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Journal of English Education
Published by CV. Doki Course and Training
ISSN : 30249902     EISSN : 29886511     DOI : https://doi.org/10.61994/jee
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Education is a scientific journal published by CV. Doki Course and Training. The papers to be published in JEE are research articles (Qualitative, Quantitative and Mix Method Approach), literature studies or original ideas that are considered to contribute to scientific studies of English Education. It covers problems in English education such as English Language Pedagogy, English language Literacy, English for Specific Purposes, ELT Materials Development and Evaluation, English Language Testing and Assessment, Teaching English to Young Learners, English Literature, Language Policy and Planning, and Second Language Acquisition.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 15 Documents
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THE CORRELATION AMONG READING HABITS, READING MOTIVATION, AND READING COMPREHENSION OF THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 10 PALEMBANG Aditya, Andi; Fadhilah Dafa; Darmawan Budiyanto; M. Rasyid Ridho
Journal of English Education Vol. 1 No. 1 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i1.59

Abstract

The effect of comprehension is determined not only by whether or not the text makes sense but also by the information it contains. The purpose of this research was to determine whether or not there was a correlation among class XI students' reading habits, reading motivation, and reading comprehension at SMA Negeri 10 Palembang. 130 students from classes XI MIA 5, XI MIA 6, and XI MIA 7 were chosen using the purposive sampling technique. The correlational method applies to this study. Questionnaires and tests have been data collection instruments. To analyze the data, the writer used Kolmogorov-Smirnov normality testing, SEM-PLS for correlation analysis, with SmartPLS version 3.2.9. The latent variable correlation results for the significance of reading habits and reading comprehension in students show the correlation value (0,989) was higher than r-table (0,172). This means that the significant value of correlation was included in the very high category, and the results of the latent variable correlation on the significance of students' reading motivation and reading comprehension show that the correlation value (1,000) was higher than the r-table (0,172). This means that the significant value of correlation was included in the very high category. The correlation coefficient was found to be significant. It also implies there was a statistically significant correlation among their reading habits, reading motivation, and reading comprehension. The null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted, as determined by the writer. In conclusion, this result is explained by the fact that there was a significant relationship among reading habits, reading motivation, and reading comprehension.
THE RELATIONSHIP BETWEEN THINKING STYLES AND WRITING ACHIEVEMENT OF THE ELEVENTH GRADERS OF SMA ISLAM AZ-ZAHRA PALEMBANG Fadhilah Dafa; Andi Aditya; Darmawan Budiyanto; M. Rasyid Ridho
Journal of English Education Vol. 1 No. 1 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i1.60

Abstract

This study aimed to find out the relationship between thinking styles and writing achievement, how much thinking styles contributed to the students’ writing achievement. This study used correlational research design. The sample was selected by using purposive sample technique, consisting of 55 students. The data were collected by administering thinking styles questionnaire and writing achievement test. The data obtained were analyzed by using Pearson Product Moment and Regression significant relationship between thinking styles and writing achievement of the eleventh graders of SMA Islam Az-Zahra Palembang and it categorized as low correlation. Moreover, thinking styles strategy contributed as much 31%. This means that the significant value of the correlation was included in the low category. In addition, the significant coefficient was -0.176 lower than alpha value 0.05 there was no significant correlation. The Pearson Correlation of students’ thinking styles and writing achievement was 0.199 indicates in low category correlation. It means the correlation coefficient was found to be insignificant. It also implies there was no statistically significant relationship between thinking styles and their writing achievement. The null hypothesis (Ho) was accepted and the alternative hypothesis (Ha) was rejected, as determined by the writer.
THE IMPROVEMENT OF FISHBOWL TECHNIQUE ON TENTH GRADE SPEAKING ACHIEVEMENT Ummul Khair; Faozatulo Telaumbanua; Eflin Novalynda Simorangkir; Fatimah; Cicik Sri Lestari
Journal of English Education Vol. 1 No. 1 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i1.148

Abstract

This research is concerned with the influence of the fishbowl on the speaking achievement of the tenth-grade students of SMAN 1 GAS INHIL RIAU. The objectives of this study were to find out: a) whether or not there was a significant influence on speaking achievement of the tenth-grade students of SMAN 1 GAS INGIL RIAU who were taught by using the fishbowl technique and those who were not, and b) whether or not there was a significant difference of speaking achievement between the tenth-grade students of SMAN 1 GAS INHIL RIAU who were taught by using fishbowl technique. The population was the tenth-grade students of SMAN 1 GAS INHIL RIAU in the academic year 2022/2023. The purposive Sampling technique was used to take a sample of this study which consisted of 80 students. This study used a quasi-experimental design, there were an experimental group and a control group. Both of them were given a pre-test and post-test (before and after treatment). In analysing the data, paired sample t-test and independent sample t-test would be applied. Based on statistical analysis, the result of paired sample t-test showed that t-obtained (14.835) > t-table (2.079) which means that the students’ speaking achievement was significantly influenced. Then the result independent sample t-test, the value of t-obtained (3.592) was higher than the critical value of t-table (2.079). It means that there was a significant difference between SMAN 1 GAS INHIL RIAU who were taught by using a fishbowl and those who were not.
USING FABLES TO ASSIST STUDENTS IN ENHANCING THEIR READING COMPREHENSION Frian Saputra; Ari Kurniawati; Nurmala Dewi; Indri Nurhasanah; Berli Hartati
Journal of English Education Vol. 1 No. 1 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i1.150

