Edukasi
Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education and English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education, 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. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
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139 Documents
<![CDATA[TEACHING READING NARRATIVE TEXT BY USING WINDOW NOTES STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 4 PALEMBANG ]]>
<![CDATA[Ariesca Ariesca]]>;
<![CDATA[Lenny Marzulina]]>
<![CDATA[ Edukasi Vol 3 No 1 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The purpose of this study was to find out whether or not there is a significant difference on the eighth grade students’ reading comprehension who were taught by using window notes strategy and those who were not at SMP Muhammadiyah 4 Palembang. The population of this study consisted of 140 eighth grade students of SMP Muhammadiyah 4 Palembang in Academic Year of 2014/2015. There were fifty eight students taken as sample. Each class consisted of twenty nine students from class VIII A as experimental group and twenty nine students from class VIII B as control group. The sample of this study was taken by using purposive sampling method. In this study, the researcher used pretest-posttest non-equivalent group design. The instrument used in collecting the data was reading comprehension test in the form of multiple choice. The test was administrated twice, as the pretest and posttest for both experimental and control group. The result of the test were analyzed by using IBM SPSS (Statistical Package for the Social Science) Statistics 22. The result showed that “there was means significant difference from students’ posttest scores in experimental and control groups, it was found the p-output (Sig.2-tailed) was lower than 0.05 level and t-value (4.324) is higher than t-table (1.673). So, the Ho (the null hypothesis) was rejected and Ha (the alternative hypothesis) was accepted. It means that there was significant difference on students’ reading comprehension achievement taught using window notes strategy than those who were not.]]>
<![CDATA[TEACHING SPEAKING SKILL BY USING GUIDED CONVERSATION TECHNIQUE THROUGH PAIR TAPING TO THE SEVENTH GRADE STUDENTS OF SMP PTI PALEMBANG ]]>
<![CDATA[Herlina Herlina]]>;
<![CDATA[Muhammad Holandiyah]]>
<![CDATA[ Edukasi Vol 2 No 2 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objectives of the study are (1) to find out whether or not there is a significant improvement on students’ speakingability average score (2) to find out whether or not means paired differences on students’ speaking ability who are taught by usingguided conversation technique through pair taping higher than those who are taught by using teachers technique to the seventh grade students ofSMP PTI Palembang. The population of the study was the Seventh Grade Students of SMP PTI Palembang in the academic year of 2013/2014. The writer got the class VII.1 as the control group and VII.II as the experimental group. It consisted of 76 students, 38 students for control group and 38 students for experimental group. The result showed that teaching speaking using guided conversation technique through pair taping had a significant effect on the students’ speaking ability. It can be seen from the result of the post-test of each group. Based on the paired sample t-test analysis, it was found that t-obtained was higher than t-table. The t-obtained was 10.790 and t-table was 2.045 at the significance level p<0.05 in two-tailed testing with the degree of freedom. If t-obtain was higher than t-table, so the null hypotheses (Ho) was rejected and the alternative hypotheses (Ha) was accepted. It means that there was significant improvement in speaking ability between the students who were taught by using guided conversation technique through pair taping than those who were taught teacher’s technique.]]>
<![CDATA[TEACHING READING COMPREHENSION USING “SAVE THE LAST WORD FOR ME” STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP N 7 PALEMBANG ]]>
<![CDATA[Muhammad Holandiyah]]>;
<![CDATA[Putri Okva Utami]]>
