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The Effectiveness Of Bamboo Dancing Technique To Improve Students Speaking Skill Puput Aryanti; Sofyan A. Gani; Diana Achmad
Research in English and Education Journal Vol 6, No 1 (2021): February 2021
Publisher : Universitas Syiah Kuala

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Speaking is a verbal skill that plays an important role in language learning. However, during the internship, the writer found that the students faced some difficultiesin speaking English. Bamboo dancing technique is one of cooperative learning methods that is said to be effective in teaching speaking. Thus, the writer was eager to conduct a library study on the effectiveness of bamboo dancing in improving students’ speaking skill. Previous studies on bamboo dancing technique are the primary data for the writer to determine the effectiveness of the technique. The writer took five sources to be used as references, namely; Suprijono (2010), Ma’ruf Rahim (2013), Wahyuni (2015), Pitanto (2016), and IsnaeniNurdiawati (2017). The result of this study indicates that bamboo dancing technique is effective in improving students’ speaking skill. The result is supported by the data from the classroom observation, the questionnaire, and the students’ mean score of the previous studies. As bamboo dancing technique may take some time to complete, it is better applied in a small class. The next study on bamboo dancing technique should investigate the appropriate application of the technique itself. To conclude, bamboo dancing technique is effective to improve students’ achievement in speaking skill and to help teachers in creating a fun learning environment.

The Effectiveness of Using Guided Reading Strategy to Improve Students’ Reading Comprehension Widia Audira; Sofyan A. Gani; Diana Fauzia Sari
Research in English and Education Journal Vol 5, No 2 (2020): June 2020
Publisher : Universitas Syiah Kuala

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This research belongs to experimental quantitative research and was carried out at SMPN 16 Banda Aceh. The sample was eight grade students which consists of 30 students. In collecting the data, the researcher used pre-test, treatment and post-test with 27 multiple choices as scoring. Then data was analysed using t-test formula. The researcher used recount text as the topic of the reading passage when the students were given pre-test, treatment, and post-test. The aim of this research was to investigate whether or not guided reading strategy can improve students’ score in reading comprehension at SMPN 16 Banda Aceh. Therefore, the result had positively answered the research question stated in the beginning of the study. The result showed students’ mean of pre-test was 32, while the mean of post-test was 78. The hypothesis result by using t-test showed that the obtained t-score was higher than t-table (8.17 2.052) , the difference is statistically significant. Therefore, based on the complication, there is significant difference in reading comprehension score of students before given treatment using guided reading strategy and after treatment. Thus, it can be said that guided reading strategy improved students’ reading comprehension and hence Ha is accepted because after given treatment by guided reading strategy, the students had better achievement in reading comprehension.

The Impact of Using Snowball Throwing Technique in Improving Students’ Reading Comprehension Linda Muslita; Sofyan A. Gani
Research in English and Education Journal Vol 7, No 1 (2022): February 2022
Publisher : Universitas Syiah Kuala

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The reason for conducting this research has to do with students’ problem in comprehending English text at second grade SMP Negeri 1 Panga, where many students still faced difficulties in comprehending reading text. This research aims to find out whether the application of Snowball Throwing Technique can improve students’ reading comprehension in terms of identifying main idea, detailed information, and vocabulary. The method used in this study was quantitative research (experimental study) with one group pretest and posttest design. The sample of this research was class VII-1, which consist of 20 students. The researchers used descriptive text as an instrument in collecting the data. In analyzing the data, the researchers used statistical formula. The calculation result showed that the mean score of students’ pretest was 53.67 and the mean score of posttest was 74.67. The hypothesis testing by using a t-test indicates that the obtained t-score was higher than the t-table (91991729), so, the difference is statistically significant, suggesting that the alternative hypothesis (Ha) was accepted, and null hypothesis (Ho) was rejected. Thus, it can be said that the application of Snowball Throwing Technique improved students’ reading comprehension skill. Based on the conclusion above, it is suggested that Snowball Throwing can be used as an alternative technique in teaching reading comprehension.

