Articles
<![CDATA[Using Word Walls to Improve Students’ English Vocabulary ]]>
<![CDATA[Lila Farisa]]>;
<![CDATA[Arifin Syamaun]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This thesis was conducted to focus on the using word walls to improve students’ English vocabulary by applying quantitative research with one group pre-test and post-test. This research was aimed at finding out whether or not the use of word walls can improve students’ vocabulary at SMP Negeri 1 Ingin Jaya with focus on students’ vocabulary related to nouns. The sample of this research was the first grade students in the class of VII-A. To obtain the data, vocabulary test items were used on pretest and posttest. The result of data collection in this research shows that average posttest score is higher (85.5) than the pretest score is (63,5), so the difference score both of the test is 22. Moreover, the analysis of t-test showed that or 5,900 1.729 at the level significance 0.05 with the degree of freedom (df) 19. Based on the result, it can be concluded that Ha is accepted and Ho is rejected, which means that word walls can improve students’ English vocabulary. Therefore, a words wall is recommended as a good media in teaching vocabulary.]]>
<![CDATA[The Influence of Using I Spy Game towards Students’ Vocabulary Mastery ]]>
<![CDATA[Shaumi Fitria]]>;
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 6, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Vocabulary is one of the basic and most important aspects in learning a language. In the learning process, learners need to know lots of words of the target language with such various techniques. Students’ vocabulary mastery is influenced by many factors. In this research, researcher wants to know if there is significant influence towards the students’ vocabulary mastery by using a game called I Spy as the technique used in this research. This research is a quantitative approach with pre-experimental design, one group pretest-posttest. The subjects of this research were the first grade students of junior high school. The class chosen as the experimental class was VII2 which consisted of 30 students at SMP Negeri 2 Takengon with 15 female students and 15 male students. The data was collected from the pretest and posttest result and analyzed by using statistical formula. The analysis result of this study proved that the students’ posttest scores are significantly increased higher than the pretest scores which the mean of pretest was 46.7 and the mean of posttest was 70.5 and the gain between the means was 23.8. According to the data analysis result, it can be inferred that students’ tests scores increased after the I Spy game technique was applied which means that it also influences students’ vocabulary mastery.]]>
<![CDATA[An Analysis of Reflective Teaching Journal about Classroom Management (CM) By Students’ Teachers in Their Practice of Teaching Internship ]]>
<![CDATA[Intani Ratu Maulina]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 6, No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Teaching internship program are designed to smooth the transition from students to teachers. And classroom management is one of the important factors that should be mastered by the students’ teachers to control and overcome the problems in the classroom. This study aims at investigating how do the students’ teachers manage the class in their practice teaching internship program. This research utilized descriptive qualitative research. There were ten students’ teachers that involved as participants in this research. The data were collected through (1) self-reflections of the students’ teachers and (2) interview which sought the information about the student teachers’ in managing classroom management. The results of reflective teaching journal with instruments; the document and interview that is identifying based on Danielson’ framework, most of the students’ teachers are succeeded in managing classroom in their practice teaching internship. The result of document, including; in management of instructional groups there are six students teachers they are in distinguished level, in the management of transition there are eight students teachers are at the distinguished level, in management of materials and supplies, all of the students’ teachers are at a distinguished level, In the performance of non-instructional duties the researcher identified, three students teachers in distinguished level. Therefore, the researcher concluded that the students teachers succeeded in managing classroom management.]]>
<![CDATA[An Analysis of Grammatical Errors Made by Students in Writing Descriptive Text ]]>
<![CDATA[Ihsan Nazir]]>;
