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All Journal Journal of English Literacy Education Sriwijaya University Learning and Education International Conference Channing: Journal of English Language Education and Literature Dinamisia: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat Bumi Raflesia
Erlina Erlina
Universitas Sriwijaya
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Reading Comprehension Achievement on Narrative Text by Using REAP Strategy Fitri Amalia; Rita Inderawati; Erlina Erlina
Channing : Journal of English Language Education and Literature Vol 3 No 1 (2018): Channing: Journal of English Language Education and Literature - April 2018
Publisher : Pendidikan Bahasa Inggris STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/channing.v3i1.264

Abstract

This study was conducted to find out whether or not: (1) there was a significant difference in narrative reading comprehension achievement of the eighth grade students of SMP Muhammadiyah 1 Palembang before and after they were taught by using REAP strategy, (2) there was a significant difference in reading comprehension achievement on narrative text between the eighth grade students of SMP Muhammadiyah 1 Palembang who were taught by using REAP strategy and those who were not. The population of the study was the eighth-grade students of SMP Muhammadiyah 1 Palembang in the academic year 2015/2016 consisting of 240 students. The sample was 70 students who were divided into experimental and control group that were taken by using purposive sampling technique. To collect the data and to measure students' reading comprehension achievement, the reading comprehension test was given.The test was administered twice as a pretest and posttest. The result from paired sample t-test showed that t-obtained was higher than t-table (11.604>2.0301) at the significance level of p<0.05. It means that H01 was rejected and there was a significant difference in students’ reading comprehension achievement of experimental group. The result from independent sample t-test of the post-test in both experimental and control groups showed that there was a significant difference at the significance level of p<0.05 and t-obtained was higher than t-table (2.029>1.9955). Therefore, there was a significant difference in reading comprehension achievement between the students who were taught by using REAP strategy and those who were not.
IMPROVING NARRATIVE WRITING ACHIEVEMENT OF THE TENTH GRADERS OF SMA NEGERI UNGGUL 4 PALEMBANG Muhammad Irwansyah Putra; Erlina Erlina; Lingga Agustina Suganda
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 6, No 2 (2019): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v6i2.10746

Abstract

The objectives of this study were to find out whether or not (1) there was any significant difference in narrative writing achievement between before and after the tenth graders of SMA Negeri Unggul 4 Palembang were taught by using POW+WWW W=2 H=2 strategy and (2) there was any significant difference in narrative writing achievement between the students who were taught by using POW+WWW W=2 H=2 strategy and the those who were not. The sample of this study was tenth graders of SMA Unggul Negeri 4 Palembang chosen by using convenience sampling method. There were two groups, namely experimental group and control group. To collect the data, pre-test and post-test were given. The data were analyzed using paired sample t-test and independent sample t-test in SPSS version 22. The results of paired sample t-test showed that there was a significant difference in narrative writing achievement between before and after the tenth graders of SMA Negeri Unggul 4 Palembang were taught by using POW+WWW W=2 H=2 strategy as the r-value was lower than 0.05 (0.000 < 0.05). The results of independent sample t-test showed that there was a significant difference in narrative writing achievement between the students who were taught by using POW+WWW W=2 H=2 strategy and those who were not as the r-value was lower than 0.05 (0.000 < 0.05). In conclusion, using POW+WWW W=2 H=2 Strategy is effective to improve narrative writing achievement of the tenth graders of SMA Unggul Negeri 4 Palembang.
THE INFLUENCE OF LISTENING ANXIETY TO LISTENING COMPREHENSION OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF SRIWIJAYA UNIVERSITY ERLINA ERLINA; RITA INDERAWATI; RITA HAYATI
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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Abstract

This study was intended to investigate the influence of listeninganxiety on Students’Listening Comprehension of English Education Study Program of SriwijayaUniversity and (2) the contribution of students’ listening strategies and listeninganxiety to their listening comprehension. To do so, a correlational research designwas used for the study. The participants were the second, fourth and sixth semesterstudents. A strategy questionnaire and a listening comprehension test were employedto collect the data. To analyze the data obtained, descriptive statistics and correlationanalysis were used. The findings revealed that the listening anxiety of theparticipants and their listening comprehension skill was found to be significant.listening anxiety gave significant influence to their listening comprehension
IMPROVING EIGHTH GRADERS’ FUNCTIONAL READING ACHIEVEMENT THROUGH COLLABORATIVE STRATEGIC READING (CSR) HAFSAH RIZQIYAH; MACHDALENA VIANTY; ERLINA ERLINA
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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Abstract

