Getsempena English Education Journal
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.
Articles
227 Documents
<![CDATA[DOES FLIPPED LEARNING WORK? A CASE FOR PRIVATE UNIVERSITY IN INDONESIA ]]>
<![CDATA[Basori Basori]]>;
<![CDATA[Diah Wihardini]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.989
<![CDATA[This study sought to find out the result of implementing Flipped Learning in pre-university English class in one of private universities in Indonesia. The study answers the question on to what extend the flipped learning work or fail when being implemented in the respective class. The data which were the result of pre-test and post-test were collected using quantitative method. To analyse the data, a non-parametric approach was used to analyse the impact of the FL approach on student performance in the EPS program. The difference between the pre- and test- scores was calculated and used in a hypothesis testing method using the Mann-Whitney-Wilcoxon Test. The result indicated that there is no significance difference between the treatment group and the control group. Some possible reasons why the insignificance happen are presented as well as some recommendations towards future studies in FL context.]]>
<![CDATA[THE ANALYSIS OF ENGLISH DEPARTMENT STUDENTS’ ABILITY IN MASTERING READING TEXT OF MUHAMMADIYAH ACEH UNIVERSITY ]]>
<![CDATA[Siti Safura]]>;
<![CDATA[Cut Mawar Helmanda]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.990
<![CDATA[The aim of this study is at examining how well the students’ ability in mastering the text and the main idea, and how they could improve their ability in understanding the text especially to find out the main idea from the text. The object of this study was 10 students from semester I in Intensive Reading Comprehension class. The data was obtained from the result of students’ worksheets and questionnaires distribution. In finding out the result, The data was analyzed by using descriptive qualitative. The result shows that the students’ ability in mastering reading text was categorized in poor level of understanding main idea. Besides, the result of questionnaire indicated that the main problem in reading lesson is that the methods used and the class situation. Therefore, the students do self motivation to enrich and memorize new vocabularies as an effort in improving their reading understanding. The implication of this study is to give the input to the lecturer of Reading subject to apply the appropriate method and technique, and create a nice class environtment.]]>
<![CDATA[THE LECTURERS’ EXPERIENCES ON STUDENTS’ THESIS SUPERVISION ]]>
<![CDATA[Rahmi Fhonna]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.992
<![CDATA[Many articles regarding thesis assessment and its problems have been published for years. The dynamic of the relationship between the lecturers and their students are highly concerned. This paper, in addition, aims at investigating the lecturers’ experiences while supervising the thesis of students. 5 (five) lecturers from English Department of UIN Ar-Raniry were chosen randomly as the participants for this study. To collect the data, an open-ended interview was designed as an instrument to offer 6 (six) questions to be answered by the participants. The result of the interview showed that different strategies were applied by the participants during the supervision process. Arranging specific time of supervising was employed by each participant in order to discuss more details the thesis written. Students’ writing skill, in this case, was one of the issues highlighted that required specific handling. The result also identified the way of the participants deal with the problems arose; for instance, providing extra time of supervision for the students, asking the students to have peer-reviewed session to proof-read the thesis, and many other strategies. During the consultation period of the thesis, the lecturers believed that they built good communication and relationship with their students, which is very important as the encouragement for the students in completing their theses.]]>
<![CDATA[THE USE OF TEXT ALOUD SOFTWARE IN TEACHING STUDENTS' PRONUNCIATION ]]>
<![CDATA[Roslaini Roslaini]]>;
<![CDATA[Cahya Komara]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.994
<![CDATA[Pronunciation is often viewed as difficult English sub-skill for EFL students in Indonesia. Many of students did not know how to respond the problem of pronunciation they have in class. Moreover, many teachers or lecturers also did not support the students’ pronunciation teaching and learning with a proper media. This situation happened in second semester students of English Department, FKIP UHAMKA Jakarta 2018/2019 Academic Year. In fact, there are plenty of technology applications that can support or assist them to practice pronunciation by their own. One of it is Text aloud Software. Thus, in this small-scale study, the researchers aim to reveal the use of Text Aloud Software as one of technology application that can help English as Foreign Language (EFL) students to mastery English pronunciation in the classroom. This study applies quantitative method with the use of quasi-experimental design and also added by close-ended questioners. The question of this research is; does Text Aloud Software help EFL students to master English pronunciation? To be able to answer the research question, this study involved 20 respondents who were selected purposively. The results showed that both data of pre-test and post-test in control class and experiment class was normally distributed and homogeny. The statistical test or t-test also showed that t observed (to = 1.68) was smaller than t table (tt = 2.02) which was 1.68 < 2.02. It can be concluded that Ho is rejected and Hi is accepted. Therefore, Text-Aloud Software is effective in helping students to master pronunciation.]]>
<![CDATA[THE USE OF ADOBE ANIMATE AS A NEW TECHNOLOGY IN TEACHING ACADEMIC ESSAY WRITING IN DARMA PERSADA UNIVERSITY ]]>
<![CDATA[Yoga Pratama]]>;
<![CDATA[Endry Boeriswati]]>;
<![CDATA[Fathiaty Murtadho]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.1001
