Articles
<![CDATA[Error Analysis of Studentsâ Free Writing (A Descriptive Study at the English Department of STKIP Bina Bangsa) ]]>
<![CDATA[Wahyuni, Sri]]>
<![CDATA[ Getsempena English Education Journal Vol 1, No 2 (2014) ]]>
Publisher : <![CDATA[STKIP Bina Bangsa Getsempena Banda Aceh ]]>
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<![CDATA[This study was conducted to identify the types of errors that made by the second year students of English Department of STKIP Getsempena Bina Bangsa in their writing-I and to analyze what factor causes the students make errors in their writing. There are about 16 students who have taken the writing class. This qualitative study was conducted by document analysis and interview. The document analysis was done by collecting studentsâ writing papers; it was taken from the lecturer who taught academic writing class. The paper became the primary source supported by related references as the secondary sources. The whole primary data were classified based on the types of errors, and then they were explained. The writer also used interview protocol to cross check the data got from document analysis. This was important technique to gather the information about the factor causes the students make errors in their academic writing. The research finding shows the type of error that the students often made many errors in tenses. These errors occurred due to their lack of understanding about tenses and their usage. The other minor errors are considered mistakes because they know the rules, especially in using capital, punctuation, and determiners. Based on the interview protocol, the errors were made because of the influence of the first language; the students often think in Indonesian then write in English. The process of transferring the language infected the errors. This also was influenced by the studentsâ habit that seldom read the writing product after they write it. Actually, the errors can be revised if the students can pay much more attention to their writing product. From this evidence, the writer suggested that teachers teach and train their students in constructing sentences in many forms of tenses as prewriting activity. Other suggestion for the teachers is that they remind students about minor mistakes to prevent repeated mistakes. The teacher also has to plan valuable and effective feedback in order to enhance studentsâ development in writing skill. Key words: Error Analysis, Free Writing]]>
<![CDATA[British Parliamentary Debate System: Students’ Perspective on Their Learning Outcome ]]>
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Qamariah, Hijjatul]]>;
<![CDATA[Gani, Sofyan A.]]>;
<![CDATA[Yusuf, Yunisrina Qismullah]]>;
<![CDATA[Syahputra, Mulyadi]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol 1, No 8 (2019): December 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i8.1865
<![CDATA[This study was conducted to investigate the students’ perceptions on the classroom debate’s learning outcome using British Parliamentary debate system. Fifteen students were randomly selected and assigned to a group and actively involved in the debate in ten sessions during a whole semester. The obtained data of this study were collected through a survey questionnaire using 5-point Likert scale and interviews five random five participants to validate the data of the questionnaire and further analyze using mix method that combines between qualitative and quantitative approaches. The result of the data showed that the students indicated a positive perspective on its learning outcomes through the implementation of British Parliamentary Debate System in term of students’ interest, subject matter, communication skill, critical and creative thinking, intrapersonal and interpersonal development skill.]]>
<![CDATA[TEACHING STRATEGIES: EFL STUDENTS’ RESPONSES TOWARD TEACHER STRATEGIES IN READING COMPREHENSION ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Rosdiana Rosdiana]]>;
<![CDATA[Hanifar Mardhatillah]]>
<![CDATA[ Jurnal Ilmiah Teunuleh Vol. 1 No. 2: Jurnal Ilmiah Teunuleh | December 2020 ]]>
Publisher : <![CDATA[Teunuleh Publisher ]]>
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DOI: 10.51612/teunuleh.v1i2.31
<![CDATA[The purpose of this study is to find out the teacher strategies in teaching reading comprehension at the first-grade students at SMA Inshafuddin Banda Aceh. This research employed a descriptive qualitative method. The participants of this research is the first grade students of SMA Inshafuddin Banda Aceh that consist of 30 students. The instruments of collecting the data used in this study is a questionnaire. The objectives of this research were to know the students’ responses of the teacher strategies in teaching reading comprehension. In this research, the result revealed that that the students’ responses toward the teacher strategies in teaching reading comprehension it showed positive responses.]]>
<![CDATA[THE USE OF ANIMATION MOVIE TOWARDS STUDENTS SPEAKING ABILITY THROUGH E-LEARNING ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Maulizan Maulizan]]>;
<![CDATA[Yulidarawati Yulidarawati]]>
<![CDATA[ Jurnal Ilmiah Teunuleh Vol. 2 No. 2: Jurnal Ilmiah Teunuleh | June 2021 ]]>
Publisher : <![CDATA[Teunuleh Publisher ]]>
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DOI: 10.51612/teunuleh.v2i2.61
