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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 220 Documents
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THE CONSTRAINTS FACED BY EFL LECTURERS TO THE IMPLEMENTATION OF ONLINE LEARNING Suryani, Suryani; Meutia, Putri Dini; Fidyati, Fidyati; Prayudiana, Winda; Ugahara, Ugahara
Getsempena English Education Journal Vol. 11 No. 2 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v11i2.2779

Abstract

The increasing demand for online learning learning has led to its widespread adoption across Indonesia, influencing all levels of education. This sudden shift has pushed educators to quickly adapt to digital technologies, primarily relying on internet-based platforms and email communication. The rapid transition to online learning has created opportunities for pedagogical innovation but also introduced significant challenges, particularly in English language education. This study investigates the obstacles encountered by English as a Foreign Language (EFL) lecturers in implementing online learning. Using a quantitative research approach, data were collected from eight EFL lecturers teaching at both governmental and private universities in Aceh, Indonesia. The data were obtained through online questionnaires, providing insights into the various constraints experienced by these lecturers. The primary challenges reported include a lack of meaningful interaction between lecturers and students, suboptimal learning and evaluation processes, and difficulties in teaching skills-based material online. Other issues highlighted were students' limited understanding of the content, inconsistent internet connection, student disengagement from assignments, lecturer fatigue, and inadequate access to learning resources and support tools. This research provides a comprehensive overview of the barriers faced by EFL lecturers in transitioning to online teaching, offering valuable insights for improving the design and delivery of online education in similar contexts.
WHATSAPP CLASS: ESTABLISHING STUDENTS’ WRITING SKILL THROUGH FEEDBACK ACTIVITY IN THE EFL ACADEMIC WRITING COURSE Yuniarti, Yuniarti
Getsempena English Education Journal Vol. 11 No. 2 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v11i2.2918

Abstract

This study concerned with how students established groups’ feedback that support their cognitive presence. This study used a case study. Convenience samples were 15 students majoring in English language education department at the university of Muhammadiyah Aceh. Thematic analysis was used to examine the information from the written-based communication that were converted into Microsoft Word documents. The data was processed using NVivo software to code indicators emerged. Content analysis was used to analyse comments in the draft and final essays after feedback activities. The results of the feedback activity showed that the students attempted to construct cognitive presence in chats and written texts. In WhatsApp, the triggering, exploration phases appeared. The students did much integration phase by giving types of corrections on draft essays. Also, they did resolution phase by re-writing essays. In the draft essays, the essays’ mistakes were 70.61%. In the final essays, the essays’ mistakes were 29.35%. The implication shows that collaboration via WhatsApp can be implemented to construct cognitive presence.
THE EFFECT OF PROJECT BASED LEARNING USING CANVA ON STUDENT’S ABILITY TO WRITE HEALTH PROMOTION TEXT Harahap, Ardi Ficri; Fahmi, Khairul
Getsempena English Education Journal Vol. 11 No. 2 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v11i2.2925

Abstract

Proficiency in writing health promotion texts is crucial for nursing students in English language learning. However, limited writing proficiency remains a significant barrier. This study aims to investigate the impact of the Project-Based Learning (PjBL) approach, using Canva application, on students’ ability to write health promotion text. A quasi-experimental with non-randomized pre-test post-test design was utilized, involving 76 nursing students from STIKes Medika Seramoe Barat as the population and sample. The students were divided into two groups; an experimental group taught using project based learning with Canva and a control group receiving traditional teaching approach. Data were collected through writing test, in form of pre-test and post-test evaluations, and analyzed using the Mann-Whitney test. The findings reveal that project based learning using Canva application significantly improved students’ writing skills (Sig. (2-tailed) .001 < 0.05). These results suggest that incorporating Project based learning with digital tools like Canva is an effective pedagogical strategy for fostering nursing students' academic writing competencies.
ATTITUDES OF ENGLISH EDUCATION STUDENTS TOWARDS WORLD ENGLISHES: PREFERENCES AND CULTURAL INFLUENCES Amalina, Zahria; Said Miftahul, Fahmi; Marlisa Aini, Rizka; Zuhra, Intan
Getsempena English Education Journal Vol. 11 No. 2 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v11i2.2940

Abstract

This study is based on the concept of World Englishes (WE). It aims to examine the attitudes and awareness of university students towards different varieties of English. Data was collected from 38 students through a questionnaire, with 10 participants selected for interviews. The mixed method design of concurrent embedded was used to analyze the data, combining qualitative interview data with quantitative questionnaire data for a comprehensive result. The qualitative data from the interview were integrated with the quantitative data from the questionnaire to reinforce the findings. All data collected from the participants were carefully examined and analyzed. The study revealed that students possess a general awareness and positive attitudes towards various forms of English. However, their limited exposure to these varieties hinders their knowledge and understanding of them. This preference reflects the influence of socio-cultural factors on language learning and suggests the need for a more comprehensive approach to English language education that includes exposure to world Englishes.
THE IMPACT OF PARENTAL INVOLVEMENT ON STUDENTS' ENGLISH LEARNING ACHIEVEMENT: A STUDY OF MAN MATANGKULI Arsyad, Hanif; Rasyimah, Rasyimah; Saputra, Edi
Getsempena English Education Journal Vol. 11 No. 2 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v11i2.2946

