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Journal of English Education, Literature and Linguistics
ISSN : 26213672     EISSN : 26213680     DOI : -
JEELL published an articles and the result of research in English Education, Literature and Linguistics with several approach namely qualitative, quantitative, survey, action research and development. The article that submited will be reviewed by an expert suitable with reviewer's focus .
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Articles 24 Documents
THE USE OF CORRECTIVE FEDDBACK TO TEACH STUDENTS’ WRITING ABILITY Marlina, Rita
Journal of English Education, Literature and Linguistics Vol 1 No 1 (2018): Article
Publisher : STKIP PGRI Lubuklinggau

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Abstract

The objective of this research is to find out the influence of corrective feedback toward students’ writing ability. This research is true experimental research. The sampling technique used simple random sampling. In collecting the data, researcher used writing test to know the students’ ability in writing. The data were analyzed by using SPSS 19. Based on the result of data analysis, there is an influence to teach students’ writing ability using corrective feedback at tenth grade students’ of SMAN 1 Air Naningan in the academic year 2017/2018. It can be proved by the result of t-test formula. It is showed that the significant level of 5% (0,05) gets 8.08838 > 1.99656. Based on the result above, the use of corrective feedback to teach students’ writing ability had significant influence.
TALKING DRAWING STRATEGY IN TEACHING READING COMPREHENSION Yuliana, Nopa
Journal of English Education, Literature and Linguistics Vol 1 No 1 (2018): Article
Publisher : STKIP PGRI Lubuklinggau

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The objective of this study was conducted to find out whether significantly effective or not to taught reading descriptive text to the seventh grade students of SMP Negeri 7 OKU by using talking drawing strategy. To analyzed the data  writer used test as an instrument.  The methodology of this study was experimental research and the writer used pre-experimental design. From the population, the writer took class VIIIB as a sample, and the total number of sample was 34. The samples were taken by using cluster random sampling. The students’ mean score in pre-test was 60.47 and students’ mean score in post-test was 73.65. Based on the distribution of students’ score in pre-test  and post-test talking drawing strategy was effective to taught reading decriptive text to the seventh grade students of SMP Negeri 7 OKU because the students’ score in post-test was better than pre-test. The minimum score in pre-test was 44 and the maximum score was 80, while the minimum score in post-test was 52 and the maximum score was 92. Based on the the result of the statistical calculated using sample paired t-test found in SPSS 20, it was found that tobtain was 8.804 higher than ttable was 1.699. It means that there were significantly effective to teach reading comprehension to the seventh Grade Students of SMP Negeri 7 OKU by using talking drawing strategy.
DIALOGUE JOURNALS IN IMPROVING STUDENTS’ WRITING DESCRIPTIVE TEXT Lestari, Yunda
Journal of English Education, Literature and Linguistics Vol 1 No 1 (2018): Article
Publisher : STKIP PGRI Lubuklinggau

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Abstract

This study aimed to find out whether there is significant improvement of students’ writing ability through dialogue journal to the eleventh grade students of SMA Kurnia Jaya in the Academic Year 2017/2018. The population of this study was the eleventh grade students of SMA Kurnia Jaya in the Academic Year 2017/2018. The total number of the population was 78 students from three classes. Pre-experimental method was used in this study and cluster random sampling was used in taking the samples. Class XI. IPA was taken as sample which consisted of 25 students. Based on the result of the test, the writer found that the students’ mean score in the pre-test was 41,17 while in the post-test was 59,17 Based on the table, it was shown that the value of t-obtained was 8,630, in two tailed testing with df = 24, the critical of t-table was 1.711. Since the value of t-obtained was higher than the critical value of t-table, it meant that there was a significant difference in achievement before and after the treatment. Since the value t-obtained was higher than t-table (9,605>1.711), so the null hypothesis (Ho) unacceptable and the alternative hypothesis (Ha) of this research was accepted.
ANXIETY OF SPEAKING ENGLISH IN ENGLISH FOREIGN LANGUAGE (EFL) CLASS Rumiyati, Rumiyati; Seftika, Seftika
Journal of English Education, Literature and Linguistics Vol 1 No 1 (2018): Article
Publisher : STKIP PGRI Lubuklinggau