<![CDATA[This study is the use of English animation movie as a media in teaching speaking through e-learning process, and it is intended to improve the speaking ability of the students. The methodology used is classroom action research and SMA Keberbakatan Olahraga Negeri (SMAKON) Aceh as a research subject. The source of the data in this study is from the communication between teacher and students in teaching and learning process through e-learning. The instruments are used observation and test. The data observation is analyzed by using qualitative method and the data from the test is analyzed by using quantitative method. In the pre-test result, there are only 1 student who complete pre-test from the total 4 students who followed pre-test. The percentage is still under the predictive criteria, specifically ? 80% from the average score of students that is ? 65. Meanwhile, the post-test shown that all four students got exhaustive score with the percentage reached 50% and the score average reached 50. It means that X IPS-1 student’s improving speaking by using animation movie on e-Learning process at SMAKON is in good category. On the observation result of X IPS-1 students’ improving speaking on e-Learning process improves. Before the researcher implemented animation movie, the percentage only reached 25%, either student’s improving on e-Learning process or students’ activity during teaching and learning process. Then, the percentage increased to 100% for students’ improving speaking on e-Learning process and 83.75% for students’ activity during teaching and learning process after animation movie has implemented.]]>
<![CDATA[ERROR ANALYSIS OF STUDENTS’ FREE WRITING : (A Descriptive Study at The English Department Of STKIP Bina Bangsa) ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Getsempena English Education Journal Vol. 1 No. 2 (2014) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v1i2.673
<![CDATA[This study was conducted to identify the types of errors that made by the second year students of English Department of STKIP Getsempena Bina Bangsa in their writing-I and to analyze what factor causes the students make errors in their writing. There are about 16 students who have taken the writing class. This qualitative study was conducted by document analysis and interview. The document analysis was done by collecting students’ writing papers; it was taken from the lecturer who taught academic writing class. The paper became the primary source supported by related references as the secondary sources. The whole primary data were classified based on the types of errors, and then they were explained. The writer also used interview protocol to cross check the data got from document analysis. This was important technique to gather the information about the factor causes the students make errors in their academic writing. The research finding shows the type of error that the students often made many errors in tenses. These errors occurred due to their lack of understanding about tenses and their usage. The other minor errors are considered mistakes because they know the rules, especially in using capital, punctuation, and determiners. Based on the interview protocol, the errors were made because of the influence of the first language; the students often think in Indonesian then write in English. The process of transferring the language infected the errors. This also was influenced by the students’ habit that seldom read the writing product after they write it. Actually, the errors can be revised if the students can pay much more attention to their writing product. From this evidence, the writer suggested that teachers teach and train their students in constructing sentences in many forms of tenses as prewriting activity. Other suggestion for the teachers is that they remind students about minor mistakes to prevent repeated mistakes. The teacher also has to plan valuable and effective feedback in order to enhance students’ development in writing skill.]]>
<![CDATA[AN OVERVIEW OF STRATEGY IN LANGUAGE LEARNING ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Getsempena English Education Journal Vol. 2 No. 2 (2015) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v2i2.690
<![CDATA[This article describes about Strategy in Language Learning. Learning strategy are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence. Owing to conditioning by the culture and the educational system, however, many language students (even adults) are passive and accustomed to being spoon-fed. They like to be told what to do, and they do only what is clearly essential to get a good grade-even if they fail to develop useful skills in the process. A general overview of the system in language learning strategies are divided into two major classes: direct and indirect. These two classes are subdivided into a total of six groups (memory, cognitive, and composation under the direct class; metacognitive, affective and social under the indirect class). Direct strategies and indirect strategies support each other and each strategy is capable in connecting with and assisting for every other strategy.]]>
<![CDATA[CHILDREN'S LANGUAGE DEVELOPMENT ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 1 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i1.702
