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Edukasi: Jurnal Pendidikan dan Pengajaran
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 23553669     EISSN : 25032518     DOI : https://doi.org/10.19109/hf26hz57
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
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.
Arjuna Subject : Umum - Umum
Articles 171 Documents
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TEACHING READING COMPREHENSION IN NARRATIVE TEXT BY USING CHARACTER MAP STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP AZZAWIYAH TANJUNG BATU riska amalia
Edukasi Vol 4 No 1 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Abstract

The objectives of this study were to find out whether or not there was a significant improvement before and after the treatment on the eighth grade students’ reading comprehension scores of SMP Azzawiyah Tanjung Batu by using Character Map Strategy and to find out whether or not there is a significant difference on the eighth grade students who were taught by using Character Map Strategy and those who were not. In this study, the researcher used Quasi Experimental Design using pretest-posttest nonequivalent groups design. There were 72 students taken as sample. Each class consisted of 36 students from VIIIa as experimental group and class VIIIb as 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 paired sample t-test and independent sample t-test on 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 11.931 was higher than t-table with df35= (2.0301). The result of p-output from independent sample t-test was 0.003 which was lower than 0.05 and the t-value 3.062 was higher than t-table with df=70 (1.9944). It means that teaching reading comprehension in narrative text by using Character Map Strategy had significant effect on the students’ reading comprehension scores.
TEACHING READING NARRATIVE READING BY USING LITERATURE CIRCLES STRATEGY TO THE TENTH GRADE STUDENTS OF SMAN 1 LEMPUING JAYA nofitarina nofitarina
Edukasi Vol 4 No 1 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Abstract

The objective of this study are to find out whether or not there is significant difference and significant improvement on the tenth grade students’ narrative reading achievement between those who are taught by using Literature Circles Strategy and those who are not of SMA N 1 Lempuing Jaya. In this study, quasi experimental design was used. The sample of the study was taken by using purposive sampling technique and selected class X MIA 1 as the control group and X MIA 3 as an experimental group in academic year 2016/2017 that consisted of 71 students. This study was conducted for about a month and a half consist of fourteen meeting including pre-test and post-test. The instrument used in collecting the data was multiple choices test. The test was administrated twice, as the pre-test and post-test for both control and experimental group. The result of the test was analyzed by using independent sample t-test, pairead sample t-test and percentage analysis, it was found that there was significant different between students post-test experimental and control group, since p-output (0.002) was lower 0.05 and t-value (3.228) was higher than t-table (1.9949). Furthermore, there were significant improvement both of group, since p-output (0.000) was lower than 0.05 and t-value (16.785) in experimental group, and (7.628) in control group were higher than t-table (2.0301).
IMPROVING ANALYTICAL EXPOSITION READING BY USING FEATURE WALKS STRATEGY TO THE ELEVENTH GRADE STUDENTS OF SMA KARYA IBU PALEMBANG nurnajati nurnajati
Edukasi Vol 4 No 1 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Abstract

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 SMA Karya Ibu Palembang by using Feature Walks strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of SMA Karya Ibu Palembang between the students who are taught by using Feature Walks strategy and those who are not. In this study, the researcher used Quasi Experimental Design using pretest-posttest nonequivalent groups design. There were 60 students taken as sample. Each class consisted of 30 students from class XI IPA 1 as conrtol group and class XI IPA 2 as experimental 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 0.003 which was lower than 0.05 and t-value 3.254 was higher than t-table with df=29 (2.0452). The result of p-output from independent sample t-test was 0.022 which was lower that 0.05 and the t-value 2.355 was higher than t-table with df=58 (2.0017). It means that teaching narrative reading by using Feature Walks strategy had significant effect on the students’ reading comprehension scores.
THE EFFECTIVENESS OF USING GUIDED DISCOVERY IN TEACHING READING COMPREHENSION Ida Zahara
Edukasi Vol 4 No 2 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v4i2.1563

