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All Journal Jurnal Ilmiah Peuradeun Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Getsempena English Education Journal Visipena International Journal for Educational and Vocational Studies Getsempena English Education Journal Jurnal Inovasi Penelitian Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Ilmiah Teunuleh: The International Journal of Social Sciences Almufi Journal of Measurement, Assessment, and Evaluation Education (AJMAEE) Indonesian Journal of English Teaching Studies in English Language and Education

Qamariah, Hijjatul

Department Of English Education, Teacher Training And Education Of STKIP Bina Bangsa Getsempena, Banda Aceh

Author-ID : 809995

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Articles

Title

HOW A SENTENCE IS CONSTRUCTED: A SYNTACTIC ANALYSIS ON ESL’S WRITING TEXT Hijjatul Qamariah
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

Constructing a sentence grammatically and syntactically correct has become a cliché but crucial problem for English as Second Language (ESL) learners. The problem is also faced by ESL teachers, significantly in correcting the students’ papers and finding the solutions for this problem. The pattern of the sentences then should be analyzed in order to find a predominant pattern normally constructed by the learners. This article tries to look and explore that point by analyzing the syntactic and grammar aspects of the sentences written by ESL Learners. Two samples of ESL learners’ writing paper are used as documents to be analyzed. The samples are taken from two different level of English proficiency called S2 and S4. The analysis is divided into two parts. Part one is the quantitative analysis which reveals the calculation of the analysis on several points such as, types of clause, sub clauses, tenses, aspects, verbs, objects, references, and antecedent of S2 and S4 writing text and it illustrates how many of each component appears in both learners’ texts. Those findings are presented in tables and they are attached in appendices. Moreover, part two, qualitatively the result of quantitative method is explained more than only numbers, by giving more details on the pattern of the sentences written by two learners and also to draw a prediction made before. Thus, it is found that the learners have problems in constructing complete sentences, such as lack of subject and verb and subject-verb agreement errors. S2 learner tends to use more personal pronouns comparing to S4 learners, it is assumed because of his lack of syntax repertoire in constructing more complex and compound sentences. The progress of syntactic system of S2 is showed by correctly used of tense, reference, and proper subject. S4 writing text is categorized as a well developed of syntactic system. The confident use of different sentence structure, vary of vocabulary and has a good persuasive sentences reflect on his writing. The sentences written by S2 and S4 learner predominantly have SVO (Np +(aux)+ Vp) pattern and mix with the compound and complex sentences, where clause sometimes can be objects and complement. For instance, I am a duck who traveled in the sea (S (Np+Vp)+S-bar) and I’m not a callous person but I’m in favour that he should have been left to die on Mount Everest for these following reasons (s(Np+Vp)CC+s(Np+Vp). This study’s findings would benefit the writer, especially for teachers, they should consider the learners’ level, and what kind of instruction should be good to apply in order to maximize learners’ comprehension.

A REPORT OF TEXTBOOK ANALYSIS : (Scaffolding English for Junior High School Students) Hijjatul Qamariah
Getsempena English Education Journal Vol. 3 No. 1 (2016)
Publisher : English Education Department

In this paper, the textbook of junior high school entitled Scaffolding: English for Junior High School Students is analyzed. To this end, types of syllabus containing in the book are firstly explored. Then, it is argued what types of syllabus is dominantly governed the textbook by examining the content, activities and tasks in the textbook. It is revealed that the textbook predominantly instructed by structural syllabus with an approach of genre-based syllabus. However, the book is lacked of communicative approach even though the activities designed are aimed at increasing communicative competence of the students. Finally, the suggestion is made for the perfection of the textbook. It is recommended that to be more communicative in teaching and learning language, teacher can manipulate some activities in the textbook to be more expressive and real. In addition, the translation in every instruction of the task is not a good point of this textbook. It is supposed to be the learners acquire it as they are emergent in the process of learning. It will be meaningful for the learners when they understand by themselves without any translation provided.

