http://jurnal.radenfatah.ac.id/index.php/edukasi/issue/feed Edukasi: Jurnal Pendidikan dan Pengajaran 2018-01-23T06:17:18+00:00 Lenny Marzulina lennymarzulina_uin@radenfatah.ac.id Open Journal Systems <p>Edukasi: Jurnal Pendidikan dan Pengajaran (<a title="ISSN" href="http://u.lipi.go.id/1392946443" target="_blank" rel="noopener">ISSN:&nbsp;2355-3669</a>: <a title="E-ISSN" href="http://u.lipi.go.id/1459128695" target="_blank" rel="noopener">E-ISSN:&nbsp;2503-2518</a>) published twice a year in June and December by the&nbsp; English Education Study Program, Faculty of Tarbiyah and Teaching Sciences, State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia.</p> <p>The journal provides a vital forum for exchanging ideas in order to enrich the theories and practices of English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: English language teaching,&nbsp;language teaching and learning,&nbsp;language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.</p> <p>We invite articles that are research-based. We accept unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, and mixed research methodology related to or associated with English education. All research articles appearing in Edukasi: Jurnal Pendidikan dan Pengajaran have undergone a thoroughly blind&nbsp;peer-review. <a title="Edukasi" href="/index.php/edukasi" target="_blank" rel="noopener">http://jurnal.radenfatah.ac.id/index.php/edukasi</a></p> http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1658 THE RELATIONSHIP BETWEEN READING ANXIETY AND READING STRATEGY USED BY EFL STUDENT TEACHERS 2018-01-22T22:39:37+00:00 Wilta Purnama Sari wiltapurnamasari94@gmail.com This study investigated the relationship between reading anxiety and reading strategies use, and explored the influence of reading anxiety on reading strategies use of undergraduate English major students of UIN Raden Fatah Palembang. A total of 103 students participated in this study. The two questionnaires were used to collect the data. For this purpose, the Foreign Language Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999) measured students’ reading anxiety, and the Survey of Reading Strategies (SORS) designed by Mokhtari and Sheorey (2002) was used to know students’ reading strategies use. High Anxiety Readers (HAR), Low Anxiety Readers (LAR), and Medium Anxiety Readers (MAR) were classfied based on the results of the FLRAS. Descriptive stastistics, Pearson product moment correlation and regression anlaysis were employed to analyze the data.  Based on the data analysis, it was found that r (.022) &lt; r<sub>table</sub> (.207) with significant level 0.842 which was higher than 0.05. Thus, it indicated that there was no significant relationship between reading anxiety and overall reading strategies use. It was implied that high anxiety did not cause lower reading strategies use. Because of that finding, there was no need to conduct regression analysis to check the influence of the reading anxiety on reading strategies use. Moreover, several suggestions for students, English foreign langauge (EFL) instructors, and future research are addressed in the present study. 2018-01-22T22:39:37+00:00 ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1659 STUDENTS’ ENGLISH SPEAKING SKILL AND ACTIVATION METHOD: THE CASE OF ONE SENIOR HIGH SCHOOL 2018-01-22T22:39:37+00:00 Tria Novita triamusicion@gmail.com <p>This study was aimed to find out whether or not: (1) there was a significant<strong> </strong>improvement on the eleventh grade students’ speaking skill who were taught by using activation method at MAN 3 Palembang before and after the treatment; and (2) there was a significant difference on the eleventh grade students’ speaking skill who were taught by using activation method and those who were not at MAN 3 Palembang. In this study, 60 eleventh grade students at MAN 3 Palembang were chosen as the sample. The students were grouped into two (i.e.: experimental group and control group). Experimental group consisted of 30 students, and control group consisted of 30 students. The experimental group was taught by using activation method, and the control group was taught by using teacher’s method. The data were collected by giving pretest and posttest to both groups. To analyze the data, <em>paired sample t-test</em> and <em>independent sample t-test</em> were used. The result of paired sample t-test showed that there was a significant improvement in students’ speaking skill for the experimental group. Independent sample t-test analysis showed that there was a significant difference in both of groups who were taught by using the activation method and those who were not (teacher’s method).