Article Per Year (5 Year)
p-Index From 2019 - 2024
0.408
P-Index
This Author published in this journals
All Journal EDUTEC : Journal of Education And Technology
Alfan Zuhairi
Department of English Education, Islamic University of Malang, Malang, Indonesia
Religion Education Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : EDUTEC : Journal of Education And Technology

 1 
The Correlation between Content Schemata, Linguistic Schemata and Reading Comprehension of Foreign Language Learners Zainul Roziqin; Alfan Zuhairi; Junaidi Mistar
EDUTEC : Journal of Education And Technology Vol 6 No 3 (2023): March 2023
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v6i3.431

Abstract

Reading is a complicated process that involves the reader's engagement with the text to develop meaning. Language proficiency is regarded to be more significant and to contribute more to reading comprehension in reading a second language or a foreign language than other aspects. This study is aimed at to measure which of the content schemata and linguistic schemata contributes the most to reading comprehension. The study was carried out in a sample of 35 English students of the first semester at Foreign Language Class in Al-Qolam Islamic Institute Gondanglegi Malang. The data collection involved two instruments, namely self-assessment, linguistic test and reading comprehension test. To achieve the purpose of the present study, the data were analyzed by using simple correlation with the help of SPSS 16. The result of the computation of simple correlation showed that linguistic schemata contribute more to reading comprehension. The effect analysis of the combined predictors and reading comprehension indicating significance at .000. Simple regression correlation calculations required a significance level of less than 0.05. In other words, there was a correlation between content schemata, linguistic schemata and reading comprehension. EFL teaching professionals and other scholars who intend to study relevant subjects in future research are addressed in suggestions made based on the results.
Relationship Between Listening Strategy Used by High and Low Achievers and Their Listening Comprehension Fatimatus Zahroh; Alfan Zuhairi; Junaidi Mistar
EDUTEC : Journal of Education And Technology Vol 6 No 3 (2023): March 2023
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v6i3.434

Abstract

The present study explored the strategy used by high achievers (N=12) and low achievers (N=11). More specifically, it aimed to identify whether the listening strategy used by high achievers correlates significantly with listening comprehension and whether the listening strategy used by low achievers correlates significantly with listening comprehension. A listening comprehension test adopted from a paper-based Longman TOEFL test was used to assess participants’ listening comprehension. Listening strategies used the instrument developed by the researcher based on relevant literature; the listening strategy questionnaire. Descriptive statistics and correlation coefficients were computed to answer the research question. The statistical analysis on correlation used by high achievers shows the significant firstly cognitive strategies get the coefficient correlation -.065>.05 secondly metacognitive strategies get the coefficient correlation -.243 >.05 and thirdly socio-affective strategies get the coefficient correlation of .234>.05 And from the result of data analysis The statistical analysis on correlation used by low achievers shows the significant firstly cognitive strategies get the coefficient correlation -.077>.05 secondly metacognitive strategies get the coefficient correlation -.231>.05 and thirdly socio-affective strategies get the coefficient correlation of .017>.05 So, the correlation between the listening strategy used by High achievers and Low achievers and listening comprehension was not significantly correlated
Co-Authors Fatimatus Zahroh Junaidi Mistar Zainul Roziqin