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All Journal English Education Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Indonesian Journal of Applied Linguistics (IJAL) AL-TA´LIM Lingua Cultura Jurnal Pencerahan ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam EDULITE: Journal of English Education, Literature and Culture IJoLE: International Journal of Language Education IRJE (Indonesian Research Journal in Education) Master Bahasa JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Al-Ta'lim Linguistik Indonesia Journal of English Education Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya IJELR: International Journal of Education, Language, and Religion Randwick International of Social Science Journal TRANS-KATA: Journal of Language, Literature, Culture, and Education Research in English and Education Journal International Journal of Research on English Teaching and Applied Linguistics Seulanga : Jurnal Pendidikan Anak Jurnal Kata : Penelitian tentang ilmu bahasa dan sastra Studies in English Language and Education
Siti Sarah Fitriani, Siti Sarah
Universitas Syiah Kuala
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : English Education Journal

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Teaching Reading by Using Cooperative Integrated Reading and Composition Irwan Doni; Zulfadli A. Aziz; Siti Sarah Fitriani
English Education Journal Vol 9, No 3 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.533 KB)

Abstract

This experimental study was done with the third-semester, Grade 11, Accounting students at SMKN 3 in Lhokseumawe to investigate differences in reading comprehension learning ability between students who were taught reading, using the Cooperative Integrated Reading and Writing Techniques (CIRC) and those who were taught using the Grammar Translation Method. This study also aimed to find out the students’ perceptions toward the use of the CIRC technique for teaching-learning reading comprehension. Two classes were selected as the research sample, an experimental class (EG) and a control class (CG). Each class had 22 students so the total sample was 44 students. The research data was obtained through tests  (i.e. a pre-test and a post-test) and a questionnaire with the EG. SPSS version 17 was used to analyze the data. The results showed that the mean score of the EG in the post-test at 81 was significantly higher than that of the CG at 72. The value of  significance for the EG and the CG in the post-test was 0.031, lower than α = 0.05. Hence Ha was accepted, indicating that there was a significant difference in reading comprehension ability between the students taught by using the CIRC technique and those taught by using the Grammar Translation Method. Therefore, it can be concluded that teaching reading comprehension using the CIRC technique is more effective than by using the Grammar Translation Method.
Using code-switching as the teaching strategy in classroom for low English proficiency learners Herawati Herawati; Siti Sarah Fitriani
English Education Journal Vol 12, No 4 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i4.19109