The objectives of this study were (1) to find out whether or not there was asignificant difference in students’ functional reading achievement before and afterthey were taught through Collaborative Strategic Reading (CSR) and (2) to find outwhether or not there was a significant difference in functional reading achievementbetween the students who were taught through CSR and those who were not. Thisstudy was a quasi-experimental research method that applied non-equivalent controlgroup research design. The population of this study was the eighth grade students ofone of the junior high schools in Palembang in academic year 2015 - 2016 and thenumber of sample was 76 students, that was selected by using purposive samplingtechnique. The data of this study were collected by using a pre-test and a post-testand were analyzed statistically by using paired and independent sample t-test. Theresults of this study revealed that (1) there was a significant difference in students’functional reading achievement before and after they were taught through CSR(mean diff=18.87, and ρ-value=.000) and (2) there was a significant difference infunctional reading achievement between the students who were taught through CSRand those who were not (mean diff=12.11, and ρ-value=.000). Therefore, it can beconcluded that CSR is effective in improving the students' functional readingachievement.
Training for English Teachers on Writing Scientific Articles and Using Mendeley as a Collaboration and Reference Tool Fiftinova Fiftinova; Erlina Erlina; Ismail Petrus; Muslih Hambali
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 3 (2023): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v7i3.14152

Abstract

Writing scientific articles is a skill that must be owned by a teacher and the usage of Mendeley technology in writing scientific articles is a supporting facility in obtaining qualified scientific papers. Therefore, the execution of training activities needs to be carried out with the purpose of enhancing the motivation, knowledge, and abilities of high school English instructors in the city of Palembang. The activity model carried out is mentoring with the lecture approach, discussion, peer and tutor feedback and assignments. Evaluation of activities is carried out by administering tests and questionnaires as well as monitoring and documenting articles produced by the teacher. The findings of the evaluation demonstrated that the enthusiasm, knowledge, and skills of teacher participants in writing scientific articles increased. However, teachers still have issues using Mendeley as a citation and collaborative tool.
Peningkatan Kemampuan Bahasa Inggris Mahasiswa FKIP Universitas Sriwijaya Melalui Pelatihan Toefl Eryansyah Eryansyah; Hariswan Putera Jaya; Erlina Erlina; Fiftinova Fiftinova; Dedi Kurniawan; Hesti Wahyuni Anggraini; Dwi Maharrani; Tita Ratna Wulan Dari; Nova Lingga Pitaloka
Jurnal Pengabdian Masyarakat Bumi Raflesia Vol. 6 No. 2 (2023): Agustus : Jurnal Pengabdian Kepada Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/jpmbr.v6i2.5371

Abstract

Peran Bahasa Inggris sebagai bahasa pengantar pendidikan di Indonesia dipandang penting dalam kemajuan dan perkembangan ilmu pengetahuan. Walaupun Bahasa Inggris masih berkedudukan sebagai bahasa asing pertama di Indonesia, Bahasa Inggris dijadikan sebagai sarana pengembangan dan pemanfaatan ilmu pengetahuan, teknologi dan seni. Maka dari itu, diperlukan penguasaan Bahasa Inggris, khususnya penguasaan TOEFL, di dunia pendidikan bagi mahasiswa. Kegiatan ini bertujuan untuk meningkatkan kemampuan mahasiswa dalam menjawab tes Bahasa Inggris ekuivalensi TOEFL.  Jumlah peserta pada kegiatan ini adalah 41 orang yang berasal dari seluruh program studi Strata-1 di lingkungan FKIP Universitas Sriwijaya. Model yang digunakan adalah pendampingan, dimana tim memberikan pelatihan kepada peserta mengenai keterampilan menyimak, struktur, dan membaca. Adapun metode kegiatan yang dilakukan adalah presentasi. Sebelum penyampaian materi, peserta menjawab tes awal (pre-test) dan di akhir peserta menjawab tes akhir (post-test).  Peserta terlihat antusias dalam mengikuti kegiatan ini. Berdasarkan wawancara singkat dengan peserta, diharapkan kegiatan ini dapat berlanjut di tahun berikutnya. Kendala yang terjadi selama berlangsungnya kegiatan tidak menganggu pelaksanaan kegiatan. Kata Kunci: Bahasa Inggris, pendampingan, pre-test, post-test, TOEFL
Co-Authors Dedi Kurniawan Dwi Maharrani ERYANSYAH, ERYANSYAH Fiftinova Fiftinova, Fiftinova Fitri Amalia HAFSAH RIZQIYAH Hariswan Putera Jaya Hesti Wahyuni Anggraini Ismail Petrus Lingga Agustina Suganda Machdalena Vianty Muhammad Irwansyah Putra Muslih Hambali Nova Lingga Pitaloka Rita Hayati Rita Inderawati Tita Ratna Wulan Dari