Edukasi: Jurnal Pendidikan dan Pengajaran http://jurnal.radenfatah.ac.id/index.php/edukasi <p><img src="http://jurnal.radenfatah.ac.id/public/journals/31/pageHeaderLogoImage_en_US.png?2018-03-27%2008:05:01" alt="" width="100%" height="auto"></p> <p><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></p> <p style="text-align: justify;">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. The journal provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education and English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education, 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>&nbsp;</p> State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia en-US Edukasi: Jurnal Pendidikan dan Pengajaran 2355-3669 <p>After the manuscript is accepted for publication, authors will be required to sign a copyright transfer form. Copyright will be transferred to State Islamic University of Raden Fatah, Palembang, South Sumatra, Indonesia, via e-mail. A copyright form will be sent to you via e-mail after the accepted manuscript has been submitted.</p> Full Vol. 5 Issue 1 2018 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2044 <p><strong>Edukasi: Jurnal Pendidikan dan Pengajaran</strong> 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> EDITORIAL TEAM ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-10-18 2018-10-18 5 1 1 5 The Demotivating Factors of English Language Learning Among Madrasah Tsanawiah Students: The Case of One Madrasah in Jambi City http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2045 <p>The purpose of this study was to explore the demotivating factors of the learners in EFL learning at one madrasah tsanawiah in Jambi City. Particularly, this study was to find out the particular factors that demotivate madrasah tsanawiah students’ during the learning process. Many studies have mainly focused on teachers’ motivation or students’ motivation and teachers’ motivation rather than student demotivation in English as a foreign language (EFL) learning context, whereas lack of data has been found on the factors that cause student demotivation in Indonesian EFL learning contexts at secondary school level. The participants were a purposive sample of English students who currently studied at a madrasah . The study was designed as a qualitative case study and involved a demographic questioner and face-to-face interviews for data collection. The result revealed that peer influences were as the main demotivation for the students. Other demotivators for EFL students in this research included school condition such as lack of resources and facilities. Suggestions for further research also are discussed.</p> EDDY HARYANTO MAKMUR MAKMUR YANTI ISMIYATI SITI AISYAH ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-02 2018-05-02 5 1 6 21 Learning to listen: Listening Strategies and Listening Comprehension of Islamic Senior High School Students http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2046 <p>The purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. The eleventh grade students were selected as participants of this study. The instruments used in this research were listening strategies questionaire adapted from Lee (1997) and modified by Ho (2006) (as cited Golchi, 2012), and listening comprehension test conducted to measure students’ listening comprehension. Pearson product moment, regression analysis, R-square were used to find out the correlation and the influence between variables. The result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. Besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. This study could have implications for English language teachers, course designers, learners, and text book writers.</p> DESMA YULISA ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-02 2018-05-02 5 1 22 30 Applying Language Learning Strategies in the Foreign Language Listening Comprehension: A Study of Islamic Senior High School Students http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2047 <p>The main purpose of the present study was to empirically investigate the possible correlation and the influence between students’ language learning strategies and listening comprehension. The population of this study was 138 eleventh grade students of Islamic Senior High School number 2 Palembang. The sample was all of eleventh grade students in social class. The total number of the student was 138. Since 16 students were absent, so the sample consisted of 122 students. To collect the data in order to measure the students’ language learning strategies and listening comprehension, SILL (strategy inventory in learning language) and listening comprehension test from TOEFL Junior test were used in this study. The Pearson correlation was used in analyzing the data using SPSS 16. The result from questionnaire showed that most of the students used metacognitive strategies were in medium level and sometimes used language learning strategies. The result from listening comprehension test showed that most of the students were in very poor level. Furthermore, there was no significant correlation between the two variables that can be seen from the correlation coefficient or <em>r</em>-obtained (-.011) was lower than <em>r</em>-table (0.1779) then the level of probability or sig. value (.902) was higher than .05. From the result, it can be concluded that there was no significant correlation between language learning strategies and listening comprehension of eleventh grade students of Islamic Senior High School number 2 Palembang.</p> DIAN PERTIWI ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-02 2018-05-02 5 1 31 41 Islamic Senior High School Students’ Language Learning Strategies and their English Achievement http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2048 <p>This study investigated the correlation between language learning strategies and English achievement, and explored the influence of language learning strategies on English achievement of eleventh grade students’ of MAN 3 Palembang. A total of 141 eleventh grade students participated in this study. The questionnaire and test were used to collect the data. For this purpose, the language learning strategies (SILL) questionnaire developed by Oxford (1989) measured language learning strategies and TOEFL junior (2015) was used to know students’ English achievement. There were three levels from high to low based on the results of SILL questionnaire and five categories English achievement test. Descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data.&nbsp; Based on the data analysis, it was found that r (.665) &gt; r<sub>table</sub> (.165) with significant level which was lower than 0.05. Thus, it indicated that there was significant correlation between language learning strategies and English achievement. It was implied that good language learners caused good in English achievement.