Articles
<![CDATA[A visual analysis of English textbook “Pathway to English 3” used by Indonesian senior high schools ]]>
<![CDATA[Anna Nuriskia]]>;
<![CDATA[Sofyan A Gani]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i1.19119
<![CDATA[This paper focused on analysing the visual values found in the Pathway to English 3 textbook. In conducting this research, a descriptive qualitative approach was used. The content analysis model was applied. The data was taken from an English textbook published by Erlangga in 2015 entitled Pathway to English 3. A documentation approach was used to collect the data. The textbook was examined the data based on Kress and Leeuwen (2006) visual complementarity. There are three results of the research. First, most participants employed in Pathway to English 3 textbook are human participants (53.4%). Meanwhile, the non-human participants mostly used are object participants. Second, in terms of interactive meaning, the textbook supports the medium shot (69.5%) and the oblique perspective (54.9%). All of the pictures in the book are in black and white (100%). Additionally, (81.7%) images have a background. Last, from the compositional meaning, it was found that the images in the textbook are more presented to be informative (38.6%) rather than illustrative (34.8%) and decorative (26.6%). Furthermore, the dominant positions of the images are top/bottom position (60.7). In conclusion, textbook pictures can serve pedagogical purposes by supporting students in completing the tasks that follow the pictures.]]>
<![CDATA[Investigating students’ motivation and problems toward the use of Zoom platform in English teaching and learning process during the Covid-19 pandemic ]]>
<![CDATA[Zuhratul Aini]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 12, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i4.21213
<![CDATA[This study was carried out to explore students’ motivation and problem toward the use of Zoom platform in teaching and learning English at Madrasah Aliyah Negeri (MAN) 1 Banda Aceh. The methods used in this research were quantitative and qualitative in nature. The instruments used were a set of questionnaire and interview. The data collected from the questionnaire were analyzed by using descriptive statistic in Microsoft Excel tool. Meanwhile, the data collected from the interview were analyzed by using words to describe the problem and solution because of teaching and learning through Zoom platform during Covid-19 pandemic. The result of this research found that the students relatively disagree with the use of Zoom platform in teaching and learning English. The percentage of students disagree was found 65% and the students’ agreement indication was found 35%. The dominant problem that faced by the students during teaching and learning using Zoom platform are related to the internet connection, misunderstanding material, nervousness, and eye strain. It can be resolved based on students’ solution related to the situations such as taking note and promoting a group discussion.]]>
<![CDATA[English as a Foreign Language (EFL) teachers teach English for deaf students ]]>
<![CDATA[Putri Yunisari]]>;
<![CDATA[Usman Kasim]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 12, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i2.19099
<![CDATA[This research is motivated by the fact that deaf students have the samerights to get education and access to learn English. However, they needsupport and specific accommodation designs according to their abilities.Teaching English to deaf students is still a problem and varies based onthe situation. Therefore, this research aims at describing how Englishteachers teach deaf students, what problems teachers face in teachingEnglish for deaf students, and the strategies they use. The method usedin this research was qualitative, while the subject was English teachers.The instruments used to collect the data for this research wereobservation, interview and documentation. Besides, the data wereanalyzed using the qualitative data analysis procedures by Yin (2011).The results indicated that there were several problems faced by EFLteachers in teaching the deaf students. It can be categorized into linguisticand nonlinguistic. Likewise, each strategy is implemented based on theproblems and depends on the teachers’ teaching experiences. It issuggested to provide an extensive training program for English teachersand facilitate the learning media to get the success of teaching andlearning process for the deaf students.]]>
<![CDATA[The frequency of the rhetorical pattern of undergraduate thesis background section in English education departments of two universities in Aceh ]]>
<![CDATA[Imam Al Farisyi]]>;
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.22409
