JOURNAL OF ENGLISH FOR ACADEMIC
Journal of English for Academic (J-SHMIC) is English Study Program Journal of Teacher Training and Education Faculty at Islamic University of Riau. It publishes manuscripts in printed and online versions within the fields of English Language Teaching and learning, Applied Linguistics, and Literature. The journal is issued twice a year in February and August.
Articles
221 Documents
<![CDATA[STAD : A Suitable Technique for Increasing Students’ Vocabulary Mastery ]]>
<![CDATA[Muhammad Ilyas]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 4 No. 1 (2017): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/jshmic.2017.vol4(1).506
<![CDATA[Increasing students’ vocabulary mastery is not an easy way for English teacher in teaching English in the classroom. To realize the difficulties of increasing students’ vocabulary mastery, the English teacher should consider many strategies of teaching. The strategies that are used should be able to make students feel comfortable and enjoy in the classroom and also should be able to encourage and motivate them to learn. One of the strategies is STAD (Student Teams Achievement Divisions). This research focuses on the implementation of STAD to increase students’ vocabulary mastery. The writer would like to find out whether there is a suitable techniqueor not on students’ vocabulary mastery for junior high school students after applying STAD in teaching and learning process.This research is an experimental study in quantitative research. The research involved two equal qualification of sample groups, they are an experimental group and control group. The instrument that used in this research is vocabulary test.Pre-test were given for both groups, after applying STAD in treatment for experimental group, the pos-test was administered by the two groups, experimental group and control group. The writer found that the mean score of experimental group is 52.59 in pre-test and became 71.66 in post-test and control group is 51.52 in pre-test and became 55.81 in post-test. From the result of mean score from each groups, it can be seen that there is significant improvement from experimental group.Consequently, the useof STAD is more effective to increase vocabulary mastery for junior high school students. And the evidence indicates that teaching English vocabulary by using STAD has significant positive effectand become a suitable technique for increasing students’ vocabulary mastery.]]>
<![CDATA[The Influence of Grammar and Vocabulary Mastery on Students’ Reading Comprehension at Language Development Center of UIN SUSKA RIAU ]]>
<![CDATA[Muharni Muharni]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 4 No. 1 (2017): J-SHMIC(Journal of English for Academic) ]]>
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DOI: 10.25299/jshmic.2017.vol4(1).508
<![CDATA[The aims of the research were to find out the influences among the variables; (1) to find out the influence of grammar mastery on the students’ reading comprehension, (2) to find out the influence of vocabulary mastery on the students’ reading comprehension, and (3)to find out the influence of grammar (X1) and vocabulary mastery on the students’ reading comprehension. The design of this research was a corelational research. The population was 150 the second level students of Language Development Center of UIN SUSKA Riau and 90 students were taken clusterly as samples. In collecting data, multiple choice tests were used as intruments. In the result of analysing data,Pearson Product Moment Correlation (SPSS 20) was used. The first finding of the research indicated that there was a positive influence between X1 and Y variables which was proved by two ways in interpreting the result of correlation where the value rxy=0.811 was between 0.800 – 1.00 meant very high influence and by comparing the value of rxy =0.811 with ttable was 0.205<0.811>0.267 that meant the rxy was a higher influence than ttable. The second finding, there was a positive influence between X2 and Y variables which was showed by two ways in interpreting the result of correlation where the value rxy=0.735 was between 0.600 – 0.800, that meant high influence and by comparing the value of rxy with ttable was 0.205<0.735>0.267 that meant rxy was higher than ttable. The last finding, there was a positive influence between X1, X2 and Y variables altogether which was proved by two ways in interpreting the result of correlation where the value was between 0.800 – 1.00, that meant very high influence and by comparing the value of with ttable was “0.205<0.82969>0.267” that meant was higher than ttable.]]>
<![CDATA[Improving Students’ Reading Comprehension through Peer-Assisted Learning Strategy (PALS) at Grade XI. C of MA Pondok Pesantren Daarun Nahdhah Thawalib Bangkinang (PPDN-TB) ]]>
<![CDATA[Nurkhairiyah Nurkhairiyah]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 4 No. 1 (2017): J-SHMIC(Journal of English for Academic) ]]>
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DOI: 10.25299/jshmic.2017.vol4(1).509
<![CDATA[Poor Reading comprehension ability of students at grade XI.C of MA PondokPesantrenDaarunNahdhahThawalibBangkinangwas caused by several factors. One of the main factors was the teaching and learning activities in the class that could not help the students to improve their reading comprehension. In this case, the classroom action research was done to explain to what extent the application of Peer-Assisted Learning Strategy (PALS) to improve the students’ reading comprehension and what factors influence the improvement. The research consisted of two cycles with four meetings for each cycle. All of the students had roles as tutor and tutee. Then, the researcher was helped by a collaborator to observe and give advice about the teaching and learning activities in the class. The research findings showed that the application of PALS improved the students’ reading comprehension. The average score of students before the application of PALS was 59.2 of report text and 57.03 of narrative text. Then, it also improved at the end of cycle 1, 65.38 of report text and 65.45 of narrative text, and the cycle 2, 75.8 of report text and 76.9 of narrative text. The improvement was also influenced by some factors, such as: (1) The students’ willingness to do all of the procedures in PALS. (2) The tutoring activities in the class.(3) The teacher’s roles. In conclusion, the application of PALS better improved the students’ reading comprehension in English at grade XI. C of MA PondokPesantrenDaarunNahdhahThawalibBangkinang.]]>