</p> 2018-01-22T22:39:37+00:00 ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1660 LOOKING AT THE LINK BETWEEN EMOTIONAL INTELLIGENCE AND READING COMPREHENSION AMONG SENIOR HIGH SCHOOL STUDENTS 2018-01-22T22:39:37+00:00 M. Ahlan Firdaus m.ahlanfirdaus@gmail.com <p>The main purpose of the present study was to empirically investigate the possible correlation between students’ emotional inteligence and thier reading comprehension and students’ emotional intelligence influences their reading comprehension. The participants in the study were 53 the eleventh grade students of SMA Sandika Banyuasin which were selected from two classes consisting of science and social. Reading comprehension test was done to measure students’ reading comprehension by using TOEFL Junior reading comprehension section. Then, USMEQ-i by Yusoff (2010) was administered to the participants to measure their emotional intelligence<em>. </em>SPSS<em> </em>program was run using Pearson Product Moment formula and Regression Analysis to find out the correlation and the influence. The result showed that there was a postive significant correlation between students’ emotional intelligence and reading comprehension with <em>r</em> = .661.Then, there influenced of students’ emotional intelligence on thier reading comprehension with 43.7%.</p> 2018-01-22T22:39:37+00:00 ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1662 TEACHING NARRATIVE WRITING THROUGH PROBABLE PASSAGE STRATEGY TO ISLAMIC SENIOR HIGH SCHOOL STUDENTS 2018-01-22T22:39:37+00:00 Novia Fajrina fajrinanovia@gmail.com <p>The objectives of this study were to find out whether or not (1) there is a significant improvement on the eleventh grade students’ achievement in writing narrative text before and after the treatment at MA Al-Fatah Palembang, and (2) there is a significant difference on the eleventh grade students’ writing achievement between those who are taught by using Probable Passage strategy and those who are not at MA Al-Fatah Palembang. There were 70 students taken as sample. Each class consisted of 35 students from class XI IPA 2 as experimental group and class XI IPA 1 as control group. The sample of this study was taken by using convenience sampling method. In this study, the writer used quasi experimental design using pretest-posttest non-equivalent groups design. The instrument used collecting the data was writing test. The test was administered twice, as the pretest and posttest for both control and experimental groups. The results of the test were analyzed by using IBM SPSS (Statistical Package for the Social Science) 20. The result showed that (1) there was a significant improvement from students’ pretest to posttest scores in experimental group taught by using probable passage strategy since the p-output (0.000) was lower than (0.05) and t-obtained (25.116) is higher than t-table (2.032) and (2) there was a significant difference from students’ posttest scores in control and experimental groups, since p-output (0.000) was lower than (0.05) and t-obtained (8.243) is higher than t-table (1.995). So, the Ho (the null hypothesis) was rejected and Ha (the alternative hypothesis) was accepted. It means that there was significant difference on students’ writing achievement taught using Probable Passage than students who are taught by using strategy that used by teacher.</p> 2018-01-22T22:39:37+00:00 ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1663 TEACHING READING NARRATIVE TEXTS THROUGH STORY IMPRESSION STRATEGY TO ISLAMIC JUNIOR HIGH STUDENTS 2018-01-22T22:39:37+00:00 Suryani Suryani suryani_pbi02@yahoo.com The objectives of this study were to find out whether or not there were a significant difference and a significant improvement on the eighth grade students’ achievement in reading narrative text between those who were taught by using Story Impression strategy and those who were not. In this study, quasi experimental design was used. The sample of the study was taken by using convenience sampling technique consisted of 60 students. This study was conducted for about a month and a half consist of twelve meeting including pre-test and post-test. The instrument used in collecting the data was multiple choices test. The test was administered twice, as the pre-test and post-test for both control and experimental group. The result of the test was<strong> </strong>analyzed by using independent sample t-test,  paired sample t-test and percentage analysis, it was found that there was a significant difference between students’ posttest experimental and control group, since the p-output (0,038) was lower than 0.05 and t-value (2.126) was higher than t-table (1.966). Furthermore, there was a significant improvement both of group, since p-output (0.024), was lower than<em> </em>0,05 and t-value (2.386) was higher than t-table (2.042). 