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INDONESIA
Edukasi
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 23553669     EISSN : 25032518     DOI : -
Core Subject : Education,
Education
Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education and English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education, 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.
Arjuna Subject : -
Articles 139 Documents
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IMPROVING STUDENTS’ READING COMPREHENSION ACHIEVEMENT BY USING DR-TA STRATEGY (DIRECTED READING-THINKING ACTIVITY) AT SMP NEGERI 3 Hasan Sadiqin
Edukasi Vol 2 No 1 (2015): 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 is to find out whether or not there is a significant difference on students’ reading comprehension achievement between the students who were taught by using DR-TA strategy and those who were taught by using teachers’ strategy at the second year students of SMP Negeri 3 Palembang. This research was conducted through quasi-experimental method and used nonequivalent control group design. The population was 458 students of the second year of SMP Negeri 3 Palembang in the academic year 2013/2014. Seventy four students were chosen as the sample by using convenience sampling technique. The sample was assigned into two groups; the experimental group and the control group. Each group consisted of thirty seven students. The data were obtained by multiple choice tests. A test was given both to the experimental and control groups 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 DR-TA strategy. Therefore, it can be concluded that DR-TA strategy was significantly improved. The writer also found that most of the students of both groups made a good reading improvement. However, there were still some students who were poor in reading comprehension achievement. 
TEACHING LISTENING COMPREHENSION THROUGH TQLR (TUNE IN, QUESTION, LISTEN, REVIEW) STRATEGY TO THE TWELFTH GRADE STUDENTS OF SMA NEGERI 2 TEBING TINGGI Linda Herlina
Edukasi Vol 3 No 1 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Abstract

This study was to find out whether or not (1) there was a significant difference on the twelfth grade students’ listening comprehension between those who are taught by using TQLR strategy and those who are not at SMA Negeri 2 Tebing Tinggi, and (2) there was a significant impovement on the twelfth grade students’ listening comprehension between those who are taught by using TQLR and those who are not before and after the treatment at SMA Negeri 2 Tebing Tinggi. The result showed that (1) there was a significant difference on the twelfth grade students’ listening comprehension between those who are taught by using TQLR strategy and those who are not at SMA Negeri 2 Tebing Tinggi, and (2) there was a significant impovement on the twelfth grade students’ listening comprehension between those who are taught by using TQLR and those who are not before and after the treatment at SMA Negeri 2 Tebing Tinggi It means that there was significant difference on students’ listening comprehension taught by using TQLR strategy than students who are taught by using strategy used by teacher.
TEACHING REPORT PARAGRAPH WRITING BY USING PIE (POINT, ILLUSTRATION, EXPLANATION) STRATEGY TO THE ELEVENTH GRADE STUDENTS OF MAN 1 PALEMBANG Muhammad Yusuf
Edukasi Vol 2 No 2 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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The aim of this study was to find out whether or not there is any means  significant difference on students writing achievement of PIE (Point, Illustration, Explanation) and those who are not to eleventh grade students in MAN 1 Palembang. The population of this study consisted of 209 eleventh grade students of MAN 1 Palembang in academic year 2014/2015. The sample was selected by using purposive sampling. There were 76 students selected. Before being taught writing by using Pie Strategy or given treatment, the students were given pretest. From the students’ score pretest, the writer got XI science 3 lower than XI science 2, it means that XI science 3 become as a experimental group and XI science 2 become as a control group. This study was conducted for about one month. During the treatment, the experimental group taught by using Pie strategy. There were twelve meetings which spent 70 minutes (2x35 minutes) in each meetings. Every meetings they got writing materials that were taken from Senior High School English books, cyberspace, and students’ environment for the eleventh grade students. The data were in form of posttest experimental and control group of students writing achievement scores. Then, they were analyzed by using independent sample t-test to meet the objective of the study. From the result of independent sample t-test, it was found that there was a significant difference from students posttest experimental and control group, since the p-output was lower than 0.05 and t-value was higher than t-table (1.66).
