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[THE REALIZATION OF STUDENTS’ POLITE REJECTION SPEECHES ]]>
<![CDATA[Fatmawati]]>;
<![CDATA[Endry Boeriswati]]>;
<![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.v7i1.1062
<![CDATA[This research aims to obtain a deep understanding of the realization of polite rejection speech of the Literature Education students at the FKIP UIR. The data sources in this research were all polite rejection speeches expressed by the students. This research used the descriptive qualitative method with a phenomenology approach. The results show that polite rejections are more dominant used with reasons. It shows that giving a reason when rejecting an offer, invitation, command, and appeal would be considered more appropriate and does not hurt the interlocutors. It also shows a scale of unreadiness. Further, the scale of unreadiness may be an alternative that can be applied when performing rejection speeches. This indicates that the rejection speeches expressed by the students are classified as polite.]]>
<![CDATA[LANGUAGE POLITENESS OF STUDENTS AND TEACHERS: AN ETHNOGRAPHIC STUDY ]]>
<![CDATA[Rika Ningsih]]>;
<![CDATA[Endry Boeriswati]]>;
<![CDATA[Liliana Muliastuti]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.1063
<![CDATA[This research is based on the discovery of students and teachers at SMAN 01 Logas Tanah Darat, Kuantan Singingi, Riau, who spoke impolitely. As people working in the world of education, students and teachers must certainly pay attention to politeness in language. For this reason, this research needs to be conducted to see the extent of the politeness of students and teachers in communicating in the realm of education. Also, this study not only looked at the politeness of students and teachers but also want to see the factors causing the impoliteness of students and teachers in speaking. This research uses a qualitative approach with ethnographic methods. Sources of data in this study were students and teachers at SMAN 01 Logas Tanah Darat, Kuantan Singingi, Riau. The data in this study are the speech of students and teachers containing six maxim of politeness raised by Leech. The results of this study indicate that students and teachers at SMAN 01 Logas Tanah Darat, Kuantan Singingi Riau can already be categorized politely in speech. This can be seen from the 101 utterances found that only 38 utterances are categorized as impolite or violate the six maxims of the politeness principle stated by Leech.]]>
<![CDATA[AN ANALYSIS ON THE STRATEGY OF TEACHING AND LEARNING PROCESS OF READING SKILL AT MATHAYUM ISLAM BACHOK WITTAYA SCHOOL THAILAND ]]>
<![CDATA[Sariakin]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 1 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i1.1064
<![CDATA[The researcher discusses about the strategy of teaching and learning Process that is done by a teacher. The strategy is the ability of a teacher to design the learning environment and the talents of its students become better, focused, and organized so that time can be used efficiently. This research aims (1) to find out how the teaching and learning process of reading skill is applied by the English teachers of Mathayum Islam Bachok Wittaya School is, and (2) to find out how the impact of the strategy that is applied by English teachers Mathayum Islam Bachok Wittaya for the students’ ability in mastering reading texts is. The design used in this research is descriptive research. Thus, this research belongs to qualitative research because only describes the strategy that is used by the teachers in conducting teaching and learning process of reading skill at the school. The subjects of this research were two teachers who teach English. The instruments that was used to collect data were observation, interview, and documentation. The data gotten was analyzed by narration procedure and discussion. The result of research showed the teachers used to use various strategies that aimed to make the students not bored. Although the teachers used to use various strategies, the teachers usually used jigsaw technique in teaching and learning process. The strategy that was applied the teachers of Mathayum Islam Bachok Wittaya School in teaching and learning process of reading skill was effective. Thus, the strategy that was used by the teachers had a good impact for the students’ ability in mastering reading text. It was proven that the students’ average score in mastering reading skill after teaching in learning process was 80 and it was higher than the standard score. Meanwhile, the standard score of reading skill was 75 at the school.]]>
<![CDATA[EFL LEARNERS` READING HABIT AND THEIR READING COMPREHENSION ENHANCEMENT THROUGH PARTNER READING ]]>
<![CDATA[Yentri Anggeraini]]>;
<![CDATA[Nurhasanah]]>;
<![CDATA[Tania Madenta]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.985
<![CDATA[Abstract Various kinds of collaborative learning can be applied in teaching English. One of them is a partner reading strategy which allows the students to read in pairs. This research aimed at exploring the significant enhancement of partner reading strategy on the eighth-grade students` reading habit and their reading comprehension. The quasi-experimental design was used in order to gather the data and the two classes were selected through cluster random sampling as the experimental and control group. The independent sample t-test result indicated that the comparison of students` reading habit and reading comprehension in the experimental and control group with sig. (2-tailed) or p-value (0.00) was less than the alpha value (0.05). It can be concluded that the use of partner reading strategy significantly enhanced the eighth-grade students` reading habit and their reading comprehension. The partner reading strategy made the teaching and learning process more joyful and meaningful so that it can be applied as one of the activities to promote reading habit and reading comprehension.]]>
<![CDATA[SPELLING ERROR ANALYSIS IN STUDENTS’ WRITING ENGLISH COMPOSITION ]]>
<![CDATA[Tira Nur Fitria]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.988
<![CDATA[This research has objective to find out the kind of spelling errors written by the students and to determine the most dominant kind of spelling error written by the students of STIE AAS Surakarta in the academic year 2017/2018. This study used a descriptive qualitative approach. In this study, researchers revealed conclusions by collecting data. The object of the research were taken from 24 students of STIE AAS Surakarta, especially in the 2017/2018 academic year. In collecting data, the researcher used the documentation method. In analyzing errors, the steps were the identification of errors, classification of errors, description of errors, explaining errors, and tabulation of data. The data were tabulated to determine the frequency of errors found in the students’ writing composition. From the results of the study, it was found that there are some errors found in the results of student essays in the aspect of spelling as 50 data which consist of some errors such as in omission as 20 data or 40 %, in substitution as 14 data or 28 %, in insertion/addition as 10 data or 20 % and transposition as 6 data or 12 %. While the most dominant spelling error occurs in the aspect of omission as 20 data or 40 %.]]>
