EEdJ: English Education Journal最新文献

Students’ Error in Transforming Active Voices into Passive Voices in Simple Past Tense 学生在一般过去时中主动语态转化为被动语态的错误

EEdJ: English Education Journal Pub Date : 2022-04-30 DOI: 10.32923/eedj.v2i1.2520

Ratna Sari, Ihda Husnayaini, Supiah Supiah, Dody Sugiarto

{"title":"Students’ Error in Transforming Active Voices into Passive Voices in Simple Past Tense","authors":"Ratna Sari, Ihda Husnayaini, Supiah Supiah, Dody Sugiarto","doi":"10.32923/eedj.v2i1.2520","DOIUrl":"https://doi.org/10.32923/eedj.v2i1.2520","url":null,"abstract":"This study was carried out to analyze errors made by eleventh grade students in transforming active voices into passive voices. Specifically, it was carried out to identify common errors and obtaining the causes of errors made by the students in transforming active voices into passive voices. The research used descriptive qualitative method. The data were collected through tests and interviews with an English teacher and a number of students. The data test was identified, classified, and analyzed by using Dulay’s surface strategy taxonomy and the causes of errors were analyzed by using Petter Hubbard’s theory. The research revealed two major findings, (1) the most common errors made by students was misformation, which was most frequently produced by the students with a total error of 247 or 52%. It is followed by an error in omission with a total error of 115or 24%. Misordering with 98 errors or 20%, and the lowest is addition with 19 errors or 4%, (2) Based on Petter Hubbard’s theory, mother-tongue interferences, overgeneralization, and error was encouraged by the learning materials and methods used causing those errors.","PeriodicalId":248496,"journal":{"name":"EEdJ: English Education Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117098562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Using Group Investigation (GI) Strategy to Improve Students’ Writing Skill 运用小组调查策略提高学生的写作能力

EEdJ: English Education Journal Pub Date : 2022-04-30 DOI: 10.32923/eedj.v2i1.2523

Renada Puji Ayu, Supiah Supiah, Z. Rasuan, Atik Rahmaniyar

引用次数: 1

Using RCRR Strategy to Improve Students’ Reading Comprehension Skill 运用RCRR策略提高学生阅读理解能力

EEdJ: English Education Journal Pub Date : 2022-04-30 DOI: 10.32923/eedj.v2i1.2521

Utin Mutia, Ewa Desvy, Dina Novrieta, Priyanggo Karunia Rahman

{"title":"Using RCRR Strategy to Improve Students’ Reading Comprehension Skill","authors":"Utin Mutia, Ewa Desvy, Dina Novrieta, Priyanggo Karunia Rahman","doi":"10.32923/eedj.v2i1.2521","DOIUrl":"https://doi.org/10.32923/eedj.v2i1.2521","url":null,"abstract":"The aim of this study was to find out the significant difference of the skill in reading comprehension of narrative text between the students by using RCRR Strategy and those who are not. The subject of this study were the students of eighth grade students of a state high school in Kelapa district, Bangka Belitung province. In this study, the researcher used quantitative approach with quasi-experimental design.the findings showed that the result of mean score of post-test in the experimental group was higher (71.11) than the mean score in control group (60.29). Meanwhile, the result of independent samples test of students’ post–test between experimental and control group, the t-otained in equal variances assumed was 3.40 and the significant (2- tailed) was.001. Since the t-obtained was higher than t-table ((3.40>2.05)) and the significant (2-tailed) was lower than computation with level significant (.001<0.05). It could be concluded that there was a significant difference between the samples significantly, and RCRR Strategy improved the students’ skill in reading comprehension of narrative text. Therefore, the result of this study is expected to contribute to the development of the process of English teaching and learning, epecially for teaching and learning reading comprehension.","PeriodicalId":248496,"journal":{"name":"EEdJ: English Education Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127474943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Analysis of Students’ Difficulties in Reading Comprehension 学生阅读理解的难点分析

EEdJ: English Education Journal Pub Date : 2022-04-30 DOI: 10.32923/eedj.v2i1.2519