Abstract

This study investigates the extent of parental involvement in motivating students to learn English and its impact on their academic achievement in learning the language. The research also seeks to determine the extent to which parents support their children in learning English as a foreign language. Utilizing an experimental research design, this study involved second-year students from MAN Matang Kuli as the population and sample. The experimental and control groups were divided into two classes. A pre-test and post-test were conducted to observe both groups at two-time points. Data were collected through questionnaires, semester report books, and test scores. The study employed statistical analysis to establish causal relationships between parental involvement and students' English achievement, following Borg's (1989) principles for experimental research design. The findings revealed a significant cause-and-effect relationship between parental involvement and students' academic achievement. Higher parental involvement, particularly in their roles as educators and facilitators at home, contributed to better student performance. The mean achievement score (∑y) of students was 64.05, with a standard deviation of 6.5, and the average parental involvement score (X) was 2.4. Additionally, the study highlighted the role of teaching methods and classroom dynamics in supporting students' English learning.The research underscores the importance of parental support and suggests that English teachers adapt teaching strategies to students' conditions and needs. It concludes that students whose parents are less involved in their education tend to perform lower in English subjects.
A STUDY ON ACEHNESE EFL LEARNERS’ PHONETICS: PRONUNCIATION ERRORS IN PRODUCING ENGLISH CONSONANT SOUNDS Zalha, Fera Busfina; Lefiandi, Fachrizal
Getsempena English Education Journal Vol. 11 No. 2 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v11i2.2947

Abstract

With its distinct phonetic features, the correct pronunciation of the English consonant sounds has particularly been a challenge for EFL students, resulting them making errors in their pronunciation. The present study attempts to identify errors made by non-native students of English, especially Acehnese, in pronouncing English consonant sounds. Besides, the perceived factors causing the errors were also explored in order to demystify the potential reasons for the pronunciation difficulties. Using the frame of qualitative study approach, the current study gained the data through vocabulary tests and interviews. Five EFL learners of English language department of Universitas Islam Negeri Ar-Raniry Banda Aceh were selected as the participants of this study. The participants all represent Aceh Besar region only, to limit the findings, considering the possible effects of their mother tongue on their English pronunciation. The data were collected through vocabulary test and interview. This study found that the students experienced difficulties in producing the sounds [b], [d], [g], [v], [ʒ], [z], and [ʃ]. The data from the interview also reveal four perceived factors leading to the pronunciation errors including challenge in enunciating sounds with similar phonetical features, unawareness towards the correct pronunciations, mother tongue’s impacts towards English pronunciation, and lack of practice. This study’s findings contribute the field of EFL studies as correct pronunciation is emphasized in the mastery of the English language; thus, awareness on which sounds are difficult to pronounce and the factors causing the difficulties are essential for both EFL educators and learners.
INTEGRATING TECHNOLOGY-BASED LEARNING IN ENHANCING STUDENTS’ INTEREST IN ENGLISH LANGUAGE LEARNING Tuljannah, Wilda; Suryani, Suryani; Ugahara, Ugahara
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.2956

Abstract

The aim of this study was to explore students' interest in learning English using technology-based learning. This research uses mixed methods that collect data combining quantitative and qualitative data. Data was collected through direct observation and questionnaires distributed to students, which covered aspects such as motivation, involvement, and preferences for the use of technology in learning English. The participants consist of 28 students from SMA 1 Indrapuri. The data were analyzed using a combination of qualitative and quantitative techniques. Observation notes were examined through content analysis to identify patterns of student motivation, engagement, and responses to technology-based learning. Questionnaire data were processed using descriptive statistics and thematic coding to capture overall trends and reinforce the qualitative findings. The result from observation revealed the use of technology, such as PowerPoint and Quizziz, is able to create a more interactive and interesting learning environment, with increased active participation and student involvement. The result from questionnaire indicated that the majority of students had a positive view of using technology in learning English. 75.7% of students enjoyed learning English using technology and 77.1% students stated that technology made learning English more engaging. However, only 58.5% of students' showed awareness of the importance of English for their future. Although technology succeeded in increasing interest in learning, the findings also revealed that its impact was not felt equally by all students. Therefore, teachers need to integrate technology effectively to meet the diverse needs and preferences of students. This research concluded that the use of technology in English language learning has great potential to increase students' interest in learning. It requires adequate infrastructure and training for both teachers and students to maximize the use of this technology.
CHARACTER VALUES IN THE MENGANGGUN VERSES OF BABY-CRADLING TRADITIONS IN SUBULUSSALAM Kombih, Epriadi; Pohan, Jusrin Efendi; Syahfitri, Dian
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.3370