TEACHING WRITING TO EFL UNIVERSITY STUDENTS: SOME IMPORTANT ISSUES : (Reducing Writer’s block and Breakthrough to Better Teaching) Hijjatul Qamariah
Getsempena English Education Journal Vol. 3 No. 2 (2016)
Publisher : English Education Department

This article discussed that the students’ difficulties in writing can be triggered by a lot of factors, but to solve those difficulties is never ending story. While correction of piece of writing is believed can helped students improve their writing, but the fact that the implementation of correction still cannot solve the problem. Moreover, students tend to be apprehensive. Writing apprehensive is dealing with the anxiety about writing. Students feel fear when they are assigned to write a piece of writing. This nevertheless, is a problematical issue that needs to be solved by the writing instructor or teacher. Some experts stated that writing apprehension can be caused by several factors, such as lack of writing strategies, inappropriate teachers’ writing teaching techniques, inappropriate contain of writing textbooks, and the students’ cognitive. Therefore, a better teaching instruction perhaps will minimize students’ apprehension in writing. This article tries to give an insight for a better teaching writing and how to deal with the problem that the students face when writing.

WHAT DO OUR STUDENTS WANT? A CASE STUDY OF EFL SPEAKING STUDENTS’ VIEW OF ACTIVITIES IN SPEAKING CLASSROOM Hijjatul Qamariah
Getsempena English Education Journal Vol. 4 No. 1 (2017)
Publisher : English Education Department

Students’ beliefs or perspectives have been essential inputs for reflection and improvement of the teaching and learning of English. Knowing their interest and what they want will lead to a better and effective teaching and learning process. Thus, this case study attempted to find out the students’ view of activities in the speaking classroom. Students’ perspective and ideas toward activities, teachers’ role and students’ interest in topic and materials in speaking classroom are identified. To achieve this objective, 12 students were involved. The data were obtained through the interviews with the students who took speaking class. The interview was conducted by using focus group interview. Findings revealed that most of communicative activities such as drama, role play, storytelling, group works, dialogue, etc should be applied in speaking classroom. The involvement of teacher in speaking activities was also crucial, most of the students stated that teacher should make rule and always keep the target of the activities. In addition, teachers should always provide feedback and motivation, and also perform punishment and rewards practice. Results also indicated that in order to be able to speak and think more creative, students suggested authentic materials and familiar but also challenging topics should be provided. Moreover, topic such as current issues, tourism, lifestyle and history were also chosen by them as topics they are interested to learn.

HOW A RESEARCH ARTICLE INTRUDUCTION STRUCTURED? THE ANALYSIS OF SWALES MODEL (CARS) ON ENGLISH RESEARCH ARTICLE INTRODUCTIONS Hijjatul Qamariah; Sri Wahyuni
Getsempena English Education Journal Vol. 4 No. 2 (2017)
Publisher : English Education Department

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.

THE USE OF ENGLISH SONGS TO IMPROVE STUDENTS’ SPEAKING ABILITY Sri Wahyuni; Hijjatul Qamariah; MulyadiSyahputra
Getsempena English Education Journal Vol. 5 No. 1 (2018)
Publisher : English Education Department

This study is to implement English songs in teaching speaking for English Department students at STKIP Bina BangsaGetsempena Banda Aceh. This research was quasi-experimental study. The aim of the study was to find out students' improvement in speaking ability by using English songs. The population of this study was the whole students of English Department of STKIP Bina BangsaGetsempena Banda Aceh in academic year 2015/2016. The sample is the second-semester students of English Department that consisted of 35 students. The data needed are recorded by testing students speaking test. The data were analyzed by using t-test. The result of the study is shown that the t-score was 7,25 the critical value of the t-score for the degree of freedom is 34 at the level of significance 0,05. The result showed that the calculation of the score is 7,25, it is higher than t-table 2,14, thus the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted which means that the use of English songs can improve students’ speaking ability.

THE OBSTACLE IN TEACHING SPEAKING BY USING DEBATE TECHNIQUE Sri Wahyuni; Hijjatul Qamariah; Sofyan Abdul Gani; Yunisrina Qismullah
Getsempena English Education Journal Vol. 5 No. 2 (2018)
Publisher : English Education Department

The study highlighted the obstacles of teaching Speaking using debate technique at higher education students atAbulyatama University under the course named Critical Speaking. The aim of this study was to identify the obstacles found in teaching speaking by using debate techniques in higher education. the study was designed using the descriptive qualitative method where the data was collected through interviewing the designated lecturer who taught the course and then analyzed through three basic steps, they are data condensation, data display,and data conclusion. The lecturer described her difficulties in teaching speaking using debate technique that related to the limitation of time, participation, critical thinking ability,and the speaking ability. Hence, the lecturer applied some solution to the challenges, such as obligating the case-building process even to the audiences, assigning the students to enhance their knowledge on the current issues and starting the debate by the very basic motion.

