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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248 Documents
<![CDATA[TEACHING NARRATIVE READING BY USING ANNOTATION STRATEGY TO THE TENTH GRADE STUDENTS OF SMA NURUL IMAN PALEMBANG ]]>
<![CDATA[Syinta Pancarini]]>
<![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 to find out whether or not there is significant improvement on students’ reading comprehension score who are taught by using Annotation Strategy and those who are not to the tenth grade students of SMA Nurul Iman Palembang, and to find out whether or not there is a significant difference on students’ reading comprehension score who are taught by using Annotation Strategy and those who are not to the tenth grade students of SMA Nurul Iman Palembang. This study used quasi-experimental design using nonequivalent pretest-posttest design. 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 of the experimental and control groups 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 sig (2-tailed) was 0.000 which was lower than 0.05 and the t-value (9.960) was higher than t-table with df=38 (2.0244). The p-output of independent sample t-test was 0.001 which was lower than 0.05 and the t-value (3.332) was higher than t-table with df=76 (1.9917). It means that teaching narrative reading comprehension by using Annotation Strategy had a significant effects on the students’ reading comprehension achievement.]]>
<![CDATA[TEACHING NARRATIVE READING BY USING CHARACTER QUOTES STRATEGY TO THE ELEVENTH GRADE STUDENTS OF MAN 1 PALEMBANG ]]>
<![CDATA[Novinda Bersa Kareni]]>
<![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 MAN 1 Palembang by using Character Quotes strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of MAN 1 Palembang between the students who are taught by using Character Quotes strategy and those who are not. In this study, the researcher used Quasi Experimental Design using pretest-posttest nonequivalent groups design. Purposive sampling was used, where 30 students belonged to experimental group and 30 students belonged to control group. In collecting the data, test was used. The test was given twice to both 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 11.399 was higher than t-table with df=29 (2.0452). The result of p-output from independent sample t-test was 0.001 which was lower that 0.05 and the t-value 3.465 was higher than t-table with df=58 (2.0017). It means that teaching narrative reading by using Character Quotes strategy had significant effect on the students’ reading comprehension scores.]]>
<![CDATA[TEACHING NARRATIVE READING BY USING INTERACTIVE NOTATION SYSTEM FOR EFFECTIVE READING AND THINKING (INSERT) STRATEGY TO THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 2 PRABUMULIH ]]>
<![CDATA[Ega Vansela]]>
<![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 to find out whether or not there is significant improvement on students’ narrative reading score by using INSERT Strategy to the Eleventh grade students of SMA N 2 Prabumulih, and to find out whether or not there is a significant difference on the eleventh grade students’ narrative reading between those who are taught by using INSERT strategy and those who are not SMA N 2 Prabumulih. This study used quasi-experimental design using nonequivalent pretest-posttest design. The population of this study was the eleventh grades students of SMA N 2 Prabumulih, the sample of this study was class XI MIA 3 and MIA 4 with the total number of students between each class is 31 students. In collecting the data, the 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 of the experimental and control groups were analyzed by using independent sample t-test and paired sample t-test in SPSS 16 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 the t-value (12.936) was higher than t-table with df=30 (1.697). P-output from independent sample t-test was 0.000 which was lower than 0.05 and the t-value (5.191) was higher than t-table with df=60 (2.000). It means that teaching narrative reading by using INSERT Strategy had a significant improvement on the students’ narrative reading score.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ SELF-ESTEEM AND SPEAKING ACHIEVEMENT OF UNDERGRADUATE EFL STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF ISLAMIC STATE UNIVERSITY OF RADEN FATAH PALEMBANG ]]>
<![CDATA[joni gunawan]]>
<![CDATA[ Edukasi Vol 4 No 1 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The main purpose of the present study was to empirically investigate the possible correlation and the influence between students’ self-esteem and speaking achievement. Students in the fifth semester were selected from among undergraduate EFL students of English Education study program at UIN Raden Fatah Palembang as the sample. Speaking test was done to measure students’ speaking achievement. By using oral Proficiency categories from Brown (2004) students’ speaking achievement was scored the five subskills of vocabulary, structure, pronunciation, fluency and comprehensibility. An adult version of Coopersmith self-esteem inventory (CSEI) which modified by Ryden (1978) for measuring self-esteem containing 58 items were also administered to the participants. Pearson product moment and regression analysis were used to find out the correlation and the influence between variables. The result showed that there was a significant correlation between students’ self-esteem and speaking achievement with r = .635. Besides, there was also a significant influence of self-esteem on speaking achievement with 40,4%. This study could have implications for English language teachers, course designers, learners, and text book writers. Index Terms - self-esteem, speaking achievement, testing speaking, UIN learners of English]]>
