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Getsempena English Education Journal
Published by STKIP Bina Bangsa Getsempena Banda Aceh
ISSN : 2355004X     EISSN : 25026801     DOI : https://doi.org/10.46244/geej.v7i1
Core Subject : Education,
Education
Getsempena English Education Journal (e-ISSN: 2502-6801 and p-ISSN 2355-004X) is a periodical scientific publication dedicated to lecturers, students and educational observers to disseminate relevant research, thought and research results in the field of English. Any visitor to this site can browse abstracts, read journal contents and download PDF files. Getsempena English Education Journal (GEEJ) is published twice a year, May and November.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 16 Documents
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Search results for , issue "Vol. 7 No. 2 (2020)" : 16 Documents clear
ENGLISH TEACHING MATERIALS DURING GLOBAL PANDEMIC: A SURVEY ON ONLINE LEARNING AT VOCATIONAL SCHOOLS IN LAMPUNG Nyanuar Algiovan; Ahmad Subhan Roza
Getsempena English Education Journal Vol. 7 No. 2 (2020)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v7i2.1180

Abstract

Coronavirus spread around the world affects many things. Education is one of many affected sectors. Indonesia is a country which mostly effected by Coronavirus. Thousand students throughout the nations left the schools and start adapting a distance learning. It forces all teachers and students to learn and adapt to online learning. English teaching materials play a role in providing students with contextual knowledge. By far, English learning materials have only been inserted about moral values and other values. Though, English teaching materials are considered possible to be a means of learning students on issues related to disaster education. This research investigates the media platforms and materials used by English teachers during the pandemic in vocational high schools in East Lampung. The study used Cross-sectional Designs Survey with questionnaires as data collection techniques. Participants of 27 vocational schools of English teachers. The survey was done in the beginning of first semester. The aims are to know the materials and platforms which are used also to see the teachers’ understanding regarding the disaster education during a global pandemic. The findings gained are (1) Most teachers use WhatsApp in providing teaching materials. (2) The majority of respondents were aware of disaster education but only limited to COVID issues. (3) English teachers have not understood the overall disaster education. There are three main suggestions of this current work : Incorporating of teaching materials integrated with disaster education, environmental, and natural issues. Maximizing the fore on the application of online learning. Enhancing of disaster education at all levels of education.
THE EFFECT OF LEARNING STRATEGY AND INITIAL KNOWLEDGE ON THE ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS Edi Puryanto; Yumna Rasyid; Fathiathy Murtadho
Getsempena English Education Journal Vol. 7 No. 2 (2020)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v7i2.1189

Abstract

This study was aimed at identifying the the effect of learning strategies and initial knowledge on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008> Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485> ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge.
The THE INDONESIAN STUDENTS’ WILLINGNESS TO COMMUNICATE IN VIRTUAL CLASS: A CASE STUDY Lodya Sesriyani
Getsempena English Education Journal Vol. 7 No. 2 (2020)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v7i2.1191

Abstract

As one of the keys to quality instructional process, students’ willingness to communicate deserves a place to observe especially when it was done by non-English department students when conducting instructional practices virtually during the Covid-19 outbreak. The present study aimed at investigating the students’ willingness to communicate during TOEFL preparation classes. The object of this study was 30 students of Economics Education Study Program in their second semester learning in a South-Tangerang based university, Indonesia. The students’ patterns in their willingness to communicate were examined using close observation within 3 consecutive meetings. Due to the pandemic outbreak of Covid-19, the instructional process was conducted virtually via Zoom platform. One lecturer acted as the instructor and one passive observant was given an access to record and observe the instructional practices. This study revealed that the students’ willingness to communicate depends on the task type given by the lecturer. It indicated the significance of intelligible and feasible instruction in order that the students’ willingness to communicate improved.
EXPLORING ENGLISH TEACHERS’ PERCEPTIONS ON USING SITUATIONAL LANGUAGE TEACHING METHOD IN TEACHING VOCABULARY Yuliar Masna; Syarifah Dahliana; Nurul Aulia Martaputri
Getsempena English Education Journal Vol. 7 No. 2 (2020)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v7i2.1192

Abstract

The research was accomplished to investigate the perceptions of elemantary- school teachers on using Situational Language Teaching method in teaching vocabulary. The aims of this study were to examine the advantages of using situational language teaching method in teaching vocabularies and to investigate English teachers’challenges of using Situational Language Teaching method in teaching vocabulary. This research was completed by using a qualitative approach and the reseachers employed a semi-structured inteview to collect the data. The research participants were five English teachers who teach English subject at elementary schools in Aceh Barat. The results of this research indicate that the advantages of using this method were enhancing students’ motivation ,and creating an effective teaching-learning process. Then, the challenges of using Situational Language Teaching methods in teaching vocabulary were preparing course material and dealing with students’ boredom.
TEACHING-21ST CENTURY LEARNING-MEDIA INNOVATION FOR EFL TEACHING AND LEARNING: PRE-SERVICE TEACHERS PERSPECTIVE Asmi Rusmanayanti; Nasrullah
Getsempena English Education Journal Vol. 7 No. 2 (2020)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v7i2.1199

Abstract

Nowadays, EFL teachers are benefited by the abundance of technological resources that enable them to provide learners with sufficient comprehensible input. Yet, not all of them are literate to the available supported devices neither in the form of webs nor other internet applications. Therefore, this study aims at describing a view toward a trend of ICT use as learning resources both in a form of web and internet based applications used by pre-service teachers.This research employed mix-method research by using an open-ended questionnaire and interview with 24 pre-service teachers as participants who study in English department, Lambung Mangkurat University. The finding of this study revealed that even there are several pre-service teachers who encountered problems when using the available applications, nevertheless, most of them have a positive perspective on ICT use in teaching and learning activities. Moreover, it is found that mostly MALL (Mobile Assisted Language Learning) applications have familiar to be used during the learning time especially out of the class rather than CALL applications.
THE RELATION OF CONCENTRATION TOWARDS THE JAPANESE LANGUAGE LISTENING SKILLS ON STUDENTS OF RIAU UNIVERSITY Merri Silvia Basri; Zainal Rafli; Fathiaty Murtadho
Getsempena English Education Journal Vol. 7 No. 2 (2020)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v7i2.1260

Abstract

The aim of this study is to find out the relationship between concentration and Japanese listening skills. This research is conducted on Japanese language students at Riau University. The research method used in this study was quantitative approach, survey methods with measurement and test techniques, while the analysis technique used was path analysis approach. The population of the target population was all fourth semester Japanese language students at Riau University, which are 52 students. The sampling was done with total sampling techniques. The relationship between concentration and Japanese listening skills is 0.309. It is concluded that: There is a positive relation between concentration and listening skills in Japanese language of Riau University students.

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