cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Samsul Amri
Contact Email
ejipbifkipunisi@gmail.com
Phone
+6285365757756
Journal Mail Official
ejipbifkipunisi@gmail.com
Editorial Address
Jl. Soebrantas. Kelurahan Tembilahan Hilir. Kecamatan Tembilahan. Inhil - Riau
Location
Kab. indragiri hilir,
Riau
INDONESIA
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Published by Universitas Islam Indragiri
ISSN : 25492144     EISSN : 25985140     DOI : 10.61672
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics is a scientific journal issued by the English Study Program FKIP Islamic University of Indragiri Tembilahan Riau. It includes authentic studies, conceptual, and best work articles in English education, literature, and linguistics. Then it is put out twice a year in January and July. (ISSN. 2549-2144, E-ISSN. 2598-5140)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu" : 6 Documents clear
THE EFFECTIVENESS OF GALERY WALK TECHNIQUE TOWARD GRAMMAR COMPETENCE OF ENGLISH DEPARTMENT STUDENTS OF UNHASY Mukminatus Zuhriyah
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 4 No. 1 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v4i1.805

Abstract

Almost all of the students who learn English assume that learning grammar of English is not so important. They often think that their English is already acceptable in every condition without good grammar. This assumption makes their care on how important grammar is for their English less. It causes their grammar competence becomes low. Besides, the lecturer’s way of teaching which is not interesting also gives contribution to this low competence. This pre-experimental research was done by implementing gallery walk technique which is believed as an interesting and challenging teaching technique in intermediate English grammar class. The objectives of this research were to know: (1) the students’ grammar competence before the implementation of gallery walk technique, (2) the students’ competence on grammar after being taught by using GWT and (3) the effectiveness of GWT towards students’ grammar competence. The population of this study was two classes of the third semester students of English language eduacation department of UNHASY in the academic year of 2019/2020. The sample was class B comprising of 19 students by using purposive sampling. The students’ average score of grammar before GWT was applied was 67. After GWT was implemented, their mean score of grammar became 73. Because the value of sig. (2-tailed) was lower than 0.05, it showed that the improvement of the average results of pretest and posttest was significantly different. Then, it came to the conclusion that GWT was effective for teaching grammar.
THE EFFECT OF GRAPHIC ORGANIZER INSTRUCTION ON STUDENTS’ READING MOTIVATION syafrizal
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 4 No. 1 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v4i1.842

Abstract

The aim of this study is to find out the effect of graphic organizer instruction on the students’ reading motivation. The study was done through quasi-experimental design. The data were collected using Motivation for Reading Questionnaire (MRQ) developed by Wigfield and Guthrie (1997) . The population consisted of 119 students. A cluster sampling technique was used to take them as samples. The samples were divided into two groups; experimental group and control group. Then, the data were analyzed using t-test and paired sample t-test methods to find out whether there was significant difference between the experimental group taught by graphic organizer instruction as the treatment and the control group taught conventionally. The results of the research shows that the significant probabilities were higher than 0.05 (>0.05) ) in both paired sample t-test and independent sample t-test. It meant that there was significant difference on the students’ reading motivation in the pre-questionnaire and in the post-questionnaire of the classes. In sum up, the the application of graphic organizer instruction gives positive effect toward the students’ reading motivation.
STUDENTS’ ERRORS ANALYSIS IN CHANGING ACTIVE VOICE INTO PASSIVE VOICE OF SIMPLE PRESENT AND PAST TENSE (A CASE STUDY AT EIGHTH GRADE OF SMP SWASTA PUTERI SION MEDAN) Dian Septiana Manurung; Lince Lestari; Monica Evaliani Manik
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 4 No. 1 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v4i1.859

Abstract

Abstract This research was purposed to analyze students’ errors in changing active into passive voice of simple present and past tense. This study used descriptive qualitative research design. The data source was students’ test printed papers which contained passive voice questions as the instrument. The subject was eighth grade of SMP Swasta Puteri Sion Medan which consisted of 31 students. The data was identified, classified, and analyzed based on surface strategy taxonomy of Dulay’s theory, namely error of omission with percentage 23,3%, error of addition with percentage 12,19%, error of misformation with percentage 55,82% which established as the dominant error, and error of misordering with percentage 8,67%. The total of errors’ percentage reached 99,98%. Keywords: Error Analysis, Passive Voice. Abstrak Penelitian ini bertujuan untuk menganalisis kesalahan siswa dalam mengubah kalimat aktif menjadi kalimat pasif dalam simple present dan past tense. Penelitian ini menggunakan desain penelitian deskriptif kualitatif. Sumber data adalah lembar kerja siswa yang dicetak yang berisi pertanyaan kalimat pasif sebagai instrumennya. Subjek penelitian ini adalah kelas VIII SMP Swasta Puteri Sion Medan dengan jumlah siswa sebanyak 31 orang. Data diidentifikasi, diklasifikasikan, dan dianalisis berdasarkan kesalahan taksonomi siasat permukaan dari teori Dulay, yaitu kesalahan penghilangan dengan persentase 23,3%, kesalahan penambahan dengan persentase 12,19%, kesalahan salah formasi dengan persentase 55,82% yang ditetapkan sebagai kesalahan dominan dan kesalahan salah susun dengan persentase 8,67%. Total persentase kesalahan mencapai 99,98%. Kata kunci: Analisis kesalahan, kalimat pasif.
THE EFFECTS OF IMPLICIT VERSUS EXPLICIT INSTRUCTIONS TO TEACH REFUSAL STRATEGIES ON STUDENTS’ SOCIOPRAGMATIC AND PRAGMALINGUISTIC COMPETENCE Trifita Handayani
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 4 No. 1 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v4i1.864