Abstract

This qualitative study is aimed to find the function of teachers’ code-switching (CS) to support low proficiency learners in learning English and to determine the benefits of CS practiced by the teachers in the EFL learning. The data of this study were obtained from two English teachers at Junior Islamic Boarding School of Darul Ihsan, Aceh Besar. The observation sheet and questionnaire were used to collect the data. Two English classes were observed in two sessions respectively. All of the conversation in the classroom was recorded and the code-switching parts were then transcribed and analyzed. The results showed that the teachers used CS for clarification, explaining difficult grammatical terms, building connections between teacher and students, quoting specific terms that is not available in English, adding specification, repeating message which previously said in English, explaining message qualification, and emphasizing a particular issue. The results of the questionnaires showed several benefits of implementing CS for students, such as enjoying communication during learning activities, feeling satisfied and comfortable in the learning situation, feeling less tense and rigid, focusing more on the lesson, improving their ability to understand new words, and helping them understand difficult concepts and grammar in English.  
Teaching Speaking by Using Student Facilitator and Explaining Strategy Nelly Mursyidah; Asnawi Muslem; Siti Sarah Fitriani
English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was aimed to investigate the effect of Student Facilitator and Explaining Strategy in teaching speaking in terms of fluency and grammar at the second grade students of MAS Al Zahrah Bireuen in academic year 2017/2018. The research is an experimental research. The sample of the research was two classes; experimental (xib) and control classes (xic). Both classes consisted 25 students. The technique of choosing the samples was random sampling. The data were collected through tests and questionnaire. The data were analyzed by using SPSS 23 to find t-test score between two classes and the data from questionnaire to find the students’ responses toward the use Student Facilitator and Explaining Strategy of experimental class. Based on data analysis, the result of t-test of fluency is 2.48 and grammar is 3.84 are higher than t-table (2.01). Than, students had a quite positive responses (80%) toward the use of Student Facilitator and Explaining Strategy in terms of fluency and grammar. Therefore, it could be concluded that Student Facilitator and Explaining Strategy effectively improved students’ achievement in speaking skill in terms of fluency and grammar.
The Interpersonal Meaning of English Posts Written by Aceh Bloggers on Steemit Jumaida Fajar Nasriati; Zulfadli A. Aziz; Siti Sarah Fitriani
English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was conducted to analyze the interpersonal meaning of English posts published by Acehnese bloggers on social media-based blog, Steemit through the systemic functional linguistic analysis by Halliday (1985). Steemit is a blog community which has a function as social media. There were twenty posts that were sorted to be analyzed in this research. In sorting the posts, the researchers classified the posts that used topics or tags “Aceh”, “History”, “Writing”, “Tourism”, Education, “Writing”, “Nature”, “Life” and “Photography”. In analyzing the posts, there are three issues that have been the focus of the research; exchange of interaction type, mood type and attitude appraisal that are realized in the posts. There were two kinds of exchange of interaction, the exchange of giving information or good and service and demanding information or good and service. From this research, giving information was the most dominant exchange of interaction and there was a small number of demanding information found. Meanwhile, none of the interactions in terms of giving or demanding goods and service as the interaction exchange were found. Another focus is mood element structures of the clauses in the posts. Giving information was the highest number found which revealed that declarative was the most dominant mood type realized in the posts. In the posts, however, it was found that there was a small number of appraisal value. Overall, the three appraisal values were all presented in the whole posts. They were judgement, affect and appreciation. However, the three values also showed very small number.
Improving Speaking Skills Using the Beyond Centers and Circle Time (BCCT) Technique Anna Fauza Jailani; Zulfadli A. Aziz; Siti Sarah Fitriani
English Education Journal Vol 9, No 3 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The objectives of this study were to find out: (1) If there would be a significant difference in speaking achievement between students who were taught-learnt speaking using the Beyond Centers and Circle Time (BCCT) technique and those who were taught-learnt speaking with the standard technique, and to find out (2) What would be the response of the students towards the use of the BCCT method. This experimental study was conducted with pre-school children at the TKIT Permata Sunnah in Banda Aceh in the 2017/2018 academic year. The sample for this research was two classes selected by random sampling: class B was the experimental class and class A was the control class. The data was collected with a speaking test plus interviews. An interview was used instead of a questionnaire, for answering the second research question, because the participants in this study were pre-school children. The data was analyzed using a t-test for the speaking test and collecting descriptions with an interview guide. The results showed that: (1) the BCCT technique was effective to increase the speaking skills of the pre-schoolers, which was proven by the result from the t-test, in which tcount (8.96) was higher than ttable (4.01); (2) the students generally had a positive response (80%) toward the use of the BCCT in their speaking classroom. Therefore, it can be concluded that the BCCT method was effective for improving the speaking skills of the pre-schoolers as well as providing many other advantages for them.
Frequency of questions in an EFL conversation class Siti Sarah Fitriani; Kadrina Amilia
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This qualitative study was conducted to investigate the types and the purposes of questions used by the teacher in an EFL conversation class. The subject of this study was the English teacher at SMA Lab School Banda Aceh who taught the second graders of XI classes; XIp1, XIp2, XIp3, XIs. Observation form, a set of interview questions and field note were used as the instruments. The questions posed by the teacher in the classroom were then categorized and described in accordance with Brown’s theory (2001) on the two types of questions: display and referential questions. Data from interview were coded in relation to the purpose of asking each question type. The findings showed that apart from Brown’s types of questions, three additional question types were also found. Therefore, a total of five types of question were found viz: display, referential, comprehension check, confirmation check and procedural question. The data from the observations showed that the teacher used more display questions than referential questions. From a total of 259 questions posed by the teacher in the classroom, 120 were display questions (46%), 101 were referential (39%), 17 comprehension checks (6.5%), and 20 procedural questions (8%). Only one confirmation check question (0.4%) was found during the teaching- learning processes. Furthermore, the data from interview exposed the purposes of the teacher asking these questionsviz: to encourage the participation of students in the lesson, to get feedback from them, to encourage them to think and focus, to create a good classroom atmosphere, to stimulate and maintain their interest, and to emphasize certain points in the lesson.
THE VISUALIZATION METACOGNITIVE STRATEGY TO IMPROVE READING COMPREHENSION Putri Restu Damayanti; Siti Sarah Fitriani; Saiful Marhaban
English Education Journal Vol 11, No 4 (2020)
Publisher : Universitas Syiah Kuala

