Journal of English Education
type: channel
description: JOURNAL INFORMATION Journal title Journal of English Education Initials JEE ISSN Online e-ISSN Portal / e-ISSN Perpusnas / Number e-ISSN: 2988-6511 ISSN Print p-ISSN Portal / p-ISSN Perpusnas / Number p-ISSN: 3024-9902 Frequency 2 issues per year (June and December) DOI 10.61994/jee Publisher Collaboration between CV. Doki Course and Training (Publisher Legality) with Asosasi Periset Bahasa Sastra Indonesia (Document MoU), and Universitas Islam Ogan Komering Ilir (Document MoU) Editor-in-chief Darmawan Budiyanto Subject Areas English Education Citation Analysis Garuda | Google Scholar | Dimensions | Crossref Journal of English Education is a scientific journal published by Collaboration between CV. Doki Course and Training (Publisher Legality) with Asosasi Periset Bahasa Sastra Indonesia (Document MoU), and Universitas Islam Ogan Komering Ilir (Document MoU). 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. It is published twice a year, in June and December. There are two versions of publication; printout (p) with ISSN and electronic (e) with ISSN Online.
publisher: CV. Doki Course and Training
language: en
publication name: Journal of English Education
issn: 3024-9902
copyright: Journal of English Education by https://jurnal.dokicti.org/index.php/JCSS/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensel
items: Integrating Graphic-Enhanced, Interactive Triple R (GEI3R) Strategy to Foster Reading Comprehension in EFL
items: Enhancing Eleventh-Grade Students’ Speaking Proficiency through the ELSA Speak Application: A Pre-Experimental Study
items: From Silent Learners to Confident Speakers : The Effect of AI Voice Chat with ChatGPT on EFL Speaking Skills
items: Gemini AI as a Writing Catalyst: Boosting Fluency, Coherence, and Confidence in EFL Composition
items: Curriculum Reform in Practice: Novice English Teachers’ Adaptation and Challenges under the Merdeka Framework
items: Read and Understand: How a Simple Strategy Transforms Pupils’ Reading Skills
items: Viral Voices in Language Learning: The Role of TikTok English Songs in Enhancing EFL Learners’ Vocabulary Retention
items: Cross-Linguistic Insights into Idiomatic Expressions: A Case of Human Body Idioms in English and Indonesian
items: Bridging Gaps in English Writing: Syntactic, Lexical, Discourse, and Cognitive Challenges among Thai University Students
items: The Students' Perceptions of Bee Application in Learning Speaking at the Eleventh Graders
items: Assessing English Proficiency of Management and Accounting Students Using Linguaskill Business Tests Aligned with CEFR Standards
items: The Impact of Listening Comprehension on Reading Comprehension: A Correlational Research
items: Using Paired Reading Method to Improve Tenth Grade Students' Reading Comprehension
items: Utilizing the One Stays Rest Stray Strategy to Teach Reading Comprehension
items: A Case Study on Teachers' Strategies for Teaching Reading Comprehension in the Context of Emancipated Curriculum
items: Teaching Writing to Eighth Grade Students Using Semantic Mapping
items: Figurative Language Used in King Lier Novel by Willian Shakespeare: Explorer Literary Appreciation
items: The Cognitive Style Inventory, Reading Habit, and Reading Achievement Among Undergraduate EFL Students
items: The Correlation Between Classroom Seating Position and Speaking Ability of a 9th Grader
items: Students' Perceptions of the Javanese English Accents through Extensive Listening Video
items: The Relationship Impacting Coping Strategies, Anxiety, and Learning Stress in Eleventh-Grade English Students
items: Picture Series Strategy and Motivation in Eleventh Grade Speaking Achievement: An Experimental Research Design
items: Interactive Vocabulary Technique in Vocabulary Mastery Teaching: A Quasi-Experimental Approach
items: The Eighth Grade Students' Vocabulary Mastery and Writing Descriptive Text Ability
items: Extending Students' Speaking Skills in The Eleventh-Grade by Using Round Robin Technique (R2T)
items: The Relationship Between Thinking Styles and Writing Achievement of The Eleventh Graders of SMA Islam AZ-ZAHRA Palembang
items: The Improvement of Fishbowl Technique on Tenth Grade Speaking Achievement
items: Using Fables to Assist Students in Enhancing Their Reading Comprehension
items: The Correlation Among Reading Habits, Reading Motivation, and Reading Comprehension of The Eleventh Grade Students of SMA Negeri 10 Palembang
items: The Relationship Between Self-Regulated Learning Strategies and Reading Comprehension in Narrative Text

Integrating Graphic-Enhanced, Interactive Triple R (GEI3R) Strategy to Foster Reading Comprehension in EFL
type: item
description: This research employed the Graphic-Enhanced Interactive Triple R (GEI3R) Strategy as an intervention to enhance the reading comprehension of Grade IV pupils in their English classes. Total sampling was utilized in the schools where teaching interns conducted their practice teaching, as all the Grade IV pupils were observed to have poor reading comprehension. Specifically, it aimed to determine the level of pupils’ reading comprehension through a pretest and posttest and to identify improvements after the implementation of the GEI3R strategy. To achieve these objectives, the study employed a mixed-methods approach, collecting both quantitative and qualitative data using a researcher-developed pretest and posttest questionnaire, an interview guide, and an observation checklist, all of which were validated by experts. Descriptive statistics were applied to analyze the pretest and posttest results, while thematic analysis following the protocol of Braun and Clarke (2021) was used to analyze data from interviews. The study's findings confirmed the effectiveness of the GEI3R strategy, as evidenced by a significant increase in the posttest mean score (9.27) compared to the pretest mean score (2.27), with a significant mean difference of 7.00. Thematic analysis further revealed distinct themes that show how the strategy contributed to improvements in pupils' reading comprehension. This implies that the GEI3R intervention effectively enhanced the reading abilities of Grade IV pupils at Filipinas East, Santo Cristo, and Subec Elementary Schools, where the teaching interns conducted their practice teaching. Thus, the strategy is recommended for use in other schools, as it can be adapted to meet the diverse needs and contexts of learners within the Philippine basic education system.
subject: Articles
  topic: section
subject: GEI3R strategy
  topic: keywords
subject: level of comprehension
  topic: keywords
subject: reading comprehension
  topic: keywords
subject: reading strategies
  topic: keywords
creator: Hannah Joyce N. Aguete
creator: Angeline Norm Y. Abella
creator: Rommel T. Amancio
creator: Almarie Jaen A. Constantino
creator: Mariecar A. De la Cruz
creator: Stella D. Lucas
creator: Fheiby A. Ribac
creator: Madeline T. Fernando
rights: Copyright (c) 2025 Hannah Joyce N. Aguete, Angeline Norm Y. Abella, Rommel T. Amancio, Almarie Jaen A. Constantino, Mariecar A. De la Cruz, Stella D. Lucas, Fheiby A. Ribac, Madeline T. Fernando https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 78
ending page: 93
doi: 10.61994/jee.v3i2.1282

