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Nira Erdiana
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Department of English Education Faculty of Teacher Training and Education Syiah Kuala University Jalan Hasan Krueng Kalee Darussalam, Banda Aceh 23111 Indonesia
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Research in English and Education Journal
Published by Universitas Syiah Kuala
ISSN : -     EISSN : 2528746X     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
READ (Research in English and Education) Journal (e-ISSN 2528-746X) is a peer-reviewed and open access academic journal published by the Department of English Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. It highlights and publishes works in the parameters of English education disciplines with notable attention to English language teaching and learning, linguistics, and literature. This journal accommodates students, lecturers and academicians in these fields as a compass to maneuver their work with broader audiences both within and outside academia. Its end is to offer a plausible and accessible venue for the distribution of their scholarly work into the public, professional, and academic discussion.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 176 Documents
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An Analysis of Code Switching in WhatsApp Group Communication Mukhfizal Mukhfizal
Research in English and Education Journal Vol 6, No 3 (2021): August 2021
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed at investigating the types of code switching made by WhatsApp group members of “English Club”. It also tried to find out the members’ reasons made code switching from Indonesia to English or visa-versa. The result of study showed that there were three types of code switching used by member of “English Club” namely intra-sentential switching, inter-sentential switching, and tag switching. Intra-sentential switching was the most frequent types of code switching made by members during the chat. Meanwhile, for the reasons of code switching, the result showed that there were four reasons of code switching. Necessity to talk in a particular topic, repetition for clarification, show group identity and lack of vocabulary. In conclusion the use of code switching is a commonly phenomenon carried out by WhatsApp group members of “English Club” while chatting. 
The Influence of Speakers’ Voice in TOEFL Listening Test Niza Novia; Syamsul Bahri; Nurul Inayah
Research in English and Education Journal Vol 3, No 3 (2018): August 2018
Publisher : Universitas Syiah Kuala

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Abstract

This study is aimed to find out the influence of male and female speaker in Test of English as a foreign language (TOEFL) listening test. In order to attain the needed data in this study, the researcher designed the study under quantitative research approach focused on survey design. The researcher found that the frequency in listening to female speaker in taking Test of English as a foreign language (TOEFL) listening test was higher at the highest score than in listening to male speaker. The results of the study showed that in listening to femalefemale speaker was higher avarge score achieved by the students.However, there were not too far significant differences in both avarage score. In conclusion, students’ score showed that listening to female speaker was easier to be listened by students since the the students got the higher frequency in the highest range score and mean score.
Teacher’s Strategies in Teaching Speaking by Using Video Media Yenny Rahmayanti; Arifin Syamaun; Burhansyah Burhansyah
Research in English and Education Journal Vol 2, No 3: August 2017
Publisher : Universitas Syiah Kuala

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Abstract

The design of this study is descriptive qualitative research. It focuses on how the teacher applies teaching strategies by using video media to improve the students’ speaking ability. The research was conducted at the second grade of SMAN Modal Bangsa, Aceh Besar. To obtain the data, the researcher used interview guide and observation checklist. It was found that the teacher applied the three teaching strategies categorized by Bouhard (2005) and Chamont Omelly (1994), meta-cognitive strategies, cognitive strategies, and socio affective strategies, in teaching speaking by using video media. The result of this study indicates that the strategies applied by the teacher were essential to arrange the teaching learning process efficiently, to contribute information to the students, and to facilitate the students to practice the language in group. Besides, based on the interview and observation, it was found that video media is effective to stimulate students’ learning as they felt enthusiastic to learn as the video was played. Also, video is easy to use and is accessible for free download on the internet; thus, it was easier for the teacher to make preparation for the teaching learning activity. In the end, the result of this study indicates the pedagogical implications for English teachers in teaching EFL by using video as media and can be used as the reference for other researchers who aim to conduct similar studies.
The Effect of Multipass Strategy in Teaching Reading on Students’ Reading Comprehension Putri Nabila Aisyah; Burhanuddin Yasin; Ika Apriani Fata
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

