IJLHE: International Journal of Language, Humanities, and Education https://jurnal.stkippgribl.ac.id/index.php/ijlhe <p><em>IJLHE: International Journal of Language, Humanities, and Education</em> is a journal devoted to language and literature researchers, humanities, as well as practitioners in the field of education. <em>IJLHE</em> Journal is managed by the Institute for Research and Community Service STKIP PGRI Bandar Lampung which is responsible for the Master Program in Indonesian Language Education. All publishing processes follow the procedures for scientific writing and editing involving expert reviewers from various countries.</p> en-US ctx.andrie@gmail.com (Andri Wicaksono) ctx.andrie@gmail.com (Andri Wicaksono) Tue, 14 Jun 2022 00:00:00 +0000 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 The Correlation of Diction Mastery and Writing Interest With Students' Writing Ability https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/865 <p>The problem was raised in this research is the relationship between mastery of diction and writing interest with the ability to compose narratives. This research was conducted because of the reality on the ground that the ability to compose narratives and mastery of diction, as well as interest in writing, need to be developed. This study aims to describe the relationship between diction mastery and writing interest with the ability to compose narratives for fifth grade students at SDN 4 Tanjung Aman. To achieve the research objectives mentioned above, the authors use the correlational method, meaning that data is collected after all the events in question have taken place. The techniques used in collecting research data are questionnaires, tests, and observations. Research data analysis techniques include requirements analysis test, statistical analysis, and research hypothesis testing techniques. The results of the study show: (1) diction mastery is positively related to the ability to compose narratives as indicated by a correlation coefficient of 0.775 &gt; 0.535 (r table); (2) writing interest is positively related to the ability to compose narratives as indicated by a correlation coefficient of 0.649 &gt; 0.361 ( r table); and (3) mastery of diction and writing interest together have a positive relationship with the ability to compose narrative coefficients of 0.807.</p> Amalisa Amalisa, Tri Riya Anggraini, Eva Nurchurifiani Copyright (c) 2022 https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/865 Tue, 14 Jun 2022 00:00:00 +0000 The Influence of Word Detective Strategy towards Students’ Vocabulary Mastery https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/866 <p>The purpose of this research is to determine the influence of Word Detective Strategy towards students’ vocabulary mastery. The writer utilized a quasi-experimental method to conduct the research. The population of this research was the tenth grade students of SMK Negeri 7 Bandar Lampung. There were 473 students in 13 classes. The research sample consisted of two classes: an experimental class called X-AK1 and a control class called X-AK2. Cluster random sampling was applied by the writer in taking the sample. The writer utilized a multiple-choice test to measure the students' vocabulary mastery when collecting data. The writer utilized the sample t test formula to analyze the data. Students who were taught using the Word Detective Strategy scored higher than students who were taught using the Translation Technique, according to the data analysis. The average score of the experimental class was higher than the control class, according to the hypothesis testing calculation. The average score of the experimental class was 74.4 and the average score of the control class was 49.9. It may also be observed that t-test higher than t-table (t test &gt; t table), that was 10.99&gt;2.62 at the significance level 1% and 10.99&gt;1.98 at the significance level 5%. Therefore, Word Detective Strategy had a positive impact on students’ vocabulary mastery at the tenth grade of SMK Negeri 7 Bandar Lampung in 2020/2021.</p> Anisa Al Khoiriyah, Hajjah Zulianti , Tommy Hastomo Copyright (c) 2022 https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/866 Tue, 14 Jun 2022 00:00:00 +0000 The Use of English Song for Improving Students' Vocabulary Mastery: Action Research https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/867 <p>The goal of this study was to promote students' vocabulary mastery using English song at MTs Negeri 2 Bandar Lampung's eighth grade. The thirty-two participants in this study were made up of 11 males and 19 females. This study was carried out with the use of classroom action research. The action research model, according to Kemmis and Taggart, consists of two cycles. Planning, action, observation, and reflection were the four steps in each cycle. Before beginning cycle 1, the writer conducted a pre-cycle to determine the students' vocabulary competence as well as their vocabulary challenges. In this study, the writer