<![CDATA[This research examined the rhetorical pattern of thesis background, particularly the undergraduate scripts of English education department students. The study aims to find out the frequency of the rhetorical patterns in writing thesis background. The approach used in this study is a qualitative method based on content analysis. The sample consisted of 20 English education undergraduate theses from two universities in Indonesia. The data were analyzed based on Kanoksilapatham (2005) classification by following the framework of Swales’s CARS model (2004). The results show that the undergraduate students of English departments have a similar frequency of the rhetorical pattern with the framework guidance. Although some students have reached an adequate standard in writing research background using their own way, they also should improve the language style in academic writing.]]>
<![CDATA[THE VISUALIZATION METACOGNITIVE STRATEGY TO IMPROVE READING COMPREHENSION ]]>
<![CDATA[Putri Restu Damayanti]]>;
<![CDATA[Siti Sarah Fitriani]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 11, No 4 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Improving the reading comprehension of the students requires creativity in finding the strategy and motivation to read. Therefore, this research aims to implement visualization metacognitive strategy to improve the students’ reading comprehension. The researcher focuses on the implementation of visualization metacognitive strategy in improving the reading comprehension by using recount text. Then she also limits the scope on reading sub-skills that consists of main idea, supporting details, inference, reference, and vocabulary. This research used tests which are divided to pretest and post-test and also questionnaire as the instruments. The samples were the students from SMAN 4 Banda Aceh, which consisted of 66 students and divided into experimental class and control class. The scores were tabulated statistically by using t-test. Then, the researcher also analyzed the students’ visual representation. The result of hypothesis testing of this research showed that students’ reading comprehension is significantly improved. This strategy developed students’ knowledge on reading sub-skills. Furthermore, the result of the students’ responses toward the strategy was responded positively by the students as it shows the result of 97% at the questionnaire. Therefore, it is suggested to implement visualization metacognitive strategy in improving reading comprehension. In conclusion, this research has demonstrated that the treatment activities have improved the students’ reading comprehension as they enjoy competition and fun in learning English.]]>
<![CDATA[The use of comic book as a media in teaching reading comprehension to improve students' vocabulary mastery ]]>
<![CDATA[Desi Purnama Sari]]>;
<![CDATA[Sofyan Abdul Gani]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i1.19110
<![CDATA[Improving vocabulary mastery of students requires creativity in finding some strategies in order that students are motivated to memorize the vocabulary. This research aimed to use a comic book to improve student's vocabulary mastery through reading comprehension. The researcher focused on the use of Snow White comic book in improving students’ vocabulary mastery. The data were collected by doing tests. The tests were divided into pre-test and post-test to see the students’ ability on their vocabulary mastery before and after the treatment, and a questionnaire was used to see the students’ responses toward the approach. The samples are the students of MAN 2 Montasik Aceh Besar, consisted of 40 students who were divided into experimental class and control class. The obtained data were analyzed using descriptive statistics through SPSS Version 22. The result of the hypothesis testing of this research showed that students’ vocabulary mastery was significantly improved. The students’ responses toward the use of comic book to improve their vocabulary mastery were positive and the students showed their interest in reading. Therefore, the use of comic book to improve student's vocabulary mastery through reading comprehension is suggested to be used by teachers to help students in learning and memorizing vocabulary. ]]>
<![CDATA[An investigation of media Ruangguru as educational online platform in studying English ]]>
<![CDATA[Cut Raisa Prillya]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i1.17440
<![CDATA[Ruangguru is one of the educational online platforms that has existed in Indonesia since 2014. The application which focused on education-based services became the new phenomenon of online learning that attracted students’ attention, especially in this 4.0 era. Thus, the main objective of this research was to investigate the use of the medium Ruangguru as an educational online platform and the student's perspective on the use of Ruangguru in learning English. The sample of the study was 10 students in the ninth grade at SMP IT Nurul Ishlah Banda Aceh. The data were collected and analyzed by using a descriptive qualitative design. The results showed that the students felt convenient in using Ruangguru, for the reason that it could be accessed through mobile phone anytime and anywhere. Based on the students’ perspective, Ruangguru was quite interesting and it could attract students’ attention in learning English for the reason that it provided visual animation which made the learning atmosphere became fun. The results of the study were expected to become a reference for school practitioners, parents, students, and general readers to find the learning aids that are compatible with the sophistication of technology and information update in learning English. ]]>
