EEdJ: English Education Journal
Aim: EEdJ: English Education Journal publishes a majoring of multidisciplinary educational scientific articles in English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. Articles can be in the format of a of a research report, conceptual paradigm, or book review. Scope: EEdJ: English Education Journal welcomes papers about theory, method, and research in: English Education; English Teaching and Learning; Curriculum Development; Material Design; English for Specific Purposes; Cross-Cultural Understanding; Technology in Language Learning; Teaching and Learning Evaluation.
Articles
35 Documents
<![CDATA[An Analysis of Students’ Difficulties in Reading Comprehension ]]>
<![CDATA[Neneng Widya Septia]]>;
<![CDATA[Indrawati Indrawati]]>;
<![CDATA[Juriana Juriana]]>;
<![CDATA[Rudini Rudini]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 1 (2022): Vol. 2, No. 1 (April 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i1.2519
<![CDATA[This study was aimed to find out the students’ difficulties in learning reading comprehension at a public high school in Bangka and the factors students have the difficulties. The subject of this study were the students of eighth grade in Bangka. Descriptive qualitative method was used. After the students’ test scores were obtained, then the students’ difficulties were analyzed. After that, the number of difficulties was counted by tabulating and calculating the results. The difficulties faced by the students were difficulty in answering main idea questions (53,67%), vocabulary questions (47,84%), and making inference questions (45,34%). Four factors were found causing the students’ difficulties, those are students’ interest in learning reading because they do not have the desire to read English text and they are not interested in reading. The second factor is students’ difficulties in reading text and translating the English meaning. The third factor is lack of facility in their school since it did not provide enough reading material for them. And the last factor is house environment, the role of a parent at home to give child support is crucial.]]>
<![CDATA[Students’ Error in Transforming Active Voices into Passive Voices in Simple Past Tense ]]>
<![CDATA[Ratna Sari]]>;
<![CDATA[Ihda Husnayaini]]>;
<![CDATA[Supiah Supiah]]>;
<![CDATA[Dody Sugiarto]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 1 (2022): Vol. 2, No. 1 (April 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i1.2520
<![CDATA[This study was carried out to analyze errors made by eleventh grade students in transforming active voices into passive voices. Specifically, it was carried out to identify common errors and obtaining the causes of errors made by the students in transforming active voices into passive voices. The research used descriptive qualitative method. The data were collected through tests and interviews with an English teacher and a number of students. The data test was identified, classified, and analyzed by using Dulay’s surface strategy taxonomy and the causes of errors were analyzed by using Petter Hubbard’s theory. The research revealed two major findings, (1) the most common errors made by students was misformation, which was most frequently produced by the students with a total error of 247 or 52%. It is followed by an error in omission with a total error of 115or 24%. Misordering with 98 errors or 20%, and the lowest is addition with 19 errors or 4%, (2) Based on Petter Hubbard’s theory, mother-tongue interferences, overgeneralization, and error was encouraged by the learning materials and methods used causing those errors.]]>
<![CDATA[Using RCRR Strategy to Improve Students’ Reading Comprehension Skill ]]>
<![CDATA[Utin Mutia]]>;
<![CDATA[Ewa Desvy]]>;
<![CDATA[Dina Novrieta]]>;
<![CDATA[Priyanggo Karunia Rahman]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 1 (2022): Vol. 2, No. 1 (April 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i1.2521
<![CDATA[The aim of this study was to find out the significant difference of the skill in reading comprehension of narrative text between the students by using RCRR Strategy and those who are not. The subject of this study were the students of eighth grade students of a state high school in Kelapa district, Bangka Belitung province. In this study, the researcher used quantitative approach with quasi-experimental design.the findings showed that the result of mean score of post-test in the experimental group was higher (71.11) than the mean score in control group (60.29). Meanwhile, the result of independent samples test of students’ post–test between experimental and control group, the t-otained in equal variances assumed was 3.40 and the significant (2- tailed) was.001. Since the t-obtained was higher than t-table ((3.40>2.05)) and the significant (2-tailed) was lower than computation with level significant (.001<0.05). It could be concluded that there was a significant difference between the samples significantly, and RCRR Strategy improved the students’ skill in reading comprehension of narrative text. Therefore, the result of this study is expected to contribute to the development of the process of English teaching and learning, epecially for teaching and learning reading comprehension.]]>
