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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 NARRATIVE WRITING BY USING ROUNDTABLE STRATEGY TO ISLAMIC JUNIOR HIGH SCHOOL STUDENTS Muammar Khadapi
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 was a significant improvement on the eighth grade students’ writing achievement between those who were taught by using roundtable strategy, and (2) there was a significant difference on the eighth grade students’ writing achievement between those who were taught by using Roundtable strategy. The population of this study consisted of 147 students. In this study, quasi experimental design, especially pretest-posttest non-equivalent groups design was used. The instrument used in collecting the data was writing test. The result showed that (1) there was a significant improvement from students’ pretest to posttest scores in experimental group taught by using Roundtable strategy since the p-output (0.000) was lower than 0.05 and t-obtained is higher than t-table df=31 (2.042) 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 is higher than t-table (df 62 = 2.000). So, the Ho (the null hypothesis) was rejected and Ha (the alternative hypothesis) was accepted. It means that there was significant difference on students’ narrative writing achievement taught using Roundtable than those who are not. 
CORRELATION BETWEEN PARENTAL SOCIOECONOMIC STATUS AND STUDENTS’ ENGLISH ACHIEVEMENT Henny Yulia
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 this research was to find out if there was indeed a correlation between parental socioeconomic status and student’s achievement in English at the eleventh grade students of SMA N 1 OKU. Next problem of this research concerned with the dominat indicator of parental socioeconomic status, student’s achievement in English and correlation between parental socioeconomic status and student’s achievement in English. This research used correlation method.The population of the research was the eleventh grade students of SMA N 1 OKU, consisted 435 students. The sample was 111 students that were taken by using purposive sampling of eleventh grade students’ at SMA N 1 OKU in academic 2017/2018. The instruments used were questionnaire of parental socioeconomic status and the score of students’ English report. Based on the data analysis and the result of investigation the dominant indicator that influenced parental socioeconomic status was parent’s income with the percentage 59, 90%. Meanwhile, base on the students score there were no students in  low level category, there were 25 students or 22, 52% got execelent category and there were 86 students or 77,47% got good category. It could be concluded that the students whose score were in good category came from good socioeconomic level. The coefficient of the correlation between parental socioeconomic status and students English achievement was 0,550.it mean that null hypothesis (Ho) was rejected and consequently the alternative hypothesis (Ha) was accepted. Therefore, the research concluded that the dominant indicator that influenced parental socioeconomic status was parents’s income. Next the most of students’ English achievement were included in good category. Therefore there was positive correlation between parental socioeconomic status and student’s achievement in English at the eleventh grade students’ of SMA Negeri 1 OKU.
THE ANALYSIS OF COMMON GRAMMATICAL ERRORS IN WRITING NARRATIVE ESSAY OF ENGLISH STUDY PROGRAM STUDENTS AT JAMBI UNIVERSITY Reni Heryanti; Muhammad Hadi Sucipto; Makmur Makmur
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.v4i2.1674

Abstract

The purpose of this quantitative research is to reveal common grammatical errors in writing narrative essay of English Study Program students at Jambi University. The data were collected through writing test. The data were analyzed by using format error identification. This research reveals twelve errors. They were verb-tense, punctuation, capital letters, word choice, spelling, preposition, pronoun, pluralism, redundancy, word order, article, and possessive case. There were 599 errors happened in students’ papers, and the highest amount of error occurred in verb-tense category. There were 303 verb-tense errors (50.58%). Meanwhile, the smallest number of error occurred in article and possessive case category. Both have the same frequency and percentage, which are 6 errors (1.00%) in article and 6 errors (1.00%) in possessive case. The researcher concluded that students made errors because of the lack of grammatical knowledge. Their native language also still influenced the students, which is Bahasa that lead them to made errors.
Full Vol. 5 Issue 1 2018 EDITORIAL TEAM
Edukasi Vol 5 No 1 (2018): 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

Abstract

Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: English 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.
The Demotivating Factors of English Language Learning Among Madrasah Tsanawiah Students: The Case of One Madrasah in Jambi City EDDY HARYANTO; MAKMUR MAKMUR; YANTI ISMIYATI; SITI AISYAH
Edukasi Vol 5 No 1 (2018): 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.v5i1.2045

Abstract

The purpose of this study was to explore the demotivating factors of the learners in EFL learning at one madrasah tsanawiah in Jambi City. Particularly, this study was to find out the particular factors that demotivate madrasah tsanawiah students’ during the learning process. Many studies have mainly focused on teachers’ motivation or students’ motivation and teachers’ motivation rather than student demotivation in English as a foreign language (EFL) learning context, whereas lack of data has been found on the factors that cause student demotivation in Indonesian EFL learning contexts at secondary school level. The participants were a purposive sample of English students who currently studied at a madrasah . The study was designed as a qualitative case study and involved a demographic questioner and face-to-face interviews for data collection. The result revealed that peer influences were as the main demotivation for the students. Other demotivators for EFL students in this research included school condition such as lack of resources and facilities. Suggestions for further research also are discussed.
Learning to listen: Listening Strategies and Listening Comprehension of Islamic Senior High School Students DESMA YULISA
Edukasi Vol 5 No 1 (2018): 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.v5i1.2046

Abstract

The purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. The eleventh grade students were selected as participants of this study. The instruments used in this research were listening strategies questionaire adapted from Lee (1997) and modified by Ho (2006) (as cited Golchi, 2012), and listening comprehension test conducted to measure students’ listening comprehension. Pearson product moment, regression analysis, R-square were used to find out the correlation and the influence between variables. The result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. Besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. This study could have implications for English language teachers, course designers, learners, and text book writers.
Applying Language Learning Strategies in the Foreign Language Listening Comprehension: A Study of Islamic Senior High School Students DIAN PERTIWI
Edukasi Vol 5 No 1 (2018): 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.v5i1.2047