<![CDATA[Impact of Skype in Teaching Listening Comprehension ]]>
<![CDATA[rugaiyah rugaiyah]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 4 No. 1 (2017): J-SHMIC(Journal of English for Academic) ]]>
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DOI: 10.25299/jshmic.2017.vol4(1).510
<![CDATA[This paper shows the ELT educational trend has recently been gaining in significance in education systems throughout the world. English Language Teaching (ELT) has tremendously changed over the last one decade. Technology in education has become the buzz word in every educational environment. Technologies like internet, skype, you tobe, tweeter. Mobile phones and many more have added not only stimulus but also learners’ engagement and true interactivity with the classroom. One widespread method online teaching involves the use of skype, a powerful application that provides users with free internet voice chatting service.Skype can be a wonderful opportunity to expand learning situations through voice, text and video sessions.This paper is focused on analyzing the impact of Skype on students’ listening comprehension for a group of 21 students of fourth semester of FKIP UIR Pekanbaru in academic year 2014/2015. This study used classroom action research. The instruments of this research were tests, observation, interview, and field notes. The data collection was accomplished by means of students’ reflection questionnaires posterior to the Skype, field notes of the investigator, and comprehension tests. The finding shows that the use of Skype can improve students’ listening comprehension. It can be seen from the increasing of mean score of the tests.The results of the first cycle of 69.52 learning increased to 71.43 in the second cycle.]]>
<![CDATA[Developing Cooperative Learning Based Module for Teaching Reading to the Second Semester Students at English Department of FKIP UIR ]]>
<![CDATA[Safriani Novitri]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 4 No. 1 (2017): J-SHMIC(Journal of English for Academic) ]]>
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DOI: 10.25299/jshmic.2017.vol4(1).511
<![CDATA[This research is designed to develop the students’ reading comprehension of narrative, descriptive and hortatory exposition texts by using cooperative learning based-module. It aims to explainthe current needs, to design and toexamine the validity and practicality of cooperative learning based-module in developing reading comprehension at the second-semester Students in English Department of FKIP – UIR. The design of this research is R & D approach by using ADDIE model. The sample was selected from second semester students at English Department of FKIP UIR. Five validators involved in evaluating the product to evaluate its the validity, and the practicality. The quantitative data were collected through a questionnaire and test and qualitative data were collected through an interview. To develop the learning material to be givento students, the researcher tried to find out the need analysis, the validity, and the practicality of her product in designing and implementing readingin cooperative learning based-module. Based on the research finding of this research was considered valid and practice and it can be used to develop the quality of students in reading comprehension.]]>
<![CDATA[Listening Comprehension Hindrances of EFL (English Foreign Language) Learners on 2016/2017 in English Study Program of Universitas Islam Riau ]]>
<![CDATA[Sitti Hadijah]]>;
<![CDATA[Shalawati Shalawati]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 4 No. 1 (2017): J-SHMIC(Journal of English for Academic) ]]>
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DOI: 10.25299/jshmic.2017.vol4(1).512
<![CDATA[As one of essential skills to master a language, listening subject is provided as one of compulsory subjects to the learners in English study program at university level in order to help them in improving their English skill in term of having good ability in comprehending spoken information delivered by native or non-native speakers of English in various contexts of communication.Despite of having long term English learning experiences and easy access of learning sources, the learners seem still having hindrances in listening comprehension skill. Based on researcher’s experiences in teaching interpretative listening subject to the first year students of English study program, most of the students did not actively involve during the teaching and learning activities, they also had low performances on listening.In relation to the phenomena, this study was conducted with a descriptive research design in order to answer a question about the first year students’ listening comprehension hindrances. The participants were 30 students undertaking interpretative listening subject on 2016/2017 academic year at English Study Program, Universitas Islam Riau. Distributing questionnaire and interviewing the learners were done in collecting the data. Then, the findings show that there are five factors encountered by the learners as their hindrances in listening activities; inadequate listening practices, speed-rate of speakers, pronunciation, unknown vocabulary, and grammatical understanding]]>