<![CDATA[ Edukasi Vol 2 No 1 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objective of this study were to find out whether or not there is any significant difference on students’ reading comprehension achievement taught using Save the Last Word for Me strategy and teacher’s method that usually used by the teacher to the eighth grade students of SMP N 7 Palembang. This study used quasi-experimental design using nonequivalent pretest-posttest design. The population of the study was all the eighth grade students of SMP Negeri 7 Palembang. The sample of the study was taken by using convenience sampling method. The total number of the sample was 79 students, 40 students belonged to experimental group and 39 students belonged to control group. In collecting data, the writer used test. The test was given twice to experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data pretest and posttest of the experimental and control groups were analyzed by using independent sample t-test in SPSS program. The finding showed that the p-output (sig.(2-tailed)) was 0.000 lower than 0.05 and the t-value 13.956 was higher than t-table 1.9908. So, it could be stated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. The analysis could infer that there was any significant difference between the students who were taught by using Save the Last Word fo]]>
<![CDATA[THE INFLUENCE OF RECIPROCAL TEACHING STRATEGY AND STUDENTS’ LEARNING MOTIVATION ON THE ELEVENTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT BINA JAYA SENIOR HIGH SCHOOL OF PALEMBANG ]]>
<![CDATA[Nita Ria]]>
<![CDATA[ Edukasi Vol 3 No 1 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The research to improve able students’ reading comprehension with used Reciprocal teaching strategy. In this study, the experimental method is used. Bast and Khan (1989:112) states that:An experiment involves the comparison of the effects of a particular treatment with that of different treatment or of no treatment. In a simple conventional experiment, reference is usually made to an experimental group and to a control group.And the variables may have one or more levels. Further, Fraenkel and Wallen (1991:245) say, factorial design extends the number of relationship that may be examined in an experimental. The technique in collecting the data, the researcher uses two techniques: testing and questionnaire. Before the data analysis is done, descriptive statistics analysis of the students pretest and posttest score in experimental and control groups, and the test of normality and homogeneity are done to the students’ pretest and posttest of the two groups and the students’ questionnaire. The researcher uses cluster random sample. The sample to be used is the eleventh grade students Bina Jaya Senior High School of Palembang. Two classes are chosen in which one class become control class and another class to be experimental class. There are 30 students for each group: a) experimental group that is taught reading comprehension using Reciprocal Teaching Strategy, and 30 students would be grouped into a control group.The value of kurtosis of the posttest was -1.029 while the standard error of kurtosis was .833. The difference was -1.862 indicating that the distribution of the posttest score is considered normal. The mean score of the posttest was 62.67. The value of kurtosis of the posttest was 3.112, while the standard error of kurtosis was .833. The difference was 3.945.]]>
<![CDATA[TEACHING VOCABULARY BY USING PAVE STRATEGY TO THE THIRD GRADE STUDENTS OF SDN 182 PALEMBANG ]]>
<![CDATA[Endang Susilo]]>
<![CDATA[ Edukasi Vol 2 No 2 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objective of this study is to find out whether there is a significant difference on students’ achievement taught by using PAVE strategy and who were not. The writer use one of the quasi experimental designs, that is pretest posttest nonequivalent control group design to conduct this research. The population was all the third grade students of SD Negeri 182 Palembang in academic year 2012/2013 with total number 100 students. The sample of the study was 60 students taken by using convenience method. The writer used a test to collect the data. The writer used independent sample t-test to analyze the data. The result of the study showed that there was a significant difference on students’ vocabulary achievement taught PAVE strategy and those who were not. The value of t-obtained was 3.714. At a significant level 0.05 for the two tailed testing with degree of freedom (df) 58 the table was 2.021, t-test showed that t-obtained higher than t-table as a critical value, the null hypothesis (Ho) in posttest was rejected and the research hypothesis (Ha) in pretest group was accepted. It means that there was significant difference posttest on students’ vocabulary achievement taught PAVE strategy of SD Negeri 182 Palembang. This research might be useful for teachers because it can help students, remember new words and it is more stimulating in teaching and larning process. ]]>
<![CDATA[THE USE OF TASK-BASED LEARNING TO DEVELOP ENGLISH SPEAKING ABILITY OF FIFTH YEAR STUDENTS OF MIN 1 TELADAN PALEMBANG ]]>
<![CDATA[Tia Paramaditha]]>
