Pub Date : 2023-04-18DOI: 10.55215/jetli.v5i1.6086
Chonlakarn Eadnai
The purpose of the study was to know the way the Thailand teachers uses Lasagna milkshakes song to teach vocabulary for young learners. This study employed descriptive qualitative design by using observation sheet and video recording as the instruments. The sample of the study was the sixth English teacher of Samakkee Islam Wittaya School. The finding of the study was that the English teacher used four ways to teach vocabulary: introducing, modelling, practicing, and applying. Therefore, the researcher concluded that the teacher used introducing, modelling, practicing, and applying the ways when she taught English by using Lasagna Milkshakes Song to students.
本研究的目的是了解泰国教师如何使用千层面奶昔歌曲来教授年轻学习者词汇。本研究采用描述性定性设计，以观察单和录像为手段。该研究的样本是Samakkee Islam Wittaya学校的第六位英语教师。研究发现，英语教师使用四种方法来教授词汇:介绍、模仿、练习和应用。因此，研究者得出结论，教师在使用Lasagna Milkshakes Song对学生进行英语教学时采用了介绍、建模、练习、应用的方法。
{"title":"AN ANALYSIS OF THE THAILAND TEACHERS WAYS IN USING LASAGNA MILKSHAKES SONG TO TEACH VOCABULARY FOR YOUNG LEARNERS","authors":"Chonlakarn Eadnai","doi":"10.55215/jetli.v5i1.6086","DOIUrl":"https://doi.org/10.55215/jetli.v5i1.6086","url":null,"abstract":" The purpose of the study was to know the way the Thailand teachers uses Lasagna milkshakes song to teach vocabulary for young learners. This study employed descriptive qualitative design by using observation sheet and video recording as the instruments. The sample of the study was the sixth English teacher of Samakkee Islam Wittaya School. The finding of the study was that the English teacher used four ways to teach vocabulary: introducing, modelling, practicing, and applying. Therefore, the researcher concluded that the teacher used introducing, modelling, practicing, and applying the ways when she taught English by using Lasagna Milkshakes Song to students. ","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134173879","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}
Pub Date : 2023-04-18DOI: 10.55215/jetli.v5i1.7158
Fatur Baehaki
Digital storytelling is widely applied on schools. However, in educational terms, digital storytelling has brought students to give various responses and behaviours from the use of educational digital storytelling on specific English subject. These responses and behaviours affect the eminence of educational digital storytelling whether as good learning tool for English subject or not. The research intended to investigate what students’ responses and behaviours toward the use of educational digital storytelling (EDS) are. The research was conducted on SMAN 1 Dramaga and 21 respondents were chosen in this research. The researcher used qualitative approach and descriptive analysis. To get the research data, the researcher used triangulation techniques that consist of observation, questionnaire and interview. The study reveals that there are occurring responses consisting visual and auditory responses after they watched EDS as well as the response styles. The students’ behaviours showed by the indication of classical conditioning and operant conditioning.
{"title":"STUDENTS’ RESPONSES AND BEHAVIOURS TOWARD THE USE OF EDUCATIONAL DIGITAL STORYTELLING","authors":"Fatur Baehaki","doi":"10.55215/jetli.v5i1.7158","DOIUrl":"https://doi.org/10.55215/jetli.v5i1.7158","url":null,"abstract":"Digital storytelling is widely applied on schools. However, in educational terms, digital storytelling has brought students to give various responses and behaviours from the use of educational digital storytelling on specific English subject. These responses and behaviours affect the eminence of educational digital storytelling whether as good learning tool for English subject or not. The research intended to investigate what students’ responses and behaviours toward the use of educational digital storytelling (EDS) are. The research was conducted on SMAN 1 Dramaga and 21 respondents were chosen in this research. The researcher used qualitative approach and descriptive analysis. To get the research data, the researcher used triangulation techniques that consist of observation, questionnaire and interview. The study reveals that there are occurring responses consisting visual and auditory responses after they watched EDS as well as the response styles. The students’ behaviours showed by the indication of classical conditioning and operant conditioning.","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122416943","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}
Pub Date : 2023-04-18DOI: 10.55215/jetli.v5i1.7289
Joko Prayudha.S
The integration of technology in classroom activities can provide innovation in the learning process. The teacher should use the proper technology or learning platform that can attract students motivation in learning activities so that students can improve their understanding of the materials being taught. There are many technologies or learning platforms that teachers can implement in the learning process; one of those is the Kahoot learning platform. This research is conducted to find out the barriers faced by English teachers when implementing the Kahoot learning platform during English learning activities in the classroom. This research used a qualitative through descriptive approach. The informants in this research are three English teachers who implemented the learning process by using the Kahoot learning application. The data was collected through observation, a questionnaire, and an interview to know how barriers occurred in the learning process during the use of the Kahoot application. The data was analyzed through data reduction, data display, and conclusion. The results showed that there are some barriers that teachers face during the implementation of the learning process through the Kahoot learning application. They are: 1) student technology; 2) student interest; 3) preparation; 4) clear instruction; and 5) time management.