<![CDATA[LOCAL AND TARGET LANGUAGE CULTURE PROPORTION IN ENGLISH TEXTBOOKS “ENGLISH ON SKY (EOS) 2” AND “WHEN ENGLISH RINGS A BELL (WERAB) VIII” ]]>
<![CDATA[fikri yansyah]]>
<![CDATA[ Edukasi Vol 4 No 1 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[This study aimed to find out the percentage, the balance proportion and the presentation of local and target language culture in English textbooks EOS 2 and WERAB VIII. The design was content analysis research with 2959 sentences and 887 pictures as the study data. The procedure of analyzing the data started by classifying the data into local or target language culture, then it coded under Byram & Morgan’s checklist (1994), while the pictures simply classified into local or target language culture. To see the balance proportion, Mann Whitney U-test was conducted. The presentation was made by drawing inferences. The result showed that the percentage for the analysis of sentences of local language culture was 11.78% and 12.24% for target language culture in EOS 2. Then, local language culture was 33.06% and 7.57% for target language culture in WERAB VIII. Under picture analysis, 19.5% was local language culture and 16.4% was target language culture in EOS 2, while, 43.2% was local language culture and 10.17% under target language culture in WERAB VIII. The results of Mann-Whiney U-test indicated EOS 2 has balance proportion and WERAB VIII did not have balance proportion. Under picture analysis, EOS 2 also has balance proportion than WERAB VIII. The presentation of culture in EOS 2 dominated under category #8 national cultural heritage (NCH) both local and target language culture, while local language culture in WERAB VIII focused on category #3 belief and behavior (BB) and category #8 national cultural heritage (NCH) for target language culture.]]>
<![CDATA[TEACHING DESCRIPTIVE READING BY USING SURVEY, QUESTION, READ, WRITE AND (SQRW) STRATEGY TO THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 1 PALEMBANG ]]>
<![CDATA[marlen rahmawati]]>
<![CDATA[ Edukasi Vol 4 No 1 (2017): 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 tenth grade students’ reading comprehension scores of SMA Muhammadiyah 1 Palembang by using SQRW strategy and to find out whether or not there is a significant difference on the tenth grade students’ reading comprehension scores of SMA Muhammadiyah 1 Palembang between the students who are taught by using SQRW strategy and those who are not. This study used quasi-experimental design using nonequivalent pretest-posttest design. There were 68 students from class X MIPA 4 and X MIPA 6 chosen as the sample. In collecting the data, test was used. The test was given twice to experimental and control groups, for 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 18 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 11.294 was higher than t-table (34-1) with df=33 (2.034). The result of p-output from independent sample t-test was 0.003 which was lower that 0.05 and the t-value 3.104 was higher than t-table (68-2) with df=66 (1.996). Therefore it could be stated that teaching reading descriptive text by using SQRW strategy had significant improvement and showed significant difference on the students’ reading comprehension scores.]]>
<![CDATA[TEACHING DESCRIPTIVE WRITING BY USING CUBING STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP N 22 PALEMBANG ]]>
<![CDATA[jhonni iskandar]]>
<![CDATA[ Edukasi Vol 4 No 1 (2017): 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 to find out whether or not there is a significant improvement on the eighth grade students’ descriptive writing achievement who are taught by using Cubing strategy at SMP N 22 Palembang and to find out whether or not there is a significant difference between the eighth grade student’s descriptive writing achievement between those who are taught by using Cubing strategy and those who are not at SMP N 22 Palembang. The population of this study consisted of 230 eighth grade students of SMPN 22 Palembang. The sample of this study was taken by using purposive sampling. There were 62 students taken as sample. Each class consisted of 31 students from class VIII 3 as control group and class VIII 6 as experimental group. This sudy used quasi experimental design. The instrument used in collecting data was writing test. The test was administered twice, as a pre-test and post-test for both control and experimental groups. The result of the test were analyzed by using SPSS 16. The data of pretest and posttest of the experimental and control groups 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 the t-value (11.020) was higher than t-table with df=30 (2,0423). P-output from independent sample t-test was 0.000 which was lower than 0.05 and the t-value (8.827) was higher than t-table with df=60 (2,0003 ). It means that there was a significant difference on the eighth grade students at SMP N 22 Palembang who are taught by using Cubing Strategy.]]>
<![CDATA[TEACHING RECOUNT WRITING BY USING TAD (TRANSITION ACTION DETAILS) STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMPN 16 PALEMBANG ]]>