THE CORRELATION BETWEEN CRITICAL THINKING SKILLS AND CRITICAL READING SKILLS OF THE ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF SRIWIJAYA UNIVERSITY Rahma Dianti
Edukasi Vol 2 No 1 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Critical thinking skill is one of the most crucial life skills that should be possessed by the students. The objectives of this study were: (1) to find out whether or not there was a significant correlation between student’s critical thinking and critical reading skills, (2) to know the student’s level of their critical thinking skills, (3) to know the student’s level of critical reading skills, (4) to find out the contribution of each aspect of critical thinking skills toward each aspect of critical reading skills, (5) to seek the mean difference of student’s critical thinking skills based on their gender, and (6) to seek the mean differences of student’s critical reading skills based on their gender. This research was conducted using correlational research design. In collecting the data, there were two tests administered in this study, those were CAAP for Critical Thinking Test and the SAT for Critical Reading skills. The population of this study consisted of 170 undergraduate students of English Education Study Program of Sriwijaya University in Bukit Besar campus in the academic year 2011/2012. 114 out of 170 undergraduate students became the samples of this study who were chosen using proportionate stratified random sampling technique based on the student’s gender. Based on the data collected and the analyses applied in this study, the findings revealed that (1) the student’s level of critical thinking skill was in the level of analysis, (2) the students were categorized as poor in critical reading skills, (3) there was a significant and positive correlation between student’s critical thinking and critical reading skills with r-value 0.713, (4) only two out of three aspects of critical thinking –analysis and evaluation- that contributed the influence toward each aspect of critical reading skills, (5) there was no mean difference between male and female students toward their critical thinking skills, and (6) there was no mean difference between male and female students toward their critical reading skills.
TEACHING READING IN NARRATIVE TEXT BY USING STORY FRAME STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 4 PALEMBANG Dika Resa Septiani
Edukasi Vol 3 No 1 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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The objective of the study was to find out whether or not there was a significant difference in reading comprehension achievement between the eighth grade students of SMP Muhammadiyah 4 Palembang who are taught by using   Story Frame and those who are not and to find out whether or not there was a significant difference in reading comprehension achievement between the eighth grade students of SMP Muhammadiyah 4 Palembang who are taught by using Story Frame and those who are not before and after the treatment. One of the quasi-experimental designs, nonequivalent pretest-posttest design was used. The population of the study was all of the eighth grade students of SMP Muhammadiyah 4 Palembang. 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 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 finding showed that the p-output (sig.(2-tailed)) was 0.000 lower than 0.05 and the t-value 3.734 was higher than t-table 1.672. And than p-output from paired sample t-test was 0.000 lower than 0.05 with df=29 (1.699) and the t-value 8.362. Therefore, null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that teaching narrative reading comprehensionby using Story Frame had a significant effect on the students’ reading comprehension achievement.
THE CORRELATION BETWEEN READING HABIT AND READING COMPREHENSION ACHIEVEMENT OF 12TH GRADE STUDENTS OF MA. PP. QODRATULLAH LANGKAN Agus Wahyudi
Edukasi Vol 2 No 2 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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The main objectives of this study are to find out; 1) how is the students’ reading habit, 2) how is the students’ reading comprehenaion achievement, 3) is there any significant correlation between reading habit and reading comprehension of 12th grade students of MA. PP. Qodratullah. The writer used descriptive quantitatif design to describe the data. The population of the study was five classes of 12th grade students of MA. PP. Qodratullah. The sample of this study was 168 students. The writer used questionnaire (Janthong, 2010) and reading test to collect the data. The test was administered once as post-test. Before the post-test was administered to the sample students, the validity and reliability of the instruments were estimated. The result of the test were analyzed by using Independent Sample T-test through SPSS (Statistical Package for Social Science) 16.0. From the analysis, it was showed that the t-obtained was 0.309. It could be concluded that there was no significance correlation between the two variables since the t-obtained was higher than 0.05. The factors that influnced this condition were; 1) the misperception of the students toward good reading habits, 2) students preferred to read for pleasure (comics, newspapers, sport magazines), 3) the students preferred to read for pleasure, while the tests of this research were taken from reading for academic purpose materials. However, building a good reading habit is essential to be recommended because it is very important to  develop the students’ reading comprehension achievement. 