<![CDATA[Arifin Syamaun]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study is aimed at analyzing the grammatical errors and causes of them in writing descriptive text. The study describes the errors that the students made in writing descriptive text based on surface strategy taxonomy (omission, addition, misformation, and misordering). The study used descriptive qualitative method. The population of this research was the second year students of SMAN 1 Mesjid Raya. The class Xl-MIPA 2 was chosen as the sample based on purposive sampling technique. The number of sample was 27 students. The instrument was test where students were asked to write a descriptive text that consists of 30 to70 words in paragraph based on the picture given. The test was conducted on September 19th 2017 taking place at SMAN 1 Mesjid Raya. The result shows there were 75 items of error in the students’ writing. The researcher found that 44% errors of misformation, 25.33% errors of disordering, 20% errors of omission, and 10.67% errors of addition. Based on those findings, it can be concluded that many of the second year students at SMAN 1 Mesjid Raya made grammatical errors in writing descriptive text. They made errors in misformation, disordering, omission, and addition.The researcher found the highest frequency of errors was misformation and the lowest frequency was addition. The researcher also found the cause of errors 44% of first language, 31% of carelessness and 25% of translation. They made the cause of errors appearing in first language, involve carelessness and translation. Therefore, this study was suggested to give an expository about writing a descriptive text in a proper ways of teaching for teachers. For students, it is expected the students can find their entrance for having a good hand in writing descriptive text.]]>
<![CDATA[English Students’ Performance on Part A of Listening Comprehension in TOEFL Prediction at Syiah Kuala University ]]>
<![CDATA[Ashra Winda Berliyani]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was aimed to figure out how is the performance on Part A of listening comprehension in TOEFL prediction faced by English students. This performance is based on the skills performance consists in Part A. This study took place in Syiah Kuala University. The sample of this study was limited to 15 English students batch 2010 to batch 2014 which was taken by using purposive sampling technique. Listening section on Part A was given to the students who had been selected as the sample of this study when they took TOEFL in Language Center of Syiah Kuala University. The skills found in Part A of listening TOEFL prediction are 7 skills. The students here took TOEFL as the requirement for applying seminar proposal and thesis examination. The result of part A showed that their performance on Part A in these 7 skills was low in average. It could be seen from the result using document analysis which showed that these 15 students got the true answer in each question is under 50 %. Therefore, it showed that their performance on Part A of TOEFL prediction was failed in average. From this research, it can be concluded that the most problematic skill found is suggestion 18,89 % and the most mastered skill is idiom 46,67 %. It means that they were failed to get the score expected on Part A in each skill and got less of true answer in every skill tested. In conclusion, the performance of English students on Part A is failed in general. ]]>
<![CDATA[Factors Affecting Listening Comprehension ]]>
<![CDATA[Zia Syahreza]]>;
<![CDATA[Syamsul Bahri Ys]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 4, No 4 (2019): December 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Students who enroll in the English Department are taught by the lecturers by using English. Therefore, the skill of listening is the main and the most important aspect needed to figure out teacher’s meaning. Relating to students listening comprehension, they encountered some difficulties. Thus, the aim of this study is to find out what factors affect students’ listening comprehension in the English Department of Syiah Kuala University. This study was conducted at English Department of Teacher Training and Education faculty of Syiah Kuala University. 20 Seventh semester students of English Department were selected as sample of this study. The method of this study was a quantitative descriptive study. The writer used a questionnaire which consist of 43 questions as an instrument of this study. The result of questionnaire become the main data of this study. The data was calculated by using statistical formula. The result of this study revealed that the most dominant factor affecting students’ listening comprehension skill was physical setting factor, 32%out of 100% followed by failure to concentrate factor (23%), content of Listening text factor (20%), Psychological characteristic factor (19%), speaker factor (14%), listener factor (10%), and linguistics feature (9%) lastly. Therefore, it is recommended for head office of English Department of Teacher Training and Education Faculty of Syiah Kuala University to upgrade the equipment used to conduct listening activity.]]>
<![CDATA[Information Gap in teaching speaking ]]>
<![CDATA[Rini Venta Almira]]>;