Abstract

The main problem in this study was "Is it effective to teach reading comprehension by using fables to the eleventh-grade students at SMK Rawas Hulu?". The objective of this study is to find out whether or not teaching narrative text by using fables to eleventh-grade students at SMK Rawas Hulu is effective. The method used in this study was the quasi-experimental method. The population of this research was the eleventh-grade student at SMK Rawas Hulu in the academic year of 2022/2023. The population was 240 students, and 240 students were taken as samples, which were chosen through purposive sampling in the form of convenience sampling. The written test was used to collect the data and analysed through paired samples t-test. The result of this study proved that are the fables effective for teaching reading comprehension by using fables to the eleventh-grade students at SMK Rawas Hulu, it is proved by the degree of freedom (df) 33, sig with 2-tailed 0,000. T- obtained shows that the alternative hypothesis with 95% (0,05) of the significant level was accepted because the result of paired samples t-test was 3.088 which exceeded the t-table value was 2,042 as its critical value under 0,05 significant levels. Besides, the alpha value It (0,000) was less than 0,05. it indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that Teaching Reading Comprehension by Using Fables to The Eleventh Grade Students at SMK Rawas Hulu was effective.
THE RELATIONSHIP BETWEEN SELF-REGULATED LEARNING STRATEGIES AND READING COMPREHENSION IN NARRATIVE TEXT Dedy Pratama; Hari Agus Purnomo; Candra Irawan; Bunga Riama Sinaga; Almidawati
Journal of English Education Vol. 1 No. 1 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i1.151

Abstract

The purpose of this study was to determine (1) the student's SRL strategies at SMP N 5 Palembang, and (2) whether or not there was a significant correlation between Self-Regulated Learning Strategies (SRL) and reading comprehension in the narrative text at SMP N 5 Palembang. This study's population and sample were students in the eighth grade at SMP N 5 Palembang. The sample size was 46 students, chosen using a non-random sampling technique. To collect data, students were given a questionnaire about self-regulated learning (SRL) strategies and a reading comprehension test. The data were analysed using correlation analysis. Based on the statistical analysis, the correlation coefficient or R-value (0.631) was found to be greater than R-table (0.245). The significance level (p) (sig.2-tailed) was then 0.000. This indicates that the p-value (0.000) was less than 0.05. It is possible to conclude that there was a highly significant correlation between the students' self-regulated learning strategies and reading comprehension in narrative text.
THE RELATIONSHIP IMPACTING COPING STRATEGIES, ANXIETY, AND LEARNING STRESS IN ELEVENTH-GRADE ENGLISH STUDENTS Marliah Ananda Herman; Darmawan Budiyanto; Heru Setiawan; M.Rasyid Ridho
Journal of English Education Vol. 1 No. 2 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i2.188

Abstract

The purpose of this research to coping method and anxiety has any kind of meaningful relationship, there was a connection between them that was meaningful coping strategy and anxiety of English is being taught to students in the eleventh grade at SMA Negeri 2 Palembang., there was any significant correlation between coping strategy and learning stress of the eleventh graders is in learning English at SMA Negeri 2 Palembang, how much did coping strategy contribute toward anxiety of the eleventh graders is in learning English, how much did coping strategy contribute towards anxiety and learning stress in students eleventh graders of learning English. This researched used experimental study with correlational approach, In order to collect data for this research, the writer used cluster sampling to select 420 students from the population of the study in the eleventh grade at SMA Negeri 2 Palembang. Questionnaire and analyzing the data used correlation study and spearman correlation. The result of this study was to found out the regression analysis and got score of 0,562. It can be concluded that there was correlation between students' coping strategy and anxiety. The result that the correlation using Shapiro-Wilk test for Anxiety 0,000, and the significance coefficient (Sig -2tailed) of Shapiro-Wilk for learning stress 0,000 and it’s lower than 0,05.It means that the normality of data was rejected because the data used Spearman correlation.
PICTURE SERIES STRATEGY AND MOTIVATION IN ELEVENTH GRADE SPEAKING ACHIEVEMENT: AN EXPERIMENTAL RESEARCH DESIGN Tomi Syaputra; Darmawan Budiyanto; Gaya Tridinanti; M. Rasyid Ridho
Journal of English Education Vol. 1 No. 2 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i2.189