ENGLISH TEACHING VIDEOS EMPLOYED IN EFL STUDENTS TEACHER CLASSROOM: A CASE STUDY OF STUDENTS’ PERCEPTION ON UTILIZING ENGLISH TEACHING VIDEO IN DEVELOPING TEACHING SKILLS Hijjatul Qamariah
Getsempena English Education Journal Vol. 6 No. 1 (2019)
Publisher : English Education Department

This study tries to investigate the use of English teaching video in EFL student teacher classroom. It was initiated by the importance of providing authentic classroom teaching activities to the students. Employing English teaching videos to improve students teaching skills is alternatively important to do in order to gain a good insight of how native English teachers teach in the classroom. Therefore, some English teaching videos accessed from CELTA link, which is a platform of teaching practice for TESOL teachers were showed in the classroom. The implementation of the video was conducted for one semester, during teaching and learning process in the course of TEFL. The data are gained from the interview conducted with the students asking their opinion about English teaching videos whether they can affect students teaching ability. The result therefore reveals that the students agreed that English teaching videos help them learn more about teaching skills, classroom managements, student-teacher interaction and teaching methodology. However, they also stated that there was a weakness of the video that it is sometimes hard to understand. They stated that native speaker teachers’ talks could be difficult to understand sometimes.

COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE: (A Mean Of Improving Students’ability In Writing Explanation Text) Hijjatul Qamariah; Rosdina; Nostaria Fitri
Getsempena English Education Journal Vol. 6 No. 2 (2019)
Publisher : English Education Department

The objective of this study was to find out Cooperative Integrated Reading and Composition technique to improve the students’ writing ability in explanation text and to find out the students’ perceptions about using CIRC technique in writing explanation text at second graded of SMAN 5 Banda Aceh. In this research, there was one class taken which consist of 30 students that deveded in 6 groups. The data was obtained from the students’ test sheet. The data are collected by using quantitative design through pre test and post test. The mean score of post-test was 77,16 and the mean score of pre-test was 63,33. It means that the mean score of post-test is higher than mean score of pre-test. Afterward, those scores were used to determine t-score, which the result of t-score is 11, 15. In addition, t-table at the significance level of 0,05 is 2,01505. The result showed that t-score is higher than t-table. Ho Rejected and Ha Accepted if t-score more than t-.Table Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that there was improvement of students’ writing ability in explanation text after using CIRC technique.

AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN WRITING ENGLISH TEXT IN THE SECOND GRADE STUDENTS OF SMK-SMTI BANDA ACEH Hijjatul Qamariah; Sri Wahyuni; Meliana
Getsempena English Education Journal Vol. 7 No. 1 (2020)
Publisher : English Education Department

Writing has been a challenging skill for EFL or ESL Students to cope with. It needs not only the ability to compose a good piece of writing but also goes on a deep layer called grammatical aspect. Understanding grammar is vital to construct a good sentence. Therefore, this study aims at finding out the types of grammatical errors produced by students while composing the English text. Ten students (10) in the second grade of SMK-SMTI Banda Aceh were selected as participants in this study. They were given a task to compose English texts. Then those 10 students writing sheets were analyzed to find out the grammatical errors made. The results revealed that there were 11 categories of grammatical error types; error in using verb, tense, singular/plural noun, adjectives, preposition, to be, articles, modal/auxiliary, noun, objective pronoun, and phrasal verb with the total of grammatical made are 48 total numbers of errors that students produced in their writing sheet. It can be concluded that these 10 students still cannot compose a good sentence because they still made errors in using the grammatical rule.

Co-Authors Abda Abda Aini, Riska Marlisa Burhanuddin Yasin Hercz, Maria Ika Kana Trisnawati Meliana Mulyadi Syahputra Nafaisha, Adilla Netta, Ayuna Nostaria Fitri Qismullah, Yunisrina Rizka Marlisa Aini Rosdiana Rosdiana Rosdina Sabarniati, Sabarniati Sarair Sarair, Sarair Sariakin Sariakin Sofyan A. Gani Sofyan A. Gani Sofyan Abdul Gani Sri Wahyuni Sri Wahyuni Wahyuni, Sri Yunisrina Q. Yusuf Yunisrina Qismullah

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