<![CDATA[English teachers’ perceptions and constraint on the use of authentic assessment in teaching English ]]>
<![CDATA[Riadi Syah Putra]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 12, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i2.20457
<![CDATA[This study aims to determine teacher perceptions of authentic assessment, and to find out the teacher's problems in implementing authentic assessment and solutions that can be done by English teachers in overcoming problems in implementing authentic assessment. In data collection, researchers used questionnaires, interviews and documentation to junior high school teachers in Banda Aceh, then analyzed the data using descriptive-quantitative analysis techniques. The results showed that the English teacher's perceptions of authentic assessment were in the medium category, starting from the teacher's absorption of authentic assessment information, understanding and assessing the authentic assessment of the 2013 Curriculum. learning so there is not enough time; teachers still do not understand the preparation of authentic assessment instruments and rubrics. Teachers still have difficulty sorting between the three aspects to be assessed, namely aspects of attitude, knowledge and skills; The teacher feels overwhelmed because if there are many students, a lot of time and money will be needed to implement authentic assessments; The teacher finds it difficult because they have to add up each score obtained by the students as a whole and then describe the value obtained. Finally, the teacher's efforts to overcome this difficulty by participating in peer discussion training between teachers, especially English teachers, as well as attending training and assistance by the Government or the Ministry of Education and higher education institutions.]]>
<![CDATA[THE INVESTIGATION OF REFUSAL STRATEGIES USED BY UNIVERSITY STUDENTS OF ENGLISH DEPARTMENT ]]>
<![CDATA[Aulia Fitri]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 11, No 4 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The aim of this research is to investigate the refusal strategy used by Acehnese EFL university students and how the interlocutor’s power status affects on it. The sample of this study were 25 students at fifth-semester of English language department of Syiah Kuala University. In collecting the data, this study used a discourse completion test consisting of 10 situations, and semantic formula were analyzed and categorized according to the Beebe, Takahashi and Uliss-Weltz (1990). The results show that the students used different manners in presenting the refusal strategies. In refusing the intelocutors, they tended to choose an indirect strategy by stating regret or saying 'sorry', and excuses or explanations, while the direct and adjunct strategies were the least to be used. Moreover, this study has also been shown that the interlocutor's status became a significant role in the number of strategies used for refusing. The higher the status of our interlocutor was, the more polite the use of refusal strategies the participants employed. Additional analysis revealed that the students’ culture greatly influences the presenting of their strategy in refusing. The study's results are expected to pave future research concerning English foreign language learners' refusal strategies.]]>
<![CDATA[Teachers’ perceptions of English language teaching process via online learning during Covid-19 ]]>
<![CDATA[Cut Meurak Bulan Aflah Aksyah]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 12, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i4.21356
<![CDATA[During the Covid-19 pandemic, many teachers and students were doing the teaching and learning process from home. They experienced many problems during the remote instruction. Therefore, the objectives of this research were to investigate the teachers' perceptions and obstacles in the process of teaching and learning English by using online learning during the Covid-19 pandemic. The method used in this research was mixed method, combining quantitative and qualitative methods. The instruments used were a set of questionnaire and interview. The data collected from the questionnaire was analyzed using descriptive statistic. In addition, the interview result was analyzed qualitatively to describe the obstacles. The result in the questionnaire indicated that most of the teachers were against the implementation of online learning, i.e. 55.45% and 44.54% teachers were in favor of this method of instruction. The problems can be categorized into technical and situational problems. These problems can be resolved depending on teachers' teaching experience, condition, and situation. Teachers can give the learning module to the students, and the teachers must be creative in delivering the teaching material. In addition, parents' support is very crucial for maintaining students’ motivation, enthusiasm, and expression during online learning.]]>