Enhancing Eleventh-Grade Students’ Speaking Proficiency through the ELSA Speak Application: A Pre-Experimental Study
type: item
description: This study aims to determine the effect of using the ELSA Speak application on the English-speaking skills of 11th-grade students at SMK Tri Sukses Depok. The method used is a pre-experimental design with a one-group pre-test and post-test design. The sample consisted of 30 students selected using purposive sampling. The instrument used was an English-speaking test administered before and after the use of the ELSA Speak application. The data were analyzed using descriptive statistics to obtain the mean scores of the pre-test and post-test, followed by an inferential analysis employing a paired sample t-test to determine whether the improvement in scores was statistically significant. The results showed that the average pre-test score was 48.63, while the post-test average was 69.03. The t-test showed that tcount (5.30) > ttable (1.67), meaning that H₁ is accepted. Thus, it can be concluded that the use of the ELSA Speak application has a significant effect on improving students’ English-speaking skills. The application is effective as a supplementary learning tool in English language instruction.
subject: Articles
  topic: section
subject: ELSA Speak
  topic: keywords
subject: English speaking skills
  topic: keywords
subject: Learning application
  topic: keywords
creator: Shofiyah Dinda Yudiramanda
creator: Elyza Martiarini
creator: Dwi Rorin Mauludin Insana
rights: Copyright (c) 2025 Shofiyah Dinda Yudiramanda, Elyza Martiarini, Dwi Rorin Mauludin Insana https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 94
ending page: 104
doi: 10.61994/jee.v3i2.1205

From Silent Learners to Confident Speakers : The Effect of AI Voice Chat with ChatGPT on EFL Speaking Skills
type: item
description: The integration of artificial intelligence tools such as ChatGPT into English as a Foreign Language (EFL) instruction has gained increasing attention for its potential to enhance speaking skills. This study explores EFL students’ perceptions and experiences regarding the use of ChatGPT to develop English-speaking proficiency. This research used mix method with the 60 students at eleventh grade of SMAN 10 Palembang as sample for quantitative, and 5 participants as randomize as participants for the qualitative, to collecting the data used t-test and interview and analysisng data used paired and independents sample t-test and thematic analysis. The findings indicate that students generally perceive ChatGPT positively, reporting improvements in fluency, vocabulary, grammar, and confidence during spoken interactions. ChatGPT’s ability to provide personalized feedback, simulate real-time conversations, and create a low-anxiety environment contributes to its pedagogical value. However, issues such as cognitive load, technological dependence, and limited contextual understanding also emerged as concerns. This study underscores the importance of aligning AI tools with instructional design and learner needs to optimize their effectiveness. It contributes to the growing body of literature on AI in education and offers insights for educators, policymakers, and curriculum designers aiming to incorporate ChatGPT into EFL speaking instruction.
subject: Articles
  topic: section
subject: AI Voice Chat
  topic: keywords
subject: chatgpt
  topic: keywords
subject: EFL
  topic: keywords
subject: Speaking Skill
  topic: keywords
creator: Aisyah Diah Salsabil
creator: Lathifa Aliya Rakhmawati
creator: Febtwenesty
rights: Copyright (c) 2025 Aisyah Diah Salsabil, Lathifa Aliya Rakhmawati, Febtwenesty https://creativecommons.org/licenses/by-sa/4.0
date: 2025-08-11
publication date: 2025-08-11
starting page: 38
ending page: 50
doi: 10.61994/jee.v3i1.1137

Gemini AI as a Writing Catalyst: Boosting Fluency, Coherence, and Confidence in EFL Composition
type: item
description: Google now has its own AI, Gemini AI, which can be used in various sectors of the learning education, industry, medicine, science and can still be explored more. In this study investigates how Gemini AI will impact on students' learning of writing skills, effectiveness, advantages and disadvantages in language learning. The researchers used the quasi-experimental method for 60 students from the eleventh grade in senior high school 10 Palembang. The result of this study indicate that the use of Gemini AI can serve as an effective tool in improving students' writing skills, provided that its use is done judiciously and under the supervision of teachers. It is important to maintain a balance between the utilization of technology and the development of students' natural abilities. Teachers have a crucial role in guiding students not only to rely on AI, but also to develop their creativity and writing skills independently. We can concluded that the use of Gemini AI has a significant impact on the writing skills of eleventh grade students at SMAN 10 Palembang. Students who engaged in learning with the help of Gemini AI showed more significant improvement in writing skills compared to students who were not taught using Gemini AI. This improvement was seen in various aspects, including writing structure, language grammar, coherence, and vocabulary selection.
subject: Articles
  topic: section
subject: Gemini AI
  topic: keywords
subject: Artificial intelligence
  topic: keywords
subject: writing skill
  topic: keywords
creator: Evi Hasanah
creator: Siti Nurul Azizah
creator: Febtwenesty Febtwenesty
rights: Copyright (c) 2025 Evi Hasanah, Siti Nurul Azizah, Febtwenesty Febtwenesty https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 64
ending page: 77
doi: 10.61994/jee.v3i2.1134