worked with an English teacher at MTs Negeri 2 Bandar Lampung to collect data from students in the eighth (VIII C) grade. The writer's goal for this study was to increase the students' learning activities and vocabulary knowledge. The students' improvement in learning activities was evident from the average score of students' learning activities in cycle 1 of 7.16 with the criteria quite active, while in cycle 2 of 7.83 with the criteria quite active. As a result, there was a 0.67 point improvement in students' learning activity between cycles 1 and 2. Meanwhile, the students' vocabulary mastery improved, as seen by the average pre-cycle score of 66.25, with 12 students passing the Minimum Mastery Criterion. The average score for the first cycle was 70.87, with 13 students 40.62% passing the Minimum Mastery Criterion, while the average score for the second cycle was 81.37, with 26 students 81.37% passing the Minimum Mastery Criterion. Based on the findings of the data analysis, it is possible to conclude that Classroom Action Research using English song can promote students' learning activities and vocabulary acquisition.</p> Nanda Wirdayarti, Febriyantina Istiara, Akhmad Sutiyono Copyright (c) 2022 https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/867 Tue, 14 Jun 2022 00:00:00 +0000 The Effect of Using Picture Stories Media and Learning Activities Towards Students’ Ability in Writing https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/868 <p>The purpose of this study was to analyze: (1) the difference in the average of students’ ability in writing paragraphs using pictorial story media and those without using pictorial media. (2) the influence of students who have high learning activities using picture stories media on writing skills is better than students who have high learning activities without using picture stories media. (3) the average score of students’ ability in writing paragraphs with high learning activities who use the picture stories is higher than those who do not use picture stories media. (4) the average score of students’ ability in writing paragraphs with low learning activities who use the picture stories is higher than those who do not use picture stories media. The method used in this research is the experimental method. The results of this study indicate that learning activities and picture stories media have a positive effect towards the students’ ability in writig paragraphs. The interaction of students who have high learning activities and are taught using picture stories media has the highest average value in writing paragraph ability, that is 16.74. Furthermore, the average scores of students with low learning activities and being taught with picture stories media is 15.03, then students with high learning activities and being taught without media is 10.67, and finally the average score of students who have low learning activities and are taught without picture stories media is 10,13.</p> Nur Aini, Surastina Surastina, Frieska Maryova, Febriyanti Febriyanti Copyright (c) 2022 https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/868 Tue, 14 Jun 2022 00:00:00 +0000 The Use of Question Answer Relationship (QAR) for Improving Students' Reading Comprehension in Narrative Materials https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/873 <p>The objectives of this research were to improve the students’ learning activity and reading comprehension by using Question Answer Relationship (QAR). It was a kind of reading technique where the students were given questions and found the correct answer based on the text. In this research, the writer used Classroom Action Research as the design in collected the data. The research implementation of research was in two cycles. The sample of this research was in one class only with 30 students. To get the data of research, the writer used observation sheet and reading test. The test used in this research was multiple choice consisted of 40 questions. The findings of this research showed Question Answer Relationship (QAR successful to improve students’ learning activity and reading comprehension. It can be seen from the average score of students’ learning activity and reading comprehension. The average score of students’ learning activity was increased from the first cycle 6.53 while in the second cycle 7.77, it was from less active to active criteria. Then, it was found that the average score in cycle 1 was 68.4 while in cycle 2 was 75.4. Therefore, the implementation of Question Answer Relationship (QAR) was successful to be used in improving the students’ learning activity and reading comprehension at the tenth grade of SMKN 1 Kalianda in academic year of 2021/2022.