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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 163 Documents
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THE ABILITY OF STUDENTS OF ENGLISH STUDY PROGRAM 2017/2018 YEAR, ISLAMIC UNIVERSITY OF INDRAGIRI TO DISTINGUISH PRESENT PARTICIPLE FROM GERUND Agus Mustajib
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 1 (2018): 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.v2i1.227

Abstract

Language is purely human and non-instinctive method because language is the most frequently used and most highly developed form of human communication. And language is a distinctly human instrument, although other animals produce sounds and noises, the human language alone is articulated into words and alone is capable of expressing an infinite variety of thought. Languages are not just sets of symbols. They also often conform to a rough grammar, or system of rules, used to manipulate the symbols. The grammar of a language is a complex and highly structured affair because it operates in terms of concepts and categories which have to be defined in the same way. So we need grammar in using English and the understanding about grammar also influences our ability in English. The students of English study program 2017/2018 year, Islamic university of Indragiri are the students who are obliged to use English in almost all subjects. So, the researcher is eager to know their ability to distinguish present participle from gerund can be as a measure and correction for them how far their understanding about English. In conclusion, the students of English study program to distinguish present participle and gerund has percentage, there was 62.02 % the correct answer, while the percentages of the incorrect answer was 37.98 %. From the percentage of the correct answer above can be said that the ability of the 2017/2018 year students of English study program, Islamic University of Indragiri in distinguishing present participle from gerund is good.
A STUDY ON ENGLISH TEACHERS’ PEDAGOGICAL COMPETENCIES IN TEACHING AND LEARNING PROCESS: (A Descriptive Research at SMPN 2 Tembilahan Hulu) Ahmad Ahmad; Iratna Iratna
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 1 (2018): 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.v2i1.228

Abstract

The main purpose of this study was to investigate English teachers’ pedagogical cempetencies in teaching and learning process and its supporting factors. It was conducted at the English teachers at SMPN 2 Tembilahan Hulu. It was a descriptive quantitative research. The sample of this study were five English teachers at SMPN 2 Tembilahan Hulu. The data were collected by using questionnaire sheet. By the questionnaire sheet, the researcher got the results that the teachers’ pedagogical competencies in teaching and learning process at SMPN 2 Tembilahan Hulu was at good level with the percentage 73.73%. Where the teachers’ pedagogical competencies of the first teacher was at good level (71.00%), the second teacher was at good level (78.00%), the third teacher was at good level (70.00%). It is the same with the fourth and fifth teacher. They were also at good level (78.00%). By the questionnaire sheet, the researcher also got the results that supporting factors of teachers’ pedagogical competencies in teaching and learning process are dominant on the social environment factor. Based on the result of this study, it revealed taht the English teachers at SMPN 2 Tembilahan Hulu understand and recognize about teachers’ pedagogical competencies in teaching and learning process.
AN ANALYSIS OF STUDENTS’ COMMON ERROR IN WRITING DESCRIPTIVE TEXT AT THE 2ND GRADE OF MA NURUL HUDA SUNGAI LUAR Ardian Supianda; Samsul Amri
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 1 (2018): 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.v2i1.229

Abstract

The goal of this research was to find out the students’ common error in writing descriptive text at the 2nd grade of MA Nurul Huda Sungai Luar. This research belongs to descriptive study, specifically descriptive qualitative. In order to find out the students’ common error, the researcher used a written text where the students should write their own descriptive text. Students’ writing were assessed based on global error which consist of error in verb tense (vt), word order (wo), connector (conn), local error which can be divided into article error (art), number (num), and organization error (identification error and description error). After collecting the data, the researcher analyzed them by describing the errors. As the result, the researcher found that the students made 143 errors which can be separated into verb tense is about 73 or 51%, word order 14 or 10%, connector 7 or 5%, article 8 or 5,5%, number 26 or 18%, and identification 15 or 10,5%. At the end, since the goal of this research is to find out the common error, it can be concluded that the common one is error in using verb tense (vt).
DIFFERENT LEVELS OF COMMUNICATION ACTIVITIES IN SPEAKING EXERCISES OF BSE ENGLISH TEXTBOOK Kurnihayati Kurnihayati
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 1 (2018): 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.v2i1.230