Curriculum Reform in Practice: Novice English Teachers’ Adaptation and Challenges under the Merdeka Framework
type: item
description: This study examined the experiences of novice English teachers in implementing the Merdeka Curriculum in Indonesian public school. Using a qualitative method through case study approach, data were collected from three early-career English teachers through interviews and document analysis. Thematic analysis revealed three key themes: implementation challenges, support systems, and effective teaching techniques. Teachers faced obstacles such as limited technical skills, inadequate facilities, and passive student behavior. However, they adapted by modifying tasks, using multimedia, grouping students flexibly, and using assessments to plan lessons. Support came mainly from digital platforms and peer groups, while formal mentoring was lacking. The study concludes that successful curriculum implementation requires strong institutional support, sufficient infrastructure, and teacher readiness. These insights provide practical guidance for new teachers facing curriculum reform.
subject: Articles
  topic: section
subject: Merdeka Curriculum
  topic: keywords
subject: Implementing
  topic: keywords
subject: Indonesian Public Schools
  topic: keywords
creator: Miftahul Jannah
creator: Rahma Ibtida Saumi
creator: Novia Fitrian
creator: Tria Angela Kusumaningrum
creator: Zaitun Qamariah
rights: Copyright (c) 2025 Miftahul Jannah, Rahma Ibtida Saumi, Novia Fitrian, Tria Angela Kusumaningrum, Zaitun Qamariah https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 105
ending page: 115
doi: 10.61994/jee.v3i2.1119

Read and Understand: How a Simple Strategy Transforms Pupils’ Reading Skills
type: item
description: This research examined the effectiveness of the READ (Read, Examine, Analyze, and Deliver) strategy in enhancing reading comprehension among Grade IV pupils. A total of 45 participants were purposively selected from Caraitan Integrated School, Nagrebcan Elementary School, Mariano Marcos Memorial Elementary School, and Garnaden Elementary School in Ilocos Norte, Philippines, based on their low pre-assessment scores. The primary objectives were to assess pupils’ reading comprehension levels through a pretest and to explore their learning experiences and improvements after the strategy’s implementation. A mixed-methods research design was employed. Quantitative data were collected from pretest and posttest results and analyzed using descriptive statistics. Qualitative data, obtained from interviews and pupils’ journals, were analyzed thematically. The findings indicated a marked improvement in reading comprehension of English stories following the application of the READ strategy. The posttest mean score (13.64) substantially exceeded the pretest mean score (5.80), resulting in a significant mean difference of 7.84. Thematic analysis revealed key insights into pupils’ learning experiences, highlighting increased engagement, improved comprehension skills, and greater reading confidence. Pupils reported that the strategy’s structured, step-by-step process facilitated deeper understanding of texts and fostered active participation in reading activities. In conclusion, the READ strategy proved to be a highly effective pedagogical approach for improving reading comprehension among elementary pupils, particularly those with initially low proficiency levels. The integration of quantitative gains and qualitative feedback underscores its potential applicability in broader educational contexts to promote literacy development in primary education.
subject: Articles
  topic: section
subject: learning experiences
  topic: keywords
subject: READ strategy
  topic: keywords
subject: reading comprehension
  topic: keywords
creator: Ma. Arabella Avril I. Cabiera
creator: Jesus O. Aurellano
creator: Hashlyn Joy T. Bacnat
creator: Florence D. Cacuyong
creator: Christine Mae D. Palaspas
creator: Madeline Fernando
rights: Copyright (c) 2025 Ma. Arabella Avril I. Cabiera, Jesus O. Aurellano, Hashlyn Joy T. Bacnat, Florence D. Cacuyong, Christine Mae D. Palaspas, Madeline Fernando https://creativecommons.org/licenses/by-sa/4.0
date: 2025-08-11
publication date: 2025-08-11
starting page: 51
ending page: 63
doi: 10.61994/jee.v3i1.1118

Viral Voices in Language Learning: The Role of TikTok English Songs in Enhancing EFL Learners’ Vocabulary Retention
type: item
description: TikTok has evolved as one of the most influential internet platforms in recent years. TikTok, recognized for its brief videos and viral phenomena, provides a diverse array of audio-visual content, including music-centric material that frequently incorporates popular English songs. This study investigates the use of popular English TikTok songs as authentic digital materials to enhance vocabulary retention in an EFL (English as a Foreign Language) context. With the growing integration of digital media in students’ daily lives, platforms like TikTok offer engaging and context-rich opportunities for language learning. Adopting qualitive method through case study design, this research explored the experiences, perceptions, and learning behaviors of students at SMAN 1 Pamekasan who actively used TikTok and engaged with English songs on the platform. Data were collected through semi-structured interview with 3 participants, Thematic analysis revealed three main findings: (1) the songs significantly increased learners’ motivation and engagement; (2) vocabulary retention improved due to repeated and contextualized exposure to language; and (3) emotional and social interactions supported deeper learning. The results suggest that integrating familiar and enjoyable content such as TikTok songs into classroom instruction can bridge the gap between formal education and students’ digital experiences, leading to more meaningful and effective vocabulary acquisition. These findings highlight the pedagogical value of leveraging students' media habits to support learner-centered and engaging language instruction.
subject: Articles
  topic: section
subject: TikTok songs
  topic: keywords
subject: Vocabulary retention
  topic: keywords
subject: EFL learners
  topic: keywords
subject: Authentic materials
  topic: keywords
subject: Digital media
  topic: keywords
creator: Nabila Rana Hanansi
creator: Nuri Fitriyah
creator: Konitatul Maghfirah
creator: Nasrullah Nasrullah
creator: Musbehah Musbehah
creator: Henny Uswatun Hasanah
rights: Copyright (c) 2025 Nabila Rana Hanansi, Nuri Fitriyah, Konitatul Maghfirah, Nasrullah, Musbehah, Henny Uswatun Hasanah https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-30
publication date: 2025-12-30
starting page: 116
ending page: 123
doi: 10.61994/jee.v3i2.1096

Cross-Linguistic Insights into Idiomatic Expressions: A Case of Human Body Idioms in English and Indonesian
type: item
description: Idiomatic expressions are essential parts of natural language use, helping speakers express complex ideas, emotions, and cultural values more effectively. However, they can pose difficulties for language learners due to their figurative nature and cultural dependency. This study aimed at finding out the similarities and differences between English and Indonesian idiomatic expressions. of human body. In this study, the researchers used a qualitative research design. The documentation technique was used to collect the data from primary and secondary data sources related to English and Indonesian Idiomatic expression books and journal. To analyse the data, thematic analysis was applied. The results showed that there were seventeen similarities in terms of nine in meanings and eight in forms, as well as six differences in word choices in terms of three in meanings and three in forms. In conclusion, the similarities between English and Indonesian idiomatic expressions. of human body make no problems for students to learn English and Indonesian idiomatic expressions. Yet, the differences between English and Indonesian idiomatic expressions. of human body make students difficult to learn English and Indonesian idiomatic expressions.
subject: Articles
  topic: section
subject: Idioms
  topic: keywords
subject: Human Body
  topic: keywords
subject: Forms and Meanings
  topic: keywords
creator: Masagus Sulaiman
creator: Indawan Syahri
creator: Mutiara Fadhilah
rights: Copyright (c) 2025 Masagus Sulaiman, Indawan Syahri, Mutiara Fadhilah https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-24
publication date: 2025-06-24
starting page: 26
ending page: 37
doi: 10.61994/jee.v3i1.950