Abstract

The objectives of this study were to find out whether or not there was any significant difference in reading comprehension achievement between the students who were taught by using guided discovery and those who were taught by using conventional strategy to the eleventh grade students of MAN Arahan. This research was conducted through quasi-experimental method and used matching only pre-test post-test control group design. The population was 140 students of the eleventh grade of MAN Arahan in the academic year 2012/2013. Seventy 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 five students. The data were obtained by reading comprehension test. A test was given both to the experimental group and control group before and after the treatment. The result of the test was analyzed by using matched t-test. The result of the study showed that there was any significant difference between eleventh grade students of MAN Arahan who were taught by using guided discovery and those who were taught by conventional strategy. The t-obtained was 4.52 at the significant level 0.05 in two tailed testing and df=21, the critical value of t-table is 2.080. Since the value of t-obtained was higher than t-table, then the null hypothesis was rejected and the alternative hypothesis was accepted. It can be stated that guided discovery is effective in teaching reading comprehension, and can be used as the alternative technique for teaching reading comprehension to the eleventh grade students of MAN Arahan.
THE RELATIONSHIP BETWEEN READING ANXIETY AND READING STRATEGY USED BY EFL STUDENT TEACHERS Wilta Purnama Sari
Edukasi Vol 4 No 2 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Abstract

This study investigated the relationship between reading anxiety and reading strategies use, and explored the influence of reading anxiety on reading strategies use of undergraduate English major students of UIN Raden Fatah Palembang. A total of 103 students participated in this study. The two questionnaires were used to collect the data. For this purpose, the Foreign Language Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999) measured students’ reading anxiety, and the Survey of Reading Strategies (SORS) designed by Mokhtari and Sheorey (2002) was used to know students’ reading strategies use. High Anxiety Readers (HAR), Low Anxiety Readers (LAR), and Medium Anxiety Readers (MAR) were classfied based on the results of the FLRAS. Descriptive stastistics, Pearson product moment correlation and regression anlaysis were employed to analyze the data.  Based on the data analysis, it was found that r (.022) < rtable (.207) with significant level 0.842 which was higher than 0.05. Thus, it indicated that there was no significant relationship between reading anxiety and overall reading strategies use. It was implied that high anxiety did not cause lower reading strategies use. Because of that finding, there was no need to conduct regression analysis to check the influence of the reading anxiety on reading strategies use. Moreover, several suggestions for students, English foreign langauge (EFL) instructors, and future research are addressed in the present study.
STUDENTS’ ENGLISH SPEAKING SKILL AND ACTIVATION METHOD: THE CASE OF ONE SENIOR HIGH SCHOOL Tria Novita
Edukasi Vol 4 No 2 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v4i2.1659

Abstract

This study was aimed to find out whether or not: (1) there was a significant improvement on the eleventh grade students’ speaking skill who were taught by using activation method at MAN 3 Palembang before and after the treatment; and (2) there was a significant difference on the eleventh grade students’ speaking skill who were taught by using activation method and those who were not at MAN 3 Palembang. In this study, 60 eleventh grade students at MAN 3 Palembang were chosen as the sample. The students were grouped into two (i.e.: experimental group and control group). Experimental group consisted of 30 students, and control group consisted of 30 students. The experimental group was taught by using activation method, and the control group was taught by using teacher’s method. The data were collected by giving pretest and posttest to both groups. To analyze the data, paired sample t-test and independent sample t-test were used. The result of paired sample t-test showed that there was a significant improvement in students’ speaking skill for the experimental group. Independent sample t-test analysis showed that there was a significant difference in both of groups who were taught by using the activation method and those who were not (teacher’s method).
LOOKING AT THE LINK BETWEEN EMOTIONAL INTELLIGENCE AND READING COMPREHENSION AMONG SENIOR HIGH SCHOOL STUDENTS M. Ahlan Firdaus
Edukasi Vol 4 No 2 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Abstract

The main purpose of the present study was to empirically investigate the possible correlation between students’ emotional inteligence and thier reading comprehension and students’ emotional intelligence influences their reading comprehension. The participants in the study were 53 the eleventh grade students of SMA Sandika Banyuasin which were selected from two classes consisting of science and social. Reading comprehension test was done to measure students’ reading comprehension by using TOEFL Junior reading comprehension section. Then, USMEQ-i by Yusoff (2010) was administered to the participants to measure their emotional intelligence. SPSS program was run using Pearson Product Moment formula and Regression Analysis to find out the correlation and the influence. The result showed that there was a postive significant correlation between students’ emotional intelligence and reading comprehension with r = .661.Then, there influenced of students’ emotional intelligence on thier reading comprehension with 43.7%.
TEACHING NARRATIVE WRITING THROUGH PROBABLE PASSAGE STRATEGY TO ISLAMIC SENIOR HIGH SCHOOL STUDENTS Novia Fajrina
Edukasi Vol 4 No 2 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Abstract