<![CDATA[Using Teammate to Improve Speaking Skill of 11th Grade Students ]]>
<![CDATA[Sisvia Sisvia]]>;
<![CDATA[Utin Mutia]]>;
<![CDATA[Ihda Husnayaini]]>;
<![CDATA[Dina Novrieta]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 1 (2022): Vol. 2, No. 1 (April 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i1.2522
<![CDATA[This research was carried out to know the implementation of Teammate in improving students’ in speaking skill of procedure texts and to find out the significant difference between students' speaking ability of procedure texts using Teammate and Non-Teammate. The subjects of this study were students of class XI SMA Muhammadiyah. In this study, the researcher used a quantitative approach with a quasi-experimental design. The results showed that the post-test mean score in the experimental group was higher (68.66) compared to the average score in the control group (63.72). Meanwhile, the results of the independent sample test of students' post-test between the experimental and control groups, obtained t in the same variance assumed to be 3.229 and significant (2-tailed) was 0.000. Because the t obtained is greater than the t-table ((3.229>0.0845)) and significantly (2-tailed) lower than the calculation with a significant level (.000<0.05). Based on the facts above, it can be concluded that there is a significant difference between the samples, and Teammate Strategy improves students' speaking ability. Therefore, the results of this study are expected to contribute to the development of the teaching and learning process of English, especially for teaching and learning speaking skills]]>
<![CDATA[Using Group Investigation (GI) Strategy to Improve Students’ Writing Skill ]]>
<![CDATA[Renada Puji Ayu]]>;
<![CDATA[Supiah Supiah]]>;
<![CDATA[Zulfikri B Rasuan]]>;
<![CDATA[Atik Rahmaniyar]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 1 (2022): Vol. 2, No. 1 (April 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i1.2523
<![CDATA[The aim of this research is to find out the effectiveness of Group Investigation Strategy in improving students’ writing skill This study is experimental and was conducted in Bangka, Bangka Belitung province. 50 students from two classes of middle school were taken as the sample. By using Paired Sample t-test and Independent Sample t-test, the result showed that the students who were taught by using Group Investigation Strategy got higher score than those who were not. The result of independent sample t-test stated that t-obtained (0.420) was lower than critical value of t- table (2.01) and the significant (2-tailed) was 0.670, higher than computation with significant level 0.005. In other words, there was a no significant difference between students who were taught by using Group Investigation Strategy and the students who were taught without using Group Investigation Strategy.]]>
<![CDATA[The Effectiveness of Journalist Questions Technique on Teaching Writing ]]>
<![CDATA[Aisyah Pratiwi]]>;
<![CDATA[Zeli Wahyuni]]>;
<![CDATA[Indrawati Indrawati]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 2 (2022): Vol. 2, No. 2 (October 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i2.2741
<![CDATA[The aim of this study was to find out the significant difference of the skill in writing of recount text between the students who were taught by using Journalist Questions Technique and those who were not. In this study, the researcher used quantitative approach with quasi experimental design which was conducted at SMP Negeri 1 Pangkalpinang in academic year 2021/2022. The researcher used purposive sampling technique and two classes were taken as samples, while the samples of this study were 77 students. The result of the test was analyzed by using statistical analysis of Paired sample t-test and Independent sample t-test. The finding showed that the students who taught by using Journalist Questions Technique got higher score than those who taught by non using Journalist Questions Technique. It could be seen from the result of the mean score of post-test in the experimental group was higher (85.68) than the mean score in the control group (80.00). Furthermore, the result of independent sample t-test stated that t-obtained (3.605) was higher than critical value of t-table (2.00) and the p-output or the significant (2-tailed) was 0.001, lower than computation with significant level 0.05. Thus, the alternative hypothesis (Ha) was accepted, while the null hypothesis (Ho) was rejected. Therefore, there was a significant difference between who were taught by using Journalist Question Technique and the students who were not.. In conclusion, Journalist Questions Technique has a moderate effect in improving students’ writing ability.]]>
<![CDATA[The Correlation Between Teacher’s Strategies and Reading Comprehension Achievement of the Tenth Grade Students of SMKN 4 Pangkalpinang 2020/2021 ]]>
<![CDATA[Dody Sugiarto]]>;
<![CDATA[Hena Oktaliana Nur Imani]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 2 (2022): Vol. 2, No. 2 (October 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i2.2748
