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Board Game in Speaking Skill Cut Ratna Putri; Bustami Usman; Chairina Nasir
Research in English and Education Journal Vol 1, No 2: December 2016
Publisher : Universitas Syiah Kuala

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This quantitative study is about Board Game to develop students’ speaking skill on expressing their ideas on descriptive text especifically on describing people. The speaking tests were used as the instrument, which are divided into pretest and post-test. A number of 25 students of SMPN 11 Banda Aceh participated in this study that chosen randomly from eight grader. The scores were tabulated statistically by using t-test. The result showed the hypothesis testing of the students’ pronunciation performance is significantly improved (19.7 t-count 1.71 t-table). It was found that this technique improved students’ speaking skill in the target language and their acuracy. It also could give positive reinforcement on fluency vocabulary and accuracy while learning within this technique. The finding suggested to use Board Game as a technique in improving speaking skill. The study has demonstrated that the treatment activities have improved the students’ interest to speak the target language.

The Use of Cartoon Clips to Teach Listening Skill Cut Indira Dwi Putri; Iskandar Abdul Samad; Chairina Nasir
Research in English and Education Journal Vol 2, No 3: August 2017
Publisher : Universitas Syiah Kuala

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This experimental research aims at investigating the effect of teaching listening skill by using English Cartoon Clips on the first year students of SMA Negeri 1 Banda Aceh. Listening skill is one of important skills that students are required to master. As a matter of fact, students are commonly facing some difficulties on this skill. One group pre-test post-test design was used to analyze the significant effect. The data were gained quantitatively by administering pre-test, treatments and post-test. The result revealed that there was an improvement in students’ learning achievements focused on listening sub-skills which deals with its aspects, i.e. understanding the gist in listening and listening for details in the narrative genre. The finding was supported by the result of students’ pre-test and post-test scores. The mean of pre-test scores was 77.4, while the mean of post-test scores was 93.5. The gained score is 16.1. Moreover, the analysis of t-test showed that tscore ttable or 4.43 1.70 at the level of significance 0.05 with the degree of freedom (df) 25. It is clear that the alternative hypothesis (Ha) is accepted. Furthermore, based on the comparison between the mean score of each listening aspects of pre-test and that of post-test, it indicated that students gained a better achievement in identifying those listening sub-skills aspects. In brief, the application of English Cartoon Clips affected the students’ listening performance.

Using think-aloud method in teaching reading skill Syamsul Bahri Yusuf; Chairina Nasir; Chentenei Lapenia Ningsih Rohiman
Studies in English Language and Education Vol 5, No 1 (2018)
Publisher : Universitas Syiah Kuala

There are many EFL students who still find learning English is difficult especially in comprehending the text passages being read. The Think Aloud Method is known to be one of the methods that are able to assist language learners in improving their EFL reading comprehension. The aim of this study was to find out whether students’ reading comprehension, particularly in identifying the main idea, supporting details, references, making inferences and interpreting vocabulary, improve after the implementation of this method in the teaching and learning process. The sample was the eighth grade students of a junior high school in Banda Aceh. This study employed a one group pre-test and post-test design. The findings showed that the mean score from the pre-test was 38 while from the post-test was 79. The critical value from t-table was 0.05, while the t-test level of significance was 1.71, so the t-test value was higher than the critical value of t-table (1.71 0.05). The reading aspects that improved most were detailed information, main idea and understanding inferences. The two other aspects, vocabulary and finding references also improved, but not as much as the other three aspects. Thus the hypothesis was accepted that the use of this method could significantly improve the students’ reading comprehension at the school under study, especially in comprehending meaning in a descriptive text. In conclusion, Think Aloud can be used to improve the ability of eighth grade students in EFL reading comprehension.

