1.989). since the p-output was lower than 0.05 level than t-value was higher than critical value of t-table, so the Ho (the null hypotheses) was rejected and the Ha (the alternative hypotheses) was accepted. It means that there was a significant difference on students’ reading comprehension taught using Experience- Text- Relationship (ETR) strategy of SMP SANDIKA Palembang.]]>
<![CDATA[TIK MENANTANG PROFESIONALITAS DAN KREATIFITAS GURU ]]>
<![CDATA[Erlan Agusrijaya]]>
<![CDATA[ Edukasi Vol 2 No 1 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[Perkembangan yang amat cepat dalam TIK (teknologi informasi dan komunikasi) telah menghasilkan sebuah tambahan media bagi pendidik, apakah sebagai sumber belajar atau sebagai alat bantu. Media itu diistilahkan dengan multimedia. Tulisan ini membahas konsep apa itu multimedia dan apa kelebihan dan kekurangan atau kendala dalam penggunaan TIK dalam pembelajaran. Tentu saja beberapa sumbangsih solusi dan saran ditawarkan dalam tulisan ini bagi para guru agar mereka lebih profesional dan kreatif menggunakan teknologi ini.]]>
<![CDATA[TEACHING NARRATIVE READING TEXT BY USING 3H (HERE, HIDDEN, IN MY HEAD) STRATEGY TO THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL OF ARINDA PALEMBANG ]]>
<![CDATA[Resti Riyani]]>
<![CDATA[ Edukasi Vol 3 No 1 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[In this study, the writer was interested to use 3H (Here, Hidden, in my Head) strategy in teaching reading specifically in teaching narrative reading text. The objective of this study was to find out whether or not there is significant different in students’ reading achievement between those who are taught by using 3H (Here, Hidden, in my Head) strategy and GTM (grammar translation method) to the tenth grade students of senior high school of Arinda Palembang in the academic year of 2014/2015. The population of the study were 97 students from 3 classes. The sample of the study was taken from convenience sampling. The writer selected X.1 as the control group and X.2 as the experimental group. It consisted of 62 students, 30 students for control group and 32 students for experimental group. In this study, the writer used quasi-experimental design. The instrument used in collecting the data was written test, and interview. The test was administered twice, as the pretest and posttest for both control and experimental group. The result of the test were analyzed by using SPSS 16. The result showed that the p-output was 0.009 and the t-value was 2.736. Since the p-output was lower than 0.05 and the t-value was higher than t-value 2.000. It means that, the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It can be stated that there was a significant difference in students’ reading achievement taught by using 3H (Here, Hidden, in my Head) strategy and GTM (grammar translation method) to the tenth grade students of senior high school of Arinda Palembang in the academic year of 2014/2015.]]>
<![CDATA[TEACHING READING HORTATORY EXPOSITION TEXT BY USING GIVE ONE, GET ONE STRATEGY TO THE ELEVENTH GRADE STUDENTS OF SMAN 7 PALEMBANG ]]>
<![CDATA[Zuria Kausari]]>
<![CDATA[ Edukasi Vol 3 No 2 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores of SMAN 7 Palembang by using Give One, Get One strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of SMAN 7 Palembang between the students who are taught by using Give One, Get One strategy and those who are not. In this study, the researcher used Quasi Experimental Design using pretest-posttest nonequivalent groups design. There were 80 students taken as sample. Each class consisted of 40 students from class XI IPA 1 as experimental group and class XI IPA 2 as control group. In collecting the data, test was used. The test was given twice to experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS program. The findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t-value 11.955 was higher than t-table with df=39 (2.0227). The result of p-output from independent sample t-test was 0.002 which was lower that 0.05 and the t-value 3.250 was higher than t-table with df=78 (1.9908). it means that teching reading hortatory exposition text by using Give One, Get One strategy had significant effect on the students’ reading comprehension scores.]]>
<![CDATA[MORPHOLOGICAL ERRORS IN NARRATIVE WRITING OF ELEVENTH GRADE STUDENTS AT MADRASAH ALIYAHNEGERI 2 PALEMBANG ]]>
<![CDATA[Sahran Imam]]>
<![CDATA[ Edukasi Vol 3 No 2 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objectives of the study are 1) to find out the types of morphological errors in students of MAN 2 Palembang in writing narrative composition, 2) to find out the most frequent type of morphological errors made by eleventh grade students of MAN 2 Palembang in their narrative compositions. Thirty nine students of the eleventh grade students at MAN 2 Palembang were assigned to write narrative text in English based on the topic provided by the researcher. They were asked to write text in 60 minutes. The frequencies of errors were calculated as percentage. In this thesis, the researcher used morphological errors taxonomy based on James to identify the English composition of eleventh grade students of MAN 2 Palembang. This study revealed: 1) The participants contributed noun morphology errors, verb morphology errors, and adjective morphology errors. 2) The most frequent type of morphological errors contributed by participants were ‘misselection’. The identified sources of errors were mainly from first language (L1) transfer rather than second language (L2) intrinsic difficulty. From this study, the writer believe that students’ L1 interferes their L2 in their second language learning.]]>