The Use of Animation Videos to Improve Students’ Speaking Skill Cut Irmayunda; Sofyan A. Gani; Nira Erdiana
Research in English and Education Journal Vol 5, No 2 (2020): June 2020
Publisher : Universitas Syiah Kuala

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The objective of this study is to figure out whether the use of animation videos improve students’ speaking skill to the second-year students at SMP Negeri 16 Banda Aceh. The method of this study was quantitative research (experimental study) with one group pre-test and post-test design. The sample of this research was one class at VIII-1 which consists of 30 students. The researcher used simple random sampling to determine the sample. The researcher used an oral test to collect the data about giving a dialogue (an expression to invite someone) with their partner. In analyzing the data, the researcher used a statistical formula to measure the data. The calculation result showed that the mean score of students' pre-test score was 21 and the mean score of the post-test was 41. Then, the t-score was 4.89 and the t-table was 2.045. It can be seen that the t-score was higher than the t-table. In conclusion, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. As a result, the use of animation videos in learning English improves students speaking skills.

Anxiety Problems Encountered by the Students in Learning English Speaking Skill Khairunnisa Khairunnisa; Sofyan A. Gani; Diana Achmad
Research in English and Education Journal Vol 7, No 2 (2022): June 2022
Publisher : Universitas Syiah Kuala

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This is a library research. This study aims to investigate the factors that can cause the students to feel anxious in speaking English according to some literatures. Meanwhile, the object of this study is experts’ opinions about factors that made students feel anxious in speaking English. The data of this study are the anxiety felt by students in speaking English. There were 5 literatures as references to collect the data. In collecting data, the researcher used content analysis. First, the researcher found some references such as books, journals, and articles. Then, the researcher read and selected the needed data based on the research objective. After reviewing five references of previous studies regarding factors that cause students’ anxiety in speaking English, the researcher concluded that the are some factors generating anxiety of EFL students; low self-esteem, presentation in the classroom, fear of making mistakes, communication apprehension, test anxiety, negative evaluation, teaching testing procedure, fear of taking risks, teacher manner, and learner’s belief. The researcher suggests students who suffer anxiety here should be able to analyse their own problem in speaking performance in order to find thesolution to decrease it. Another suggestion is teachers should be able to understand students’ characteristics to analyse their problem related to anxiety before finding the way to reduce it.

An Analysis of Indirect Speech Acts Performed by Main Character in Joker Movie Rahayu Ramadani Limbong; Sofyan A. Gani; Tengku Maya Silviyanti
Research in English and Education Journal Vol 7, No 3 (2022): August 2022
Publisher : Universitas Syiah Kuala

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Language is a tool to communicate to each other. To make beginner understand about English, they must use media to learn. movie is chosen to be analyzed the importance of educational values as a part of our life. This research discusses the using of Indirect Speech act in Joker Movie from the utterance of the main character. The purpose of this study is to determine the types and the functions of indirect speech acts used by the main character in the Joker Movie. The research was conducted using a qualitative descriptive method, in which the researcher gathered information from the script and dialogue from the movie, identified the types and functions of the characters indirect speech act based on Searle’s theory, and then draw the conclusions. To focus on the research, the researcher found eight data in his research. The result of this research is the researcher found two types which are declarative and interrogative of indirect speech act used in Joker Movie and there are six functions of the indirect speech act used in Joker Movie there are declare, commanding, condolence, refusal, blame, and promise. Finally, this study concludes that indirect speech act has types but different meaning. Context of situation and social status is really important of the using of indirect speech.

Analysing the Impacts of Task-Based Language Teaching (TBLT) on Students’ Speaking Ability Muhammad Syam Adegustian; Sofyan A. Gani; Hendra Heriansyah
Research in English and Education Journal Vol 7, No 4 (2022): December 2022
Publisher : Universitas Syiah Kuala

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As one of the four major skills in the English language, speaking is arguably the most important. However, learning to speak in English has been a problem to many English learners. This is because of issues caused by the lack of communicativeness in English classrooms. There have been numerous calls to solve these issues. More than one of them are calling to the use of a more communicative approach to teaching English. Task-Based Language Teaching (TBLT) has been a highly advocated approach to teach a language communicatively. This study aims to analyse the language learning approach by reviewing literatures, previous studies and experts’ perspectives on the approach in order to obtain as much relevant information as possible about its impacts on students’ speaking ability. Consequently, this study has found that TBLT impacts students’ speaking ability in ways beneficial and can do so in a variety of ways and conditions. This study’s finding on TBLT impacts on students’ speaking ability also means that it is highly suggested that speaking instructors and learners approach their teaching and learning the TBLT fashion.