Abstract

The use of a textbook is a crucial one, since a textbook plays an important role in learning activities, a textbook can be a source of the lesson. And evaluating a textbook should be applied as a way to keep the usefulness of the textbook. So, this study has an aim to evaluate the speaking exercises in curriculum 2013 textbook. The concern of this study is the different levels of communication activities in the textbook that mentioned by Littlewood (2004). According to Littlewood, there are five different levels of communicative activities; those are non-communicative, pre-communicative, communicative, structured communication and authentic communication. In gathering the data, it was used checklists from Littlewood (2004) to analyze fifteen speaking exercises from the textbook. After analyzing the exercises, it is found that communicative level which has good level. The results of this study is one speaking exercise is non-communicative, two speaking exercises for each pre-communicative, communicative and structured communication. And eight speaking exercises in this textbook are in authentic communication level. The findings of this study can be used as the inputs for the consideration in using this textbook.
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH STORYTELLING OF NARRATIVE TEXT AT GRADE VIII-A OF SMPN I TEMPULING INDRAGIRI HILIR Lia Diana
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 1 (2018): 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.v2i1.231

Abstract

The study purposed to determine if storytelling technique can improve the students’ speaking skill of narrative texts, and the influencing factors of its improvement. It was designed as Classroom Action Research which was conducted in two cycles. Each cycle comprised of five meetings that covered plan, action, observation, and reflection. The research participants were the students of VIII-A SMPN 1 Tempuling Kab. Indragiri Hilir. There were 13 students. The data were collected through (1) observation sheets; students, teacher, teaching steps, (2) field notes, (3) interview, and (4) speaking skill. The research determined that storytelling technique could improve the students’ speaking skill of narrative texts. The factors that influenced its improvement were (a) teaching material, (b) students’ motivation, (c) classroom activities, and (d) teacher’s role.
READING DIFFICULTIES ON EFL LEARNERS: (A CASE STUDY ON THE FIRST SEMESTER OF MANAGEMENT PROGRAM AT ISLAMIC UNIVERSITY OF INDRAGIRI TEMBILAHAN) Maizarah Maizarah
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 1 (2018): 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.v2i1.232

Abstract

The problem in this study was the students’ reading difficulties on EFL Learners. This study only used one variable. The research method used in this study was a descriptive research. The purpose of this study was to know the students’ reading difficulties in English as a foreign language at the first semester of Management Program at Islamic University of Indragiri Tembilahan. The total of the population used in this study were 163 students, the technique was used to take the sample is random sampling, the sample of this study was 25% from the population were 41 students. In collecting the data, the researcher used a close-ended questionnaire and an open-ended questionnaire. After the data has been collected, the result of close-ended questionnaire shows that the most problem is faced by the students related to oral reading difficulties is lacking fluency, as many as 31 students (75,6%) say yes. While, the most problem is faced by the students related to reading comprehension difficulties is inability to understand what has been read due to limited knowledge of vocabulary, as many as 28 students (68,3%) say yes. In addition, the result of open-ended questionnaire are: 1) Some of English words are difficult to pronounce and some of English words are not difficult to pronounce, 2) English words can be difficult to pronounce because of the different writing and the way to pronounce it. 3) The difficulty to pronounce the English words was caused by the English word did not use in their daily activity. 4) English words are difficulties to read with appropriate speed, it is caused by the lack practice of reading sentences in English, 5) The difficulties to understand the word or English sentence because the lack of vocabularies. 6) The biggest reading difficulty in English for most of the studetns were difficult to pronounce the english words and difficult to understand the meaning of English words/sentences, 7) the way to overcome the difficulties in their reading were increase the reading practice and memorize the vocabularies.
THE ROLE OF CLASSROOM INTERACTION IN STUDENTS’ SPEAKING SKILL (A Case Study Research In Senior High School) Gita Larasaty; Yutinih Yutinih
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 2 (2018): 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.v2i2.233