TEACHING WRITING BY USING PROCESS GENRE APPROACH TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 22 PALEMBANG Hendri Saputra; Lenny Marzulina
Edukasi Vol 2 No 1 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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The objective of this study was to find out whether or not there is significant difference on students’ writing achievement taught by using Process Genre Approach and teacher’s strategy at the eighth grade students of SMPN 22 Palembang. The population of this study consisted of 277 eighth grade students of SMPN 22 Palembang in Academic Year of 2014/2015. There were 72 students taken as sample. Each class consisted of 36 students from class VIII.5 as control group and VIII.6 as experimental group. The sample of this study was taken by using convenience sampling method. In this study, the writer used quasi experimental design using nonequivalent pretest and posttest design. The instrument used in collecting the data was written test. The test was administered twice, as the pretest and posttest for both control and experimental group. The results of the test were analyzed by using IBM SPSS  (Statistical Package for the Social Science) Statistics 20. The result showed that teaching writing by using Process Genre Approach had significant difference on the students’ writing mastery. It can be seen from the result of pretest to posttest of each group. The achievement of experimental group was higher than the achievement of control group. Based on the result analysis of means significant difference from students’ posttest scores in control and experimental groups, it was found that t-obtained (0.000) was lower than t-table (0.05). 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 by using Process Genre Approach than students who are taught by using strategy that used by teacher.
IMPROVING STUDENTS’ READING COMPREHENSION BY USING REDW (READ, EXAMINE, DECIDE, AND WRITE ) STRATEGY TO THE TENTH GRADE STUDENTS OF MA AL-MUAWWANAH GUNUNG MEGANG MUARA ENIM SUMATERA SELATAN Susiana Susiana
Edukasi Vol 3 No 1 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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This research aimed to find out whether or not the using of REDW (Read, Examine, Decide,and Write) strategy significantly improves the students reading comprehension to the tenth grade students of MA Al-Muawwanah Gunung MegangMuaraEnim. To explain the improvement, the researcher used a quasi experimental method involved an experimental group and control group both was given pre-test and post-test which consisted of 31 students. The test was given to get the data with 30 questions in the form of multiple choice and open questions and to analyze them usingSPSS 20.0.From the result analysis of significant improvement on students’ reading comprehension achievement taught using REDW strategy, it was found that the p-output in experimental group was 0.000 with df=30 and t-value 5.936. It could be interpreted that there was a mean significant improvement on students’ reading comprehension score taught using REDW since the p-output was lower than 0.05 and t-value was higher than t-table (2.04). 
TEACHING READING COMPREHENSION BY USING 3-2-1 STRATEGY TO THE TENTH GRADE STUDENTS OF SMA ETHIKA PALEMBANG Lili Marlini
Edukasi Vol 2 No 2 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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The objective of the study is to find out the whether or not there is a significant difference on reading comprehension achievement who are taught by using 3-2-1 strategy than those who are taught by using teacher strategy to the tenth grade students of SMA Ethika Palembang. The population of this study consisted 130  of tenth grade students of SMA Ethika Palembang in academic 2013/2014. The sample selected using convenience sampling. There were two groups, the class X1 as the experimental group and X2 as the control groups, each of groups which consisted of 30 students. The data were collected by using multiple choice reading tests. The data obtained were analyzed by using the match t-test. The t-obtained was 8.3 at significance level of 0.05 in two-tailed testing and df 58, the critical value 2.045.Since the value of t-obtained was higher than  the t-table. So, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In other words, the students in the experimental group got better scores than the students in control group. The result showed that 3-2-1 strategy gives a significant difference on students’ reading achievement at tenth grade students of SMA Ethika Palembang. Therefore, the writer recommended that 3-2-1 strategy to be used by the teachers of English at SMA Ethika Palembang in teaching reading comprehension. 
TEACHING READING COMPREHENSION TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 12 PALEMBANG BY USING STORY PYRAMID Mawadda Mawadda
Edukasi Vol 2 No 1 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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The aim of this study was to find out whether or not there is a significant difference on students’ reading comprehension achievement taught  using story pyramid strategy than those who are taught using teachers’ method strategy. The study used quasi-experimental design using nonequivalent pretest posttest design. The investigation of population of this study was all of the eighth grade student  of SMPN 12 Palembang in the academic year 2013/2014, which consist of 80 students coming from two classes. The sample of this study were class VIII.2 consisting of 40 students was treated as experimental group and VIII.1 consisting of 40 students was treated as control group, which selected using convenience sampling. This study was conducted for about one month. In finding a significant difference of students’ reading comprehension average score from pretest to posttest taught using Story Pyramid Strategy, the writer conducted using Independent Sample T-Test. The data was collected in form of pretest and posttest of students reading comprehension scores. Then, it was analyzed using independent sample t-test to meet the objective of the study. From the result analysis, it was found that there was a significant difference in posttest score on the students’ reading comprehension achievement taught using story pyramid strategy since the p-output was lower than 0.05.

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