2018-01-22T22:39:37+00:00 ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1671 TEACHING READING COMPREHENSION IN NEWS ITEM TEXT BY USING FACTS QUESTIONS RESPONSES STRATEGY 2018-01-22T22:39:37+00:00 Retna Handayani retnahandayani13@gmail.com <p>The objectives of this study were to find out whether or not there was a significant improvement on the tenth grade students’ news item reading before and after the treatment and to find out whether or not there was a significant difference on the tenth grade students’ news item reading between those who were taught by using Facts Questions Responses strategy and those who were. This study used pretest-posttest non-equivalent group design. The sample of the study was selected by using convenience sampling method. There were 70 students taken as sample. In collecting the data, test was used. The test was given twice to both experimental and control groups as a pretest and posttest. To verify the hypotheses, the score data between pretest and posttest in experimental groups were analyzed by using paired sample t-test. In paired sample t-test, the level of significance was 0.000 which was lower than 0.05 and t-value 8.304 was higher than t-table with df=34 (2.032). Then, the score data between posttest in experimental and control groups were analyzed by using independent sample t-test. In independent sample t-test, the level of significance was 0.028 which was lower than 0.05 and the t-value 2.243 which was higher than t-table with df =68 (1.995). It means that teaching reading comprehension in news item text by using FQR strategy had significant effect on the students’ reading comprehension achievement.</p> 2018-01-22T22:39:37+00:00 ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1672 TEACHING NARRATIVE WRITING BY USING ROUNDTABLE STRATEGY TO ISLAMIC JUNIOR HIGH SCHOOL STUDENTS 2018-01-22T22:39:37+00:00 Muammar Khadapi muammark083@gmail.com <p>The objectives of this study were to find out whether or not (1) there was a significant improvement on the eighth grade students’ writing achievement between those who were taught by using roundtable strategy, and (2) there was a significant difference on the eighth grade students’ writing achievement between those who were taught by using Roundtable strategy. The population of this study consisted of 147 students. In this study, quasi experimental design, especially pretest-posttest non-equivalent groups design was used. The instrument used in collecting the data was writing test. The result showed that (1) there was a significant improvement from students’ pretest to posttest scores in experimental group taught by using Roundtable strategy since the p-output (0.000) was lower than 0.05 and t-obtained is higher than t-table df=31 (2.042) and (2) there was a significant difference from students’ posttest scores in control and experimental groups, since p-output (0.000) was lower than (0.05) and t-obtained is higher than t-table (df 62 = 2.000). So, the Ho (the null hypothesis) was rejected and Ha (the alternative hypothesis) was accepted. It means that there was significant difference on students’ narrative writing achievement taught using Roundtable than those who are not.</p><p> </p> 2018-01-22T22:39:37+00:00 ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1563 THE EFFECTIVENESS OF USING GUIDED DISCOVERY IN TEACHING READING COMPREHENSION 2018-01-22T22:39:37+00:00 Ida Zahara idazahara@yahoo.com The objectives of this study were to find out whether or not there was any significant difference in reading comprehension achievement between the students who were taught by using guided discovery and those who were taught by using conventional strategy to the eleventh grade students of MAN Arahan. This research was conducted through quasi-experimental method and used matching only pre-test post-test control group design. The population was 140 students of the eleventh grade of MAN Arahan in the academic year 2012/2013. Seventy students were chosen as the sample by using convenience sampling technique. The sample were assigned into two groups; the experimental group and the control