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Abstract

This research aims to look at the effect of the Multipass strategy in teaching reading on students’ reading comprehension (A Library Research). The Multipass strategy and reading comprehension function as the independent variable and dependent variable consecutively. The Multipass strategy is a teaching strategy that aims to increase students' reading ability by using three main procedures; survey-pass, size-up pass, and sort-out pass. The researcher focuses on the lack of students' reading comprehension and aims to find out the effectiveness of the Multipass strategy to improve students' reading comprehension skills. The method of this study is library research and the data attached in this research are obtained from the previous works of the other researchers and some literature sources include journals, books, articles, and internet websites. The data analysis technique includes the process of data identification from relevant literature sources, determining where the data are located, obtaining the data, evaluating the data, and incorporating data into the research presentation. The results of this study show that the students reading comprehension skills were improved after they were given the treatment of the Multipass strategy using ten teaching instructions and the three Multipass main procedures (survey-pass, size-up pass, and sort-out pass). The results were proven by the students' test scores and validity tests. To sum up, the Multipass strategy is considered as the teaching strategy to improve students' reading comprehension skills. 
Investigating the Teacher’s Strategies in EFL Speaking Class Medina Tumanggor
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed at investigating the strategies used by the English teacher of SMP Methodist, Banda Aceh in teaching speaking class. It also tried to find out the teacher’s reasons why she used those strategies in teaching speaking class. A descriptively qualitative study was undertaken by observing the teaching and learning process in the classroom and interviewing the teacher in order to attain the needed data in this study. The results of the study showed that there were some strategies in communicative approach that the teacher used in teaching speaking class namely role-plays,discussion, storytelling, games. Meanwhile, to make the students speak up in the classroom was the main reason why the teacher more often used those strategies in speaking class. In conclusion, the strategies that have been used by the teacher could help the students speak up and be more active in learning English in the classroom, because all of the students were involved in the speaking activities.
Teaching Reading by Using TPRC Strategy in Understanding Recount Text Mirla Sarah Muthmainnah
Research in English and Education Journal Vol 3, No 1 (2018): February 2018
Publisher : Universitas Syiah Kuala

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Abstract

This study is aimed at examining whether or not the use of TPRC strategy can improve students’ reading skill in understanding reading text. The researcher focuses on the application of TPRC strategy in teaching reading. The type of text that is taught was recount text in the form of multiple choice. The study was conducted at SMPN 1 Kuta Baro Aceh Besar. Quantitative approach with pre-experimental type of one group pre-test post-test design was used. The data were obtained from the pre-test, treatment and post-test. From the result of the study, it revealed that the average score of the students on the pretest is 49.29, while on the posttest is 80.24. Moreover, the researcher found that the t-score in this research is higher than the score of t-table (ts = 4   tt = 2.086). It shows that there is a significant improvement on students’ reading skill after the implementation of TPRC strategy. It means that TPRC strategy can be one of the alternative strategies used by the teacher in teaching reading skill. It is recommended to the English teachers to use TPRC strategy in teaching reading because this strategy is one of an appropriate strategies to improve students’ reading skill.
An Analysis of Language Dominance in Students’ English Arabic Conversation at an Islamic Boarding School Ulvia Zuhra; Masrizal Mahmud
Research in English and Education Journal Vol 5, No 3 (2020): August 2020
Publisher : Universitas Syiah Kuala

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Abstract

The objectives of this study are to figure out what language is dominantly used by the bilingual students and what factors affect the use of one language over the other. Employing qualitative method, the study was conducted at Dayah Modern Arun Islamic Boarding School Lhokseumawe. The researcher selected the first, second and third grade of senior high school students as the respondents, with only five students selected from each grade, resulting in a total of 15 female students to be observed and interviewed. The data were collected by means of recording the students’ conversation during the lunch time and interviewing them to investigate factors that affect the use of a particular language. Using Bedore’s et al. (2012) benchmark of language dominance, students were considered bilingual dominant if their use of a language is between 80% and 60% in their dominant language and between 20% and 40% in their other language. The results indicated that the five students of the first grade were all Arabic dominant, while the five students of the second grade and the four majorities of students of the third grade were English dominant and Arabic dominant, respectedly. The results from the interview revealed that four factors influenced the dominant use of a specific language, namely preference, knowledge background, environmental factor and grammatical background.
The Implementation of Context Clues Strategy in Infering the Meaning of Unknown Vocabulary to Improve Reading Skill Riska Mauliza; Iskandar Abdul Samad; Nira Erdiana
Research in English and Education Journal Vol 4, No 2 (2019): June 2019
Publisher : Universitas Syiah Kuala

