Didascein : Journal of English Education

Teachers’ Challenges in Teaching Reading Comprehension at Islamic Junior High School

2024-03-21T23:29:00+00:00

There are many challenges teachers must go through in terms of developing reading comprehension and the benefits can be seen after the teacher implements them, education stakeholders. This study used a qualitative study with a case study research approach to identify teacher challenges in teaching reading comprehension. There were two English teachers from one of the Islamic junior high schools in Palembang which was chosen as the sample by using purposive sampling and the interview was the instrument to collect the data. Thematic analysis was used to analyze the data. The results showed that teachers faced several challenges in teaching reading comprehension, such as (1) challenges in teaching, (2) teaching method, (3) lack of understanding, (4) assessing students' abilities, (5) Students' lack of vocabulary mastery, (6) students' boredom, (7) mother tongue interference. It was hoped that English teachers might help students comprehend the meaning of a given text and choose reading materials that suit their reading level and interests.

Exploring Canva Application to Write Announcement Text

2024-03-12T01:58:31+00:00

One digital industrial technology of revolution 4.0 that may help students with their writing issues is Canva since this app can be an appealing and captivating medium to foster their writing. The purpose of this study was to determine whether writing achievement among students at SMP Negeri 1 Sungai Pinang who received instruction using the Canva App differed significantly from that of those who did not. The current research used a quasi-experimental design. The study’s samples included 66 students chosen using the purposive sampling method. Students were placed into two groups: experimental and control. A written test was used to collect the data which consisted of five topics. The result of the independent sample t-test found that the value of t-obtained was 10.897 at the significant level p<0.05 in two-tailed testing and the degree of freedom was 70, the critical t-table was 1.997. Since the value of t-obtained was higher than the critical value t-table (1.997) and ρ-value (0.00) lower than α_value (0.05). The null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It indicated that students who were taught using the Canva App and those who were not had a significant difference in writing achievement abilities.

The Relationship between the Use of Social Media as an English Learning Media and Students' Learning Motivation of the Eleventh Graders

2024-03-12T02:00:26+00:00

This research explores the impact of social media on learning motivation among eleventh-grade students at SMA PUSRI Palembang. The data was taken by involving 84 students as samples. The data was using a Social Media Questionnaire and Students’ Learning Motivation. By comparing the characteristics of social media questionnaire responses and students' learning motivation, the study aimed to determine the relationship between social media usage and learning motivation. Correlation analysis revealed a robust positive association between students' learning motivation and their use of social media for English learning. The correlation coefficient (r-value) of 0.925 exceeded the critical threshold (r_table) of 0.212, signifying statistical significance. It indicates a substantial link between social media as an English learning tool (X) and students' learning motivation (Y). Furthermore, the regression analysis demonstrated the significant impact of social media on students' motivation to learn. The significance level (alpha) was less than 0.05, and the t-value of 22.016 exceeded the required t-table value of 1.663. In summary, social media has significantly enhanced students' motivation to learn English at SMA PUSRI Palembang.

The The Correlation between Vocabulary Learning Strategies and Reading Comprehension

2024-03-31T14:19:59+00:00

This study aimed to find out the correlation between vocabulary learning strategies and reading comprehension and to determine the extent to which vocabulary learning strategies contributed to the reading comprehension of students. This study used a correlational research design. The sample was selected by using a purposive sample technique, consisting of 68 students. The result of the study showed that the level of students’ vocabulary learning strategies questionnaire and reading comprehension test was in the average category. The data obtained were analyzed by using Pearson Product Moment and Regression Analysis. Pearson Product Moment was aimed to find out the correlation between vocabulary learning strategies and reading comprehension and Regression Analysis was used to determine the extent to which vocabulary learning strategies contributed to the reading comprehension of students. Based on the result of data analysis, it was revealed that there was a significant correlation between vocabulary learning strategies and reading comprehension of the eleventh-grade students of SMA Islam Az-Zahrah Palembang since the p-value (0.003) was lower than the alpha value 0.05. The r-value (0.358) was higher than the r-table (0.2012). It showed that there was a low correlation between vocabulary learning strategies and reading comprehension of the eleventh-grade students of SMA Islam Az-Zahrah Palembang. Moreover, vocabulary learning strategy contributed as much as 12.8%. It could be concluded that the contribution was in the deficient category.