<![CDATA[ Edukasi Vol 2 No 1 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The main problem of this thesis was to find out whether or not there is any significant difference on students’ scores who were taught using TBL method at the fifth grade students of MIN 1 Teladan Palembang. The population of this study consisted of 120 fifth grade students of MIN 1 Teladan Palembang in academic year 2012/2013. The samples were taken by using convenience sampling method consisting of 40 students from fifth grade students at MIN 1 Teladan Palembang in the academic year of 2012/2013. A descriptive method was used in this study. The data were obtained by means of oral test only. The result of the test was analyzed by using quantitative research. Based on the results of the data analysis, there were two findings, namely (1) there was no a negative progress from the students’ result of pretest and posttest in experimental group. (2) the students speaking score in experimental group were lower than students’ speaking score in control group. The writer also found most of the control group’s students got better than the experimental group’s students in speaking ability. This means that the teaching English by using Task-Based Learning Method in teaching speaking to fifth grade students of MIN 1 Teladan Palembang is not effective on their speaking ability. In conclusion, there was no a significant difference between students ability of students who were taught by using Task-Based Learning method and those who are not. Finally, it is expected that the teachers of English use various teaching method in order to develop students’ speaking ability.]]>
<![CDATA[TEACHING NARRATIVE READING TEXT BY USING SQ3R AND ETR STRATEGIES TO THE EIGHTH GRADE STUDENTS OF MTS PARADIGMA PALEMBANG ]]>
<![CDATA[Raudhatul Jannah]]>
<![CDATA[ Edukasi Vol 3 No 1 (2016): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[In doing this study, the writer used pretest-posttest two treatment design. The population of this study was the eighth grade students of MTs Paradigma Palembang in academic year 2014/2015. The writer was assisted the class VIII.a as the first experimental group, class VIII.b as the second experimental group and class VIII.c as control group. There were 90 students taken as sample. Each class consisted of 30 students. The writer used independent sample t-test and one way annova to analyze the data. The result showed that teaching narrative reading by using SQ3R strategy was ,ore affective than ETR strategy. It can be seen from the mean score of the first experimental group (72.6667) was higher score than the second experimental group (64.2500). From the table analysis, the findings showed that: (1) there was a significant difference on narrative reading text achievement between the students who are taught by using SQ3R strategy and those are not. It was found that the p-output was 0.000 and t-obtained was 6.879; (2) there was a significant difference on narrative reading text achievement between the students who are taught by using ETR strategy and those are not. It was found that the p-output was 0.008 and t-obtained was 2.737. From the first and second hypotheses, The result was consulted to t-table at significance level 0.05 and critical value of t-table (1.672) in two tailed testings. Since the p-output was lower than 0.05 and t-obtained was higher than critical value of t-table, so, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted; and (3) there was a significant difference on students’ narrative reading text achievement between those who are taught by using SQ3R strategy, ETR strategy, and the teacher’s method. It was found that the p-output was 0.000 and F-obtained was 20.366. The result was consulted to t-table at significance level 0.05 and critical value of t-table (1.663) in two tailed testings. Since the p-output was lower than 0.05 and F-obtained was higher than critical value of t-table, so, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted]]>
<![CDATA[TEACHING NARRATIVE READING COMPREHENSION BY USING PROBABLE PASSAGE STRATEGY TO THE TENTH GRADE STUDENTS OF MAN 1 PALEMBANG ]]>
<![CDATA[Hariana Amalia]]>
