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All Journal EEdJ: English Education Journal
Indrawati Indrawati
IAIN SAS Bangka Belitung
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Improving Students’ Reading Comprehension Text through Concept-Oriented Reading Instruction (CORI) Dody Sugiarto; Indrawati Indrawati; Rica Meygita
EEdJ: English Education Journal Vol 1 No 1 (2021): Vol. 1, No. 1 (April 2021)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/eedj.v1i1.1789

Abstract

The aim of this research is to know the implementation of Concept-Oriented Reading Instruction (CORI) in improving students’ reading comprehension of analytical exposition text and to find out whether there is a significant difference between students who were taught by using CORI and those who were not. This research used quantitative approach with experimental research which was conducted at an Islamic High School in Kemuja, Bangka Belitung Province. The researcher used purposive sampling technique and two classes were taken as the sample. The result of the test was analyzed by using statistical analysis of paired sample t-test and independent sample t-test. The result showed that the students who learned by using CORI got higher score than those who did not. It could be seen from the result of independent sample t-test of students’ post-test between experimental group and control group, the t-obtained in equal variences assumed was 2.385, and the significant (2-tailed) was 0.023. Since t-obtained was higher than t-table (2.385 > 2.036) and the significant (2-tailed) was lower than computation with level significant (0.023 < 0.05). Based on the fact above, it could be concluded that CORI significantly improved the students’ reading comprehension.
The Mastery of English Phrasal Verbs among the Students of English Education Study Program Belly Januarta; Indrawati Indrawati; Muslim Ansori
EEdJ: English Education Journal Vol 1 No 2 (2021): Vol. 1, No. 2 (October 2021)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/eedj.v1i2.2086

Abstract

The objectives of this study is to find out the mastery of English phrasal verbs in terms of their separable and inseparable types among the fifth semester students of the English education study program at State Institute of Islamic Studies SAS Bangka Belitung in the academic year of 2018/2019. The method used in this study was survey method. As many as thirty students were selected as the samples. Then the data was gathered by administering a test about phrasal verbs to the students and the researcher analyzed the results which consisted of correct answers and errors. The researcher examined the test results and found that most students made correct answers in relation to phrasal verbs with optional separation. On the other hand, the majority of errors fell under the category of phrasal verbs with obligatory separation. But, overall, the students made incorrect answers more than correct answers. By using the mean score which is 48.9 out of 100, the students can be said to have a poor level of mastery of English phrasal verbs or be classified as fail/unsatisfactory because the minimum standard of mastery is 56.
Analysis of Students’ Reading Comprehension Achievement in Doing High Order Thinking Skill (HOTS) in School Final Exam Nur Fadila; Ihda Husnayaini; Indrawati Indrawati
EEdJ: English Education Journal Vol 1 No 2 (2021): Vol. 1, No. 2 (October 2021)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/eedj.v1i2.2089

Abstract

The objectives of the study are to measure students’ reading comprehension achievement in doing HOTS and to find out the percentage of HOTS in English reading comprehension in school final examination at SMAN 1 Mendo Barat, Bangka. The sample of this study were two classes with total number of 69 students. In this study, the researcher used students’ test results as the instruments for collecting data. The results of HOTS in reading comprehension was then analyzed by using analysis card listed in the revised edition of Bloom’s taxonomy. It showed that the mean of students’ absorption in answering HOTS in reading comprehension correctly was 35,79% and categorized as bad. Furthermore, the percentage of HOTS in reading comprehension in UAS was 25 % of 40 multiple choice test items, without the evaluation and creation skills and 10 questions represented analysis skill. Therefore, the researcher found that the factors of students’ difficulties in doing HOTS are 1) lack of interest in reading English texts, 2) having no idea the purpose of English reading texts and 3) not accustomed to make conclusions or interpret the texts due to being lack of vocabulary.
Co-Authors Belly Januarta Dody Sugiarto Ihda Husnayaini Muslim Ansori Nur Fadila Rica Meygita