{"title":"The Analysis Of English Teacher Barriers On Teaching English Through Kahoot: ELT Teacher Experiences","authors":"Joko Prayudha.S","doi":"10.55215/jetli.v5i1.7289","DOIUrl":"https://doi.org/10.55215/jetli.v5i1.7289","url":null,"abstract":"The integration of technology in classroom activities can provide innovation in the learning process. The teacher should use the proper technology or learning platform that can attract students motivation in learning activities so that students can improve their understanding of the materials being taught. There are many technologies or learning platforms that teachers can implement in the learning process; one of those is the Kahoot learning platform. This research is conducted to find out the barriers faced by English teachers when implementing the Kahoot learning platform during English learning activities in the classroom. This research used a qualitative through descriptive approach. The informants in this research are three English teachers who implemented the learning process by using the Kahoot learning application. The data was collected through observation, a questionnaire, and an interview to know how barriers occurred in the learning process during the use of the Kahoot application. The data was analyzed through data reduction, data display, and conclusion. The results showed that there are some barriers that teachers face during the implementation of the learning process through the Kahoot learning application. They are: 1) student technology; 2) student interest; 3) preparation; 4) clear instruction; and 5) time management.","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116324320","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}
Pub Date : 2023-04-18DOI: 10.55215/jetli.v5i1.7144
Fetin Petina
This research aims to describe the implementation of instructional media in teaching English to young learners. Types of media are used during the learning process. This research is focused on the implementation of instructional media in teaching English to young learners. In this study, the writer applied qualitative descriptive method. To collect the data, the writer employed observation, documentation, and interview with the teacher. The participants in this study were students of grades 6B, 6C, and an English teacher at MIT MA Mathla'ul Anwar. The result of this research shows that the teacher uses different instructional media at each meeting. The teacher uses three types of instructional media in teaching English. These media are included in the types of print media (textbook), audio, and audio-visual media. Teacher sometimes insert the games that support instructional media in learning activities. The most effective instructional media used are smartphones and infocus. The use of instructional media applied to young learners can make learning interactive, creative, and communicative.
{"title":"The Implementation of Instructional Media in Teaching English to Young Learners","authors":"Fetin Petina","doi":"10.55215/jetli.v5i1.7144","DOIUrl":"https://doi.org/10.55215/jetli.v5i1.7144","url":null,"abstract":"This research aims to describe the implementation of instructional media in teaching English to young learners. Types of media are used during the learning process. This research is focused on the implementation of instructional media in teaching English to young learners. In this study, the writer applied qualitative descriptive method. To collect the data, the writer employed observation, documentation, and interview with the teacher. The participants in this study were students of grades 6B, 6C, and an English teacher at MIT MA Mathla'ul Anwar. The result of this research shows that the teacher uses different instructional media at each meeting. The teacher uses three types of instructional media in teaching English. These media are included in the types of print media (textbook), audio, and audio-visual media. Teacher sometimes insert the games that support instructional media in learning activities. The most effective instructional media used are smartphones and infocus. The use of instructional media applied to young learners can make learning interactive, creative, and communicative.","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114749036","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}
Pub Date : 2023-04-18DOI: 10.55215/jetli.v5i1.6767
Neilan Sabila Awaludin
The objectivity of this research is to know the effect of using Kahoot application on students vocabulary mastery. The research was conducted to the second grade of Junior High School. Quantitative approach with quasi-experimental method and chose only post-test design. The approach used in this research. There were 38 students in each class for class J as a control group and class K as experimental group. The data were taken from post-test and were analyzed using t-test formula. According to the data calculation, the writer found that the average score of the experimental class is higher than the control class. Based on the statistical results of the t test, it was obtained that the significance value is 0.056 score with the significance value 0.05 (taken from the significance level 5%). It can be concluded that the use of Kahoot application has no effect on students' vocabulary mastery.Keywords: Application, Kahoot, Vocabulary Mastery.
