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.
Articles
171 Documents
<![CDATA[An investigation into a link Between Classroom Environment and EFL Student Teachers’ Academic Achievement ]]>
<![CDATA[MEI AFRILIANI]]>;
<![CDATA[MUHAMAD HOLANDYAH]]>
<![CDATA[ Edukasi Vol 5 No 1 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i1.2051
<![CDATA[The aim of the present study was to investigate the relationship between classroom environment and academic achievement of English Education Study Program students of State Islamic University of Raden Fatah Palembang by conducting correlational research. 366 students of English majors of the second, fourth, and sixth semester took part in the study as the sample by using convenience sampling. The data of this study were collected by administering a questionnaire of College and University Classroom Environment Inventory (CUCEI) to assess classroom environment of the students and the students’ cumulative GPA was also used to get the students’ academic achievement score. Pearson Product Moment and regression analysis were used to analyze the data. From the analysis, it was found out that the r was 0.296 and it was higher than r-table (0.1059) and the level of probability (p) significance (sig.2-tailed) was 0.000. It means that H0 was rejected and H1 was accepted. This result showed that there was a significant correlation between classroom environment and the students’ academic achievement. Additionally, the regression analysis showed that classroom environment contributed only 8,8 % to the students’ academic achievement.]]>
<![CDATA[Speaking Self-Efficacy and EFL Student Teachers’ Speaking Achievement ]]>
<![CDATA[TUTIK ALAWIYAH]]>
<![CDATA[ Edukasi Vol 5 No 1 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i1.2052
<![CDATA[This study was to find out the significant correlation between students’ speaking self-efficacy and their speaking achievement and to know the significant influence of speaking self-efficacy on their speaking achievement. The population of the study was 470 active students of English Education Study Program of Tarbiyah Faculty and Teaching Sciences at State Islamic University of Raden Fatah Palembang in academic year 2017/2018. The sample of this study was 103 students of all the students in sixth semester chosen by using purposive sampling technique, but there were 96 students participating when the study was conducted. A questionnare was used to measure students’ speaking self-efficacy and a speaking test was conducted to know students’ speaking achievement. The collected data then were analyzed by using the correlational and regression analysis computerized with SPSS 22. Based on the analysis results, it was found that there was statistically significant positive correlation between self-efficacy and speaking achievement in p-output was 0.00 which was smaller that 0.05 (0.00<0.05). Besides, the correlational coefficient of the test was .349. Thus, the level of correlation was weak. This study also indicated that students’ speaking-self-efficacy influenced their speaking achievement with contribution 12.2%.]]>
<![CDATA[Youtube Videos and Snowball Throwing Technique to Improve Students’ Speaking Skill ]]>
<![CDATA[NABELLA DWI MEILINDA]]>
<![CDATA[ Edukasi Vol 5 No 2 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i2.2291
<![CDATA[Snowball throwing technique is an interesting strategy which enables students to think and to discuss an issue from different points of view by using the video. This study was done to reveal if (1) there was a significant difference in the eleventh graders’ speaking skill between those who were given intervention by using youtube video with a snowball throwing technique and those who were not, and (2) there was significant difference among good, average, and poor speaking categories among the sample. The participants of this study consisted of 106 eleventh graders of SMA Muhammadiyah 6 Palembang. By means of purposive sampling, 40 students were involved where 20 students of XI. Class IPA 1 was in control group and other 20 students of XI IPA 2 was in experimental group. This study used a quasi-experimental design with non-equivalent pretest and posttest design. To collect the data, speaking test was administered twice as the pretest and posttest for both groups. The result revealed that there was a significant difference in speaking skill between students taught by using youtube video with snowball throwing technique and those who were not. Last, there was a significant difference among good, average, and poor speaking categories among the sample.]]>
<![CDATA[The Use of Gallery Walk to Enhance Speaking Ability of the Eleventh Grade Students of State Madrasyah Aliyah ]]>
<![CDATA[KERISNIN OTOYO]]>
<![CDATA[ Edukasi Vol 5 No 2 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i2.2571