Bridging Gaps in English Writing: Syntactic, Lexical, Discourse, and Cognitive Challenges among Thai University Students
type: item
description: Writing in English is widely regarded as the most demanding communicative ability among Thai undergraduates because it requires simultaneous control of grammar, lexis, rhetorical organization, and content, while also mobilizing the cognitive processes used in listening, reading, and speaking. To identify how this competence can be strengthened, the present quantitative study investigated eighty students whose degree programmes are delivered exclusively in English, making them an appropriate cohort for analysing difficulties in four domains: (1) syntactic competence, (2) lexical competence, (3) discourse competence, and (4) cognitive competence. Descriptive statistics, one-way analysis of variance (ANOVA), and Pearson correlation were applied. Self-assessment data revealed strong positive correlations among all competence indicators on both ANOVA and Pearson tests, suggesting that perceived proficiency in one domain is closely linked to proficiency in the others. Reported writing challenges similarly showed significant interrelationships through Pearson analysis, yet ANOVA detected no significant group differences, indicating wide individual variation. When overall self-assessed competence was correlated with overall perceived challenges, the Pearson coefficient showed no meaningful relationship, implying that students who feel highly competent may still experience specific obstacles, and vice versa. These findings highlight the need to reassess and refine pedagogical approaches to English writing for Thai university learners, with targeted, domain-specific support aimed at integrating syntactic, lexical, discourse, and cognitive skills to foster balanced, sustainable growth in academic writing performance. Therefore, curriculum designers, language teachers, and policymakers should collaborate in developing adaptive writing curricula informed by data-driven insights.
subject: Articles
  topic: section
subject: Syntactic
  topic: keywords
subject: Lexical
  topic: keywords
subject: Discourse
  topic: keywords
subject: Cognitive
  topic: keywords
subject: Effective Writing
  topic: keywords
creator: Don August Delgado
rights: Copyright (c) 2025 Dr. Don August de Guzman - Delgado https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-23
publication date: 2025-06-23
starting page: 11
ending page: 25
doi: 10.61994/jee.v3i1.902

The Students' Perceptions of Bee Application in Learning Speaking at the Eleventh Graders
type: item
description: This study investigates the effectiveness of the Bee Application, a mobile-assisted language learning (MALL) tool, in enhancing speaking skills and engagement among the eleventh graders of 200 students at SMA Negeri 7 Prabumulih. The aim was to evaluate user satisfaction, usability, and improvements in speaking proficiency. A quantitative method with a survey approach was employed, utilizing data collected from questionnaires and total sampling method to provide a comprehensive analysis of the application’s impact. Results indicated a significant 30% improvement in students' speaking skills, with usability scores averaging 4.5 out of 5. Additionally, 75% of participants reported increased motivation to practice English, attributing their engagement to the application's interactive and gamified features. However, challenges such as technical issues and a desire for more diverse content were identified, necessitating further development. These findings underscore the positive effects of MALL applications on language acquisition. In conclusion, the Bee Application shows promise as an effective educational tool, and ongoing enhancements are recommended to address identified challenges and maximize its potential in language learning.
subject: Articles
  topic: section
subject: mobile-assisted language learning
  topic: keywords
subject: bee application
  topic: keywords
subject: speaking skills
  topic: keywords
subject: student engagement
  topic: keywords
creator: Vyna Yuniarti
creator: Dwi Dona
rights: Copyright (c) 2025 Vyna Yuniarti, Dwi Dona https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-23
publication date: 2025-06-23
starting page: 1
ending page: 10
doi: 10.61994/jee.v3i1.894

Assessing English Proficiency of Management and Accounting Students Using Linguaskill Business Tests Aligned with CEFR Standards
type: item
description: This study aims to analyze the English language proficiency of students in Management and Accounting programs using the Linguaskill Business test and the CEFR standards. The research sample consists of 10 undergraduate students from the Management program and 10 students from the Diploma program in Management. Data, represented by test scores, were collected through the Linguaskill Business assessment. Subsequently, the data were statistically analyzed to determine the minimum, maximum, mean scores, and frequency distribution. This data was then converted into a CEFR standard table for further analysis of English language proficiency according to CEFR criteria. The findings indicate that the majority of Management and Accounting students possess basic English language skills, primarily at or below the A1 level. Some students demonstrated relatively good proficiency at the A1, A2, and a maximum of B1 levels. Therefore, it is essential to enhance the English language skills of these students, as they have not yet reached the higher levels of B2 and C1.
subject: Articles
  topic: section
subject: English Proficiency
  topic: keywords
subject: Linguaskill Business
  topic: keywords
subject: CEFR Standards
  topic: keywords
creator: Ade Kristianus Kaloeti
rights: Copyright (c) 2024 Ade Kristianus Kaloeti https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-22
publication date: 2024-12-22
starting page: 59
ending page: 69
doi: 10.61994/jee.v2i2.764

