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Perumahan Surya Alam 8 Blok A No. 15 Jl. Masjid Jami, Talang Jambe, Kec. Sukarami, Kota Palembang, Sumatera Selatan 30961
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Journal of English Education
ISSN : 30249902     EISSN : 29886511     DOI : https://doi.org/10.61994/jee
Core Subject : Education,
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.
Articles 5 Documents
Search results for , issue "Vol. 1 No. 1 (2023): Journal of English Education" : 5 Documents clear
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.

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