Abstract

This research is aimed to investigate the character value contained in the menganggun verses that used in the ritual of baby-cradling in the province of Subulussalam, Indonesia. This study, therefore, try to: (1) identify the character values present in the menganggun verses which are related to individual character values, social character values, and religious character values, and (2) describe the techniques used to convey these character values in the menganggun verses. This study used a qualitative descriptive method. The data were collected using the observation and note-taking technique from popular menganggun verses manuscripts. The data were analyzed by exploring the chosen menganggun verses to identify the character values inherent in their linguistic and thematic components. The analysis data also observed at the ways the verses were delivered, showing how these methods help get moral messages across in the tradition. The result showed that the character values in the menganggun poetry were related to individual character values, social character values, and religious character values. In terms of individual character, the menganggun poetry teaches the importance of healthy self-esteem without arrogance. Regarding social character, the poetry emphasizes values such as compassion, empathy, tolerance, and social responsibility. In terms of religious character, the menganggun poetry instills values of obedience, piety, gratitude, sincerity, and spiritual well-being. These values integrate the local wisdom of the Singkil culture, which is deeply rooted in Islamic teachings, thus reflecting holistic character education. The techniques for conveying character values in the menganggun poetry include the use of poetic and symbolic language rich in metaphors, advice and prayer approaches, repetition and rhythm techniques, and the incorporation of Islamic values.
SPEAK-BOT AND GROUP DYNAMICS: EXPLORING COLLABORATIVE INTERACTION QUALITY IN AI-ASSISTED SPEAKING PEDAGOGY Syahputri, Veni Nella; Ismail, Nyak Mutia; Kesha, Cut Nabilla
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.3415

Abstract

This study investigates how the SPEAK-BOT framework shapes group dynamics and collaborative interaction quality in EFL speaking pedagogy. Tthis study addresses the underexplored social dimension of language learning. Specifically, it examines how chatbot-generated prompts, when embedded in a pedagogical framework, influence turn-taking, elaboration, responsiveness, and cohesion during group discussions. A qualitative research design was employed with 20 third-semester English education students at Universitas Teuku Umar, Indonesia. The Students were organized into four small groups and engaged in structured speaking tasks that required consulting chatbot prompts as discussion starters. The instruments used in this research were an audio recorder for data collection, a thematic coding framework for discourse analysis, and a rubric-based scoring sheet to evaluate participants’ performance. The data were analyzed using discourse analysis and rubric-based scoring supported by descriptive statistics. The findings revealed a clear variation across groups. One group achieved very high interaction quality, marked by equal participation, deep elaboration, and strong cohesion. Two groups performed moderately, each showing strengths in some dimensions but gaps in others. One group demonstrated weak collaboration, relying heavily on chatbot output and producing fragmented discussions. The results suggest that the SPEAK-BOT framework has the potential to foster richer collaboration when learners use AI critically, but risks weakening interaction when prompts are adopted passively. The study contributes by reframing AI not as a substitute for peer dialogue but as a pedagogical mediator that can strengthen collaborative speaking pedagogy.
DIGITAL COMICS (WEBTOON) FOR EFL READING COMPREHENSION: LEARNER PREFERENCES AND PERCEPTUAL FACTORS Afandi, Muhammad Rizal; Danayanti Degeng, Putu Dian
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.3479

Abstract

This research investigates the preferences and perceptions of English learners toward the use of digital comics as a medium for enhancing reading comprehension. Using a descriptive quantitative approach, the data were collected from 100 participants mixed between 50 high school students and 50 university students with prior experience in digital comic usage. A four-point Likert scale questionnaire was used to collect the data, then the data that was collected explained by a descriptive quantitative method. The data were analyzed using a descriptive quantitative to provide a clear overview of participants’ perceptions based on the Likert-scale. The findings revealed that the majority of the students preferably use webtoon instead of other digital comics for learning. The findings can be reported that digital comics significantly improve reading comprehension, facilitate vocabulary acquisition, and engage more compared to traditional reading materials. More than half of the respondents agreed or strongly agreed with statements across all of the statements, indicating consistently positive perceptions. Engagement and motivation were strongly influenced by the visual and interactive features of digital comics, while language proficiency and prior experience emerged as key factors shaping perceptions. The results highlight the potential of digital comics as an innovative learning media that makes reading more interesting. These findings highlight the pedagogical value of digital comics especially webtoon in language education to improve both comprehension and learner motivation.

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