Garuda - Garba Rujukan Digital

Investigating Figurative Language Used in Katy Perry’s Song Lyrics Azhari Zama; Hendra Heriansyah; Nurul Inayah
Research in English and Education Journal Vol 4, No 1 (2019): February 2019
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (817.472 KB)

This study aimed at investigating the types of figurative language found in Katy Perry’s song lyrics. It also tried to find out the functions of figurative language in these songs. A descriptive qualitative was undertaken to investigate the research questions in this study. Abrams and Harpham’s theory (2005) used to analyze the data related to the types of figurative language. While, Jakobson’s theory (1995, as cited in Tribus, 2017) utilized to analyze the functions from the types figurative language found in the song lyrics. The results of the study showed that there are some types of figurative language used in Katy Perry’s song lyrics such as simile, metaphor, hyperbole, alliteration, etc. Simile and repetition are the two most frequent types of figurative language found in these songs. Meanwhile, there are two functions of figurative language discovered through the song lyrics namely conative and poetic. The poetic function is the most one used in the song lyrics. In conclusion, the figurative language is a commonly matter used in the literature area.

An Analysis of Code Mixing Used by Students in Learning English Eka Maulidar; Bukhari Daud; Nurul Inayah
Research in English and Education Journal Vol 5, No 3 (2020): August 2020
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (164.776 KB)

This research focused on analyzing the use code mixing in the terms of types and most dominant type used by students at SMA N 1 Bandar Baru. The objective of this study is to measure the frequency of code mixing occurrences and the most dominant type that students used. The research methodology used in this research was descriptive qualitative method. The subjects of this research were the students at SMA N 1 Bandar Baru. The subject are selected by using random sampling which the researcher randomly chooses the students from eleven grade. This research used observation in collecting the data. The researcher observed, recorded the data and take notes from the beginning until the end of the class. The data collection was done in three meetings a week and was take 90 minutes in one meeting. The result form observation shows that there were three types of code mixing used by students in in learning process, namely intra sentential code mixing , intra lexical code mixing and involving change of pronunciation. Intra sentential code mixing was the dominant type used by students in learning process, with total 72 utterances which is 61 utterances (85%) included intra sentential code mixing, 7 utterances (10%) included intra lexical and 4 utterances (5%) included Involving change of pronunciation.

The Use of Running Dictation Technique to Improve Students’ Listening Skill Melya Destiana; Syamsul Bahri; Nurul Inayah
Research in English and Education Journal Vol 4, No 1 (2019): February 2019
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (652.83 KB)

Listening is one of challenging skills for EFL students. However, limited attention in the classroom was given to improve the skill. A preliminary study at VIII-4 class of MTsN Model Banda Aceh revealed that there were 3 main listening difficulties faced by the students. Those are listening for details, unfamiliar sounds and vocabulary. Since most of the students (18 out of 35 students) experienced difficulty in listening for details, this study focused to improve the listening for detail sub skill by applying running dictation. The sample in this study was taken by using purposive sampling. The writer chose the students of preliminary study as the sample. There were 35 students participated in this study. The result of the study revealed that after being taught by using running dictation, the students’ score in listening for details improves significantly. The mean score of pretest 35.43 goes up sharply to 86.29 in the posttest. It means that running dictation increase students’ score 50.86 points. Furthermore, the analysis of t-test showed that tscore ttable or 13.12 1.69 (tscore greater than ttable). It could be concluded that the alternative hypothesis (Ha) is accepted. It thus, can be said that running dictation can be one of way to improve the listening for details sub skill in listening classroom.

The Effectiveness of Using Authentic Englsih Youtube Media in Improving Students’ Oral Reading Irma Zuraini; Asnawi Muslem; Nurul Inayah
Research in English and Education Journal Vol 5, No 4 (2020): December 2020
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (988.197 KB)

This study aimed at finding out whether using YouTube media can sigficantly improve students’ oral reading in three aspects; rate, fluency, and accuracy. A pre-experimental study with one group pretest-posttest design was undertaken by giving the students oral reading test. The sample of this study was 19 students of VIII-1 class of SMP 14 Banda Aceh. The result showed that the students’ oral reading scores were significantly improved from 46.93 in the pre test to 71.45 in the post test. The findings of this study revealed that t-test value was 17,832, while the t-table value was 2.120. It means the t-table value was lower than the t-test value (ts=17,832tt= 2.120). In conclusion, there was a significant improvement on students’ oral reading ability after they were taught by using YouTube. The result, thus, explains that Youtube can also be useful in improving oral reading in EFL classrooms.

The Problems Faced by Students in Classroom Presentation Riski Shafira; Bukhari Daud; Nurul Inayah
Research in English and Education Journal Vol 3, No 4 (2018): December 2018
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed at investigating the speaking problem faced by the students of English Education Department of Teacher Training and Education Faculty of Syiah Kuala University in conducting presentation. It was also intended to find out the factors that cause those problems in classroom presentation. A descriptive qualitative study was undertaken by handing out the questionnaire to 20 students of 2017 academic year and interviewing 6 of them in order to attain the needed data in this study. The respondents were chosen by using purposive sampling. The results from questionnaire showed that there were four problems that students’ faced in doing classroom presentation; those problems are the use of mother tongue, the lack of vocabulary, inhibited to speak in public, and lack of confidence. The result of interview revealed the factors that cause those problem are the students feel more comfortable if they mix the language, the lack of vocabulary that makes them hesitant to speak and have nothing to say, fear of making errors or mistakes and nervousness, and fear of being mocked by the other students.