group. Each group consisted of thirty five students. The data were obtained by reading comprehension test. A test was given both to the experimental group and control group before and after the treatment. The result of the test was analyzed by using matched t-test. The result of the study showed that there was any significant difference between eleventh grade students of MAN Arahan who were taught by using guided discovery and those who were taught by conventional strategy. The t-obtained was 4.52 at the significant level 0.05 in two tailed testing and df=21, the critical value of t-table is 2.080. Since the value of t-obtained was higher than t-table, then the null hypothesis was rejected and the alternative hypothesis was accepted. It can be stated that guided discovery is effective in teaching reading comprehension, and can be used as the alternative technique for teaching reading comprehension to the eleventh grade students of MAN Arahan. 2018-01-22T22:39:37+00:00 ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1673 CORRELATION BETWEEN PARENTAL SOCIOECONOMIC STATUS AND STUDENTS’ ENGLISH ACHIEVEMENT 2018-01-22T22:39:37+00:00 Henny Yulia hennyyulia@yahoo.co.id <p>The main purpose of this research was to find out if there was indeed a correlation between parental socioeconomic status and student’s achievement in English at the eleventh grade students of SMA N 1 OKU. Next problem of this research concerned with the dominat indicator of parental socioeconomic status, student’s achievement in English and correlation between parental socioeconomic status and student’s achievement in English. This research used correlation method.The population of the research was the eleventh grade students of SMA N 1 OKU, consisted 435 students. The sample was 111 students that were taken by using purposive sampling of eleventh grade students’ at SMA N 1 OKU in academic 2017/2018. The instruments used were questionnaire of parental socioeconomic status and the score of students’ English report. Based on the data analysis and the result of investigation the dominant indicator that influenced parental socioeconomic status was parent’s income with the percentage 59, 90%. Meanwhile, base on the students score there were no students in  low level category, there were 25 students or 22, 52% got execelent category and there were 86 students or 77,47% got good category. It could be concluded that the students whose score were in good category came from good socioeconomic level. The coefficient of the correlation between parental socioeconomic status and students English achievement was 0,550.it mean that null hypothesis (Ho) was rejected and consequently the alternative hypothesis (Ha) was accepted. Therefore, the research concluded that the dominant indicator that influenced parental socioeconomic status was parents’s income. Next the most of students’ English achievement were included in good category. Therefore there was positive correlation between parental socioeconomic status and student’s achievement in English at the eleventh grade students’ of SMA Negeri 1 OKU.</p> 2018-01-22T22:39:37+00:00 ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1674 THE ANALYSIS OF COMMON GRAMMATICAL ERRORS IN WRITING NARRATIVE ESSAY OF ENGLISH STUDY PROGRAM STUDENTS AT JAMBI UNIVERSITY 2018-01-23T06:17:18+00:00 Reni Heryanti reny_desrian@yahoo.com Muhammad Hadi Sucipto muhammadhadi_sucipto@yahoo.com Makmur Makmur adlansalsa@yahoo.com <p>The purpose of this quantitative research is to reveal common grammatical errors in writing narrative essay of English Study Program students at Jambi University. The data were collected through writing test. The data were analyzed by using format error identification. This research reveals twelve errors. They were verb-tense, punctuation, capital letters, word choice, spelling, preposition, pronoun, pluralism, redundancy, word order, article, and possessive case. There were 599 errors happened in students’ papers, and the highest amount of error occurred in verb-tense category. There were 303 verb-tense errors (50.58%). Meanwhile, the smallest number of error occurred in article and possessive case category. Both have the same frequency and percentage, which are 6 errors (1.00%) in article and 6 errors (1.00%) in possessive case. The researcher concluded that students made errors because of the lack of grammatical knowledge. Their native language also still influenced the students, which is Bahasa that lead them to made errors.</p> 2018-01-22T22:39:38+00:00 ##submission.copyrightStatement##