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Abstract

This study aims to investigate the classification level of speaking anxiety, the factors of students anxiety in speaking class and the impacts of anxiety in students speaking performance. This study employed case study design. The subjects of the study were the first semester of EFL students in STKIP Muhammadiyah Pringsewu Lampung consisted of 45 students. There were two types of data, i.e. qualitative data and quantitative data. The result of the research showed that EFL students generally were anxious in speaking English. 39 students have high anxiety, the factors of  students anxiety includes three aspects such as communication apprehension, test anxiety, and fear of negative evaluation. Consequently, it affects students speaking performance.
Project Based Learning and the Students’ Enthusiasm in Writing Wulandari, fitri
Journal of English Education, Literature and Linguistics Vol 1 No 1 (2018): Article
Publisher : STKIP PGRI Lubuklinggau

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Abstract

Writing is not only productive skill that involves communicating in the form of letter or symbol but also involve a mental and learning process. Thus, the role of enthusiasm in the process of writing is very important. The researchers found some phenomena that referred to the problem of students’ enthusiasm in writing class. Based on some findings of previous research, project based learning was able to improve the students’ writing ability because it has challenging activity to be applied in every step of writing process.This study set out to investigate the using of project based learning in writing class. Thirty one of third year students at English Education Department in the academic year of 2017-2018STKIP Muhammadiyah Pringsewu Lampung attended this study. The lecturer applied project based learning at her advanced writing class. The design of the study was collaborative action research. The research found that the implementation of project-based learning at the advance writing class improved the students’ enthusiasm in writing.
TEACHING READING COMPREHENSION BY USING 3H (HERE, HIDDEN, IN THE HEAD )STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI O MANGUNHARJO triyogo, agus
Journal of English Education, Literature and Linguistics Vol 1 No 1 (2018): Article
Publisher : STKIP PGRI Lubuklinggau

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Abstract

The main problem of this study was “Is it effective to teach reading comprehension by using 3H strategy to the eighth grade students of SMP Negeri O Mangunharjo in the academic year of 2016/2017?”. Therefore the objective of this study was to find out whether or not it is effective to teach reading comprehension by using 3H strategy to the eighth grade students of SMP Negeri O Mangunharjo in the academic year of 2016/2017. There were two hypotheses in this research, the null hypothesis (Ho) which stated that it is not effective to teach reading comprehension by using 3H strategy to the eighth grade students of SMP Negeri O Mangunharjo in the academic year 2016/2017 and the alternative hypothesis (Ha) stated that it is effective to teach reading comprehension by using 3H strategy to the eighth grade students of SMP Negeri O Mangunharjo in the academic year 2016/2017. There were 31 students treated as the sample of the study taken from eighth grade classes as the population of this investigation. The sample was taken by using cluster random sampling. The pre experimental method was applied in this study. The data were collected by written test in multiple choice form. The data from the test were analyzed through individual score, minimum mastery criteria, and matched t-test. From the data analysis, the writer found out that it was different between the students score before and after the treatment. Moreover, the result of matched t-test calculation was higher than the coefficient of the t-table. The result of matched t-test calculation shows that the tobt was 17.78, whereas, the coefficient critical value of t-table was 1.697 for significant level 0.05 for df 30. So, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. So, it was effective to teach reading comprehension by using 3H strategy to the eighth grade students of SMP Negeri O Mangunharjo in the academic year of 2016/2017.  
TEACHING READING COMPREHENSION BY USING PROBING-PROMPTING LEARNING STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMPN 7 PALEMBANG Marliasari, Sherly; Okta, Tika
Journal of English Education, Literature and Linguistics Vol 1 No 1 (2018): Article
Publisher : STKIP PGRI Lubuklinggau