An Analysis of Figurative Language Used in Raditya Dika Novel Entitled “Koala Kumal” Gebrina Samira; Bukhari Daud; Nurul Inayah
Research in English and Education Journal Vol 7, No 4 (2022): December 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

The purpose of this research was to find out types of figurative language used in the Koala Kumal novel. This study was conducted by using the framework from Kennedy (2011). This research used a qualitative method to describe and analyze the types of figurative language in Koala Kuma novel. The result shows that there were 72 sentences that have figurative language in Koala Kumal novel. From all the sentences, they were 30 expressions (42%) of hyperbole, 26 expressions (36%) of simile, 8 expressions (11%) of metaphor, 5 expressions or (7%) of personification, and 1 expression (1%) of metonymy, irony, and paradox. It indicated that the highest frequency of figurative language type in this novel is hyperbole. The author used hyperbole in this novel to make an exaggeration in his conversation. The use of hyperboles can create an atmosphere of humor in the Koala Kumal novel.

The practice of authentic assessment in an EFL speaking classroom Nurul Inayah; Endang Komariah; Abdin Nasir
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

The implementation of Curriculum 2013 has inserted the authentic assessment as the measurement method to evaluate students’ learning objectives and achievements in the classroom. In this curriculum, the application of authentic assessment requires teachers to evaluate students’ in three competencies: attitude, knowledge, and skill. Most teachers claim that speaking is the most difficult skill to be assessed by using the authentic assessment, considering the complex features of the assessment. This research was aimed at describing the application of authentic assessment in a speaking classroom which relates to the types of the assessment and the scoring rubric. The subjects of the study were an English teacher and 28 students of a class at one of the junior high schools in Banda Aceh. Under the descriptive qualitative approach umbrella, the data in this study was obtained from observation and document analysis. The results of the study revealed that the teacher used several types of activities to assess students’ speaking skills: (1) attitude assessment (teacher observation), (2) knowledge assessment (teacher interview/short answer question), and (3) skill assessment (narrating sequences). The result of this study indicates that authentic assessment is a feasible way to assess students’ speaking skill and it should be employed in assessing other skills as well for learning languages.

The magic of storytelling: Does storytelling through videos improve EFL students’ oral performance? Tgk Maya Silviyanti; Diana Achmad; Fathimath Shaheema; Nurul Inayah
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

This study aimed to examine the EFL (English as a foreign language) students’ oral presentation of storytelling. The students performed retelling of narratives such as fables, legends, myths, and fairy tales using their smartphones and video recorder. The participants of the study were 19 students enrolled in the Drama in ELT (English Language Teaching) course at Universitas Syiah Kuala, Banda Aceh, Indonesia. It employed participant observation and interviews to collect data. The results of the study revealed that for non-language aspects, the lowest score was for ‘dress code’ (M=2.1), meaning that the students did not make any efforts to dress and use props that were related to the stories they were telling. While for the language aspects, the lowest score was for ‘communicative abilities with the audience’ (M= 1.2). This shows that even though the participants recorded their performance, and there was no audience watching them directly, they still faced barriers and a lack of confidence when presenting the storytelling. The interviews further supported the findings from the observation such as not being able to use appropriate props for their performance, lack of eye contact, switching voices, use of gestures, difficulty in remembering the script, and needing somebody else to do the recording for them. Therefore, the students need more practice in front of audiences to overcome the problems in the future to ensure that the use of storytelling can improve their oral performance.

Why Do We Learn English? Investigating the First Year Students’ Motives to Learn English in Aceh Nurbaiti Nurbaiti; Yunisrina Qismullah Yusuf; Asnawi Muslem; Nurul Inayah
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.6015

Integrative and instrumental motivation both play crucial roles in language learning, so it is crucial for teachers to determine which students' motivations are predominant in a classroom. The motivation of first-year students to learn English was examined in this study. It involved 77 first-year students from the Department of English Education at Universitas Syiah Kuala in Banda Aceh, 56 of whom were females and 21 of whom were males. The research tool utilized to gather the data was a questionnaire. The Attitude/Motivation Test Battery served as its model. The acquired data were analyzed using the Statistical Package for Social Science version 23. The results demonstrated that instrumental motivation's mean score (M=44.18) is higher than integrative motivation's (M=43.38). However, there was little difference (at 0.92 percent ). Therefore, it can be said that these students were driven by both integrative and instrumental motivations. Both of these types of motivations are closely related, and they both function as learning objectives with a lot of value. They benefit by way of the students’ learning outcomes as they become more proficient and successful in the target language.

The magic of storytelling: Does storytelling through videos improve EFL students’ oral performance? Tgk Maya Silviyanti; Diana Achmad; Fathimath Shaheema; Nurul Inayah
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.23259

This study aimed to examine the EFL (English as a foreign language) students’ oral presentation of storytelling. The students performed retelling of narratives such as fables, legends, myths, and fairy tales using their smartphones and video recorder. The participants of the study were 19 students enrolled in the Drama in ELT (English Language Teaching) course at Universitas Syiah Kuala, Banda Aceh, Indonesia. It employed participant observation and interviews to collect data. The results of the study revealed that for non-language aspects, the lowest score was for ‘dress code’ (M=2.1), meaning that the students did not make any efforts to dress and use props that were related to the stories they were telling. While for the language aspects, the lowest score was for ‘communicative abilities with the audience’ (M= 1.2). This shows that even though the participants recorded their performance, and there was no audience watching them directly, they still faced barriers and a lack of confidence when presenting the storytelling. The interviews further supported the findings from the observation such as not being able to use appropriate props for their performance, lack of eye contact, switching voices, use of gestures, difficulty in remembering the script, and needing somebody else to do the recording for them. Therefore, the students need more practice in front of audiences to overcome the problems in the future to ensure that the use of storytelling can improve their oral performance.

Title

Found 11 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 11 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 11 Documents
Search