<![CDATA[Zulfadli A Aziz]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 2: June 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims at examining whether or not the use of information gap technique can improve students’ performance in English speaking ability and helps teachers in teaching speaking. In order to cope the problems faced by the students in learning speaking, the experimental of pre-test and post-test design was undertaken. The instrument used to collect the data in this study was a set of test. The collected data were analyzed by using descriptive statistic formula. The result of the test was analyzed by using speaking criteria suggested by Brown (2001). From the result of the study it reveals that the result of post-test is higher than the result of pre-test after the information gap technique was applied. It shows that the implementation of information gap can give a significant improvement to the students. It explicitly means that information gap can be one of alternative techniques used by teacher in teaching English particularly in teaching speaking in junior high schools.]]>
<![CDATA[Students’ perception toward English club activities ]]>
<![CDATA[Zulvy Melviza]]>;
<![CDATA[Syamsul Bahri Ys]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 2: June 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study is intended to find out the perception of students toward English club activities in speaking. This study was conducted at SMAN 3 Banda Aceh. The researcher used two instruments to find the data needed, namely; questionnaire and interview. Both questionnaire which adapted from Kasmalinda (2011) and interview were used by the researcher to figure out the perception of students toward English club activities in practicing speaking. The researcher combined both of the instruments to support the data of the research. the sample of this study was the students of SMAN 3 Banda Aceh who have participated English club. The researcher took 40 students as the sample (all English club members). Based on the data obtained from both instruments used, the findings showed that students perceived English club plays an important role in supporting students to practice speaking. The students also think that English club has a great way to encourage students’ motivation to practice speaking with friends. The students also viewed that they feel glad while joinning English club. In other words, English club gets them more experiences and more knowledge. In addition, the class atmosphere tends to be fun and comfortable and it makes them more interested in practicing speaking.]]>
<![CDATA[Techniques Mostly Used by English Teachers of SMAN 4 Wira Bangsa Melaboh in Teaching Speaking ]]>
<![CDATA[Ayatullah Rohullah Khomaini]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 3 (2018): August 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Speaking is one of language skills required to learn for all senior high school students. SMAN 4 Wira Bangsa Meulaboh is one of senior high schools whose students have a good speaking proficiency as they succeed in winning some competition held in West Aceh regency. This study aimed at finding out the techniques mostly used by English teachers to teach speaking at SMAN 4 Wira Bangsa Meulaboh. This study was a qualitative study. Total sampling technique was employed to select three English teachers at SMAN 4 Wira Bangsa Meulaboh. The instrument used to collect the data was interview. The result showed that there was no dominant technique used by English teachers at SMAN 4 Wira Bangsa. They used debate technique, role play and jigsaw. The teachers also said that they frequently change the techniques based topic of the subject. The interview results also indicated that all of the teachers tried to present authentic material to the speaking class. Based on the interview, it was also obtained that the common mistakes did by English teachers were overused of mother tongue and choosing technique without considering the students’ level. It is expected that the teachers do collaborative work in determining which technique work better to certain topic compared to other techniques. ]]>
<![CDATA[The Use of Animation Videos to Improve Students’ Speaking Skill ]]>
<![CDATA[Cut Irmayunda]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 5, No 2 (2020): June 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this study is to figure out whether the use of animation videos improve students’ speaking skill to the second-year students at SMP Negeri 16 Banda Aceh. The method of this study was quantitative research (experimental study) with one group pre-test and post-test design. The sample of this research was one class at VIII-1 which consists of 30 students. The researcher used simple random sampling to determine the sample. The researcher used an oral test to collect the data about giving a dialogue (an expression to invite someone) with their partner. In analyzing the data, the researcher used a statistical formula to measure the data. The calculation result showed that the mean score of students' pre-test score was 21 and the mean score of the post-test was 41. Then, the t-score was 4.89 and the t-table was 2.045. It can be seen that the t-score was higher than the t-table. In conclusion, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. As a result, the use of animation videos in learning English improves students speaking skills.]]>