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Abstract

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.
The strategies used by post-graduate students to avoid plagiarism in thesis writing Eka Putri Andayani; Siti Sarah Fitriani; Dohra Fitrisia
English Education Journal Vol 12, No 4 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i4.19461

Abstract

This study aims to find out the perception of post-graduate students on plagiarism, the influenced factors, and the strategies used by the students to avoid plagiarism in thesis writing. To collect the data, 10 post-graduate students of Graduate Study of English Education at University of Syiah Kuala (USK) were chosen randomly based on the predetermined criteria: the students in the academic year 2016 and 2017 who have written their thesis. The data were collected through interviews. The result of data analysis shows that the post-graduate students of English Education at USK have the same perception about the issue of plagiarism in thesis writing. The factors contributing to plagiarism are limited time, the deadline, technological development and ease of accessing online sources, students' laziness, lack of understanding to paraphrase, and poor understanding of plagiarism. Furthermore, two main strategies can be used to avoid plagiarism in thesis writing. The first is paraphrasing and quoting other peoples' ideas. The second is reading a lot of sources from many articles and journals to learn how the authors develop their idea in their writing and how to put citations and references appropriately.
Using concept mapping to improve reading comprehension Burtami Usman; Redha Mardatija; Siti Sarah Fitriani
English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was done to find out if reading comprehension ability of students from class X at SMAN 1 Sawang could improve significantly by using the Concept Mapping technique in teaching-learning reading EFL. True experimental design was employed in this study in which the sample 25% (30 students) was chosen by random sampling from the total population (118 students). The sample was divided into an experimental group (EG) and a control group (CG); each with 15 students. The EG was taught reading comprehension using the Concept Mapping technique, whereas the CG was taught using a conventional teacher centered approach. Tests were used as instruments to collect data which was analyzed using SPSS version 16. A questionnaire with a Likert scale was used to find out the students’ responses toward the use of Concept Mapping for learning reading comprehension. The t-test scores for the results from the pre-tests compared to those from the post-tests for both the EG and the CG were significant (p=0.006) which was lower than the degree of significance (0.05). The results indicated that the alternative hypothesis can be accepted and the null hypothesis rejected because the students of the EG achieved significantly better scores than those in the CG. Therefore, it can be concluded that using the Concept Mapping technique significantly improved the reading comprehension ability of students from class X at SMAN 1 Sawang.
PROMOTING STUDENTS’ READING FLUENCY AND MOTIVATION THROUGH SHARED-READING WITH ANIMATED-VIDEO STORY Cut Iqa Martia; Asnawi Muslem; Siti Sarah Fitriani
English Education Journal Vol 11, No 1 (2020)
Publisher : Universitas Syiah Kuala