<![CDATA[ADJECTIVE AND NOUN CLAUSE LEXICAL DENSITY IN AN ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Adityo Prawinanto]]>;
<![CDATA[Barli Bram]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1019
<![CDATA[This paper analyzed the lexical density of the adjective and noun clauses in an English textbook for senior high school students in Indonesia. It aimed to discover whether or not the textbook was suitable for the students in terms of lexical density. The researchers employed a content analysis approach to analyze data. There were 116 sentences, containing adjective and noun clauses, which were investigated. The researchers implemented the lexical density theory and the lexical density indicators to determine the average level of the lexical density measurements. Results showed that there were three lexical density levels found in those adjective and noun clauses. The three levels were low, medium, and high. The average level of the lexical density obtained from the adjective and noun clauses in the textbook was 47%, which was categorized as low lexical density. Thus, the researchers concluded that the English textbook for the tenth-grade students published by the Indonesian Government was appropriate for the students.]]>
<![CDATA[UNIVERSITY STUDENTS’ CRITICAL THINKING ABILITY IN LISTENING SKILL ]]>
<![CDATA[Elsa Ernawati Nainggolan]]>;
<![CDATA[Hanifah]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1022
<![CDATA[The present study analysed university students’ critical thinking ability on their listening skills. With this purpose in mind, 25 students taking listening subject participated in the study were chosen as the sample of this study. To gather the data, the essay test of critical thinking skill developed by Facione were administered to the participants after they had listened to related audio of conversation and/or monologue. The obtained data were then analysed using holistic critical thinking scoring rubric. The results showed that the core critical thinking skill of interpretation possessed by the students is 61% categorized as low, analysis skill is 65% classified as medium, inference skill holds 68% ranked as medium, evaluation skill gets 56% categorized as low, explanation skill is 54% classified as low, and self-regulation is 68% classified as medium. To add, the total average of students skill related to critical thinking is 62% and is categorized as low. Considering that students in higher education is faced with complex problem and decision making, education practitioner are called to develop critical thinking in language teaching particularly listening skill. Thus, the development of critical thinking in listening would contribute to successful communication.]]>
<![CDATA[TEACHING ENGLISH AT SMPIT ACEH BARAT: (A Descriptive Study of Teaching and Learning English) ]]>
<![CDATA[Rina Syafitri Syukur]]>;
<![CDATA[Puan Tursina]]>;
<![CDATA[Endah Anisa Rahma]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1031
<![CDATA[The purposes of this study were to describe the ways of teaching English at SMPIT Aceh Barat in terms of pre activity, main activity and post activity, to discover the methods or techniques used by the English teachers at SMPIT Aceh Barat, and to seek the difficulties faced by the English teachers at SMPIT Aceh Barat. This study used qualitative method in nature. The research subjects of this study were two English teachers at SMPIT Aceh Barat who taught at seventh grade, eight grade and ninth grade. Observation and interview were used to collect the data. The data were analysed and interpreted through qualitative procedures. The results showed that the teachers who teach at SMPIT Aceh Barat have to be always creative and innovative and the school has to provide the good facilities in order to support the teaching and learning process becomes enjoy and fun.]]>
<![CDATA[COMIC STRIPS IN ELT: REVISITING “THE WHEN AND HOW” ]]>
<![CDATA[Nine Febrie Novitasari]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1035
<![CDATA[Few know that comic strips can be used in educational contexts, particularly in English language classrooms. If associated with the purpose of language teaching, the use of comic strips is to facilitate students to develop their three learning domains: cognitive, affective, and psychomotor domains. Integrating comic strips in classroom activities will make the process of learning more meaningful. In Indonesian context, the teaching and learning process utilising comics is still rare to find. Most Indonesian EFL teachers usually only focus on enhancing students’ reading comprehension skill when using comic strips in their teaching. They ignore other objectives such as providing the students’ other language skills, introducing the culture embedded, or sharping students’ learning domains. Such a problem occurs because the teachers do not know and are not sure of how to find good and suitable comics for their students. In addition to that, many teachers admit that it is quite difficult to prove and to convince the parents that comics can be used as stimulating, pedagogically-suitable learning media. Concerning the issue, this paper presents a comprehensive explanation on the nature of comic that suits the purpose of EFL/ESL teaching and and offers some best practices for English teachers to utilize comic strips in their teaching. It is expected that after reading this paper, EFL teachers in Indonesia can explore their belief and practice in implementing comics and bring up a new trend in EFL classroom.]]>
<![CDATA[INVESTIGATING TEACHERS’ STRATEGIES TO PROMOTE LEARNER AUTONOMY IN ENGLISH LANGUAGE TEACHING (ELT) PRACTICE ]]>
<![CDATA[Anisatul Karimah]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1040
<![CDATA[More and more educational stakeholders are now concerned on learner autonomy (later will be abbreviated as LA) as a fundamental key to actualize an effective and successful instructional process. While research addressing strategies to promote LA has been conducted in ample amount, this research tries to include a more holistic coverage. This research aims at investigating strategies or activities that teachers implement in English language classroom in fostering LA, what reasons are behind the selection of those activities, and to what extent those activities enable LA to take place. Data were collected from 35 teacher respondents who have taught junior high school or higher levels. Questionnaire and semi-guided interview were employed to yield relevant data. Findings show that activities related to psychological dimension become the most favoured ones to apply in the classroom. It is followed by social, technical, and political dimensions accordingly. Those activities are applicable to certain situations and extent.]]>
