Research in English and Education Journal
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.
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<![CDATA[A Study of Error Analysis in Aceh ]]>
<![CDATA[Rezki Nuarta]]>;
<![CDATA[Usman Kasim]]>;
<![CDATA[Yuliana Natsir]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The goal of this study is intended to figure out what errors of surface strategy made by the students of SMP Negeri 4 Banda Aceh in writing are. The subject of this study was the eighth grade students. Qualitative study was used as a method to obtain the data. To collect the data, the students’ writings were taken from the teachers in the form of journal text. The technique used in analyzing the data was the technique suggested by Corder (1974) which involves choosing the language corpus, identifying errors in the corpus, classifying errors, explaining errors and evaluating errors. However, to classify the errors, the writer used surface strategy taxonomy suggested by Dulay et.al. (1982). It shows that all of the students produced the errors in surface strategy including omission, addition, misformation and misordering. The most dominant error was omission and it was followed by misformation, addition and misordering. The students also made non surface strategy errors including past tense, spelling, identifying the noun, creating ideas, and capitalization.]]>
<![CDATA[A Study on Students’ Metacognitive Awareness and Their Reading Comprehension ]]>
<![CDATA[Fatima Zahra]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aimed to find out the correlation between students’ metacognitive awareness and their reading comprehension. The framework of metacognitive awareness is provided by Mokhtari Reichard (2002). A number of 30 students of SMA Laboratorium UNSYIAH Banda Aceh are designated as the sample. In this research the instruments are reading comprehension test and questionnaire. The reading comprehension test and questionnaire were given to the students in order to find the correlation between students’ metacognitive awareness and their reading comprehension. The data was analyzed by using SPSS. The value of correlation of both variables was 0.000 which was less than critical limit of α 0.05 and there was a significant relationship between metacognitive awareness and students’ reading comprehension. There was also a positive correlation between both variables. It means that the more metacognitive awareness the students have the better understanding they have in reading comprehension. In addition, the type of metacognitive awareness strategies which was mostly used by the students was Global Reading Strategies. It is suggested as further studies that another researcher look in depth the cause of Global Reading Strategies applied by the student.]]>
<![CDATA[KWL: Strategy on Improving Reading Comprehension ]]>
<![CDATA[Cut Intan Maulida]]>;
<![CDATA[Sofyan A. Gani]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study is about the implementation of Know, Want, Learned (KWL) strategy to enhance students’ reading comprehension. The desire to conduct the research toward this study is to investigate how the proper implementation of KWL helps the students’ increasing their ability in terms of reading skill. This study was approached quantitatively, specifically through an experimental method using the design of one group pretest-posttest. The population of this study was the first grade students at SMPN 3 Banda Aceh, while the sample of this study was VII-9 class which consisted of 30 students which was chosen randomly. The data for this study were obtained by using test as the instrument for collecting the data. Also, the data were analyzed using repeated measures T-test in order to prove the hypothesis. The calculation result showed that null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted, because the result of t-test calculated was 5.07, higher than t-table 2.04. Therefore, the writer concludes that teaching reading by using KWL gives good effect for students’ reading comprehension at SMPN 3 Banda Aceh.]]>
<![CDATA[Students’ Perceptions on Teacher’s Oral Feedback ]]>
<![CDATA[Yustia Septiana]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Hendra Heriansyah]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[As one of the language skills, speaking is learned in schools both at the level of Junior and senior high school. It is also one of the competencies that must be developed based on the 2013 Curriculum. The curriculum expects the students are able to convey their ideas, opinions, and feeling in daily life contexts. This research was aimed at describing the students’ perceptions toward the use of feedbacks used by the teacher in correcting their oral errors. This study was based on the framework proposed by Calderon (2013). The design of this study was a descriptive qualitative study. To obtain the data, the researcher used a questionnaire. The result of data in this study shows that almost all of the students have positive attitude while there are only very few number of students have negative attitude toward the feedback used by the teacher in an oral activity. Regarding to the result, the researchers suggest the English teachers always correct the students’ errors by giving correction through feedback. It is also suggested for other researchers to conduct further research regarding to what the students’ preferences toward the kinds of feedback used by teacher in correcting students’ oral errors through a deep interview. ]]>
<![CDATA[Audio Book: Teaching Listening Comprehension ]]>
<![CDATA[Khairul Fajry]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Tengku Maya Silvianti]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was aimed at finding out whether the implementation of audio book with narrative story can enhance students’ listening comprehension of SMA Negeri 1 Ingin Jaya Aceh Besar. The population of this study was the second grade students from the second semester and the sample was the students in 2 IPA1. The framework used in this research was suggested by (Antonaccy, O’callaghant, Berkowitz, 2015 Burkey, 2013), while the design of this study was a pre-experimental study. To obtain the data, the researcher used 10 items of multiple choice question in pre-test and post-test. The result of data collection in this study shows that average post-test score is higher (74.44) than the pre-test score (36.66). The result of the difference scores both of the test is 37.78. The result of hypothesis test is higher than critical value of t-table (t- tt- 2.06). It means Ha is accepted and Ho is rejected or in other words, audio book with narrative story can enhance students’ listening comprehension. In conclusion, audio book is recommended as good media in language teaching and learning listening skill. ]]>
