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Teaching Listening By Using Songs to Students of Junior High School Syarifah Yuanda Azura; Bukhari Daud; Diana Fauzia Sari
Research in English and Education Journal Vol 2, No 3: August 2017
Publisher : Universitas Syiah Kuala

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This study aims to find out whether songs to improve students’ listening skill. Song is one of the media which can help students to improve listening skill and easy to increase their vocabulary in answer the exercise with fill in the blank. The sample of this research was class VII which consisted of 20 Students. The researcher used random sampling to choose the sample. This research used one group pre-test and post-test design. it is one of the research designs in experimental research. The pre-test was given before treatments, while post-test was given after students taught treatments using songs. The instruments used in this research were tests; they were pre-test and post-test. Both of pre-test and post-test consisted of ten questions. The technique of data analysis, the researcher used statistical formula. The mean score of pre-test was 42 and the post-test was 75. Furthermore, the result of calculation of the t-test was 11.83, while the critical value of 0.05 level significant was 2.093 and degree of freedom is 19. T-test (11.83) was higher than t-score of the table ((2.093). it concluded that using songs in teaching reading can increase students listening comprehension.

The Application of Comic Strips in Teaching Vocabulary Lisa Darsalina; Arifin Syamaun; Diana Fauzia Sari
Research in English and Education Journal Vol 1, No 2: December 2016
Publisher : Universitas Syiah Kuala

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This quantitative study was conducted with the aims to find out students’ vocabulary mastery before and after the application of Comic Strips at reading. The samples were 21 eight-grade students of junior high school. Vocabulary test was given before and after Comic Strips has been applied for four meetings. The findings showed that there was significant improvement of students’ vocabulary mastery in reading. It was found on the students’ pre-test score with level significance degree (a) = 0.05 resulted in tscore = 13.23 ttable t(20,0.05) = 2.086. Since tcount was higher than ttable (tcount ttable), thus Ho was refused or Ha was accepted. It indicates that students’ vocabulary has been increased or improved after the application of teaching reading by using Comic Strips. Based on the findings, the teachers should consider using this technique as an alternative one in reading classroom and activities. The writer also recommends that the other researchers should conduct an analysis study concerning on the students’ point of view regarding to the use of Comic Strips.

A Study on Students’ Metacognitive Awareness and Their Reading Comprehension Fatima Zahra; Endang Komariah; Diana Fauzia Sari
Research in English and Education Journal Vol 1, No 1: Agustus 2016
Publisher : Universitas Syiah Kuala

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This study aimed to find out the correlation between students’ metacognitive awareness and their reading comprehension. The framework of metacognitive awareness is provided by Mokhtari Reichard (2002). A number of 30 students of SMA Laboratorium UNSYIAH Banda Aceh are designated as the sample. In this research the instruments are reading comprehension test and questionnaire. The reading comprehension test and questionnaire were given to the students in order to find the correlation between students’ metacognitive awareness and their reading comprehension. The data was analyzed by using SPSS. The value of correlation of both variables was 0.000 which was less than critical limit of α 0.05 and there was a significant relationship between metacognitive awareness and students’ reading comprehension. There was also a positive correlation between both variables. It means that the more metacognitive awareness the students have the better understanding they have in reading comprehension. In addition, the type of metacognitive awareness strategies which was mostly used by the students was Global Reading Strategies. It is suggested as further studies that another researcher look in depth the cause of Global Reading Strategies applied by the student.

Communication Strategies Used by the English Teacher in Teaching Speaking Skill Jumiati Jumiati; Sofyan A Gani; Diana Fauzia Sari
Research in English and Education Journal Vol 2, No 4: December 2017
Publisher : Universitas Syiah Kuala

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Communication strategies have a big role in learning target language since they can be the tool in solving communication problem. Both teacher and students need to use the strategies in communicating to keep the conversation flow smoothly. This study aimed to find out the types of communication strategies used by the English teacher during the teaching process and to explain the implementation of those strategies in the classroom. By implementing Dornyei’s taxonomy, the data was classified into thirteen strategies. A qualitative research was used as the method in this study and the data was collected by doing observation, audio recording and interviewing the teacher in SMAN 3 Banda Aceh. The result showed that eight strategies were used by the English teacher included three additional strategies that appeared during teaching process. Based on the result, stalling and time gaining strategy was the highest number of strategies used by the teacher in the classroom. Meanwhile the least number of strategies used was repetition. In addition, the teacher only implemented compensatory strategies in the class since the eight strategies were included into it. Therefore, it could be inferred that teacher who commonly applied compensatory strategies had high proficiency in English. Thus, by conducting this study, the teacher was expected to use and choose the best strategies to overcome the communication problem in the classroom.

The students’ perceptions toward teacher’s way in teaching reading comprehension Syiar Muhammad; Asnawi Muslem; Diana Fauzia Sari
Research in English and Education Journal Vol 2, No 1: February 2017
Publisher : Universitas Syiah Kuala

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The objective of this qualitative study was to find out students’ perceptions toward teacher’s way in reading comprehension. The subjects of this study were 28 second grade students chosen by using purposive sampling technique. The data were collected by conducting interview and distributing questionnaire which were designed based on Likert Scale. The data of questionnaire were analyzed by using formula suggested by Sudijono (2010). The result of this study showed that most students gave positive response toward teacher’s way in teaching and learning reading comprehension process. There were only 6 students who have negative response that teacher’s ways in teaching reading comprehension which can not help, motivate and attract them in learning many reasons namely; they did not get explanation before the class begins, they did not aware of class properly and they were not excited in learning English. The classroom circumstances were not good that can make them not focus to study appropriately. Briefly, the teacher’s ways in teaching process can help, motivate, and attract them in learning English particularly the materials given related to their daily life and simple ways and detailed explanation that can ease the students grasping the lesson properly.