Abstract

Despite the fact that speaking proficiency is essential for learning a foreign language, the majority of students struggle with it. This research set intended to discover: (1) whether or not students who trained to use the picture sequence approach and those who studied the presenting strategy had significantly different speaking abilities, (2) whether or not there was motivated and uninspired students perform significantly differently in speaking tasks, (3) whether or not there was the interact of picture series and motivation on speaking achievement. There were 60 students as sample and used purposive sampling, quantitative with factorial design approach, the information was gathered utilizing a speaking test and a questionnaire, paired sample t-test, independent sample t-test, and two-way ANOVA. Results, there is a big gap in speaking ability. It was proved by the result of paired t-test with t obtained (-13.950) was lower than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. Also, it was proved by the result of independent sample t-test with t obtained (4,516) was higher than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. In addition, the result of two-way ANOVA showed that A significant value was obtained of 0.003 < 0.05, that there was a difference between experimental group and the control group's speaking proficiency among students was motivated and uninspired. A significant value was obtained of 0.010 <0.05, Consequently, it could be said that there was a difference in speaking achievement between students who were motivated and those who weren't. A significant value of 0.355 > 0.05 was obtained, so it could be concluded there was no interact between learning methods and student motivation towards speaking achievement.   
INTERACTIVE VOCABULARY TECHNIQUE IN VOCABULARY MASTERY TEACHING: A QUASI-EXPERIMENTAL APPROACH Sri Yuliani; Sri Hartati; Masagus Sulaiman; Saptika; Kurnia Saputri
Journal of English Education Vol. 1 No. 2 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i2.356

Abstract

Vocabulary is crucial in language learning. Vocabulary is also an important ability to learn to read, speak, write, and listen properly. This research aimed at figuring out whether or not the interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim. Quasi experimental approach was applied in this research. This research involved 81 students of VII.1, VII.2, and VII 3 classes as the population and 54 of them as the sample regarding as control and experimental classes. Pretest and posttest were used to collect the data in line with 35 items of 17 fill-in-the- blank, 10 unscramble letters, 8 multiple choices. The data were analyzed by using Paired t-test and Independent sample t-test. The results showed that the t-obtained was 6.101 at the significant level 0.05 (5%) and t-table was 2.020 which indicated that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It means that interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim.
THE EIGHTH GRADE STUDENTS' VOCABULARY MASTERY AND WRITING DESCRIPTIVE TEXT ABILITY Hari Agus Purnomo; Candra Irawan; Dedy Pratama
Journal of English Education Vol. 1 No. 2 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i2.372

Abstract

The purposes of this research were to find out the correlation between students’ vocabulary mastery and writing descriptive text and the contribution of vocabulary mastery on writing ability. The population of the study was all of the 8th grade students in SMP Negeri 6 Lempuing. In choosing the sample, random sampling was used that involved 134 students. The data were collected by using vocabulary mastery and writing descriptive text ability tests. The data were analyzed by using Pearson Product Moment to investigate the correlation between both variables and regression analysis. The results showed that the coefficient of R-value was 0.557. The category of correlation between vocabulary mastery and writing ability showed a moderate correlation. It was found that there was significant correlation between students’ vocabulary mastery and writing descriptive text ability of the eighth-grade students in SMP Negeri 6 Lempuing. There was also contribution of vocabulary mastery to writing descriptive text ability of the eighth-grade students as much 31%. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In other words, having a rich vocabulary mastery can make students easier for students to write especially for writing descriptive text.
EXTENDING STUDENTS' SPEAKING SKILLS IN THE ELEVENTH-GRADE BY USING ROUND ROBIN TECHNIQUE (R2T) Vyna Yuniarti; Yeni Anggeriani; Frian Saputra
Journal of English Education Vol. 1 No. 2 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i2.373

Abstract

This study was aimed to find out whether or not there was any significant difference in speaking skill between the students’ who were taught by using Round Robin technique and those who were not. There were 60 students of eleventh-grade students of SMA Negeri 7 Prabumulih involved in this study as the sample. They were divided into two groups, experimental and control groups, both groups consisted of 30 students. This study used quasi non-equivalent group design. The experimental group were taught by using Round Robin technique meanwhile the control group were taught by using lecturing method. The result showed that the mean score of experimental groups increased from 70,88 in pre-test to 78,67 in post-test. Furthermore, the result of independent t-test from experimental group and control group shown that the t-obtained was 2,625 and it was higher than t-table 1,9977. It means that there was any significant difference between experimental and control groups which was caused by Round Robin technique given to the experimental group. It can be concluded that there was significant difference between students who were taught using Round Robin technique and students who were not.

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