</p> ISTI QOMARIAH ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-02 2018-05-02 5 1 42 52 The Use of Islamic History Videos through Swell Strategy to Improve Senior High Students’ Narrative Writing Achievement http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2049 <p>The objectives of this study were to find out: (1) whether or not there was a significant improvement on students’ narrative writing achievement between before and after the students were taught by using Islamic history videos through SWELL Strategy, and (2) whether or not there was a significant difference on students’ narrative writing achievement between the students who were taught by using Islamic history videos through SWELL Strategy and those who were not. The population of this study was all the eleventh grade students of Senior High School Nurul Iman Palembang which consisted of 65 students. The sample of this study was taken by using total sampling. Thus, the total number of the sample was 65 students. The sample was XI Science class (control group) which consisted of 33 students and XI Social Science class (experimental group) which consisted of 32 students. In collecting the data, written test was used. The test was given twice to both experimental and control group, as a pretest and posttest. To verify the hypotheses, the data of students’ pretest and posttest of both groups were analyzed by using paired sample t-test and independent sample t-test in SPSS. The findings showed that the p-output (sig 2-tailed) from paired sample t-test was 0.000 which was lower than 0.05, and the t-value 7.954 which was higher than t-table 2.040 (with df= 31). Then, p-output from independent sample t-test was 0.021 which was lower than 0.05, and t-value 2.371 which was higher than t-table 1.998 (with df= 63). Therefore, it could be inferred that narrative writing by using Islamic history videos through Social-Interactive Writing for English Language Learners (SWELL) Strategy gave significant improvement on the students’ narrative writing achievement, and gave significant difference between students’ who were taught by using Islamic history videos through SWELL Strategy and those who were not.</p> JUNA WARNI ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-02 2018-05-02 5 1 53 62 Learning Strategy towards Students’ Descriptive Writing Achievement Taught by Using Pick – List – Evaluate – Active – Supply – End Strategy http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2050 <p>This study is an experimental study with a factorial design. The aims of the study were to find (1) the significant improvement on students’ descriptive writing achievement taught using PLEASE strategy, (2) the significant improvement in poor category taught by teacher’s strategy, (3) the significant difference on students' descriptive writing achievement taught by PLEASE and teacher’s strategy, (4) the significant difference in very good and fair categories taught by PLEASE strategy, (5) the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories, (6) the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy, &nbsp;and (7) the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher’s strategies. In conducting my research activities, 72 out of 150 students were selected as the sample of the study using a two-stage cluster random sampling technique. The results of the study showed that first, the result analysis of measuring showed that significant improvement on students’ descriptive writing taught using PLEASE strategy using paired-sample test was found since the p-output (0.000) is lower than the significant level at 0.05. Second result analysis by using paired-sample test in measuring the significant improvement on students' descriptive writing achievement in poor category which was taught by using teacher strategy was found since the p-output (0.000) was less than the significance level at 0.05. Third analysis in measuring a significant difference on students' descriptive writing achievement which was taught by PLEASE and teacher’s strategy using independent-sample test was not found since the p-output (0.013) was greater than the significance level at 0,05. Fourth analysis in measuring the significant difference on students' descriptive writing achievement in very good and fair categories taught by PLEASE strategy using independent-sample test was not found since the p-output (0.286) was higher than the significance level at 0.05. Fifth result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way ANOVA was found since the p-output (0.000) smaller than the significance level at 0,05. Sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy using one-way ANOVA was not found since the p-output (0.115) higher than the level of significance level at 0.05. The last analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher strategy using two-ways ANOVA was not found since the p-output (0,430) was bigger than the significance level at 0,05</p> LENNY MARZULINA ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-02 2018-05-02 5 1 63 75 An investigation into a link Between Classroom Environment and EFL Student Teachers’ Academic Achievement http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2051 <p>The aim of the present study was to investigate the relationship between classroom environment and academic achievement of English Education Study Program students of State Islamic University of Raden Fatah Palembang by conducting correlational research. 366 students of English majors of the second, fourth, and sixth semester took part in the study as the sample by using convenience sampling. The data of this study were collected by administering a questionnaire of College and University Classroom Environment Inventory (CUCEI) to assess classroom environment of the students and the students’ cumulative GPA was also used to get the students’ academic achievement score. Pearson Product Moment and regression analysis were used to analyze the data. From the analysis, it was found out that the <em>r </em>was 0.296 and it was higher than <em>r-</em>table (0.1059) and the level of probability (<em>p) </em>significance <em>(sig.2-tailed) </em>was 0.000<em>. </em>It means that<em> H<sub>0</sub></em> was rejected and <em>H<sub>1</sub></em> was accepted. This result showed that there was a significant correlation between classroom environment and the students’ academic achievement. Additionally, the regression analysis showed that classroom environment contributed only 8,8 % to the students’ academic achievement.</p> MEI AFRILIANI MUHAMAD HOLANDYAH ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-02 2018-05-02 5 1 76 86 Speaking Self-Efficacy and EFL Student Teachers’ Speaking Achievement http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2052 <p>This study was to find out the significant correlation between students’ speaking self-efficacy and their speaking achievement and to know the significant influence of speaking self-efficacy on their speaking achievement. The population of the study was 470 active students of English Education Study Program of Tarbiyah Faculty and Teaching Sciences at State Islamic University of Raden Fatah Palembang in academic year 2017/2018. The sample of this study was 103 students of all the students in sixth semester chosen by using purposive sampling technique, but there were 96 students participating when the study was conducted. A questionnare was used to measure students’ speaking self-efficacy and a speaking test was conducted to know students’ speaking achievement. The collected data then were analyzed by using the correlational and regression analysis computerized with SPSS 22. Based on the analysis results, it was found that there was statistically significant positive correlation between self-efficacy and speaking achievement in p-output was 0.00 which was smaller that 0.05 (0.00&lt;0.05). Besides, the correlational coefficient of the test was .349. Thus, the level of correlation was weak. This study also indicated that students’ speaking-self-efficacy influenced their speaking achievement with contribution 12.2%.</p> TUTIK ALAWIYAH ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-02 2018-05-02 5 1 87 96