Teaching Reading Comprehension through Survey, Question, Read, Recite, Review (SQ3R) Strategy Sakinah Sakinah; Asnawi Muslem; Diana Fauzia Sari
Research in English and Education Journal Vol 2, No 4: December 2017
Publisher : Universitas Syiah Kuala

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This study was a quantitative research about the implementation of Survey, Question, Read, Recite, Review (SQ3R) a strategy for solving specific questions individually and for helping students to memorize teaching materials, in teaching reading descriptive text. It was intended to find out whether or not SQ3R strategy could improve students’ reading comprehension. The subject of this study was all students of class VIII-5 of SMP Negeri 8 Banda Aceh which was chosen by using simple random sampling. The reason for conducting this study was due to the fact that students’ reading comprehension was still low. Moreover, the design used in this study was one group pre-test post-test design. In this study, the data was collected through pre-test, treatment and post-test. From the result of the study, it is found that mean of post-test (60) was higher than mean of pre-test (30.95). It indicated that the students’ post-test scores were increased from their pre-test scores Moreover, based on t-test formula, the result of t-score (7.83) was higher than t-table (2.086). It means that the alternative hypothesis (Ha) was accepted, while the null hypothesis (H0) was rejected. Hence, it can be concluded that SQ3R strategy can improve the students’ reading comprehension in descriptive text.

The strategy of Two Stay Two Stray to improve EFL students’ reading skill Diana Fauzia Sari; Siti Sarah Fitriani; Sevty Emafetery
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

The objectives of this study are to figure out whether the use of Two Stay Two Stray (TSTS) strategy could improve Grade 8 EFL students’ reading skill in a junior high school in Banda Aceh and to find out the students’ perspective about the use of this strategy. One class was randomly chosen as the sample in this study. The data were collected by using tests and questionnaire. The data were both analyzed by using statistical formulas. The results show that the use of TSTS in teaching reading to the Grade 8 students was successful. It can be seen from the mean scores of the experimental class that was 84.70. Moreover, the t-score (6.81) was higher than t-table (2.021), and this indicates that the students in the experimental class who were taught using TSTS got better improvement than before they were taught using this strategy. The results from the questionnaire also revealed that the students’ have positive responses in relation to the use of TSTS because this strategy offered a positive relationship between teacher-students and students-students, and further increase their interest in learning. This led the students to escalate their self-confidence, social interaction, individual accountability, and group skills. A better understanding of the materials taught was also attained because they could learn together as a team.

Authentic Materials for Learning English: A Study on EFL Students in Aceh Diana Fauzia Sari
Studies in English Language and Education Vol 3, No 2 (2016)
Publisher : Universitas Syiah Kuala

This study explores the students’ opinions on the use of authentic materials and whether these materials motivate them in learning English in the classroom. Authentic materials have been claimed by many experts to give a positive impact on learners’ interest to learn a foreign language (in the classroom). Therefore, this study was conducted to understand the responses of the sample students about the use of authentic texts in teaching-learning English, especially for university students in the EFL context, such as in Indonesia. The data was gathered from 50 first-year students of English. This research used a questionnaire proposed by Peacock (1997) to collect data on the use of authentic materials and motivation in the learning process. The questionnaire was distributed to the students. After analysing the data, it was found that the learners were mostly motivated by using authentic materials because they are exciting to be discussed in the class, interesting to learn and appealing to the learners. The findings in the present research appear to be similar to those from previous research studies who claim that when learners use authentic materials in the learning process, the overall class interest in learning a foreign language increases significantly.

Authentic Materials for Learning English: A Study on EFL Students in Aceh Diana Fauzia Sari
Studies in English Language and Education Vol 3, No 2 (2016)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v3i2.4962

This study explores the students’ opinions on the use of authentic materials and whether these materials motivate them in learning English in the classroom. Authentic materials have been claimed by many experts to give a positive impact on learners’ interest to learn a foreign language (in the classroom). Therefore, this study was conducted to understand the responses of the sample students about the use of authentic texts in teaching-learning English, especially for university students in the EFL context, such as in Indonesia. The data was gathered from 50 first-year students of English. This research used a questionnaire proposed by Peacock (1997) to collect data on the use of authentic materials and motivation in the learning process. The questionnaire was distributed to the students. After analysing the data, it was found that the learners were mostly motivated by using authentic materials because they are exciting to be discussed in the class, interesting to learn and appealing to the learners. The findings in the present research appear to be similar to those from previous research studies who claim that when learners use authentic materials in the learning process, the overall class interest in learning a foreign language increases significantly.

The strategy of Two Stay Two Stray to improve EFL students’ reading skill Diana Fauzia Sari; Siti Sarah Fitriani; Sevty Emafetery
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i1.13057

The objectives of this study are to figure out whether the use of Two Stay Two Stray (TSTS) strategy could improve Grade 8 EFL students’ reading skill in a junior high school in Banda Aceh and to find out the students’ perspective about the use of this strategy. One class was randomly chosen as the sample in this study. The data were collected by using tests and questionnaire. The data were both analyzed by using statistical formulas. The results show that the use of TSTS in teaching reading to the Grade 8 students was successful. It can be seen from the mean scores of the experimental class that was 84.70. Moreover, the t-score (6.81) was higher than t-table (2.021), and this indicates that the students in the experimental class who were taught using TSTS got better improvement than before they were taught using this strategy. The results from the questionnaire also revealed that the students’ have positive responses in relation to the use of TSTS because this strategy offered a positive relationship between teacher-students and students-students, and further increase their interest in learning. This led the students to escalate their self-confidence, social interaction, individual accountability, and group skills. A better understanding of the materials taught was also attained because they could learn together as a team.

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