Abstract

The main purpose of the present study was to empirically investigate the possible correlation and the influence between students’ language learning strategies and listening comprehension. The population of this study was 138 eleventh grade students of Islamic Senior High School number 2 Palembang. The sample was all of eleventh grade students in social class. The total number of the student was 138. Since 16 students were absent, so the sample consisted of 122 students. To collect the data in order to measure the students’ language learning strategies and listening comprehension, SILL (strategy inventory in learning language) and listening comprehension test from TOEFL Junior test were used in this study. The Pearson correlation was used in analyzing the data using SPSS 16. The result from questionnaire showed that most of the students used metacognitive strategies were in medium level and sometimes used language learning strategies. The result from listening comprehension test showed that most of the students were in very poor level. Furthermore, there was no significant correlation between the two variables that can be seen from the correlation coefficient or r-obtained (-.011) was lower than r-table (0.1779) then the level of probability or sig. value (.902) was higher than .05. From the result, it can be concluded that there was no significant correlation between language learning strategies and listening comprehension of eleventh grade students of Islamic Senior High School number 2 Palembang.
Islamic Senior High School Students’ Language Learning Strategies and their English Achievement ISTI QOMARIAH
Edukasi Vol 5 No 1 (2018): 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.v5i1.2048

Abstract

This study investigated the correlation between language learning strategies and English achievement, and explored the influence of language learning strategies on English achievement of eleventh grade students’ of MAN 3 Palembang. A total of 141 eleventh grade students participated in this study. The questionnaire and test were used to collect the data. For this purpose, the language learning strategies (SILL) questionnaire developed by Oxford (1989) measured language learning strategies and TOEFL junior (2015) was used to know students’ English achievement. There were three levels from high to low based on the results of SILL questionnaire and five categories English achievement test. Descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data. Based on the data analysis, it was found that r (.665) > rtable (.165) with significant level which was lower than 0.05. Thus, it indicated that there was significant correlation between language learning strategies and English achievement. It was implied that good language learners caused good in English achievement.
The Use of Islamic History Videos through Swell Strategy to Improve Senior High Students’ Narrative Writing Achievement JUNA WARNI
Edukasi Vol 5 No 1 (2018): 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.v5i1.2049

Abstract

The objectives of this study were to find out: (1) whether or not there was a significant improvement on students’ narrative writing achievement between before and after the students were taught by using Islamic history videos through SWELL Strategy, and (2) whether or not there was a significant difference on students’ narrative writing achievement between the students who were taught by using Islamic history videos through SWELL Strategy and those who were not. The population of this study was all the eleventh grade students of Senior High School Nurul Iman Palembang which consisted of 65 students. The sample of this study was taken by using total sampling. Thus, the total number of the sample was 65 students. The sample was XI Science class (control group) which consisted of 33 students and XI Social Science class (experimental group) which consisted of 32 students. In collecting the data, written test was used. The test was given twice to both experimental and control group, as a pretest and posttest. To verify the hypotheses, the data of students’ pretest and posttest of both groups were analyzed by using paired sample t-test and independent sample t-test in SPSS. The findings showed that the p-output (sig 2-tailed) from paired sample t-test was 0.000 which was lower than 0.05, and the t-value 7.954 which was higher than t-table 2.040 (with df= 31). Then, p-output from independent sample t-test was 0.021 which was lower than 0.05, and t-value 2.371 which was higher than t-table 1.998 (with df= 63). Therefore, it could be inferred that narrative writing by using Islamic history videos through Social-Interactive Writing for English Language Learners (SWELL) Strategy gave significant improvement on the students’ narrative writing achievement, and gave significant difference between students’ who were taught by using Islamic history videos through SWELL Strategy and those who were not.
Learning Strategy towards Students’ Descriptive Writing Achievement Taught by Using Pick – List – Evaluate – Active – Supply – End Strategy LENNY MARZULINA
Edukasi Vol 5 No 1 (2018): 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.v5i1.2050

Abstract

This study is an experimental study with a factorial design. The aims of the study were to find (1) the significant improvement on students’ descriptive writing achievement taught using PLEASE strategy, (2) the significant improvement in poor category taught by teacher’s strategy, (3) the significant difference on students' descriptive writing achievement taught by PLEASE and teacher’s strategy, (4) the significant difference in very good and fair categories taught by PLEASE strategy, (5) the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories, (6) the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy, and (7) the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher’s strategies. In conducting my research activities, 72 out of 150 students were selected as the sample of the study using a two-stage cluster random sampling technique. The results of the study showed that first, the result analysis of measuring showed that significant improvement on students’ descriptive writing taught using PLEASE strategy using paired-sample test was found since the p-output (0.000) is lower than the significant level at 0.05. Second result analysis by using paired-sample test in measuring the significant improvement on students' descriptive writing achievement in poor category which was taught by using teacher strategy was found since the p-output (0.000) was less than the significance level at 0.05. Third analysis in measuring a significant difference on students' descriptive writing achievement which was taught by PLEASE and teacher’s strategy using independent-sample test was not found since the p-output (0.013) was greater than the significance level at 0,05. Fourth analysis in measuring the significant difference on students' descriptive writing achievement in very good and fair categories taught by PLEASE strategy using independent-sample test was not found since the p-output (0.286) was higher than the significance level at 0.05. Fifth result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way ANOVA was found since the p-output (0.000) smaller than the significance level at 0,05. Sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy using one-way ANOVA was not found since the p-output (0.115) higher than the level of significance level at 0.05. The last analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher strategy using two-ways ANOVA was not found since the p-output (0,430) was bigger than the significance level at 0,05

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