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Abstract

The objective of the study was to find out whether or not it is effective to teach reading comprehension by using probing-prompting learning strategy. The researcher used pre experimental method. The population of the study was the Eighth Grade Students of SMPN 7 Palembang was 337 students. The researcher took the sample 36 students by using the convenience sample. Analyzing the data was collected through a written test and calculated by SPSS 16. Based on the data analysis, the result of pretest indicated that the highest score was 70 and the lowest score was 50. In the result of t-test, it was founded that t-obtained was 9.574, so it was higher than the critical value of t-table was 1.690 with (df-1) n=35 at the level of significance 0.05 for one-tailed test. It means that the alternative hypothesis (Ha) was accepted.
BUZZ GROUP TECHNIQUE (BGT) IN TEACHING READING COMPREHENSION ardayati, ardayati; Nindiana, Vahdatul
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Article vol 1 No 2 ,November 2018
Publisher : STKIP PGRI Lubuklinggau

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This research was conducted to answer a question of : “ Is it effective using Buzz Group Technique (BGT) in teaching Reading comprehension?” Therefore, this research aimed to find out whether or not it was effective using Buzz Group Technique (BGT) in teaching Reading. The pre – experimental was applied in this research. The population was all the eighth grade students of SMP Negeri H. Wukirsari which consisted of 120 students. The sample was taken through cluster random sampling. There were 26 students from VIII E class as sample. The data were analyzed through four technique; (1) individual score, (2) Conversion of individual score based on Minimum Mastery Criteria (MMC), (3) Normality testing, and 4) Matched t-test. The result of this study were (1) the average score in pre-test was 39.84, (2) the average score in the post-test was 75.23, and (3) the result matched t-test was 8.098, which higher than 1.708 t-table.The critical value of 95% with degree of freedom (df) = 25 (26-1) significant level was 0.05. Therefore, the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. Finally, it was efective to use Buzz Group Technique (BGT) in teaching reading comprehension.
EMAIL AS A MEDIA IN TEACHING ENGLISH TO IMPROVE STUDENTS WRITING ABILITY IN SMP NEGERI 1 MADANG SUKU III OKUT Afifah, Nurul
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Article vol 1 No 2 ,November 2018
Publisher : STKIP PGRI Lubuklinggau

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Writing is one of the must-have skills when learning a language. Likewise with English, there are 4 skills in English that must be owned that is writing, listening, reading and speaking. Writing is a process of creating, developing, composing ideas using written language. In this research, there are 2 objectives: 1) to know whether writing ability in English subjects by using email is better than conventional learning student 2) to know whether students show positive attitude toward learning English using Email. This research uses quasi experimental method and design of non-equivalent control design. In this design gives two different treatments to two groups namely experiment class and control class. The experimental class and control class were given pretest before treatment, then for control class was done by conventional learning, after experiment class and control class were given each treatment and then given the final test (posttest) in both classes. The results of this study are 1) the ability to write English students whose learning using email better than students who learning conventional2) Students showed a positive attitude towards learning using email.
Teaching Speaking through Blind Man’s Buff Game to the Students at Secondary School Level Ramasari, Maria
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Article vol 1 No 2 ,November 2018
Publisher : STKIP PGRI Lubuklinggau

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Abstract

The aim of this research was to find out whether or not it was significantly effective to teach speaking through Blind Man’s Buff game to the students at Secondary School Level. The researcher used pre-experimental method in conducting this research. The population of this research was all the eighth grade students of SMP Muhammadiyah 1 Lubuklinggau. The sample was taken through cluster random sampling; it was class VIII B that consisted of 31 students. The data were collected by using oral test, and the data obtained from the research were analyzed by using four techniques: 1) Students’ Individual Score, 2) Conversion of Score Range, 3) Normality Testing, and 4) The Paired t-test. The result of this research were (1) the average score in the pre-test was 47.48, (2) the average score of post-test was 68.71, and (3) the result of matched t-test was 9.92, which was higher than 1.697 critical value of the table of df 30 (31-1) with 95% significant level tailed t-test. In conclusion, the null hypothesis was rejected and the alternative hypothesis was accepted. It meant that it was significantly effective to teach speaking through Blind Man’s Buff game to the students at Secondary School Level.

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