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Abstract

This research was conducted to investigate whether there was a significant difference in achievement between students who were taught by using Shared Reading with Animated Video Story and those who were not taught by using Shared Reading with Animated Video Story in reading fluency in terms of accurate reading, reading speed and reading expression, and the motivation toward the use of Shared Reading with Animated Video Story in reading fluency. This research was an experimental research. The population of the research comprised 129 students; samples of the research were 41 students from population by using  random sampling, 21 students in class 7C as experimental group, and 20 students in the class 7F as control group. The instruments used to collect the data were test and questionnaire. The data obtained from both instruments were analyzed by using SPSS 23 The post-test result of the experimental group showed that ttest (2.680) was higher than ttable (1.67). Further, utilizing independent samples t test, the sig. 2-tailed value (0,004) (0.05) confirmed that Ha was accepted and H0 was rejected. Moreover, the students had a quite positive responses (85%) toward the use of Shared Reading With Animated Video Story. To sum up, the implementation of shared reading strategy with animated video story is effective in improving students’ reading fluency and motivation. It is recommended that future related research should be conducted in more diverse educational settings to see how shared reading with animated video story is implemented.
Co-Authors A.A. Ketut Agung Cahyawan W Andi Elsa Fadhilah Sakti Andi Elsa Fadhilah Sakti Andi Muhammad Irawan Anna Fauza Jailani Armia Armia Asnawi Muslem Asnawi Muslem Asnawi Muslem Astuti, Nanda Auliana Rahmah Bahri Ys, Syamsul Bela Putri Mendale Burhansyah Burhansyah Burhansyah, Burhansyah Burhanuddin Yasin Burtami Usman Bustami Usman Bustami Usman, Bustami Chairina Chairina Chairina Chairina, Chairina Cut Aulia Makhsum Cut Aulia Makhsum Cut Iqa Martia Daniati, Rahmi Denni Iskandar Desy Intan Fathiah Diana Achmad Diana Achmad Diana Achmad Diana Fauzia Sari Dohra Fitrisia Dohra Fitrisia Dwi Rahayu Prasetyaningsih Eka Putri Andayani Eliana Eliana Endah Anisa Rahma, Endah Anisa Endang Komariah Endang Komariah, Endang Ernida Ernida Fahmi Gunawan Farrah Fitriah Fathimath Shaheema Fathu Rahman Firdani Firdani Firdani Firdani Firdani, Firdani Fitria Arafah Fitria Rasmita Halimatul Intihan Hanim, Rafidah Harun, Mohd. Haryanto Atmowardoyo Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Hasna Topal Herawati Herawati Husniah Husniah Irwan Doni Iskandar Abdul Samad Iswanda Iswanda Jumaida Fajar Nasriati Junaidi Junaidi Kadrina Amilia Kigotho, Mutuota Kiki Ramadhani Kismullah Abdul Muthalib Kismullah, Kismullah Lestari, Rizka Puji Linville, Heather Mahmud, Masrizal Marlina Masrizal Mahmud Mauliana Rizki Mawardi Mawardi Mawardin Muhammad Said Mendale, Bela Putri Mohammad Harun Mohd Harun Mohd. Harun Mr. Ramli Muslem, Asnawi Mustika Sari Mustika Sari, Mustika Mutuota Kigotho Nanda Aspuri Nanda Marlina Abdul Samad Nanda Marlina Abdul Samad Nelly Mursyidah Nidar Velayati Nira Erdiana Noliza Hasrina Nomnian, Singhanat Nour Ayouni Nour T. M. Alhaj Novalia Rizkanisa Novalia Rizkanisa, Novalia Nur Raihan Nuraini Nuraini Nurul Inayah Nurul Inayah Patak, Andi Anto Phoenna, Putra Putra Phoenna Putri Restu Damayanti Rafidah Hanim Rahmi Daniati Raihal Fajri Raihan Nurfadhila Raihan, Nur Ramadhani, Kiki Ramli Ramli Ramli Ramli Raudhaturrahmi Raudhaturrahmi Razali Razali Razali Razali Redha Mardatija Rica Andriani Rina Syafitri Risdadi, Sabar Rizka Puji Lestari Rizki Ananda Rizki Ananda Sabar Risdadi Saiful Marhaban Sakti, Andi Elsa Fadhilah Sevty Emafetery Siti Aisha Nurhuda Siti Maulia Rizki Sofia Sofia, Sofia Sofyan A. Gani Sukardi Weda Sukardi Weda Sukardi Weda, Sukardi Thara Hendri Safitri Topal, Hasna Usman Kasim Usman Kasim Velayati, Nidar Vera Agusriyanda Yunisrina Q. Yusuf Yusri Yusuf Zahria Amalina Zulfadli A. Aziz Zulfadli A. Aziz Zulfadli A. Aziz, Zulfadli A.