{"title":"THE USE OF KAHOOT APPLICATION ON STUDENTS VOCABULARY MASTERY","authors":"Neilan Sabila Awaludin","doi":"10.55215/jetli.v5i1.6767","DOIUrl":"https://doi.org/10.55215/jetli.v5i1.6767","url":null,"abstract":"The objectivity of this research is to know the effect of using Kahoot application on students vocabulary mastery. The research was conducted to the second grade of Junior High School. Quantitative approach with quasi-experimental method and chose only post-test design. The approach used in this research. There were 38 students in each class for class J as a control group and class K as experimental group. The data were taken from post-test and were analyzed using t-test formula. According to the data calculation, the writer found that the average score of the experimental class is higher than the control class. Based on the statistical results of the t test, it was obtained that the significance value is 0.056 score with the significance value 0.05 (taken from the significance level 5%). It can be concluded that the use of Kahoot application has no effect on students' vocabulary mastery.Keywords: Application, Kahoot, Vocabulary Mastery.","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127332359","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}
Pub Date : 2023-04-18DOI: 10.55215/jetli.v5i1.6844
Upi Dahlia
Vocabulary is one of the essential language components in learning the English language. Therefore, the learners must learn vocabulary to be able to master four skills, which are listening, speaking, reading, and writing. Teaching vocabulary to young leaners is considered difficult. As a result, the teacher can use one of the media that can be applied in teaching vocabulary to young learners using an online crossword puzzle game. The aim of this research is to find out the effect whether teaching vocabulary using online crossword puzzle games have a significant effect on vocabulary knowledge for young learners. The research is conducted to the fourth grade students of SDIT-At takwin Sukabumi. Random sampling technique is used to get sample from the population and there are two classes that become the sample in this research. There are 25 students from class IV B and 25 students from class IV C. In conducting the research, quasi-experimental method and one group pre-test and post-test design are used. The data was taken from pre-test and post-test by giving vocabulary test. The data are calculated by using t-test formula. Based on the data calculation, the result of tcalculated is 5.0813 while the level significant of ttable 1.677 and the level significant of 0.05 with the degree of freedom (df) of 48. Therefore, it can be concluded the t-test value is higher that the t-table value (5.0813 1.677). It means that alternative hypothesis (Ha) is accepted, which is the result shows that the students in learning vocabulary with the experimental group has significant effect after giving the treatments using online crossword puzzle game. The students can memorize the word easier because they understand the meaning of the word by engaging in language learning experiences through visual aids.
{"title":"Online Crossword Puzzle on Young Learners Vocabulary Knowledge","authors":"Upi Dahlia","doi":"10.55215/jetli.v5i1.6844","DOIUrl":"https://doi.org/10.55215/jetli.v5i1.6844","url":null,"abstract":"Vocabulary is one of the essential language components in learning the English language. Therefore, the learners must learn vocabulary to be able to master four skills, which are listening, speaking, reading, and writing. Teaching vocabulary to young leaners is considered difficult. As a result, the teacher can use one of the media that can be applied in teaching vocabulary to young learners using an online crossword puzzle game. The aim of this research is to find out the effect whether teaching vocabulary using online crossword puzzle games have a significant effect on vocabulary knowledge for young learners. The research is conducted to the fourth grade students of SDIT-At takwin Sukabumi. Random sampling technique is used to get sample from the population and there are two classes that become the sample in this research. There are 25 students from class IV B and 25 students from class IV C. In conducting the research, quasi-experimental method and one group pre-test and post-test design are used. The data was taken from pre-test and post-test by giving vocabulary test. The data are calculated by using t-test formula. Based on the data calculation, the result of tcalculated is 5.0813 while the level significant of ttable 1.677 and the level significant of 0.05 with the degree of freedom (df) of 48. Therefore, it can be concluded the t-test value is higher that the t-table value (5.0813 1.677). It means that alternative hypothesis (Ha) is accepted, which is the result shows that the students in learning vocabulary with the experimental group has significant effect after giving the treatments using online crossword puzzle game. The students can memorize the word easier because they understand the meaning of the word by engaging in language learning experiences through visual aids. ","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129063481","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}
Pub Date : 2022-08-30DOI: 10.55215/jetli.v4i2.5843
Amar Nurjaenul Akbar
This research was conducted to determine The Teachers’ Challenges to Construct Higher Order Thinking Skills (HOTS) Question in English Subjects. The purpose of this research is to investigate, collect and analyze data about The Teachers’ Challenges to Construct Higher Order Thinking Skills (HOTS) Question in English Subjects. In this research the researcher used a qualitative method with the teacher as the subject, in obtaining data researchers used Document, questionnaires, and interviews as a way to obtain data. This research was conducted at SMPN 1 Pamijahan, in this research, researchers used observations in the form of attachments to daily test questions, student task and remedial/enrichment made by the teacher as the first step in obtaining data, the second step questionnaire was carried out by giving a questionnaire to the teacher and for the final step is interviewing the teacher.The results of the data collected by the researcher found One of teachers get several challenges in constructing Higher Order Thinking Skills (HOTS) questions in English subject, such as; teacher's lack of understanding of Bloom taxonomy where the bloom is the basis of making HOTS questions, teacher faced problem in making stem and alternative answers in making multiple-choice questions, and problems in dealing with students regarding the HOTS questions given. This problem is a challenge faced by teachers in constructing Higher Order Thinking Skills (HOTS) questions in English subject.