Abstract

Abstract The purposes of the study were to explain the effects of implicit instruction on student’s sociopragmatic competences, implicit instructions on students’ pragmalinguistic competences, explicit instructions on students’ sociopragmatic competences, explicit instructions on students’ pragmalinguistic competences, the differences between implicit and explicit instructions on students’ sociopragmatic competences, the differences between implicit and explicit instructions on student’s pragmalinguistic competences, and the interaction between instructions with the students’ sociopragmatic and pragmalinguistic competences. The study used a quantitative research by using experimental factorial design 2x2. The data were taken from 80 second semester students at English Language Education Study Program at STAIN. The result of the study revealed that the mean score of post-test in implicit instruction on students’ sociopragmatic was 80.000 while explicit 92.550. Meanwhile, the mean score of post-test in implicit instruction on students’ pragmalinguistic was 83.000 while explicit 95.5000. It could be concluded that explicit has better effect to teach refusal strategies than implicit instruction on students’ sociopragmatic and pragmalinguistic competence based on the difference between the means score on implicit and explicit.
THE CORRELATION BETWEEN SPEAKING SKILL AND READING COMPREHENSION (A CASE STUDY ON THE THIRD SEMESTER OF ENGLISH STUDY PROGRAMAT ISLAMIC UNIVERSITY OFINDRAGIRI TEMBILAHAN) Maizarah Maizarah; Sri Erma Purwanti
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 4 No. 1 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v4i1.875

Abstract

Speaking is a skill to produce sequences of words that exist at the meaning while reading means a skill to get meaning from the written words. Vocabulary is the key in which these two skills relate to each other. The purpose of this study was to investigate the correlation between speaking skill and reading comprehension of the third semester English students at Islamic University of Indargiri. The sample of this study was 20 students. The research method used in this study was a correlational study. Researchers gave the test of speaking skills and reading comprehension to collect data. After the data has been collected, it was found that the average of the students’ speaking skills was categorized as Good because 70,8 in range 66-79 and the students’ reading comprehension was categorized as Good to Excellentbecause 78,7 in range 76-100. Based on those findings, researchers analyzed the students’ speaking skill and their reading comprehension by using Pearson r formula, with the result is 0,691. Based on the coefficient correlation, 0,691 was interpreted as Moderate Correlation. It means there is a significant correlation between students’ speaking skill and their reading comprehension.
STUDENTS’ DIFFICULTIES IN WRITING NARRATIVE TEXT Manisha Koilara; Four Satria Tambunan; Diana Romaito Hutabarat; Sri Ninta Tarigan
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 4 No. 1 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v4i1.906

Abstract

This research aims to describe students' difficulties in writing narrative texts, the students' more dominant problems and to know English teacher action to solve the problem. The researchers used qualitative research and a descriptive case study. This study tries to observe students' mistakes in writing narrative texts. The data collected based on the students' answer sheet. The categories made based on the students' answer sheets in writing Narrative texts. The things that recorded by the researchers for giving scores are the four generic structures: Orientation, Complication, Resolution, and Re-Orientation/Coda. And the researchers found that the students still had difficulties in writing narrative texts with the generic structures. Based on the findings, from 26 students only 3 students can distinguish between parts of generic structures and the rest must practice at home and ask the teacher to make improvements.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 8 No. 1 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 7 No. 2 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 7 No. 1 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 6 No. 2 (2022): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 6 No. 1 (2022): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 5 No. 2 (2021): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 5 No. 1 (2021): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 4 No. 2 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 4 No. 1 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 3 No. 2 (2019): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 3 No. 1 (2019): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 2 No. 2 (2018): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 2 No. 1 (2018): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 1 No. 2 (2017): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu Vol. 1 No. 1 (2017): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu More Issue