<![CDATA[Abstract The development of information and technology has affected many aspects of life including education. Writing has an important role in the language academic process. Technology also gives a positive effect toward the students’ motivation in learning English, especially in essay writing. Nowadays, a computer technology application is developing writing materials by using adobe animate. The purpose of this research is to show that the role of technology today is very important in learning process specifically in teaching academic writing, so that it can help teacher and students to make lots variations in teaching. In the past, teaching writing only used conventional ways like books but nowadays teachers and students can use multimedia technology like education interactive software, smartphone, and computer which can make studying more effective and interactive. In this qualitative research the writers will analyse and demonstrate the new technology as a solution to the old problem of teaching academic essay writing.]]>
<![CDATA[THE IMPACTS OF GRAMMATICAL COMPETENCE TOWARDS STUDENTS’ SPEAKING PROFICIENCY IN LEARNING ENGLISH AS A FOREIGN LANGUAGE ]]>
<![CDATA[Sabarniati]]>;
<![CDATA[Said Iskandar Zulkarnain]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.1029
<![CDATA[This investigation is conducted standing on the gap that there are students of English who are good in speaking the target language but do not master the grammar well, and there are also found students who have adequate grammatical awareness but cannot express themselves orally. This study aims at identifying common grammatical errors occur while students are speaking and how students’ grammar ability influences their speaking performance. This study was conducted in a Basic Speaking Class of First Year English Department Students of UIN Ar-Raniry. The Students’ grammatical mastery was tested as well as examining their speaking proficiency in order to discover the impact that the grammar has over the speaking. Two teachers of speaking were also interviewed in order to verify a number of supportive information. The result of the study showed that “subject-verb agreement” (SVA) was the most frequent grammatical error occurred in students’ speaking practice. It was also admitted that grammatical issue has not a big deal in determining students’ ability to speak English.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN WRITING ENGLISH TEXT IN THE SECOND GRADE STUDENTS OF SMK-SMTI BANDA ACEH ]]>
<![CDATA[Hijjatul Qamariah]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Meliana]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.1041
<![CDATA[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.]]>
<![CDATA[THE CULTIVATION OF STUDENTS' PROBLEM-SOLVING SKILL THROUGH ASIAN PARLIAMENTARY DEBATE SYSTEM (APDS) ]]>
<![CDATA[Mulyadi Syahputra]]>;
<![CDATA[Salwa Chaira]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.1047
<![CDATA[Encountering countless of inevitable problems defines the importance of problem-solving skill in students’ life. Hence, education has an obligation to help students possess all the required life-skills including but not limited to problem-solving skill. This study aims to establish a clear conclusion on how is the teacher's strategy in cultivating students’ problem-solving skill through competitive debate techniques using Asian parliamentary debate system (APDS) in the classroom setting. A qualitative approach was conducted with descriptive qualitative design. Using an online interview as the instrument with a semi-structured format, the researcher collected the data through interviewing an English teacher in Methodist senior high school Banda Aceh, Indonesia. the data collection was conducted in three phases, (1) Pre-data collection; (2) while data collection and; (3) post data collection. Where the collected data were compiled and analyzed in three stages, (1) data condensation; (2) data display, and; (3) data verification. The result showed that the teacher’s strategy was organized in three sequential order starting from pre-activity that consists of strategy in teacher preparation, while activity that pertains to the international procedures modification strategy, and post-activity regarding the teacher’s strategy in doing self-reflection toward the implementation of Asian parliamentary debate system. other relevant tips were also presented.]]>
<![CDATA[ENGLISH LEARNING MODEL: AN ETHNOGRAPHY STUDY ]]>
<![CDATA[Maulizan Zainal Abidin]]>;
<![CDATA[Aceng Rahmat]]>;
<![CDATA[Zuriyati]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.1059
<![CDATA[The learning model is included in the civilization process of the School. It is as a culture aiming at academic achievement, cultivates attitudes, knowledge and skills of students. The habituation learning model of the pesantren style (Islamic Boarding school) applied by MAS (Islamic Senior High School) Jeumala Amal has successfully increase the school's achievements. Based on the aforementioned data, the researcher needs to do more in-depth research in obtaining detailed information reagarding the model applied so that it is applicable for other schools. This study aims to gain a deeper understanding of the English learning model at MAS Jeumala Amal which applies a qualitative ethnographic method. The data obtained were observation, interviews, field notes and document analysis. The Study revealed that the form of English language learning is designed through a careful planning which integrates two proficiencies, namely functional and communication skills; the former are taught through classroom activities while the latter are trained more in pesantren programs. The student learning models in MAS Jeumala Amal adheres to a behavioristic pattern which emphasizes habituation in language skills through an army method pattern that restrain students based on reward and punishment pattern.]]>
<![CDATA[THE IMPLEMENTATION OF ASSERTION, REASON, EVIDENCE AND LINK BACK (AREL) IN TEACHING SPEAKING ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Mulyadi Syahputra]]>;
<![CDATA[Defi Irmayanti]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.1060
<![CDATA[This study analyses the students’ perceptions about the use of Assertion, Reason, Evidence and Link Back in teaching speaking. The population of this research was second grade students of SMAN 4 Banda Aceh which consist of 250 students and only 32 students at class XI IA 2 took as the sample of this research. The instruments of this research was questionnaire. This study was applied qualitative analysis by using percentage formula. The result of this study shows that the students’ perception performance got a positive impact after learning A.R.E.L. Thus, the students have been motivated to speak in front of class and A.R.E.L effect students’ speaking understanding in giving their argument.]]>