{"title":"HIGH ORDER THINKING SKILL (HOTS) IN INTERROGATIVE SENTENCE CONCEPT: THE TEACHERS’ CHALLENGES","authors":"Amar Nurjaenul Akbar","doi":"10.55215/jetli.v4i2.5843","DOIUrl":"https://doi.org/10.55215/jetli.v4i2.5843","url":null,"abstract":"This research was conducted to determine The Teachers’ Challenges to Construct Higher Order Thinking Skills (HOTS) Question in English Subjects. The purpose of this research is to investigate, collect and analyze data about The Teachers’ Challenges to Construct Higher Order Thinking Skills (HOTS) Question in English Subjects. In this research the researcher used a qualitative method with the teacher as the subject, in obtaining data researchers used Document, questionnaires, and interviews as a way to obtain data. This research was conducted at SMPN 1 Pamijahan, in this research, researchers used observations in the form of attachments to daily test questions, student task and remedial/enrichment made by the teacher as the first step in obtaining data, the second step questionnaire was carried out by giving a questionnaire to the teacher and for the final step is interviewing the teacher.The results of the data collected by the researcher found One of teachers get several challenges in constructing Higher Order Thinking Skills (HOTS) questions in English subject, such as; teacher's lack of understanding of Bloom taxonomy where the bloom is the basis of making HOTS questions, teacher faced problem in making stem and alternative answers in making multiple-choice questions, and problems in dealing with students regarding the HOTS questions given. This problem is a challenge faced by teachers in constructing Higher Order Thinking Skills (HOTS) questions in English subject.","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121632785","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}
Pub Date : 2022-08-30DOI: 10.55215/jetli.v4i2.5825
Nabila Syafi'atulkhoir
This research aims to investigate the implementation of hybrid learning in the perspective of lecturers and students. This research examines the experiences of English lecturers and students in implementing hybrid learning during the new normal era. To capture the teacher's story, an inquiry narrative was adopted. The research data collected based on interview guidelines and presented through narrative frames and narrative boxes. The results indicate that lecturers teach English in hybrid learning by applying different online platforms. Then the campus was focused on using virtual classrooms and WhatsApp as the main platforms in online classes because they had been linked to the campus. In addition, the learning process, internet connectivity, awareness of students' self-study, and learning scheduling are obstacles in applying hybrid learning in the new normal.
{"title":"NARRATIVE INQUIRY; PERSPECTIVE OF LECTURERS AND STUDENTS IN IMPLEMENTING HYBRID LEARNING PROCESS IN THE NEW NORMAL ERA","authors":"Nabila Syafi'atulkhoir","doi":"10.55215/jetli.v4i2.5825","DOIUrl":"https://doi.org/10.55215/jetli.v4i2.5825","url":null,"abstract":"This research aims to investigate the implementation of hybrid learning in the perspective of lecturers and students. This research examines the experiences of English lecturers and students in implementing hybrid learning during the new normal era. To capture the teacher's story, an inquiry narrative was adopted. The research data collected based on interview guidelines and presented through narrative frames and narrative boxes. The results indicate that lecturers teach English in hybrid learning by applying different online platforms. Then the campus was focused on using virtual classrooms and WhatsApp as the main platforms in online classes because they had been linked to the campus. In addition, the learning process, internet connectivity, awareness of students' self-study, and learning scheduling are obstacles in applying hybrid learning in the new normal.","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"270 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120886718","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}
Pub Date : 2022-08-30DOI: 10.55215/jetli.v4i2.5923
Ai Nurlailiah
Reading is one of the primary skills that students must learn. In reading comprehension, they should not only read the whole text, but also comprehend what the important point of the text is. However, they will face some difficulties comprehending text during reading. Therefore, Group Investigation (GI) technique is the solution to solve their difficulties. The aim of the research is to investigate the effect of Group Investigation (GI) technique on students’ reading comprehension. In conducting the research, the researcher used a pre-experimental design in a one-group pretest-posttest design using a quantitative approach. The population of the research was the students of XI grade of SMK Qotrunnada Al-Ilmi. There were 15 students in the sample, which was taken by simple random sampling. The students were given a reading comprehension test as the instrument. The result showed that based on the t-tabel, the t-test value result is 8.7, and the degree of freedom (df) of 14 at the level of significance 0.05 is 2.14. Then, the t-test value result is higher than the t-table value (8.7 2.14). It means that the alternative hypothesis of this research (Ha) is accepted. It can be concluded that Group Investigation (GI) is one technique to help students in comprehending the text. In other words, Group Investigation (GI) techniques affect students’ reading comprehension.