<![CDATA[Correlation between theory of internal esteem need of Maslow’s Hierarchy and Speaking ability of the students at English Study Program FKIP-UIR Pekanbaru ]]>
<![CDATA[Erna Nawir]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 3 No. 2 (2016): J-SHMIC(Journal of English for Academic) ]]>
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DOI: 10.25299/jshmic.2016.vol3(2).521
<![CDATA[Internal Esteem Need is one of the important motivations that affect students’ achievement in learning as their internal motivations. This paper addresses a study of finding out whether any significant correlation between theory of internal esteem of Maslow and the students’ speaking ability at English Study Program FKIP UIR Pekanbaru. The population is all the fifth (5th) year of English students of English Study Program FKIP UIR who have just taken Speaking 2 (Scientific Discussion) in the second semester with 40 students randomly chosen as sample. A questionnaire of 42 statements were constructed from the indicators of internal esteem of Maslow’s theory and the students’ final grade on their chosen subject were taken to find out the students’ internal esteem and their speaking ability. The result of the study showed that there is no significant relationship between the students’ internal esteem toward their speaking ability.]]>
<![CDATA[An Analysis Students’ Motivation in Reading ProcedureText at the First Grade of SMA N Rambah Samo ]]>
<![CDATA[Evi Kasyulita]]>;
<![CDATA[Desi Ratna Sari]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 3 No. 2 (2016): J-SHMIC(Journal of English for Academic) ]]>
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DOI: 10.25299/jshmic.2016.vol3(2).522
<![CDATA[This research discussed about students motivation in reading procedure text at the first grade of SMAN I Rambah Samo. This research is important to conducted because with analysis students motivasion can preapared steps to increasing students reading skill.t The technique of analyzing the data the researcher was descriptive qualitative. Questionnaire was used to collect the data. The finding showed that there was any significant analysis students’ motivation. It could be showed that from 21 students in reading procedure text, there were10 students (60-79%) in good, 4 students (50-59%) and in poor,and 7 students (0-49) very poor category.]]>
<![CDATA[Improving Students’ Reading Comprehension of Descriptive Text through Cognitive Strategy ]]>
<![CDATA[Fauzul Etfita]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 3 No. 2 (2016): J-SHMIC(Journal of English for Academic) ]]>
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DOI: 10.25299/jshmic.2016.vol3(2).523
<![CDATA[This research aimed to explain the extent to which cognitive strategy can improve the students’ reading comprehension and what factors that influence the changes of the students’ reading ability by implementing cognitive strategy. This research was a classroom action research which consists of two cycles and four meetings of each cycle. Three meetings for teaching reading comprehension of descriptive text by using cognitive strategy and another meeting for reading comprehension of descriptive text test. The research was conducted from April, 30 2013 up to May, 30 2013. The instrument used to collect the data were reading comprehension of descriptive text test, observation sheets, field notes, and interview which were helped by a collaborator. The finding revealed that the implementation of cognitive strategy could better improve students’ reading comprehension of descriptive text at grade VII-2 of SMPN 1 Indra Praja Tembilahan. The improvement was confirmed by the increasing average students’ score, the average score of students in cycle I was 70,72 and in cycle II was 78,10. The factors that influence the students’ reading comprehension during the application of cognitive strategy were the materials, the students’ reading motivation, and the teacher’s role to students. Finally, the classroom action research by using cognitive strategy could improve the students’ reading comprehension of descriptive text at grade VII-2 SMPN 1 Indra Praja Tembilahan.]]>
<![CDATA[Using IEPC Strategy to Improve Students’ Reading Comprehension at Grade VIII.4 of SMP Negeri 3 Pekanbaru ]]>
<![CDATA[Liya Astarilla Dede Warman]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 3 No. 2 (2016): J-SHMIC(Journal of English for Academic) ]]>
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DOI: 10.25299/jshmic.2016.vol3(2).524
<![CDATA[The purposes of this research are to describe and explain to what extent IEPC strategy could improve students’ reading comprehension at grade VIII.4 of SMP Negeri 3 Pekanbaru and the factors that influenced the change of their reading comprehension by using IEPC strategy at grade VIII.4 of SMP Negeri 3 Pekanbaru. This research is classroom action research, every cycle consisted of four fundamental aspects namely, planning, action, observation, and reflection. This research consisted of three cycle, where in each cycle consisted of fourmeetings. The four meetings in one cycle involving three meetings for teaching reading by using IEPC strategy and one meeting for post-test at the end of every cycle.The participants of this research were the researcher, a collaborator and the students of grade VIII.4 of SMP Negeri 3 Pekanbaru totalling 40 students. The instruments of this research were reading comprehension test, an observation sheet, field note and interview.There were two findings of this research: (1) IEPC strategy could improve the students’ reading comprehension; (2) Teaching material and media, class activity, class management, and teacher’s approach were the factors that could influence the change of students’ reading comprehension.]]>