<![CDATA[A Study on Characterization of the Main Character in “The Fault in Our Stars” ]]>
<![CDATA[Annisa Patmarinanta]]>;
<![CDATA[Potjut Ernawati]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research analyzes The Fault in Our Stars, a novel by Green (2012). The Fault in Our Stars is one of Green’s novels that reflect the reality of life. This research focuses on the personalities of Hazel and August, the main characters of the novel. The author took from (Djasi, 2000) as the framework of the main character characterization. The design of this study was a descriptive qualitative study. The aim of this study is to see Hazel’s and August’s personalities as the main character of The Fault in Our Stars. By examining the character dialog and quotes of the novel, and related issues on the topic are taken from printed and online including journal, books, and magazine. In order to achieve the goal of this study the researcher applied theory of character and characterization. Some characteristics that represent Hazel’s and August’s character traits are: depressed, books lover, fighter, stubborn, chivalrous, kind, and loyal. Besides characterization of the main characters this thesis also represents the theme of this novel that is fighting for life.]]>
<![CDATA[Grammatical Errors: An Analysis in Speaking Produced by EFL Undergraduate Students ]]>
<![CDATA[Safrida Safrida]]>;
<![CDATA[Usman Kasim]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Many EFL learners produce many errors in their speaking regarding grammatical aspect. The present study aims to analyze the most dominant errors and causes of errors committed by the third semester students of Syiah Kuala University on their speaking in Indonesia. The data were collected from eight by asking them to produce short story about their most memorable experience orally for 5-8 minutes. Furthermore, the writer followed the error analysis procedures to analyze the data. Moreover, the errors were classified into surface strategy taxonomy as proposed by Dulay et.al. (1982). The result shows that the most dominant errors were omission (55%) followed by misformation (29%), addition (13%), and misordering (3%). The current study investigated that the causes of errors were intra-lingual and inter-lingual interference. Meanwhile, intra-lingual interference was considered as the major cause of the students’ errors. In conclusion, the students still have a serious problem in term of grammatical aspect, especially omission of noun inflections and irregular past tenses, and misformation of auxiliaries. It is suggested that the lecturers and the students do some efforts to reduce the grammatical errors in speaking, such as grammar drill and error correction.]]>
<![CDATA[Teacher’s Feedback on Students’ Writing ]]>
<![CDATA[Diah Nisfu Faroha]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Dian Fajrina]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objectives of this study were to find out the kinds of written feedback and the reasons for using those feedbacks on students’ writing by English teachers of SMA Negeri 11 Banda Aceh. This research used descriptive qualitative method and the data were collected through documentation and interview. The framework undertaken is proposed by Harmer (2007) and the interview question was adapted from Thorsteinsen (2010). The findings found that there were two kinds of feedbacks namely, direct written feedback and indirect written feedback. Eighty-four direct feedbacks were found which consisted of 70 direct answers and 14 responding by written comments. Meanwhile, 49 indirect written feedbacks consisted of six coded and 43 un-coded feedbacks. In conclusion, teachers’ written feedbacks are important to make students aware of making mistake on writing task. The findings suggested that English teachers should give written feedback to students’ writing task to enable them to improve the skill. ]]>
<![CDATA[A Study on Photographs in Teaching Writing Recount ]]>
<![CDATA[Mawaddah Mawaddah]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research is conducted to find out whether teaching writing recount text by using photographs improve students’ writing ability and to find out the students’ responses toward the implementation of photographs. A number of 54 students of tenth grade level are the sample of this study. The data were collected by using test (pre-test and post-test). The instrument used the collect the data in this study by means of the test in the form of written test. The result of the test was analyzed by using writing criteria proposed by Brown (2004). In addition, some statistical formula employs to analyze the data. The result of the study revealed that the students score of writing taught by using photographs is better that the students who are not taught by using photographs where the mean score of experimental class after using of photographs is 74.92. Whereas the mean score in control class that was not taught by using photographs in teaching writing is 47.42. Thus, photograph is insinuated as one of alternative media used by the teacher in teaching English particularly teaching writing in EFL class. ]]>
<![CDATA[Designing Caricature in Teaching Writing for EFL learners ]]>
<![CDATA[Putri Ayu]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study intended to examine the use of caricature to improve students’ descriptive text writing by a quantitative approach of pretest-posttest group design. Fulya Yegen's (2013) study revealed that the caricature can facilitate the students in learning English since it can help the students understand or access the concept information about the subjects. It is obvious that caricature can be one of alternative media used by the teacher in teaching English particularly teaching writing in EFL class. It is supported by Smaldino et.al. (2007) who believed students can use caricature for attaining detail information and as useful resources for learning the subject. The researcher used caricature picture test as the instrument. The result showed that the mean score of the pretest was 50.25; meanwhile, the posttest was 79.03. It meant that there was an improvement on students’ ability in writing descriptive text after caricature was used. Therefore, it is essential for English teachers to give and provide the effective media that help the students elaborate and construct the idea for improving writing skill such as caricature.]]>