<![CDATA[indah purwati]]>
<![CDATA[ Edukasi Vol 4 No 1 (2017): 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 whether or not there is a significant improvement on the eighth grade students’ recount writing achievement who are taught by using TAD Strategy at SMPN 16 Palembang, and 2) to find out whether or not there is a significant difference between the eighth grade students’ recount writing achievement between those who are taught by using TAD Strategy and those who are not at SMPN 16 Palembang. The population of the study was the eighth grade students of SMPN 16 Palembang in the academic year of 2016/2017. The sample of the study was taken by using nonrandom sampling method. The writer selected class VIII.4 as the control group and VIII.2 as the experimental group. It consisted of 50 students, 25 students for control group and 25 students for experimental group. In this study, the writer used quasi experimental design. The test was used as pretest and posttest for both groups. The result showed that teaching recount writing by using TAD (Transition Action Details) Strategy had a significant effect on the students’ writing achievement. It can be seen from the result of the posttest of each group. The achievement of the experimental group was higher than control group. Based on the independent sample t-test analysis, it was found that t-obtained was higher than t-table. The t-obtained was 5.013 and t-table was 2.0639 at the significance level p < 0.05 in two tailed testing with the degree of freedom. It means that there was significant difference in writing achievement between the students who were taught by using TAD than those who were taught by using teacher’s method. From the result of the test, it implies that TAD strategy could be used as an alternative strategy in teaching writing. In addition, the students’ writing problems can be minimized by applying the TAD strategy. The TAD strategy created the situation that was more enjoyable than before. It made the students enthusiastic to do the tasks because the column attracted their attention. Those reasons made the students easier to improve their writing skill.]]>
<![CDATA[The Relationship between Learning Style and Listening Comprehension Achievement of Twelfth Grade Students of SMA Pusri Palembang ]]>
<![CDATA[eska putri afriani]]>
<![CDATA[ Edukasi Vol 4 No 1 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[This research aimed to describe the relationship between students’ learning style and their achievement in listening skill. The method which was used in this research was correlational research. The population of the research was the twelfth grade students of SMA Pusri Palembang in the 2016/2017 academic year. There are 128 students from five classes as the population in this research. The sample was taken by using convenience sampling which consist of 86 students. Furthermore there were two variables in this research. The first one was students’ learning style (variable X) and the second one was students’ achievement in listening skill (variable Y). The students’ learning style score was taken from the questionnaire whereas the student’ achievement in listening was taken from scoring. Based on the data analysis, it was found that the r-obtained (-.084) was lower than r-table (0.1765). then the level of probability (p) significance (sig.2-tailed) was .443. It means that p (.443) was higher than .05. It means that null hypothesis (H0) is accepted and the alternative hypothesis (Ha) is rejected. From the research finding, it can be concluded that there was no significant relationship between students’ learning style and their achievement in listening skill. It means that students’ learning style is not a dominant factor that affects listening achievement.]]>
<![CDATA[IMPROVING THE ELEVENTH GRADE STUDENTS’ SPEAKING ACHIEVEMENT THROUGH WHOLE BRAIN TEACHING METHOD AT SMK FARMASI BINA MEDIKA PALEMBANG ]]>
<![CDATA[dini aulia dwintan]]>
<![CDATA[ Edukasi Vol 4 No 1 (2017): 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 was a significant improvement in speaking achievement between before and after the students were taught by using Whole Brain Teaching method, and (2) whether or not there was a significant difference on speaking achievement between the students who were taught by Whole Brain Teaching method and those who were not. The sample of this study was 58 eleventh grade students of SMK Farmasi Bina Medika Palembang, which were divided into control and experimental groups, and each group has 29 students. The technique of selecting the sample was convenience sampling. To collect the data, each group was given a pretest and a post test. The data analyses used paired sample and independent sample t-test. The results of this study showed that (1) that the p-output (Sig. 2 tailed) was 0.000 and t-obtained was 14.376 at the significance level at 0.05 in two tailed testing with df=28. It means that there was significant improvement in students’ speaking achievement after the students were taught by using Whole Brain Teaching method, and (2) the t-obtained was 3.387 and p-output was 0.01 at the significance level 0.05 in two tailed testing with df=56. It means that there was significant difference in students’ speaking achievement between who were taught by using Whole Brain Teaching method and those who were. In conclusion, teaching speaking through Whole Brain Teaching can improve students’ speaking achievement.]]>