The Impact of Listening Comprehension on Reading Comprehension: A Correlational Research
type: item
description: The aim of this research was to find out whether or not there was any correlation between students reading comprehension and students listening comprehension. The population was the tenth-grade students with the total 630 students from 14 classes at SMA N 10 Palembang. To the sample of this research, intake sampling technique was implemented. There were 90 students as a sample from class X.7 and X.8. The data were selected from students reading comprehension and students listening comprehension. In analysing the data, correlation analysis, regression analysis and normality test was used. Based on the statistical, it was found that the correlation coefficient or the R-value (0.000) with significant coefficient (p-value) was 0.422, which was higher than 0.05. It means that significant value (2-tailed) was higher than alpha value (0.422> 0.05). It could be concluded that there was a significant correlation between students' reading comprehension and listening skill. Since the Pearson correlation coefficient was 0.000, it indicated that there was correlation between students' reading. Also, for the contribution of listening comprehension to reading comprehension it was only 17.8%. It means that listening comprehension has no influence to reading comprehension. In conclusion, the findings indicate that students who have high listening comprehension does mean that they will also have good reading comprehension. Also, reading comprehension can be used to help listening skills because listening is the ability to capture sounds, complete, speak, syntax, jargon, and obtain data.
subject: Articles
  topic: section
subject: Listening Comprehension
  topic: keywords
subject: Reading Comprehension
  topic: keywords
subject: Correlation
  topic: keywords
creator: Okta Rianti Hasim
creator: Yuyun Hendrety
creator: Nita Ria
rights: Copyright (c) 2024 Okta Rianti Hasim, Yuyun Hendrety, Nita Ria https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 89
ending page: 98
doi: 10.61994/jee.v2i2.710

Using Paired Reading Method to Improve Tenth Grade Students' Reading Comprehension
type: item
description: The objective of this study was to find out whether or not there was any significant differences of the tenth graders’ reading comprehension between the students who were taught by using paired reading method and those who are not at SMA Muhammadiyah 01 Palembang. this study's sample consisted of 71 students chosen using a purposive selection approach. they were placed into two groups: experimental and control groups. this study used a quasi-experimental design. the data collection tool was reading comprehension a using paired reading method, which was administered twice to the sample (pretest and posttest). there were 30 valid multiple-choice questions. the test resulted in a two-tailed significant difference (p=0,309) above the significance level (0.05). hence, the hypothesis was accepted, signifying a noteworthy distinction in reading comprehension between students was any significant differences of the tenth graders’ reading comprehension between the students who were taught by using paired reading method and those who are not at SMA Muhammadiyah 01 Palembang, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) confirmed. there was a substantial to there was any significant differences of the tenth graders’ reading comprehension between the students who were taught by using paired reading method and those who are not at SMA Muhammadiyah 01 Palembang.
subject: Articles
  topic: section
subject: Paired Reading Method
  topic: keywords
subject: Reading comprehension
  topic: keywords
subject: Recount text
  topic: keywords
creator: Ismail Zaid Arzam
creator: Sri Hartati
creator: Heru Setiawan
rights: Copyright (c) 2024 Ismail Zaid Arzam, Heru Setiawan https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-22
publication date: 2024-12-22
starting page: 79
ending page: 88
doi: 10.61994/jee.v2i2.709

Utilizing the One Stays Rest Stray Strategy to Teach Reading Comprehension
type: item
description: This study aimed at finding out whether or not one stays rest stray technique was effective to teach recount text reading comprehension achievements to the Eighth Grade Students of SMP Muhammadiyah 6 Palembang. This study used pre-experimental method. The samples of this study were 38 persons of the eighth-grade students of SMP Muhammadiyah 6 Palembang. The data was obtained from pretest and posttest and calculated by using t-test. The result showed t-obtained was 4.608, higher than the critical value of t-table was 1.689 at the significant level of p<0.05 for two tailed and degree of freedom (df) is 35 which means that Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In conclusion, one stays rest stray technique was effective to teach recount text reading comprehension achievements to the Eighth Grade Students of SMP Muhammadiyah 6 Palembang
subject: Articles
  topic: section
subject: Reading Comprehension
  topic: keywords
subject: Recount Text
  topic: keywords
subject: One Stays Rest Stray
  topic: keywords
creator: Masagus Sulaiman
creator: Finza Larasati
creator: Ade Putri Lestari
rights: Copyright (c) 2024 Masagus Sulaiman, finza larasati, Ade Putri Lestari https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-22
publication date: 2024-12-22
starting page: 70
ending page: 78
doi: 10.61994/jee.v2i2.698

A Case Study on Teachers' Strategies for Teaching Reading Comprehension in the Context of Emancipated Curriculum
type: item
description: An efficient classroom learning process is typically necessary to produce good lesson outcomes. The purpose of this study was to look into how teachers use the Merdeka Curriculum to teach reading comprehension. This study used a qualitative method with a case study approach, involving two English teachers who were selected as participants through a purposive sampling technique. Data were collected through triangulated with interview, then analyzed thematically. The results showed that the teachers used the following strategies: (1) Think Aloud, (2) Reciprocal Teaching, and (3) SQ3R. This study contributed to provide an overview of the strategies used by teachers to teach reading comprehension and provide a reflection of how English teachers' teaching strategies reflect the implementation of the Emancipated Curriculum. Therefore, teachers need to understand the needs and characteristics of students and relate their teaching strategies to this Emancipated Curriculum.
subject: Articles
  topic: section
subject: Reading comprehension
  topic: keywords
subject: Teaching Reading
  topic: keywords
subject: Teacher Strategy
  topic: keywords
subject: Emancipated Curriculum
  topic: keywords
creator: Nurhusliya
creator: Eko Saputra
rights: Copyright (c) 2024 Nurhusliya, Eko Saputra https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-30
publication date: 2024-12-30
starting page: 99
ending page: 112
doi: 10.61994/jee.v2i2.676

Teaching Writing to Eighth Grade Students Using Semantic Mapping
type: item
description: This study investigates the effectiveness of semantic mapping as a teaching strategy to enhance the writing skills of eighth-grade students at SMPN 1 Bumi Agung. Semantic mapping, a visual tool that illustrates relationships between concepts, is hypothesized to aid students in organizing their thoughts and generating ideas for writing. The research employs a quantitative method through quasi-experimental design, collecting data by using writing test and analysing data with pre-test and post-test assessments to evaluate the impact of semantic mapping on students' writing proficiency. Results indicate a significant improvement in the writing abilities of students who were taught using semantic mapping compared to those who received traditional instruction. The findings suggest that semantic mapping is a valuable pedagogical tool in teaching writing to middle school students.
subject: Articles
  topic: section
subject: semantic mapping
  topic: keywords
subject: writing skills
  topic: keywords
subject: middle school
  topic: keywords
subject: teaching strategies
  topic: keywords
subject: quasi-experimental design
  topic: keywords
creator: Sri Hartati
creator: Ahmad Basuni
rights: Copyright (c) 2024 Ahmad Basuni https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-29
publication date: 2024-06-29
starting page: 47
ending page: 58
doi: 10.61994/jee.v2i1.630