Group investigation technique for better reading comprehension skill Chairina Nasir; A. Gani Sofyan; Dina Haqqini
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

This study was conducted to investigate the effect of using Group Investigation Technique (GIT) in teaching reading comprehension at the second grade class of a junior high school in Banda Aceh and to identify the most difficult reading comprehension aspect that students at that level faced. An experimental design was used and the data were collected through tests as so for the instruments. There were two tests, namely pre-test, and post-test, applied in the form of multiple-choice questions. The population of this study was all of the second-grade students. Then, two classes were randomly chosen as the samples: experimental class and controlled class. The findings indicated that there was an improvement in students’ achievement in the experimental class. The study applied gain-score calculation in which the mean for the experimental class was 0.57, while the controlled class was 0.22. The researchers also used the t-test to prove the hypotheses. The result showed that t-scoret-table or 34.761.68, which means the H1 is accepted and H0 is rejected. To conclude, the students who were taught reading comprehension by using GIT achieved significant improvement. Besides, after the determination of the mean of the post-test and pre-test scores which were divided into four aspects of reading comprehension: main idea (MI), vocabulary (V), detailed information (DI), and reference (R), the result showed that MI=25.91, V=28.64, DI=25.00, and R=31.59. Therefore, it was found that the most difficult aspect of reading comprehension was detailed information (DI. Meanwhile, time management becomes a paramount concern in implementing the GIT due to its nature of complexity.

Using think-aloud method in teaching reading skill Syamsul Bahri Yusuf; Chairina Nasir; Chentenei Lapenia Ningsih Rohiman
Studies in English Language and Education Vol 5, No 1 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v5i1.9898

There are many EFL students who still find learning English is difficult especially in comprehending the text passages being read. The Think Aloud Method is known to be one of the methods that are able to assist language learners in improving their EFL reading comprehension. The aim of this study was to find out whether students’ reading comprehension, particularly in identifying the main idea, supporting details, references, making inferences and interpreting vocabulary, improve after the implementation of this method in the teaching and learning process. The sample was the eighth grade students of a junior high school in Banda Aceh. This study employed a one group pre-test and post-test design. The findings showed that the mean score from the pre-test was 38 while from the post-test was 79. The critical value from t-table was 0.05, while the t-test level of significance was 1.71, so the t-test value was higher than the critical value of t-table (1.71 0.05). The reading aspects that improved most were detailed information, main idea and understanding inferences. The two other aspects, vocabulary and finding references also improved, but not as much as the other three aspects. Thus the hypothesis was accepted that the use of this method could significantly improve the students’ reading comprehension at the school under study, especially in comprehending meaning in a descriptive text. In conclusion, Think Aloud can be used to improve the ability of eighth grade students in EFL reading comprehension.

Group investigation technique for better reading comprehension skill Chairina Nasir; A. Gani Sofyan; Dina Haqqini
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i2.13619

This study was conducted to investigate the effect of using Group Investigation Technique (GIT) in teaching reading comprehension at the second grade class of a junior high school in Banda Aceh and to identify the most difficult reading comprehension aspect that students at that level faced. An experimental design was used and the data were collected through tests as so for the instruments. There were two tests, namely pre-test, and post-test, applied in the form of multiple-choice questions. The population of this study was all of the second-grade students. Then, two classes were randomly chosen as the samples: experimental class and controlled class. The findings indicated that there was an improvement in students’ achievement in the experimental class. The study applied gain-score calculation in which the mean for the experimental class was 0.57, while the controlled class was 0.22. The researchers also used the t-test to prove the hypotheses. The result showed that t-scoret-table or 34.761.68, which means the H1 is accepted and H0 is rejected. To conclude, the students who were taught reading comprehension by using GIT achieved significant improvement. Besides, after the determination of the mean of the post-test and pre-test scores which were divided into four aspects of reading comprehension: main idea (MI), vocabulary (V), detailed information (DI), and reference (R), the result showed that MI=25.91, V=28.64, DI=25.00, and R=31.59. Therefore, it was found that the most difficult aspect of reading comprehension was detailed information (DI. Meanwhile, time management becomes a paramount concern in implementing the GIT due to its nature of complexity.

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