International Journal of English Language and Linguistics Research (IJELLR)

EA Journals

Reading Comprehension

The Impact of Schoology on Students’ Reading Comprehension and Writing Skill for Senior High School (Published)

The objective of this research was to find out the process, the students’ response and the students improvement in reading comprehension and writing skill after learning narrative text by using Schoology E-learning Web at tenth grade of Senior High School. This research used classroom action research design. The researcher observed and gave treatment to improve students’ reading comprehension and writing skill. Furthermore, the researcher used observation sheet and documentation to collect qualitative data. Besides the researcher also used test which consisted of pre-test and Post-test for collecting quantitative data. As the result, the process of teaching narrative text by using Schoology e-learning web was more effective, interesting and enjoyable for the students. The students responded and did the tasks given immediately. Consequently, it influenced to their score achievement both in reading comprehension and in writing skill. The students’ mean score gained in pre-test on reading was 62.8 and writing skill was 55.8. In post-test 1, the mean score of reading comprehension improved into 77.2 and 71.5 on writing skill. The results of post-test 2 indicated the improvement of students’ reading comprehension and writing skill. The mean score of students’ reading comprehension improved into 83.3 and 76.9 on writing skill Based on the finding of this research, it can be concluded that the use of Schoology e-learning web during online learning period was successful to improve students; reading comprehension and writing skill particularly in narrative text at tenth grade of Senior High School.

Keywords: Narrative Text, Reading Comprehension, Schoology E-Learning Web, writing skill

Quizizz as a Students’ Reading Comprehension Learning Media: A Case Study at the Eleventh Grade of Dwi Putra Bangsa Vocational School in Cimanggu (Published)

This study aims to find out the use of quizizz application as a learning media and contribution of smartphone-game based online learning in the eleventh grade of Dwi Putra Bangsa Vocational School in Cimanggu Pandeglang Banten. One of the important components in education is the use of learning media. The fact that at technology plays a much larger role in the digital era than it did. Nowadays millennial generation having a high level of technological literacy. This literacy coupled with recent technological advances has led to the expansion of education. From the millennial generation, these are the generations that are in classroom today and they share unique characteristics that define their generations expect to be engaged in their learning activity, technology has to be embraced in today’s education and teachers have to apply part of the students learning. This paper reviews the generations of learners that teach today and how these generations impacted the transformation of education. In the paper also presents some of the emerging technologies and discusses the transformation to invent new forms of teaching and learning as well as the redesigning and rethinking education in the digital era. This research was conducted at the Dwi Putra Bangsa Vocational High School in Cimanggu Pandeglang Banten. The subjects of this study were teacher and eleventh grade students of Computer and Network Engineering Department (TKJ). The result of this study showed that usage of quizizz as a learning media can make students enthusiastic in participating in learning activity, so students can focus and maximizes their mobile phone as a fun learning media. The concept of maximum learning will help students’ reading comprehension skill in English Learning. So it will improving students learning outcomes in school.


Keywords: Case Study, Gamification, Reading Comprehension, interactive and communicative teaching, mobile assisted language learning, quizizz


Discourse markers are frequently used in academic papers, which abound in logical analyses and arguments. Some linguistic theories have shown that discourse markers are indispensable for both cohesion and coherence of these papers. In this study, a controlled test was carried out to analyze the way in which discourse markers affect the reading comprehension and reading speed of Chinese learners of English. In the study two groups of students (undergraduates and postgraduates) who minored in English as a foreign language were tested with four versions of a medical paper. Four versions were designed: a version without discourse markers, a version with micro markers, a version with macro markers, and a version with both micro and macro markers. A cloze recall test was used to measure the students’ comprehension and reading speed.  The results show that macro markers play a helpful role in enhancing readers’ reading comprehension and reading speed. It is concluded that Chinese teachers should place more emphasis on the instruction of discourse markers, especially macro markers.

Keywords: Chinese Learners, Discourse Markers, Reading Comprehension, Reading Speed

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