{"title":"THE USE OF GROUP INVESTIGATION (GI) TECHNIQUE ON STUDENTS' READING COMPREHENSION","authors":"Ai Nurlailiah","doi":"10.55215/jetli.v4i2.5923","DOIUrl":"https://doi.org/10.55215/jetli.v4i2.5923","url":null,"abstract":"Reading is one of the primary skills that students must learn. In reading comprehension, they should not only read the whole text, but also comprehend what the important point of the text is. However, they will face some difficulties comprehending text during reading. Therefore, Group Investigation (GI) technique is the solution to solve their difficulties. The aim of the research is to investigate the effect of Group Investigation (GI) technique on students’ reading comprehension. In conducting the research, the researcher used a pre-experimental design in a one-group pretest-posttest design using a quantitative approach. The population of the research was the students of XI grade of SMK Qotrunnada Al-Ilmi. There were 15 students in the sample, which was taken by simple random sampling. The students were given a reading comprehension test as the instrument. The result showed that based on the t-tabel, the t-test value result is 8.7, and the degree of freedom (df) of 14 at the level of significance 0.05 is 2.14. Then, the t-test value result is higher than the t-table value (8.7 2.14). It means that the alternative hypothesis of this research (Ha) is accepted. It can be concluded that Group Investigation (GI) is one technique to help students in comprehending the text. In other words, Group Investigation (GI) techniques affect students’ reading comprehension.","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122628405","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}
Pub Date : 2022-08-30DOI: 10.55215/jetli.v4i2.5712
Yurita Rukmiyati
Reading comprehension is a process of constructing meaning from the text during reading. Students not only can read the text but also comprehend the writer’s message in the text. However, the difficulty of comprehending text during reading is a problem for students. Learning Cell technique is the solution to solve the problem. The aim of this research is to investigate the use of Learning Cell technique on students’ reading comprehension. In conducting this research, the researcher applied pre-experimental method and one group pretest and posttest design. This research is conducted in the eleventh-grade students of SMA Yadika 7 Bogor. There were 29 students as the sample of this research by using random sampling. The result shows that based on t-table, the degree of freedom of 28 at significant level of 0.05 is 2.048. However, the value of t-test is 6.09. From the comparison between the value of t-test and the t-table, it can be concluded that the value of t-test is higher than t-table (6.092.048). Thus, the alternative hypotheses of this research (Ha) is accepted. Therefore, Learning Cell technique affects students’ reading comprehension.
{"title":"The Use of Learning Cell on Students' Reading Comprehension","authors":"Yurita Rukmiyati","doi":"10.55215/jetli.v4i2.5712","DOIUrl":"https://doi.org/10.55215/jetli.v4i2.5712","url":null,"abstract":"Reading comprehension is a process of constructing meaning from the text during reading. Students not only can read the text but also comprehend the writer’s message in the text. However, the difficulty of comprehending text during reading is a problem for students. Learning Cell technique is the solution to solve the problem. The aim of this research is to investigate the use of Learning Cell technique on students’ reading comprehension. In conducting this research, the researcher applied pre-experimental method and one group pretest and posttest design. This research is conducted in the eleventh-grade students of SMA Yadika 7 Bogor. There were 29 students as the sample of this research by using random sampling. The result shows that based on t-table, the degree of freedom of 28 at significant level of 0.05 is 2.048. However, the value of t-test is 6.09. From the comparison between the value of t-test and the t-table, it can be concluded that the value of t-test is higher than t-table (6.092.048). Thus, the alternative hypotheses of this research (Ha) is accepted. Therefore, Learning Cell technique affects students’ reading comprehension.","PeriodicalId":368398,"journal":{"name":"Journal of English Teaching and Linguistics Studies (JET Li)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129852568","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}
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