Jadila: Journal of Development and Innovation in Language and Literature Education

The Use of Read, Cover, Remember, Retell (RCRR) Strategy in Improving Students` Reading Achievement

2025-05-05T20:29:49+07:00

Reading is one of the four important skills that must be taught in English. Reading can help students to understand information better, develop critical skills, and increase vocabulary and understand the content of text. However, the majority of EFL student`s experience difficulty reading widely. This study aimed to determine the impact of the RCRR strategy on the reading achievement of the tenth-grade students at SMA Karya Ibu Palembang. The research used a quasi-experimental design with pretest and posttest non-equivalent groups. The sample consisted of 60 students, with 30 in the experimental group (X.A) and 30 in the control group (X.B). Data were collected through pretests and posttests and analyzed using paired and independent sample t-tests. The paired sample t-test results showed a p-value of 0.000 and a t-value of -55.166, indicating significant improvement in students' reading achievement. The independent sample t-test showed a p-value of 0.000 and a t-value of 3.952, surpassing the t-table value (2.045), proving a significant difference between the groups. The findings confirm that the RCRR strategy positively affects students' reading achievement in descriptive texts, suggesting it is an effective strategy for improving EFL students' reading skills.

Teachers' Strategies in Teaching Reading Comprehension

2025-01-10T08:06:34+07:00

The aim of this study was to find out the teacher's strategies in teaching reading comprehension. A qualitative case study was used as a research approach. This research was conducted at SMPN 7 Palembang with one English teacher as participant using purposeful and criterion sampling. In collecting data, the researcher used observation and interviews. The data were analyzed using thematic analysis methods. The findings of this study indicated that the teacher employed two strategies in teaching comprehension. Reading aloud was a strategy where the teacher or students read a text aloud to improve comprehension. This strategy also helped students become more engaged in the learning process and enhanced their overall language proficiency. The qars helped students think critically by asking questions after reading. Students did not just look for answers within the text but also analyzed and connected information.

AI-Based Critical Engagement with SDG Content in ELT: Going Beyond Accessibility

2025-08-06T10:10:08+07:00

This research investigates how using artificial intelligence (AI) is perceived by students and how it helps them develop self-critical thinking in sustainable development goals at the EFL classroom. Employing a descriptive qualitative method, the research surveyed eighth semester students selected through purposive sampling technique. Data were gathered using a depth interview using fifteen questions measuring the Students’ Perceptions of how using AI is perceived by students and how it helps them develop self-critical thinking in sustainable development goals at the EFL classroom. The results show that Artificial Inteligent offers significant advantages in encouraging student critical thinking in Sustainable Development Goals. The participants perceive that Artificial Intelligence was interesting and significant, and student acknowledged how well they tracked learning progress and improved critical thinking. Additionally, Artificial Intelligence facilitate a pedagogical transition from passive to active learning, giving students more control over their academic progress. However, a number of elements, including students' familiarity with reflective techniques, the clarity of assessment criteria, and ongoing lecturer support, are critical to the successful adoption of using AI. The research concludes that although AI improve learning outcomes, their efficacy is mostly dependent on the lecturer's capacity to promote creative learning and create a positive classroom environment.

The Correlation between Students' Cognitive Reading Strategies and Their Reading Comprehension Achievement

2025-05-05T20:25:06+07:00

This study investigated the correlation between cognitive reading strategies and reading comprehension achievement and explored the influence of cognitive reading strategies on reading comprehension achievement of undergraduate English major students of Universitas Islam Negeri Raden Fatah Palembang. A total of 103 fifth semester students as a sample completed the reading section of TOEFL test, and the survey of reading strategies (SORS). Descriptive statistics, Pearson product-moment correlation and regression analysis were employed to analyze the data. The result of correlation analysis revealed that the correlation coefficient or the r (.618 > r-table .193). Then, the level of probability (p) significance (sig.2-tailed) was p (.000 < .05). Thus, there was a significant correlation between the students' cognitive reading strategies and their reading comprehension achievement. In addition, it was found that students' cognitive reading strategies significantly influenced on their reading comprehension achievement with the contribution of 38.1%.

The Students' Problems in Listening Comprehension

2025-08-06T10:12:25+07:00

The purpose of this study was to find out students' problems in listening comprehension. This study used a qualitative method with a case study research design to find out the students' problems in listening at SMKN 1 Keluang, Musi Banyuasin. Data were collected through interviews with five students, selected through purposive sampling. The data were analyzed thematically. This study found seven problems experienced by students in listening, including problems related to listening materials, basic linguistics, listener concentration, physical characteristic, listener, speaker, and physical setting. To enhance English learning, educators can employ innovative teaching approaches that focus on developing the four key language skills, thereby making the learning process more engaging. Meanwhile, students can boost their language proficiency by expanding their vocabulary, practicing effective listening techniques, and receiving guidance from their parents.