Neneng Widya Septia, I. Indrawati, J. Juriana, Rudini Rudini

{"title":"An Analysis of Students’ Difficulties in Reading Comprehension","authors":"Neneng Widya Septia, I. Indrawati, J. Juriana, Rudini Rudini","doi":"10.32923/eedj.v2i1.2519","DOIUrl":"https://doi.org/10.32923/eedj.v2i1.2519","url":null,"abstract":"This study was aimed to find out the students’ difficulties in learning reading comprehension at a public high school in Bangka and the factors students have the difficulties. The subject of this study were the students of eighth grade in Bangka. Descriptive qualitative method was used. After the students’ test scores were obtained, then the students’ difficulties were analyzed. After that, the number of difficulties was counted by tabulating and calculating the results. The difficulties faced by the students were difficulty in answering main idea questions (53,67%), vocabulary questions (47,84%), and making inference questions (45,34%). Four factors were found causing the students’ difficulties, those are students’ interest in learning reading because they do not have the desire to read English text and they are not interested in reading. The second factor is students’ difficulties in reading text and translating the English meaning. The third factor is lack of facility in their school since it did not provide enough reading material for them. And the last factor is house environment, the role of a parent at home to give child support is crucial.","PeriodicalId":248496,"journal":{"name":"EEdJ: English Education Journal","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117141651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Using Teammate to Improve Speaking Skill of 11th Grade Students 利用队友提高高一学生的口语能力

EEdJ: English Education Journal Pub Date : 2022-04-30 DOI: 10.32923/eedj.v2i1.2522

Sisvia Sisvia, Utin Mutia, Ihda Husnayaini, Dina Novrieta

{"title":"Using Teammate to Improve Speaking Skill of 11th Grade Students","authors":"Sisvia Sisvia, Utin Mutia, Ihda Husnayaini, Dina Novrieta","doi":"10.32923/eedj.v2i1.2522","DOIUrl":"https://doi.org/10.32923/eedj.v2i1.2522","url":null,"abstract":" \u0000This research was carried out to know the implementation of Teammate in improving students’ in speaking skill of procedure texts and to find out the significant difference between students' speaking ability of procedure texts using Teammate and Non-Teammate. The subjects of this study were students of class XI SMA Muhammadiyah. In this study, the researcher used a quantitative approach with a quasi-experimental design. The results showed that the post-test mean score in the experimental group was higher (68.66) compared to the average score in the control group (63.72). Meanwhile, the results of the independent sample test of students' post-test between the experimental and control groups, obtained t in the same variance assumed to be 3.229 and significant (2-tailed) was 0.000. Because the t obtained is greater than the t-table ((3.229>0.0845)) and significantly (2-tailed) lower than the calculation with a significant level (.000<0.05). Based on the facts above, it can be concluded that there is a significant difference between the samples, and Teammate Strategy improves students' speaking ability. Therefore, the results of this study are expected to contribute to the development of the teaching and learning process of English, especially for teaching and learning speaking skills \u0000 ","PeriodicalId":248496,"journal":{"name":"EEdJ: English Education Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129744315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving Students’ Reading Comprehension Text through Concept-Oriented Reading Instruction (CORI) 通过概念导向阅读指导提高学生对文本的阅读理解能力

EEdJ: English Education Journal Pub Date : 2021-04-30 DOI: 10.32923/eedj.v1i1.1789

Dody Sugiarto, I. Indrawati, Rica Meygita

{"title":"Improving Students’ Reading Comprehension Text through Concept-Oriented Reading Instruction (CORI)","authors":"Dody Sugiarto, I. Indrawati, Rica Meygita","doi":"10.32923/eedj.v1i1.1789","DOIUrl":"https://doi.org/10.32923/eedj.v1i1.1789","url":null,"abstract":"The aim of this research is to know the implementation of Concept-Oriented Reading Instruction (CORI) in improving students’ reading comprehension of analytical exposition text and to find out whether there is a significant difference between students who were taught by using CORI and those who were not. This research used quantitative approach with experimental research which was conducted at an Islamic High School in Kemuja, Bangka Belitung Province. The researcher used purposive sampling technique and two classes were taken as the sample. The result of the test was analyzed by using statistical analysis of paired sample t-test and independent sample t-test. The result showed that the students who learned by using CORI got higher score than those who did not. It could be seen from the result of independent sample t-test of students’ post-test between experimental group and control group, the t-obtained in equal variences assumed was 2.385, and the significant (2-tailed) was 0.023. Since t-obtained was higher than t-table (2.385 > 2.036) and the significant (2-tailed) was lower than computation with level significant (0.023 < 0.05). Based on the fact above, it could be concluded that CORI significantly improved the students’ reading comprehension.","PeriodicalId":248496,"journal":{"name":"EEdJ: English Education Journal","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116134503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Improving Students’ Writing Skill by Using Wholesome Scattering Game 利用有益健康的散射游戏提高学生的写作能力

EEdJ: English Education Journal Pub Date : 2021-04-30 DOI: 10.32923/eedj.v1i1.1790