Figurative Language Used in King Lier Novel by Willian Shakespeare: Explorer Literary Appreciation
type: item
description: This study explores the use of figurative language in William Shakespeare's "King Lear," examining how literary devices such as metaphors, similes, personification, hyperbole, and irony contribute to the play's thematic and emotional depth. Through a comprehensive analysis, the research highlights how Shakespeare's linguistic choices enhance the narrative complexity and deepen the audience's engagement with the characters and themes. Metaphors succinctly convey complex ideas and emotions, similes vividly depict characters' experiences, personification imbues abstract concepts with human characteristics, hyperbole emphasizes emotional intensity, and irony underscores the contradictions and tragic outcomes within the play. The findings have practical implications for literary education, providing a framework for educators to enhance students' analytical skills and appreciation of Shakespearean drama.
subject: Articles
  topic: section
subject: William Shakespeare's
  topic: keywords
subject: King Lear Novels
  topic: keywords
subject: Literary Appreciation
  topic: keywords
subject: Documents Analysis
  topic: keywords
creator: Frian Saputra
creator: Ari Kurniawati
creator: Vyna Yuniarti
creator: Sri Hayati
rights: Copyright (c) 2024 Frian Saputra, Ari Kurniawati, Vyna Yuniarti, Sri Hayati https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-29
publication date: 2024-06-29
starting page: 36
ending page: 46
doi: 10.61994/jee.v2i1.625

The Cognitive Style Inventory, Reading Habit, and Reading Achievement Among Undergraduate EFL Students
type: item
description: Reading requires the ability to detect and evaluate words inside sentences, as well as extract underlying information. This research focused on finding out whether or not there was any significant correlation among cognitive style inventory, reading habit and reading achievement of undergraduate EFL students at Tridinanti University. This study used quantitative design with correlational approach and involved 65 students as the sample through total sampling. The data were collected by using cognitive style inventory questionnaire, a reading habit questionnaire, and a reading achievement test. The data were analyzed by using Rank-Spearmen to investigate the correlation among cognitive style inventory, reading habits and reading achievement. After analyzing and calculating the data, it was found that there was significant correlation among cognitive style inventory, reading habits and reading achievement of undergraduate EFL students at Tridinanti University, since the p-value (0,301) was higher than r-table (0,244). It means that, Ho (null hypothesis) was rejected and Ha (alternative hypothesis) was accepted. The degree of correlation coefficients was weak category.
subject: Articles
  topic: section
subject: Correlation
  topic: keywords
subject: Cognitive style inventory
  topic: keywords
subject: Reading habit
  topic: keywords
subject: Reading achievement
  topic: keywords
creator: Hastin Yoka Ariyani
creator: Darmawan Budiyanto
creator: Jenny Elvinna Manurung
rights: Copyright (c) 2024 Hastin Yoka Ariyani, Darmawan Budiyanto, Jenny Elvinna Manurung https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-11
publication date: 2024-06-11
starting page: 23
ending page: 35
doi: 10.61994/jee.v2i1.448

The Correlation Between Classroom Seating Position and Speaking Ability of a 9th Grader
type: item
description: English is regarded as an international language, one of the most widely used languages in all fields. In Indonesia, the government recognized that English proficiency had an impact on global development not only for education but also for career purposes. English is useful in a variety of fields. The limitation of the study was only focused on “The Correlation between Classroom Seating Position and Speaking Ability of 9th Grade Students of SMP Muhammadiyah 4 Palembang”. The objectives of this study were found out whether or not there is a significant correlation between Classroom Seating Position and Speaking Ability. This study used quantitative research design with correlational approach. The researchers used a purposive sampling, total of population were 172 students and the total of sample were 27 students. The data were collected by two instruments, (1) through ready-made questionnaires, (2) speaking test was analysed by using SPSS 26. The result of this study was that there was a correlation between two variables, with r-obtained (0.797) was higher than r-table (0.388). The conclusion of this study was that the alternative hypotheses (Ha) was accepted and the null hypotheses (H0) was rejected. Then there was a high correlation between the two variables.
subject: Articles
  topic: section
subject: Correlation
  topic: keywords
subject: Speaking
  topic: keywords
subject: Classroom management
  topic: keywords
creator: Happy Presti
creator: Tri Rositasari Rasyid
creator: Sri Hartati
rights: Copyright (c) 2024 Happy Presti, Tri Rositasari Rasyid, Sri Hartati https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-06
publication date: 2024-06-06
starting page: 1
ending page: 9
doi: 10.61994/jee.v2i1.417

Students' Perceptions of the Javanese English Accents through Extensive Listening Video
type: item
description: This research aimed at figuring out the students’ perceptions on the Javanese English accents through extensive listening video and also identifying the challenges occurred within the process of listening to the Javanese English accents both in extensive listening and interactive speaking classes. This research employed a qualitative research design in line with a case study. The participants of this research were the fourth semester students of English Department of STKIP PGRI Lubuk Linggau who took extensive listening and interactive speaking classes. To collect the data, the researchers used a documentation technique in term of giving questionnaires. To analyze the data, the researchers used a percentage analysis. The results showed that most of students had positive perceptions on the Javanese English accent. They perceived that understanding various kinds of English accents could give them many advantages in their learning process and the challenges and difficulties that students identified in listening to the Javanese English accent did not make all of them have a negative perception. In conclusion, understanding various kinds of English accents could give them many advantages in learning English.
subject: Articles
  topic: section
subject: Perceptions
  topic: keywords
subject: Javanese English Accents
  topic: keywords
subject: Extensive Listening Video
  topic: keywords
subject: Interactive Speaking Class
  topic: keywords
creator: Indawan Syahri
creator: Masagus Sulaiman
creator: Abi Musa Azhari
rights: Copyright (c) 2024 Indawan Syahri, Masagus Sulaiman, Abi Musa Azhari https://creativecommons.org/licenses/by-sa/4.0
date: 2024-06-06
publication date: 2024-06-06
starting page: 10
ending page: 22
doi: 10.61994/jee.v2i1.413