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Abstract

A key to reading comprehension is understanding the message conveyed and it depends heavily on the understanding of the meaning of words appeared in the text. For students, reading comprehension becomes one of the skills that they are more familiar with since they deal with reading texts every day even in examinations. This situation drives students to cope with many unfamiliar English words causing them stuck in comprehending the message conveyed. Therefore, assisting students to improve their comprehension by inferring word meaning from context is very important. Corresponding to the idea, the writer did an experimental study to implement context clues strategy which (is believed) can help students to infer words meaning in reading text. The study was implemented on 20 students of XII IPS3 of SMAN 12 Banda Aceh to figure out how the strategy assists the students in inferring the meaning of unknown words. The result shows that the students’ comprehension improves well reflected on the mean score got by students from pretest and posttest increasing from 54.5 to 80.25. The development can be achieved since the strategy trains and guides the students to find out the clues provided in the text in the form of definition, synonym, antonym, example, or inference, that help them to guess the meaning of the word. In conclusion, context clues strategy does assist the students in inferring words meaning from context. Hence, it is suggested for English teacher to apply it in classroom in order to facilitate students’ reading comprehension.
Exploring EFL Students’ Efforts in Speaking Skill Indra Syahputra; Sofyan A. Gani; Nurul Inayah
Research in English and Education Journal Vol 1, No 2: December 2016
Publisher : Universitas Syiah Kuala

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Abstract

The purpose of this study was to describe the efforts that students made in developing speaking skill. Descriptive qualitative was used in this study; the subjects were 65 students at year 2015 studying at English Education department, Syiah Kuala University, Banda Aceh. The instrument used in this study was questionnaire. The questionnaire questions were adapted from the activity scale from Pace Kuh. The questionnaire revealed that speaking experience such as communicating by using English with friends and family was the highest effort chosen by the students because it was very comfortable to perform speaking among the closest people. Club and organization was the lowest effort chosen by the student. The students took part in organization just to spend their spare time. The students thought that joining in an organization did not have contribution in developing their speaking skill. The implication of this study was to motivate the students to make some efforts to develop their speaking skill. Focusing in certain effort will help the students improve their speaking skill mastery. In addition, for the suggestion, the students should create activities that promote English communication in order to develop their speaking skill.
The Teacher’s Efforts in Solving Students’ Writing Problems Elsa Trisna Dewi; Bukhari Daud; Cairina Nasir
Research in English and Education Journal Vol 2, No 4: December 2017
Publisher : Universitas Syiah Kuala

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Abstract

As one of language skills that is learned in schools in the context of teaching English as a foreign language in Indonesia, writing skill has been learned at the level of senior high school. Additionally, the problems in this study were the problems in writing as faced by EFL students. This research was intended to describe the difficulties in writing faced by students, and the efforts to overcome these problems that given by teacher. To collect the data, the writer conducted a descriptive qualitative research at SMA Negeri 3 Banda Aceh. Twenty-five students in XI IPA 6, twenty-four students in XI IPS 1 and two English teachers participated in this study. To conduct this study, the writer used questionnaire and interview. The result of this research shows that the difficulties faced by the EFL students in writing were lack of vocabulary, lack of ideas, grammar, content, organize idea, idiomatic expression and spelling. Therefore, there are some efforts were given,namely; learning more about grammar, memorizing the vocabulary, and motivate the students to practice their writing, and grouping students.

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