</p> Okta Bitian Indah, Wayan Satria Jaya, Purna Wiratno Copyright (c) 2022 https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/873 Tue, 14 Jun 2022 00:00:00 +0000 Story Mapping: An Effective Technique for Improving Students' Writing Ability at Middle School Students https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/874 <p>This research aimed to improve the students’ writing skill of narrative text by using Story Mapping Technique. The researcher used Classroom Action Research as the design of collecting data. The subject of the research was held in one class with 34 students’. It consisted of 2 cycle, in collecting data the researcher used observation sheet and writing test. The research finding of the learning activities that were improvement from cycle 1 to cycle 2. The writer had the mean score in cycle 1 was 6.28, in cycle 2 obtained the mean score was 7.74. there were increased by 1.46. The result of writing test in cycle 1 that had the mean score was 57.11 but in cycle 2 the mean score was obtained 79.56, there were increased by 23.45. There were improvement of writing test from cycle 1 to cycle 2. The writer found the result of students’ completeness in cycle 1 was 41.18% and of the cycle 2 was 79,41% which active categorized. Therefore it can be concluded that the implementation of story mapping technique was successful to improve the students’ learning activities and students’ writing skill of narrative text at the class eighth of MTS. Raudhatul Mu’minin Bandar Lampung in Academic Year of 2021/2022.</p> Hani Nuraini, Imam Subari, Sri Wahyuningsih Copyright (c) 2022 https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/874 Tue, 14 Jun 2022 00:00:00 +0000 Improving Students’ Reading Comprehension through GIST (Generating Interaction between Schemata and Text) Strategy https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/880 <p>This research aimed to improve students’ learning activities and their reading comprehension by using Generating Interaction between Schemata and Text (GIST) strategy. In this research, the researcher used Classroom Action Research as the method of this research. This research implemented Generating Interaction between Schemata and Text (GIST) in 2 cycles with 3 meetings in each cycle. The sample of this research was in one class with 31 students.&nbsp; The test used in this research was 30 multiple choice questions. The average score of students’ activities based on the observation sheet in cycle I obtained range 7 which categorized as quite active and increased to be 7.7 in cycle II which categorized as active. The average score of students’ reading comprehension in cycle I was 68.46 and increased to be 79.11 in cycle II. The percentage of the students’ reading comprehension test in cycle I who passed Minimum Mastery Criteria was 45.16% students passed the KKM and in cycle II the result increased to be 83.87% students passed KKM. From the learning activities and test result, the researcher concluded that there was an improvement in students' learning activities and their reading comprehension by implementing Generating Interaction between Schemata and Text (GIST) strategy at the eighth-grade students of SMP Negeri 21 Bandar Lampung in the academic year of 2021/2022.</p> Elany Agnescia, Joko Sutrisno AB, Eny Dwi Marcela Copyright (c) 2022 https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/880 Tue, 14 Jun 2022 00:00:00 +0000 Reciprocal Teaching Strategy to Improve Students’ Reading Comprehension: Action Research https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/882 <p>The objectives of this research were to improve the students’ learning activity and reading comprehension by using the Reciprocal Teaching Strategy. This strategy helps students with four steps, such as predicting, questioning, clarifying, and summarizing. In this research, the writer used Classroom Action Research as the design in collecting the data. The research implementation of research was in two cycles. The sample of this research was in one class only with 27 students. The writer used an observation sheet and reading test in form of was multiple choice and consisted of 40 questions, it aimed to get the score of students’ reading comprehension and used observation sheet for the students’ learning activity. The findings of this research showed Reciprocal Teaching Strategy was successful to improve students’ learning activity and reading comprehension. It can be seen from the average score of students’ learning activity and reading comprehension. The average score of students’ learning activity was increased from the first cycle 6.66 while in the second cycle 7.67, it was from less active to active criteria. Then, it was found that the average score in cycle 1 was 67.4 or 51.85% of students who passed Minimum Mastery Criteria while in cycle 2 was 76.5 or 85.19% of students who passed Minimum Mastery Criteria.&nbsp; Therefore, the implementation of Reciprocal Teaching Strategy was successful to be used in improving the students’ learning activity and reading comprehension in the tenth grade of SMKN 9 Bandar Lampung in the academic year of 2022/2023.</p> Camelia Parameswara, Andri Wicaksono, Destia Herlisya Copyright (c) 2022 https://jurnal.stkippgribl.ac.id/index.php/ijlhe/article/view/882 Tue, 14 Jun 2022 00:00:00 +0000