The native English teachers' expectations in teaching EFL students Tgk Maya Silviyanti; Sofyan A. Gani; Dara Junita
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Research into students’ expectations towards native English speakers or teachers has been commonly investigated for years, yet the significant exploration of native teachers’ perceptions towards their foreign students are rarely examined. This study tries to find out the Native English Speaker Teachers’ (NESTs) expectations in teaching English as a foreign language (EFL) students. The data were compared with Gani et al.’s (2015) previous study of EFL learners’ expectations toward their native teachers. The participants in this study were two native English teachers who are currently working at Universitas Syiah Kuala, Banda Aceh, Indonesia. The interview was selected as the instrument to collect the data. The interview guide was designed and formulated based on a list of questionnaires that originated from Wu and Ke (2009). The interview with each teacher was recorded and the results were transcribed. The findings show that NESTs generally have similar expectations with the EFL students regarding speaking rate, learning environment, accent preferences, and assignments. However, diverse expectations occurred on the subject of syllabus design, grading system, grammatical correction, and pronunciation articulation. The results are further discussed in the paper. Consequently, the findings of this study can be used as a reference for both native teachers and EFL students in fulfilling the goal of learning in the classroom.

Autonomous learning model in online English classes: The benefits and challenges Siti Maulia Rizki; Siti Sarah Fitriani; Sofyan A. Gani; Iskandar Abdul Samad
JOALL (Journal of Applied Linguistics and Literature) Vol. 8 No. 2: August 2023
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v8i2.26978

The post-pandemic phase has provided choices in the teaching and learning process, whether offline, online, or hybrid. Autonomous learning has become one of the preferred learning models dealing with online learning. This model of learning is believed to enhance students’ proficiency in EFL learning and enable learners to direct their learning. This qualitative study aims to investigate the benefits and challenges of implementing an autonomous learning model post-COVID-19 outbreak to EFL learners. There were three teacher-participants from Sukma Bangsa and Modal Bangsa high schools in Aceh. The teachers participated in a semi-structured interview, and the data from the interview were transcribed and coded through thematic analysis using the Coding system. The data analysis results indicate three benefits of autonomous learning through online platforms: meeting human needs, creating motivated and reflected learners, and developing communicative competence in second/foreign language learners. Furthermore, the challenges of autonomous learning are related to teachers’ roles, students’ beliefs, and social perspectives on autonomous learning. Based on the result, Autonomous Learning Model could be a choice as a learning model for online learning.

The native English teachers' expectations in teaching EFL students Tgk Maya Silviyanti; Sofyan A. Gani; Dara Junita
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17271

Research into students’ expectations towards native English speakers or teachers has been commonly investigated for years, yet the significant exploration of native teachers’ perceptions towards their foreign students are rarely examined. This study tries to find out the Native English Speaker Teachers’ (NESTs) expectations in teaching English as a foreign language (EFL) students. The data were compared with Gani et al.’s (2015) previous study of EFL learners’ expectations toward their native teachers. The participants in this study were two native English teachers who are currently working at Universitas Syiah Kuala, Banda Aceh, Indonesia. The interview was selected as the instrument to collect the data. The interview guide was designed and formulated based on a list of questionnaires that originated from Wu and Ke (2009). The interview with each teacher was recorded and the results were transcribed. The findings show that NESTs generally have similar expectations with the EFL students regarding speaking rate, learning environment, accent preferences, and assignments. However, diverse expectations occurred on the subject of syllabus design, grading system, grammatical correction, and pronunciation articulation. The results are further discussed in the paper. Consequently, the findings of this study can be used as a reference for both native teachers and EFL students in fulfilling the goal of learning in the classroom.

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