<![CDATA[ Edukasi Vol 2 No 2 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objective of the study was to find out whether or not there was a significant difference in reading comprehension achievement between the tenth grade students of MAN 1 Palembang who were taught by using Probable Passage and those who were not. The population of the study was the tenth grade students of MAN 1 Palembang in the academic year of 2014/2015. In this study, the writer used quasi experimental design. The sample of the study was taken from purposive sampling. The writer selected X IPS 2 as the control group and X IPS 1 as the experimental group. It consisted of 74 students, 37 students for each of control and experimental group. This study was conducted for about almost two months. There were twelve meetings which spent 70 minutes (2x35 minutes) in each meeting. The instrument used in collecting the data was multiple choices reading comprehension test. The test was administered twice, as the pre-test and post-test for both control and experimental group. The results of the test were analyzed by using independent sample t-test. From the result of independent sample t-test, it was found that there was a significant difference from students’ posttest experimental and control group, since the p-output was lower than 0.05 and t-value was higher than t-table (1.66). It means that teaching narrative reading comprehension by using Probable Passage had a significant effect on the students’ reading comprehension achievement.]]>
<![CDATA[IMPROVING STUDENTS’ DESCRIPTIVE WRITING TEXT THROUGH PICTURE WORD INDUCTIVE MODEL (PWIM) STRATEGY FOR SEVENTH GRADE OF SMP INABA PALEMBANG ]]>
<![CDATA[Herizal Herizal]]>;
<![CDATA[Novi Afriani]]>
<![CDATA[ Edukasi Vol 2 No 1 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The objectives of this study were to findout (1) whether or not there is significant difference on students’ descriptive writing through Picture Word Inductive Model (PWIM) Strategy for seventh grade of SMP Inaba Palembang. The investigation of population of this study was the seventh grade students of SMP Inaba Palembang in the academic year 2013/2014, which consist of 98 students coming from three classes. The sample of the study were class 7.1 consisting of 33 students was treated as experimental group and class 7.3 consisting of 31 students was treating as control group, which selected using convenience sampling. The obtained data was analyzed by using regression analysis in SPSS (Statistical Package for Social Science) program. The result showed that there was a significant difference on students’ descriptive writing achievement taught using Picture Word Inductive Model (PWIM) and Teacher Method (GTM) since tvalue 19.484was higher than ttable (t0.05, 62 = 1.99897), it could be stated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. ]]>
<![CDATA[TEACHING READING COMPREHENSION BY USING CONTENT-BASED INSTRUCTION (CBI) METHOD TO THE SECOND YEARS LEARNERS AT MTS AL-FURQON PRABUMULIH ]]>
<![CDATA[Hedyan Putra]]>;
<![CDATA[Lenny Marzulina]]>
<![CDATA[ Edukasi Vol 2 No 2 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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<![CDATA[The aims of this study were to find out; (1) Whether or not the implementation of Content-Based Instruction (CBI) method significantly improves reading comprehension to the second years learners at MTs. Al-Furqon Prabumulih, (2) The students’ opinions are toward the implementation of Content-Based Instruction (CBI) method in reading comprehension to the second years learners at MTs. Al-Furqon Prabumulih. Therefore, the main purpose of this study was designed to improve students’ reading comprehension using Content-Based Instruction (CBI) method. The investigation of population of this study was all the second years learners at MTs. Al-Furqon Prabumulih in the academic year 2013/2014, which consist of 63 students coming from two classes. The sample of this study were class II Pa consisting of 20 male students was treated as control group and class II Pi consisting of 20 female students was treated as experimental group, which selected using convenience sampling. In finding a significant improvement of students’ reading comprehension average score from pretest to posttest taught using Content-Based Instruction (CBI) method, the writer conducted ttest using Paired Sample t-test, it showed that the matched ttest calculation of specified α = 0.05 (95% level of significant) is 0.000 and degree of freedom (df) is 19, the t-value (tv) is 5.638 and the t-table (tt) is 1.729. It means that tv > tt (tvalue is higher than ttable). Consequently there was a significant progress from the scores of pretest to posttest since the t-value of matched t-test calculation is higher than t0.05, 19 = 1.729 and the level of significance is lower than α = 0.05. Meanwhile, in finding the students’ opinion toward the implementation of Content-Based Instruction (CBI) method, Percentage Formula is used to analyze the respondents’ answer on questionnaire constructed by the researcher. From the result of questionnaire analysis of this study, it can be stated that most of the students agreed that Content-Based Instruction (CBI) method improved their reading comprehension and it helped them to create interesting ways in learning English.]]>