Abstract

This study is aimed at finding out how the role of classroom interaction in students’ speaking skill by showing the role of student-student interaction and student-teacher interaction inside classroom. While, the students often found some problems in learning speaking; one of the problem that they faced was lack of interaction in classroom. According to Warda (2015:2) “lack of interaction in EFL classes, could be the first lead to student’s oral poor productions.” Allwright (1984:156) defined interaction as the fundamental fact of classroom pedagogy- the fact that everything that happens in the classroom happens through a process of live-person-to-person interaction. Classroom interaction then is the one of facilitator to start conversation, as Nunan (1991:50) argued in two-way tasks (conversational interaction), all participants have a piece of informational known only to them which must be contributed to the small group discussion for the task to be completed successfully. The writer used qualitative research design and took one of the kinds of qualitative research method, which is a case study. The data obtained from the triangulation instruments. The first instrument was observation, this instrument helped the writer to find out the real situation in classroom especially the students’ interaction in speaking class, the second instrument was questionnaire, this instrument was to classify and determine how frequently interaction in classroom, the third instrument was the data transcript from interview. The results show that 92% of the students are aware about the important of classroom interaction in their speaking skill and 56% of them need their teacher to be guider as well as motivator with the number 24% to encourage them to interact and speak in the classroom. And students really need the teacher to provide more opportunities to interact with her, which according to their responses 68% of them prefer student-teacher interaction the most. In fact, students seem to know one of good students’ qualities is speaking and interacting in classroom, since refraining classroom interaction and showing no interest will naturally affect their speaking ability.
THE ALTERNATIVE STRATEGIES FOR TEACHING READING SKILL FOR EFL STUDENTS Maizarah Maizarah
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 2 (2018): 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.v2i2.234

Abstract

Reading is one of the important skill should be taught by EFL students, because through reading students will get many informations about anything. But, the problem is they complicated to understand the text was given by the teacher. The EFL students getting confuse to comprehend what the information of the reading text that actually wants to be delivered by the writer. It was indicated by the lack of vocabularies, less of background knowledge, and the different of English language structure with their first language or their mother tongue. In this case, the EFL students need an appropriate strategy to solve their problem. The teacher must apply some appropriate strategies to teach reading in order to make the reading activities in classroom become interesting in order to EFL students have the way to comprehend the text easily. Therefore, this article explains some alternative stratetegies that can be applied by the teachers to improve the students’ reading skill.
ACTIVITIES IN TEACHING ENGLISH VOCABULARY FOR YOUNG LEARNERS IN FIVE KINDERGARTENS IN INDRAMAYU Natalia Anggrarini
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 2 (2018): 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.v2i2.235

Abstract

Childhood Education essentially aims at providing stimulation in all aspects of child development especially in language development. This study is attempted to investigate activities in teaching English vocabulary to young learners. To provide good education in early childhood the teacher has to understand their characteristics and know their needs according to their developmental level. In accordance with the world of early childhood, children learn through play (learning through play) and interesting learning process for them (playing is learning).Thus, the teacher needs to provide activities that meet the students needs and present them in a proper way. This study describes the activities done by teachers in five kindergartens in Indramayu. The participants in this study were five teachers in those five kindergartens. The findings showed that the teachers in five kindergartens in Indramayu taught vocabulary by presenting some activities such as; listen and do, listen and repeat, modeling and demonstration, singing song, look and say, listen and identify, and question and answer. In Grade A the dominant activity was Listen and Repeat with frequency 40% in one semester while in Grade B, Look and say was the dominant activity with frequency 30,76% in one semester. Those activities are done based on the consideration that the activities done in Grade A were emphasized on their level of development such as imitating. While children in Grade B were more developed, the activities were emphasized on recognizing word and learn to pronounce it clearly.
THE EFFECT OF COMIC STRIPS ON SECONDARY EFL STUDENTS’ READING COMPREHENSION AND WRITING ABILITY M. Ridhwan; Muhammad Taufik Ihsan; Naskah Naskah
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 2 (2018): 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.v2i2.236

Abstract

The purpose of this study was to investigate the significant effect of using comic strips strategy toward students’ reading comprehension and writing ability at MTsN 1 Pekanbaru. A Quasi-Experimental by Non-equivalent Pre-test and Post-test Group was applied as a designed for study. The sample was two classes (VIII 3 and VIII 4) consisting 20 students of treatment class, and 20 students of control class. The data were computed using SPPS 20.0 to analyze Independent sample t-test and Paired sample t-test. The finding of this study revealed that there was a significant effect on students’ reading comprehension by using comic strips strategy, it shown on paired sample t-test; treatment class was 77 and control class was 64.5, the hypothesis testing showed the result of post T-test -7.149, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. The data also revealed that there was a significant effect on students’ writing ability, it shown on paired sample t-test; treatment class was 79.6 and control class was 54.2, the hypothesis testing showed the result of post T-test -21.9, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. From those data it can be summarized that there is a significant effect of using comic strips strategy on students’ reading comprehension and writing ability.

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