<![CDATA[The objective of this study was to find out the teacher’s strategies, the personality differences between male and female students, the students’ reading achievement, and the correlation between students' personality and their achievement in reading at the tenth grade students of SMKN 4 Pangkalpinang. Furthermore, the limitation of this study were 1) the purpose of reading focused on reading to search for simple information, reading to learn from texts, and reading for general comprehension, 2) type of reading was intensive reading, extensive reading. The research method used was quantitative with a correlational design. The population of this study was 2 classes consisting of 33 students at the tenth grade of SMKN 4 Pangkalpin ang. The data were analyzed by using Pearson Product-Moment Correlation. The result showed that the ????????????(0.945) was higher compared to ???????????????????????? at significant level 5% (0.344). Thus, the alternative hypothesis (????????) was accepted and null hypothesis (????????) was rejected. Furthermore, there was a significant correlation between teacher’s strategies and their achievement in reading. In conclusion, teacher’s strategies influenced their achievement in reading.]]>
<![CDATA[Students’ Perception of English Online Learning During Covid-19 Pandemic ]]>
<![CDATA[ihda husnayaini]]>;
<![CDATA[Dzihan Salsabila]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 2 (2022): Vol. 2, No. 2 (October 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i2.2774
<![CDATA[This study was aimed to obtain the students’ perception towards English online learning during Covid-19 pandemic in Indonesia, especially in a private junior high school in Bangka province. The research method used in this study was a descriptive research design with a quantitative approach. The data were obtained with an interview, questionnaire, and documentation. The subject of this study were 34 members of eighth-grade students in Dendang village. especially in English subject. Based on the analysis of the data did by the researcher, the researcher found that learning English through online learning during the Covid-19 pandemic got positive perceptions in the aspect of the dimension of teaching material with 16 respondents strongly agreed at the highest percentage of 47.1%, the dimension of atmosphere/environment with 17 respondents strongly agreed at the highest percentage of 50%, the students’ interaction with 18 respondents strongly agreed at the highest percentage of 53%, and the benefits of learning English through online learning with 21 respondents strongly agreed at the highest percentage of 61.77%. Thus, it concluded that the students perceived that they can adjust the learning process to all aspects contained in the online learning process.]]>
<![CDATA[Using Team Assisted Individualization Method to Improve Students’ Writing Skill ]]>
<![CDATA[Utin Mutia]]>;
<![CDATA[Deby Mariska]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 2 (2022): Vol. 2, No. 2 (October 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i2.2775
<![CDATA[The aim of this study was to know the implementation of Team Assisted Individualization Method in improving students’ skill in Writing Skill of Recount text and to find out the significant difference of the skill in Writing of recount text between the students by using Team Assisted Individualization and those who are not. The subject of this study were the students of eighth grade students of SMPN 4 Kelapa in academic year 2021/2022. In this study, the researcher used quantitative approach with quasi-experimental design. The population of the research are the students among the eight grade of SMPN 4 Kelapa which consist of 53 students. and the sample is the class VIII grade students which also consist of 53 students. Based on the fact, it could be concluded that there was a significant difference between the samples significantly, and Team Assisted Individualization improved the students’ skill in Writing of recount text. Therefore, the result of this study is expected to contribute to the development of the process of English teaching and learning, epecially for teaching and learning writing skill.]]>
<![CDATA[Using Extending Concept through Language Activities (ECOLA) Technique to Improve Students’ Reading Comprehension Skill ]]>
<![CDATA[Riyadi Pratama]]>;
<![CDATA[Supiah Wagiyo]]>;
<![CDATA[Priyanggo Karunia Rahman]]>
<![CDATA[ EEdJ: English Education Journal Vol 2 No 2 (2022): Vol. 2, No. 2 (October 2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v2i2.2778
<![CDATA[The objective of this study was to find out whether there is a significant difference in students’ reading comprehension between the experimental and the control group. The sample of this study were taken from two classes of the second year of a private high school in Bangka Belitung province. This study is an experimental study with quasi-experimental design. The data were collected through Observation and Test. They were then analyzed by using T-Test.The result showed that the rxy (17.16) was higher compared to rtable at significant level (0.432). Thus, the alternative hypothesis (Ha) was accepted and null hypothesis (H0) was rejected. Furthermore, there was a significant difference between students’ reading skill of the experimental class and those of the control one. In conclusion, the students’ reading comprehension in narrative text has been improved by using Extending Concept through Language Activities.]]>