The objectives of this study were to find out whether or not (1) there is a significant improvement on the eleventh grade students’ achievement in writing narrative text before and after the treatment at MA Al-Fatah Palembang, and (2) there is a significant difference on the eleventh grade students’ writing achievement between those who are taught by using Probable Passage strategy and those who are not at MA Al-Fatah Palembang. There were 70 students taken as sample. Each class consisted of 35 students from class XI IPA 2 as experimental group and class XI IPA 1 as control group. The sample of this study was taken by using convenience sampling method. In this study, the writer used quasi experimental design using pretest-posttest non-equivalent groups design. The instrument used collecting the data was writing test. The test was administered twice, as the pretest and posttest for both control and experimental groups. The results of the test were analyzed by using IBM SPSS (Statistical Package for the Social Science) 20. The result showed that (1) there was a significant improvement from students’ pretest to posttest scores in experimental group taught by using probable passage strategy since the p-output (0.000) was lower than (0.05) and t-obtained (25.116) is higher than t-table (2.032) and (2) there was a significant difference from students’ posttest scores in control and experimental groups, since p-output (0.000) was lower than (0.05) and t-obtained (8.243) is higher than t-table (1.995). So, the Ho (the null hypothesis) was rejected and Ha (the alternative hypothesis) was accepted. It means that there was significant difference on students’ writing achievement taught using Probable Passage than students who are taught by using strategy that used by teacher.
TEACHING READING NARRATIVE TEXTS THROUGH STORY IMPRESSION STRATEGY TO ISLAMIC JUNIOR HIGH STUDENTS Suryani Suryani
Edukasi Vol 4 No 2 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Abstract

The objectives of this study were to find out whether or not there were a significant difference and a significant improvement on the eighth grade students’ achievement in reading narrative text between those who were taught by using Story Impression strategy and those who were not. In this study, quasi experimental design was used. The sample of the study was taken by using convenience sampling technique consisted of 60 students. This study was conducted for about a month and a half consist of twelve meeting including pre-test and post-test. The instrument used in collecting the data was multiple choices test. The test was administered twice, as the pre-test and post-test for both control and experimental group. The result of the test was analyzed by using independent sample t-test,  paired sample t-test and percentage analysis, it was found that there was a significant difference between students’ posttest experimental and control group, since the p-output (0,038) was lower than 0.05 and t-value (2.126) was higher than t-table (1.966). Furthermore, there was a significant improvement both of group, since p-output (0.024), was lower than 0,05 and t-value (2.386) was higher than t-table (2.042).
TEACHING READING COMPREHENSION IN NEWS ITEM TEXT BY USING FACTS QUESTIONS RESPONSES STRATEGY Retna Handayani
Edukasi Vol 4 No 2 (2017): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Abstract

The objectives of this study were to find out whether or not there was a significant improvement on the tenth grade students’ news item reading before and after the treatment and to find out whether or not there was a significant difference on the tenth grade students’ news item reading between those who were taught by using Facts Questions Responses strategy and those who were. This study used pretest-posttest non-equivalent group design. The sample of the study was selected by using convenience sampling method. There were 70 students taken as sample. 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 score data between pretest and posttest in experimental groups were analyzed by using paired sample t-test. In paired sample t-test, the level of significance was 0.000 which was lower than 0.05 and t-value 8.304 was higher than t-table with df=34 (2.032). Then, the score data between posttest in experimental and control groups were analyzed by using independent sample t-test. In independent sample t-test, the level of significance was 0.028 which was lower than 0.05 and the t-value 2.243 which was higher than t-table with df =68 (1.995). It means that teaching reading comprehension in news item text by using FQR strategy had significant effect on the students’ reading comprehension achievement.

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