<![CDATA[The objectives of the study were to find out (1) the significant improvement on the eleventh grade student’s speaking ability before and after being taught using Gallery Walk strategy at one State Madrasyah Aliyah in Palembang, South Sumatera, Indonesia; and (2) the significant difference on the eleventh grade students’ speaking ability between those who were taught by using Gallery Walk Strategy and those who were not at State Madrasyah Aliyah in Palembang. Quasi experimental with pretest and posttest non equivalent-group design was used. There were 301 students at eleventh grade students of State Madrasyah Aliyah Palembang in academic year of 2016/2017 who were used as the population of the study. 76 students were taken as sample by using purposive sampling. 38 students from the first class of eleventh grade students were chosen as experimental group and 38 students from the second class of eleventh grade students were chosen as control group. This study used speaking performance test to collect the data in a form of oral test. There were two kinds of test which administered in this study. They were pretest and posttest for both experimental and control groups. The results of the test were analyzed by using paired sample t-test and independent t-test. The result of this study showed that (1) significant improvement on the eleventh grade students’ speaking ability before and after the treatment at was found since the p-output was lower than 0,05; and (2) significant difference from students’ posttest score in experimental and control group on the eleventh grade students’ speaking ability taught by using Gallery Walk Strategy and teacher’s strategy were found since the p-output was lower than 0,05. In short, Gallery Walk strategy can be implemented as one of the strategies since it can enhance students’ speaking ability.]]>
<![CDATA[Investigating the Link between Critical Thinking Skill and Argumentative Writing Skill: The Case of Islamic Senior High School ]]>
<![CDATA[RIZA OKTARI PUTRI]]>
<![CDATA[ Edukasi Vol 5 No 2 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i2.2090
<![CDATA[This study was aimed at describing the link between the second year students’ critical thinking skill and their argumentative writing skill at Islamic Senior High School in Palembang, South Sumatera, Indonesia. There were 60 students participated in this study. The data were obtained by using two instruments: Cornell Critical Thinking Test (CCTT) and argumentative writing test. Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. From the result, statistically significant positive link between students’ critical thinking skill and their argumentative writing skill was found with correlation coefficient .695, and the p-value was (.000) lower than significance value (.000 < .005). Since there was a significant link, regression analysis was used. As the result, critical thinking skill had 48.4% contribution to the students’ argumentative writing skill. In short, critical thinking skill had relationship with argumentative writing skill, and it gave 48.4 % constribution to the students’ argumentative writing skill.]]>
<![CDATA[An Investigation into a Link between Classroom Climate and Reading Achievement ]]>
<![CDATA[RIA OKTAVIANI]]>
<![CDATA[ Edukasi Vol 5 No 2 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i2.2091
<![CDATA[This research investigated a link between classroom climate and reading achievement, and discovered the influence of the classroom climate and reading achievement of the students at one junior high school in Palembang, South Sumatera, Indonesia. Fifty seven students participated in this study and were chosen by using convenience sampling method. In collecting the data, Constructivist Learning Environment Survey (CLES) and reading test were used. Descriptive statistics, Pearson Product Moment Correlation and regression analysis were employed to analyze the data. Based on the data analysis, it was found out that r (.175) <rtable (.260) was higher than 0.05. It designated that the classroom climate and students’ reading achievement were not significantly correlated. Since there was so significant link, it was not necessary to conduct further investigation, regression analysis, to check the influence of classroom climate and students’ reading achievement. It can be determined that classroom climate did not give substantial influence on students’ reading achievement.]]>
<![CDATA[The effect of Discussion Method and Cognitive Style on Students’ Reading Comprehension Achievements at One Indonesian University ]]>
<![CDATA[YANTI ISMIYATI]]>;
<![CDATA[TAHRUN TAHRUN]]>;
<![CDATA[INDAWAN SYAHRI]]>;
<![CDATA[MAKMUR MAKMUR]]>
<![CDATA[ Edukasi Vol 5 No 2 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i2.2096
