Therefore, in this research, the researchers want to prove that the students' understanding of cohesion can be linked to the students' reading comprehension. The purpose of this research is to investigate and find out the relationship between EFL students' cohesion and their reading comprehension. According to the condition above, the researchers were interested in investigating the relationship between EFL students' understanding of cohesion and their reading comprehension.
In this study, the researchers used documentation to collect data on the correlation between EFL students' cohesion understanding and their reading comprehension. Therefore, it can be concluded that there is a reasonable correlation between students' cohesive understanding and reading comprehension. There is a positive and significant correlation between EFL learners' understanding of cohesion and reading comprehension among fourth-semester students of IAIN Metro's Department of English Education.
This means that there was positive and significant correlation between EFL learners' cohesion comprehension and their reading comprehension in the fourth semester students of the English Education Department of IAIN Metro. The correlation between students' vocabulary mastery and reading comprehension of the eleventh grade students of SMAN 5 Palu.
THE PERCEPTION OF SEMESTER 4 ACCOUNTING STUDENTS ON LEARNING ENGLISH THROUGH WHATSAPP APPLICATION
The effectiveness of the WhatsApp application for learning English is important for teachers and students to know so that the weaknesses and strengths of this application can be evaluated for quality and effective teaching and learning programs. Pranajaya and Hendra Wicaksono stated in their research that the learning process through the WhatsApp application was very helpful, although in their statement the use of the WhatsApp application did not fully influence the value of learning. This is obtained through the process of one's judgment using the senses of the surrounding objects.
English is one of the languages studied by many people in the world for many purposes. Without clear rules or agreement by group managers (educators), communication can fall outside the context of learning. This online learning is an educational innovation that responds to the challenge of the availability of varied learning media.
The population and the sample of the research were 34 students of semester 4th at Accounting major in STIE Gentiaras, Bandar Lampung. To test the reliability of the instrument in this study, the researcher used the Alpha Cronbach technique. The perception of 4th-semester students majoring in accounting with regard to learning English can be considered in three dimensions: the dimensions of English teaching materials, the dimensions of English language skills, and the dimensions of the environment and student interaction during the learning English through the Whatsapp application.
Based on Table 1, which refers to the students' perceptions evident from the dimension of the English teaching material with 6 statements, the results obtained are the first statement: "the teaching material is easily accessible". Ainun et al. (2020), in their study examining students' perceptions of WhatsApp voice chat in the Speaking class, found that most students had a positive perception of conducting online voice chat, especially in terms of stress and interest. . Table 3 above shows the results of the data analysis, namely the second item of the statement about.
This shows that online learning makes students very interested because they use mobile phones to study without feeling pressured to listen to the teacher's directions until the end of the KBM. This can be seen in most of the impressions conveyed that online learning is more practical than traditional learning. Based on the results of the research analysis above, it can be concluded that 4th semester Accounting students at Gentiaras College of Economics, Bandar Lampung generally have a positive perception of learning English through the WhatsApp application in terms of the dimensions of English teaching materials, the dimensions of English skills and the dimensions of the environment.
WEBTOON'S POTENTIALS TO ENHANCE EFL STUDENTS’
VOCABULARY
Research on Webtoon as an English learning medium has been conducted by Putri (2018) titled "The Use of Webtoon and KWL (Know-Want-Learn) Strategy to Improve Students' Reading Fluency" which explains that using webtoons helps to improve reading skills to improve. However, the 48 students must be active users of the webtoon for the last 6 months and study English at their level of education. To find out how Webtoon has the potential to increase English vocabulary, it is first necessary to know the characteristics of the Webtoon users themselves, especially those who use them as learning media.
From the results of distributed questionnaires, it can be seen that most webtoon users who are English language learners from Generation Z are readers who feel comfortable reading for a long time. There are 75% of readers who tend to go through an episode of the story to the end, while 25% read only part of the story. As learners of English as a foreign language, some of the respondents in the questionnaire often had difficulty understanding the stories in English, while some of the other respondents did not.
The results of the descriptive questions about the reasons respondents chose Webtoon made for an interesting discussion. The questionnaire results for description questions explain that Webtoon helps to increase English vocabulary because of its visualization. 7 "The English webtoon was able to make me understand the words better by seeing the visualization of the story."