Dina Novrieta, Sopi Nurisa

{"title":"Improving Students’ Writing Skill by Using Wholesome Scattering Game","authors":"Dina Novrieta, Sopi Nurisa","doi":"10.32923/eedj.v1i1.1790","DOIUrl":"https://doi.org/10.32923/eedj.v1i1.1790","url":null,"abstract":"The aim of this research is to describe the implementation of Wholesome Scattering Game in improving students’ writing skills on descriptive text and to find out whether there is a significant difference between students who were taught by using Wholesome Scattering Game and the students who were not. This research used quantitative approach focusing on experimental research which was conducted at SMAN 2 Sungaiselan in academic year 2019/2020. The researcher used purposive sampling technique and two classes were taken as samples, with 69 students (35 students for the control group and 34 students for the experimental). The result of the test was analyzed by using statistical analysis of Paired sample t-test and Independent sample t-test. The finding showed that the students who were taught by using Wholesome Scattering Game got higher score than those who were taught by using non-Wholesome Scattering Game. It means that the alternative hypothesis (Ha) was accepted, while the null hypothesis (Ho) was rejected. It could be concluded that there was a significant difference between students who were taught by using Wholesome Scattering Game and the students who were taught without using Wholesome Scattering Game.","PeriodicalId":248496,"journal":{"name":"EEdJ: English Education Journal","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127057241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ Writing Anxiety and Its Correlation with Their Writing Performance 学生写作焦虑及其与写作成绩的关系

EEdJ: English Education Journal Pub Date : 2021-04-30 DOI: 10.32923/eedj.v1i1.1773

Z. Rasuan, Lindra Wati

{"title":"Students’ Writing Anxiety and Its Correlation with Their Writing Performance","authors":"Z. Rasuan, Lindra Wati","doi":"10.32923/eedj.v1i1.1773","DOIUrl":"https://doi.org/10.32923/eedj.v1i1.1773","url":null,"abstract":"The objectives of this study were to find out: (1) the dominant aspect in writing anxiety, (2) the correlation between students’ writing anxiety and their writing performance, (3) the differences between male and female students in students’ writing anxiety of the twelfth grade students in Pangkalpinang, Bangka Belitung. The sample of this study was 80 students The instruments used were writing anxiety questionnaire and a writing test. The results showed that, cognitive was the most dominant aspect. There was a fair significant correlation between students’ writing anxiety and writing performance. T-score was -0,430 and T-table was 0,283. The result showed that, there was a negative and strong enough correlation between the students’ writing anxiety and their writing perfomance. English learning anxiety gave positive influences to the students’ writing performance, not necessarily bad result to writing but drove the students to get motivation to be better from others. In addition, the result of writing anxiety showed that the mean score of male students was 100,27 and the females got 102,60. So, there was a significant difference between male and female students. Thus, the teachers are suggested to increase students’ self-confidence so that students’ writing results are maximized.","PeriodicalId":248496,"journal":{"name":"EEdJ: English Education Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126371238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Using Star (Select, Teach, Activate and Revisit) Strategy to Increase Vocabulary Mastery of Eighth Grade Students 运用星形策略提高八年级学生词汇掌握能力

EEdJ: English Education Journal Pub Date : 2021-04-30 DOI: 10.32923/eedj.v1i1.1772

Supiah Supiah, Defi Defi

{"title":"Using Star (Select, Teach, Activate and Revisit) Strategy to Increase Vocabulary Mastery of Eighth Grade Students","authors":"Supiah Supiah, Defi Defi","doi":"10.32923/eedj.v1i1.1772","DOIUrl":"https://doi.org/10.32923/eedj.v1i1.1772","url":null,"abstract":"The objectives of this study were: (1) to describe the implementation of STAR (Select, Teach, Activate and Revisit) strategy of the eighth grade students of MTs N 1 Bangka, and (2) to find out whether there was any significant difference in vocabulary mastery between the students who were taught by using STAR strategy and the students who were taught without STAR strategy. This study was focused on vocabulary mastery. The total number of sample was 64 students. In this study, the researcher used experimental research method with a quasi-experimental design. The result showed that the students’ vocabulary mastery significantly increased. It could be seen from the pre-test and post-test mean score. Furthermore, the result of independent sample t-test of students’ post-test between experimental group and control group showed that the t-obtained was higher than t-table (2.547 > 2.00) and the p-output was lower than computation with level significant 0.05 (0.014 < 0.05). It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It could be concluded that STAR strategy was effective to increase students’ vocabulary mastery.","PeriodicalId":248496,"journal":{"name":"EEdJ: English Education Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129854933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Analysis of Students’ Grammatical Errors in Writing Procedure Texts 学生写作过程语篇中的语法错误分析

EEdJ: English Education Journal Pub Date : 2021-04-30 DOI: 10.32923/eedj.v1i1.1791

Syaikh Abdurrahman Siddik Bangka Belitung, Iain Syaikh Abdurrahman Siddik Bangka Belitung

引用次数: 1