The Relationship Impacting Coping Strategies, Anxiety, and Learning Stress in Eleventh-Grade English Students
type: item
description: The purpose of this research to coping method and anxiety has any kind of meaningful relationship, there was a connection between them that was meaningful coping strategy and anxiety of English is being taught to students in the eleventh grade at SMA Negeri 2 Palembang., there was any significant correlation between coping strategy and learning stress of the eleventh graders is in learning English at SMA Negeri 2 Palembang, how much did coping strategy contribute toward anxiety of the eleventh graders is in learning English, how much did coping strategy contribute towards anxiety and learning stress in students eleventh graders of learning English. This researched used experimental study with correlational approach, In order to collect data for this research, the writer used cluster sampling to select 420 students from the population of the study in the eleventh grade at SMA Negeri 2 Palembang. Questionnaire and analyzing the data used correlation study and spearman correlation. The result of this study was to found out the regression analysis and got score of 0,562. It can be concluded that there was correlation between students' coping strategy and anxiety. The result that the correlation using Shapiro-Wilk test for Anxiety 0,000, and the significance coefficient (Sig -2tailed) of Shapiro-Wilk for learning stress 0,000 and it’s lower than 0,05.It means that the normality of data was rejected because the data used Spearman correlation.
subject: Articles
  topic: section
subject: Correlation Analysis
  topic: keywords
subject: Coping Strategies
  topic: keywords
subject: Anxiety
  topic: keywords
subject: Learning Stress
  topic: keywords
creator: Marliah Ananda Herman
creator: Darmawan Budiyanto
creator: Heru Setiawan
creator: M.Rasyid Ridho
rights: Copyright (c) 2023 Marliah Ananda Herman, Darmawan Budiyanto, Heru Setiawan, M.Rasyid Ridho https://creativecommons.org/licenses/by-sa/4.0
date: 2023-12-31
publication date: 2023-12-31
starting page: 56
ending page: 62
doi: 10.61994/jee.v1i2.188

Picture Series Strategy and Motivation in Eleventh Grade Speaking Achievement: An Experimental Research Design
type: item
description: Despite the fact that speaking proficiency is essential for learning a foreign language, the majority of students struggle with it. This research set intended to discover: (1) whether or not students who trained to use the picture sequence approach and those who studied the presenting strategy had significantly different speaking abilities, (2) whether or not there was motivated and uninspired students perform significantly differently in speaking tasks, (3) whether or not there was the interact of picture series and motivation on speaking achievement. There were 60 students as sample and used purposive sampling, quantitative with factorial design approach, the information was gathered utilizing a speaking test and a questionnaire, paired sample t-test, independent sample t-test, and two-way ANOVA. Results, there is a big gap in speaking ability. It was proved by the result of paired t-test with t obtained (-13.950) was lower than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. Also, it was proved by the result of independent sample t-test with t obtained (4,516) was higher than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. In addition, the result of two-way ANOVA showed that A significant value was obtained of 0.003 < 0.05, that there was a difference between experimental group and the control group's speaking proficiency among students was motivated and uninspired. A significant value was obtained of 0.010 <0.05, Consequently, it could be said that there was a difference in speaking achievement between students who were motivated and those who weren't. A significant value of 0.355 > 0.05 was obtained, so it could be concluded there was no interact between learning methods and student motivation towards speaking achievement.
subject: Articles
  topic: section
subject: Picture Series
  topic: keywords
subject: Motivation
  topic: keywords
subject: Spekaing Achievement
  topic: keywords
creator: Tomi Syaputra
creator: Darmawan Budiyanto
creator: Gaya Tridinanti
creator: M. Rasyid Ridho
rights: Copyright (c) 2023 Tomi Syaputra, Darmawan Budiyanto, Gaya Tridinanti, M. Rasyid Ridho https://creativecommons.org/licenses/by-sa/4.0
date: 2023-12-31
publication date: 2023-12-31
starting page: 73
ending page: 84
doi: 10.61994/jee.v1i2.189

Interactive Vocabulary Technique in Vocabulary Mastery Teaching: A Quasi-Experimental Approach
type: item
description: Vocabulary is crucial in language learning. Vocabulary is also an important ability to learn to read, speak, write, and listen properly. This research aimed at figuring out whether or not the interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim. Quasi experimental approach was applied in this research. This research involved 81 students of VII.1, VII.2, and VII 3 classes as the population and 54 of them as the sample regarding as control and experimental classes. Pretest and posttest were used to collect the data in line with 35 items of 17 fill-in-the- blank, 10 unscramble letters, 8 multiple choices. The data were analyzed by using Paired t-test and Independent sample t-test. The results showed that the t-obtained was 6.101 at the significant level 0.05 (5%) and t-table was 2.020 which indicated that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It means that interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim.
subject: Articles
  topic: section
subject: Teaching Vocabulary
  topic: keywords
subject: Interactive Vocabulary
  topic: keywords
subject: Vocabulary Mastery
  topic: keywords
creator: Sri Yuliani
creator: Sri Hartati
creator: Masagus Sulaiman
creator: Saptika
creator: Kurnia Saputri
rights: Copyright (c) 2023 Sri Yuliani, Sri Hartati, Masagus Sulaiman, Saptika, Kurnia Saputri https://creativecommons.org/licenses/by-sa/4.0
date: 2023-12-31
publication date: 2023-12-31
starting page: 63
ending page: 72
doi: 10.61994/jee.v1i2.356

The Eighth Grade Students' Vocabulary Mastery and Writing Descriptive Text Ability
type: item
description: The purposes of this research were to find out the correlation between students’ vocabulary mastery and writing descriptive text and the contribution of vocabulary mastery on writing ability. The population of the study was all of the 8th grade students in SMP Negeri 6 Lempuing. In choosing the sample, random sampling was used that involved 134 students. The data were collected by using vocabulary mastery and writing descriptive text ability tests. The data were analyzed by using Pearson Product Moment to investigate the correlation between both variables and regression analysis. The results showed that the coefficient of R-value was 0.557. The category of correlation between vocabulary mastery and writing ability showed a moderate correlation. It was found that there was significant correlation between students’ vocabulary mastery and writing descriptive text ability of the eighth-grade students in SMP Negeri 6 Lempuing. There was also contribution of vocabulary mastery to writing descriptive text ability of the eighth-grade students as much 31%. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In other words, having a rich vocabulary mastery can make students easier for students to write especially for writing descriptive text.
subject: Articles
  topic: section
subject: vocabulary mastery
  topic: keywords
subject: writing ability
  topic: keywords
subject: descriptive text
  topic: keywords
creator: Hari Agus Purnomo
creator: Candra Irawan
creator: Dedy Pratama
rights: Copyright (c) 2023 Hari Agus Purnomo, Candra Irawan, Dedy Pratama https://creativecommons.org/licenses/by-sa/4.0
date: 2023-12-31
publication date: 2023-12-31
starting page: 94
ending page: 103
doi: 10.61994/jee.v1i2.372