<![CDATA[The objective of this article is to describe how children's language is developed. The development of child's language actually begun when a child was born with language or a simple talk. First language is the language that is the primary language that is acquired which is called native language or mother tongue. This study is intended to children's language development and their social interaction. To get the data, four children asked to speak about everything of their interest. The process of recording was made as naturally as possible. All the data obtained were then used to facilitate the researcher in describing children's talk. As the result, children direct his attention to thing that language is easy to understand and they used primary interest to help them learn the language related to their interest. They also enjoyed the repetitive events of their life and used it strategies to help them in learning a language. Children can quickly acquire new words if they always heard a new language around them and automatically the development of their language will increased faster. Children learn language through their natural desire to call an object by its name and almost all of the words their produced were not clear enough. They often used a piece of dismembered words.]]>
<![CDATA[THE USE OF GUESSING GAME TO IMPROVE STUDENT’S SPEAKING SKILL ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Fitri Yulianti]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 2 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i2.705
<![CDATA[Speaking is activity of two or more people in sending and receiving information or messages in oral communication. The reason for teaching speaking to students is because it belongs to the basic language skill in English. In speaking classes, the teacher usually give a dialogue of a certain topic, then the students are being to practice and memorize the dialogue with their friends and finally present the dialogue in front of the class in turn. It means that to understand the dialogue, the students must have the ability in vocabulary, grammar and pronunciation. Because of that, speaking is very important to be taught to the students.This study aimed to find out whether the use of guessing game is effective. The sample of the study consist of 27 students in one class. The data in this research were conducted by using pre-test and post-test. The result from the research showed that there is significant difference between the students who are taught speaking by using guessing game and those who are taught speaking by using traditional approach. The finding indicated that there is a significant difference between the score of pre-test was 53, 6 and post-test was 82, 9. From this research it was known that t – score is highest than t – table. It’s mean that this alternative hypothesis (Ha) is accepted. Thus clear that the difference of the two means gained score was significant.]]>
<![CDATA[THE USE OF ENGLISH ANIMATED MOVIE TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Getsempena English Education Journal Vol. 4 No. 1 (2017) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v4i1.729
<![CDATA[The objective of this study was to investigate the effectiveness of using English animated movie in writing descriptive text and to figure out the students responds in using of English animated movie in their writing descriptive text to the fourth semester of English department at STKIP Bina Bangsa Getsempena. In this research, there were 12 students that took as a sample. The data was obtained through quantitative and qualitative design method. The quantitative data was taken from the students’ writing score, while qualitative data was obtained from the questionnaire which were distributed to figure out the students respond in using English animated movie in their writing descriptive text. The data collected by using two steps of test, there are pre-test and post-test. The post-test result was 83.5 and the mean of pre-test was 75.25. It meant that the post-test mean is higher than the pre-test, while the score of t-test was 22.88.]]>
<![CDATA[HOW A RESEARCH ARTICLE INTRUDUCTION STRUCTURED? THE ANALYSIS OF SWALES MODEL (CARS) ON ENGLISH RESEARCH ARTICLE INTRODUCTIONS ]]>
<![CDATA[Hijjatul Qamariah]]>;
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Getsempena English Education Journal Vol. 4 No. 2 (2017) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v4i2.744
<![CDATA[Research article has been regarded as the most valuable tool in spreading and disseminating research findings around the globe. Knowledge and new information are easily obtained through research articles. However, writing a research article is not easy. Several requirements need to be fulfilled in order to be accepted by the publisher. The weakness of research articles that make those are rejected by the publisher is believed because the papers lack of establishing a territory of the topic discussed and showing the publisher that the paper proposed is worthy enough to be accepted. The essential part of the article is not announced clearly, the gaps that other articles or pervious researches fail to address are not filled. Thus, the article is merely announcing the description of the research but it is not worth to be published in a good journal. One of ways to solve the problem is by writing a good introduction. The most prominent part of a research article is the introduction where the author shows the core point of his research article deserves publishers’ attention. The well known and accepted model of article introduction structure is Swales model know as CARS (Create a Research Space). This model has been believed as a typical way a research article introduction structured around the globe. Therefore, this study tried to portray the way how a research article introduction written based on the common convention of good article introduction. The procedure of how the article introduction structured based on Swales Model is pictured. And some English research article introductions written is analyzed to show the organization of Swales model research article introduction. It is hoped that this study can provide a solution for writers especially novice writers to write a good research article introduction.]]>