<![CDATA[THE CORRELATION BETWEEN LANGUAGE LEARNING STRATEGIES AND READING COMPREHENSION ACHIEVEMENTS OF THE ELEVENTH GRADE STUDENTS OF SMA N 5 PALEMBANG ]]>
<![CDATA[Dian Puspita]]>
<![CDATA[ Edukasi Vol 3 No 2 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objectives of this study were to find out (1) whether or not there is a significant correlation between language learning strategies and reading comprehension achievements of the eleventh grade students, (2) whether or not there is a contribution from language learning strategies to reading comprehension achievements of the eleventh grade students. For the data collection, the strategy inventory language learning questionnaire and reading test were distributed to the 91 eleventh grade students of SMA N 5 Palembang. The result showed that (1) there was significant correlation between language learning strategies and reading achievement R 0.447. Categorically, from the six aspects of language learning strategies; memory, cognitive, compensation, affective and social have very weak correlation coefficient to the reading comprehension achievement. While metacognitive has fair correlation coefficient. But, there is significant correlation between all LLS’ aspects and reading comprehension achievement, (2) language learning strategies contributed 20.0% to reading comprehension achievement, especially metacognitive contribute the most. ]]>
<![CDATA[TEACHING READING COMPREHENSION IN RECOUNT TEXT BY USING ZOOMING IN AND ZOOMING OUT (ZIZO) STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP SRIGUNA PALEMBANG ]]>
<![CDATA[Ekha yasthi]]>
<![CDATA[ Edukasi Vol 3 No 2 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[There are two purposes of this study. First, to find out whether or not there is a significant difference on the eighth grade students’ recount reading between those who are taught by using Zooming In and Zooming Out (ZIZO) strategy and those who are not at SMP Sriguna Palembang. Second, to find out whether or not there is a significant improvement on the eighth grade students’ recount reading before and after the treatment. This study used quasi-experimental design that is pretest-posttest non-equivalent group design. The population of the study was all of the eighth grade students of SMP Sriguna Palembang. The sample of the study was selected by using convenience sampling method. The samples of this study were class VIII.6 as control class and VIII.7 as experimental class. Both of classes consist of 70 students. This study used independent sample t-test and paired sample t-test. To verify the hypotheses, the score data between posttest in experimental and control groups were analyzed by using independent sample t-test. In independent t-test, level of significance is (0.001), df (68), t-value (3.390) and t-table (2.000). Then, the score data between pretest and posttest in experimental groups were analyzed by using paired sample t-test. In paired t-test, level of significance is (0.000), df (34), t-value (9.171) and t-table (2.042). It means that there was a significant difference on the eighth grade students’ recount reading who were taught by using ZIZO strategy and those who are not. Then, there was a significant improvement on the eighth grade students’ recount reading before and after the treatment since the p-output was lower than 0.05 and t-value was higher than t-table. ]]>
<![CDATA[TEACHING NARRATIVE READING BY USING PAIRED STORYTELLING TECHNIQUE TO THE EIGHTH GRADE STUDENTS AT SMP ADABIYAH PALEMBANG ]]>
<![CDATA[Weni Pratiwi]]>
<![CDATA[ Edukasi Vol 3 No 2 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objectives of the study were to find out whether or not there was a significant difference between the eighth grade students’ narrative reading achievement who were taught by using paired storytelling technique and those who were not and to find out whether or not there was a significant improvement on the eighth grade students’ narrative reading achievement taught by using paired storytelling technique at SMP Adabiyah Palembang. The population of this study consisted of 163 students of SMP Adabiyah Palembang in the academic year 2015/2016. There were 64 students taken as sample. Each class consisted of 32 students from class VIII 2 as control group and class VIII 3 as experimental group. The instrument in measuring students’ narrative reading achievement was administered twice, as the pretest and posttest for both experimental and control group. The results of the test were analyzed by using independent sample t-test and paired sample t-test. From the result of the independent sample t-test, it was found that there was a significant difference from students’ posttest experimental and control group, since the p-output (0.000) was lower than 0.05 and t-obtained (3.986) was higher than t-table (1.9989). From the result of the paired sample t-test, it was found that there was a significant improvement on students’ narrative reading achievement who were taught by using paired storytelling technique, since the p-output (0.000) was lower than 0.05 and t-obtained (26.351) was higher than (2.0395).]]>