<![CDATA[The purpose of this study is to investigate the effect of discussion method and cognitive style on students’ reading comprehension achievement. This research was an experimental study with factorial design. The total number of sample of this study was 50 students selected with claster sampling technique. The data of this study consisted of the scores on reading comprehension either through pre-test and post-test for experimental and control classes and the scores of cognitive style of the pre-test and post-test. Based on data analysis with two way Annova, the value of F- calculated is =14.40 > than the value of F table =1.64. So, the hypothesis one “There is significant effect of discussion method on students’ reading comprehension achievements” is accepted. Two-way Annova analysis also found that the value of F- calculated on facto b (independent and dependent cognitive style) is = 0.158 < than the value of F- table = 1.64. So, the hypothesis which says “There is any significant effect of cognitive style on students’ reading comprehension achievements” is rejected (Ha is rejected and Ho is accepted). Then two-way Annova analysis found that the value of F- calculated is =3.803 > than the value of F- table =1.64. So, the hypothesis three which says” There is any significant effect on students’ reading comprehension achievements” is accepted (Ha is accepted and Ho is rejected). Based on findings, it can be concluded that this research has mixed results.]]>
<![CDATA[Students’ Grammatical Error Analysis in Speaking ]]>
<![CDATA[REFA ANJENG SARI]]>
<![CDATA[ Edukasi Vol 5 No 2 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i2.2102
<![CDATA[The purposes of this research were to find out the kinds of students’ grammatical error, and to figure out the dominant kind of grammatical error in speaking. The research design was descriptive research. The participant of this research was students of State Islamic University in Palembang, South Sumatera. The purposive sampling method was used to choose 12 participants; three students was taken from category of high, medium, and low score in speaking class. The collection of data used documentation by recording student’s speaking performance. The data were analyzed by using Linguistic Category Classification from Politzer and Ramirez. Based on the result of data analysis, 12 kinds of grammatical errors were found. The dominant kind of grammatical error was about number. The lowest percentages were about third person singular incorrectness and comparative adjective/adverb incorrectness.]]>
<![CDATA[A Correlation between Self-Confidence and Essay Writing Achievement ]]>
<![CDATA[ROY MARDIANSYAH]]>
<![CDATA[ Edukasi Vol 5 No 2 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i2.2326
<![CDATA[This study investigated the correlation between self-confidence and essay writing achievement, and investigated the influence of self-confidence on essay writing achievement of undergraduate English education study program students of one University in Palembang. The design was a quantitative research. The sample of this study was taken from all fourth semester students. The total number of the students was 134 students. Since 10 were absent, the sample of this study was 124 students. The data were obtained from self-confidence questionnaire and writing test. Descriptive statistic, Pearson Product Moment correlation and regression analysis were administered to find out the correlation and the influence between variables. The result indicated that there was a significant correlation between students’ self-confidence and essay writing achievement with r-obtained was (.620). It was higher than r-table (.176). Besides, there was also a significant influence of self-confidence on essay writing achievement with 38.5%. This study could have implications for English language teachers or lecturer, learners, and text book writers.]]>
<![CDATA[Organizing Professional and Pedagogical Training to Improve English Teachers’ Skills: A Literature Review ]]>
<![CDATA[URIP SULISTIYO]]>;
<![CDATA[SEPTU HASWINDY]]>
<![CDATA[ Edukasi Vol 5 No 2 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v5i2.2737
<![CDATA[This literature review study aims to address the current issues on English Teachers’ problems in their efforts to develop their professional and pedagogical competence, in Jambi Province, Indonesia. The critical review of relevant studies on the field of professional and pedagogical competence of EFL teachers reveals that there are several topics related to the competences and skills that teachers should have to better improve their teaching practice. In this review, the researchers present what literatures suggested and recommended in the area of teachers’ professional and pedagogical competence and possible training that stakeholders might hold to improve the quality of teachers teaching English both in junior and senior high schools in Indonesia. The relevant articles being reviewed were from Indonesian context as well as International context. This study hopefully can contribute to the betterment of teaching practice of English in Indonesian schools. The following topics are presented in order; teacher’s professional competence, teachers’ pedagogical competence. The domains and dimensions of English teachers’ competence, teachers’ training, and conclusion and suggestions.]]>
