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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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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.
First Language (L1) Use in the EFL Classroom: Perceptions of Students and Teachers Noliza Hasrina; 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

This study was aimed to find out the perceptions of teachers and of students about the use of their L1 (Bahasa Indonesia) in their EFL classroom in the teaching-learning processes. A quantitative method was used for this study which used a questionnaire as the instrument. This study was conducted at the MAN High School at Darussalam with 94 respondents, consisting of three teachers and ninety one students from grade two from the three different departments (XI IPS, XI IPA and XI IAG). The results from the questionnaires showed that the respondents predominantly used their L1 rather than the L2 in their English EFL Classes for teaching-learning activities such as when explaining materials which were hard to understand, giving instructions on materials and tasks to explaining new vocabulary and for helping students to feel more comfortable and more confident in learning English. In this regard, the use of their L1 in their English classes was aimed at having good communications between the teachers and their students and between students and students. In addition, the use of their L1 was very helpful for students to understand their English lessons and to improve the students' motivation in learning English EFL
Implementing clustering technique in writing descriptive texts Husniah Husniah; Burhanuddin Yasin; 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.v12i4.20380

Abstract

This experimental research was conducted to find out the effect of using clustering technique on the students’ writing skills at Senior High School No. 1 Delima, Pidie District. It also has several sub-focuses, namely figuring out the students’ writing content, organization, and language use. The subjects of the study were the 10th grade students that were divided in random sampling into the experimental and the control groups. This procedure was carried out through homogeneity of the selected samples. To expose the focuses of answers, the pretest and post-test instruments were applied to both groups. The result showed that the students in experimental group had an improved quality of writing a descriptive text than that of the control-group students.  At a level of significance 0.05, the ttestscore was higher than ttablescore (8,441,684). In addition, the mean score of the experimental group (78,79) was higher than the mean score of the control group (53,75). This figure has corresponded with the results of the three writing aspects of the students’ work, which also brought a relatively positive achievement. This means that there were significant improvements regarding the students’ writing aspects of content, organization, and language use in descriptive texts respectively.
The obstacles faced by the junior lecturers of Syiah Kuala University in achieving the required TOEFL scores Raihal Fajri; Siti Sarah Fitriani; Usman Kasim
English Education Journal Vol 12, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i2.18152

Abstract

The Test of English as a Foreign Language (TOEFL) is an examination used to evaluate a non-native English speaker’s proficiency in the English language. This study was conducted to investigate the obstacles faced by the junior lecturers of Syiah Kuala University in achieving the required TOEFL scores. This research applied a focused description as a method of collecting the data and was located within qualitative research. The population of this research was 23 junior lecturers of Syiah Kuala University who were participating in a training class at the Language Centre of Syiah Kuala University and are in preparation for further study in either home country or overseas universities. The instrument of data collection is a questionnaire guide with google form that was sent to 23 junior lecturers. The questionnaire was used to find out the obstacles faced by the junior lectures in achieving the required TOEFL scores. The collected were analysed by using compiling the percentage, adopting the formula proposed by Sudjono. The finding shows that junior lecturers faced obstacles in answering listening to long conversations with a percentage of 93.3% and avoiding similar sounds with a percentage of 80%. The specific obstacles in the structure written expression section were the skill in answering coordinate connectors, agreement after certain words, and parallel structure with coordinate conjunctions questions with the percentage 60%. The other obstacles were skills in answering agreement after prepositional phrases and skill in agreement after prepositional phrases questions with the percentage 67.7%. Then, the obstacles faced by them in reading comprehension were in recognizing main ideas and determining meanings of difficult words questions with the percentage of 67.7%. It is suggested that the junior lecturers should improve their English proficiency before they take the TOEFL test.
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 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, 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 Nour Ayouni 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 Raudhaturrahmi Raudhaturrahmi Razali Razali Razali Razali Redha Mardatija Rica Andriani Rina Syafitri Rizka Puji Lestari Rizki Ananda Rizki Ananda Sabar Risdadi Saiful Marhaban Sakti, Andi Elsa Fadhilah Sevty Emafetery Singhanat Nomnian Siti Aisha Nurhuda Siti Maulia Rizki Sofia, Sofia Sofyan A. Gani Sukardi Weda Sukardi Weda Sukardi Weda, Sukardi Syamsul Bahri Ys 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.