Extending Students' Speaking Skills in The Eleventh-Grade by Using Round Robin Technique (R2T)
type: item
description: This study was aimed to find out whether or not there was any significant difference in speaking skill between the students’ who were taught by using Round Robin technique and those who were not. There were 60 students of eleventh-grade students of SMA Negeri 7 Prabumulih involved in this study as the sample. They were divided into two groups, experimental and control groups, both groups consisted of 30 students. This study used quasi non-equivalent group design. The experimental group were taught by using Round Robin technique meanwhile the control group were taught by using lecturing method. The result showed that the mean score of experimental groups increased from 70,88 in pre-test to 78,67 in post-test. Furthermore, the result of independent t-test from experimental group and control group shown that the t-obtained was 2,625 and it was higher than t-table 1,9977. It means that there was any significant difference between experimental and control groups which was caused by Round Robin technique given to the experimental group. It can be concluded that there was significant difference between students who were taught using Round Robin technique and students who were not.
subject: Articles
  topic: section
subject: Round Robin technique (R2T)
  topic: keywords
subject: Speaking skill,
  topic: keywords
subject: Descriptive text
  topic: keywords
subject: Experimental Research
  topic: keywords
creator: Vyna Yuniarti
creator: Yeni Anggeriani
creator: Frian Saputra
rights: Copyright (c) 2023 Vyna Yuniarti, Yeni Anggeriani, Frian Saputra https://creativecommons.org/licenses/by-sa/4.0
date: 2023-12-31
publication date: 2023-12-31
starting page: 85
ending page: 93
doi: 10.61994/jee.v1i2.373

The Relationship Between Thinking Styles and Writing Achievement of The Eleventh Graders of SMA Islam AZ-ZAHRA Palembang
type: item
description: 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.
subject: Articles
  topic: section
subject: Correlation Analysis
  topic: keywords
subject: Thinking Styles
  topic: keywords
subject: Writing Achievement
  topic: keywords
creator: Fadhilah Dafa
creator: Andi Aditya
creator: Darmawan Budiyanto
creator: M Rasyid Ridho
rights: Copyright (c) 2023 Fadhilah Dafa, Andi Aditya , Darmawan Budiyanto , M. Rasyid Ridho https://creativecommons.org/licenses/by-sa/4.0
date: 2023-06-30
publication date: 2023-06-30
starting page: 12
ending page: 19
doi: 10.61994/jee.v1i1.60

The Improvement of Fishbowl Technique on Tenth Grade Speaking Achievement
type: item
description: 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.
subject: Articles
  topic: section
subject: Fishbowl Technique
  topic: keywords
subject: Speaking achievement
  topic: keywords
subject: Giving Opinion
  topic: keywords
creator: Ummul Khair
creator: Faozatulo Telaumbanua
creator: Eflin Novalynda Simorangkir
creator: Fatimah
creator: Cicik Sri Lestari
rights: Copyright (c) 2023 Ummul Khair, Faozatulo Telaumbanua, Eflin Novalynda Simorangkir, Fatimah, Cicik Sri Lestari https://creativecommons.org/licenses/by-sa/4.0
date: 2023-06-30
publication date: 2023-06-30
starting page: 20
ending page: 32
doi: 10.61994/jee.v1i1.148

Using Fables to Assist Students in Enhancing Their Reading Comprehension
type: item
description: 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.
subject: Articles
  topic: section
subject: Fables
  topic: keywords
subject: Reading Comprehension
  topic: keywords
subject: Narrative Paragraph
  topic: keywords
creator: Frian Saputra
creator: Ari Kurniawati
creator: Nurmala Dewi
creator: Indri Nurhasanah
creator: Berli Hartati
rights: Copyright (c) 2023 Frian Saputra, Ari Kurniawati, Nurmala Dewi, Indri Nurhasanah, Berli Hartati https://creativecommons.org/licenses/by-sa/4.0
date: 2023-06-30
publication date: 2023-06-30
starting page: 33
ending page: 47
doi: 10.61994/jee.v1i1.150

The Correlation Among Reading Habits, Reading Motivation, and Reading Comprehension of The Eleventh Grade Students of SMA Negeri 10 Palembang
type: item
description: 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.
subject: Articles
  topic: section
subject: Correlation Analysis
  topic: keywords
subject: Reading Habits
  topic: keywords
subject: Reading Motivation
  topic: keywords
subject: Reading Comprehension
  topic: keywords
creator: Andi Aditya
creator: Fadhilah Dafa
creator: Darmawan Budiyanto
creator: M Rasyid Ridho
rights: Copyright (c) 2023 Andi Aditya, Fadhilah Dafa, Darmawan Budiyanto , M. Rasyid Ridho https://creativecommons.org/licenses/by-sa/4.0
date: 2023-06-30
publication date: 2023-06-30
starting page: 1
ending page: 11
doi: 10.61994/jee.v1i1.59

The Relationship Between Self-Regulated Learning Strategies and Reading Comprehension in Narrative Text
type: item
description: 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.
subject: Articles
  topic: section
subject: Self-Regulated Learning
  topic: keywords
subject: Strategies
  topic: keywords
subject: Reading Comprehension
  topic: keywords
subject: Narrative Text
  topic: keywords
creator: Dedy Pratama
creator: Hari Agus Purnomo
creator: Candra Irawan
creator: Bunga Riama Sinaga
creator: Almidawati
rights: Copyright (c) 2023 Dedy Pratama, Hari Agus Purnomo, Candra Irawan, Bunga Riama Sinaga, Almidawati https://creativecommons.org/licenses/by-sa/4.0
date: 2023-06-30
publication date: 2023-06-30
starting page: 48
ending page: 55
doi: 10.61994/jee.v1i1.151