The questionnaire consists of multiple choice questions and description questions to help formulate the potential of Webtoon to increase English vocabulary for groups of EFL learners. This technique is a way to optimize the use of Webtoon in the process of obtaining an English dictionary, with good visualization it allows users to easily understand the meaning of the image that contains the dialogue in it, and then look up the meaning of the word in the Dictionary. For this generation, it not only includes technology, but also includes English as the main language used in most of the world.
It supports the use of the Webtoon application for Generation Z to learn foreign languages in a fun way, supported by the Internet and also the ease of access to Webtoon, which is one of the platforms that has succeeded in creating a way to learn English vocabulary in today's era.
ENHANCING READING FLUENCY AND COMPREHENSION IN ORAL READING THROUGH READING THEATRE
Not only do students read a text with expression, they actually understand the meaning of the text when they understand where to stop and emphasize certain parts of the text. In summary, reading comprehension is defined as the act or result of using comprehension processes to obtain the meaning of a communication process (Rasinski, 2010). Additionally, reading fluency is a word recognition skill that helps readers uncover the value or true meaning of a text (Rasinski, 2010).
Prosody or expressive reading is a transitional bridge to link fluency to comprehension, since in order to read with appropriate expressions, the readers must understand the meaning of the passage and the prosody reflects and adds to that meaning (Rowen, Biggs, Watkins & Rasinski, 2015). According to Tarchi (2017), reading comprehension is a process of reading to construct the meaning or understanding of a text or passage. At this level, the readers have access to the surface details of the text and can recall details that are directly related.
The next step is where the students are divided into groups called repertoire groups, each of the members has a role and own script. 2013) the program was developed and published and scripts were read daily during the first 30 minutes of the two-hour literacy block. Repeated readings emphasize practice as a way to work on all areas of reading fluency—.
While students' prosody relating to rhythm, intonation, and expression have improved, as Dowhwer (1991) argues that at the end of the six weeks of Readers Theater implementation, students read in expressive, rhythmic, and melodic patterns. Adolescent reading ability and engagement in digital and traditional literacy as predictors of reading comprehension. An exploratory study of the relationships between reading comprehension, reading attitude and the vividness of mental images in Turkish fourth-year students.
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.
THE IMPLEMENTATION OF ONLINE LEARNING IN ENGLISH LANGUAGE TEACHING DURING PANDEMIC: THE TEACHERS’
VOICE
On the last point, all the teachers said that they can deliver the material well because they have trained how to do the learning process well in Rumah Belajar. The first part is about the behavior of teachers when using Rumah Belajar for e-learning media during the Covid-19 pandemic. If the teachers have enough training, the use of E-Learning will be maximized because they will have some information to use E-Learning Rumah Belajar as a media for teaching English.
From the usability, we can understand from the data that teachers have difficulties in using E-Learning Rumah Belajar to teach English. Teachers feel that this site will be useful if they have enough training for Rumah Belajar. In the features, Rumah Belajar has covered the needs of teachers such as quizzes, lessons and also chat, but unfortunately they have not been thoroughly trained to use the features.
So far the learning process has gone well, but it cannot go on at Rumah Belajar because of the lack of training for the discussion. This is one of the problems in the aspect of usability for e-learning Rumah Belajar. It showed that E-Learning Rumah Belajar still has problems when the teacher uses it as media for the learning process in this pandemic.
The teacher can maximize the use of Rumah Belajar, but the school cannot facilitate them to the maximum, and it creates difficulties for the teacher in implementing Rumah Belajar as a media for learning during a pandemic. Based on the findings discussed, the researchers conclude that Rumah Belajar's understanding has covered the teachers' need to do the learning process according to the lesson plan during this Covid-19 pandemic. This is because it is the first time Rumah Belajar has been used during the COVID-19 pandemic.
Anticipating the implementation of Rumah Belajar during the time of COVID-19 can help in the implementation of distance learning.
INFORMATION FOR AUTHORS
Journal of Research on Language Education welcomes articles on various topics related to linguistics, literature, and language teaching and learning
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The manuscript can be written in English or Indonesian and consists of 3000-7000 words including an abstract (from 150-250 words) with 3-5 keywords,
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The review and notification of acceptance will be sent to the author not later than one month after the files are sent
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