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[Exploring EFL Students’ Efforts in Speaking Skill ]]>
<![CDATA[Indra Syahputra]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Nurul Inayah]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[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.]]>
<![CDATA[Board Game in Speaking Skill ]]>
<![CDATA[Cut Ratna Putri]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Chairina Nasir]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This quantitative study is about Board Game to develop students’ speaking skill on expressing their ideas on descriptive text especifically on describing people. The speaking tests were used as the instrument, which are divided into pretest and post-test. A number of 25 students of SMPN 11 Banda Aceh participated in this study that chosen randomly from eight grader. The scores were tabulated statistically by using t-test. The result showed the hypothesis testing of the students’ pronunciation performance is significantly improved (19.7 t-count 1.71 t-table). It was found that this technique improved students’ speaking skill in the target language and their acuracy. It also could give positive reinforcement on fluency vocabulary and accuracy while learning within this technique. The finding suggested to use Board Game as a technique in improving speaking skill. The study has demonstrated that the treatment activities have improved the students’ interest to speak the target language.]]>
<![CDATA[Numbered Head Together Technique on Improving Students’ Reading Comprehension ]]>
<![CDATA[Fahmi Risnaldi]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Diana Achmad]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims at investigating the impacts of the implementation of Numbered Heads Together technique perceived by the students on their reading comprehension and the impacts of the implementation of Numbered Heads Together technique perceived by the teacher on her students and the difficulties. Descriptive qualitative study design was undertaken by using purposive sampling. The instruments of this study were questionnaire items and interview guide. The collected data were analyzed by presenting them in the form of narration and three steps proposed by Miles and Huberman. The result of this study showed that the implementation of Numbered Heads Together technique gave positive impacts perceived by the students and the teacher. Their enthusiasm in learning can be higher, easier in accomplishing the difficult questions, more interested in group working, and easier in accomplishing the difficult questions. Thus, Numbered Heads Together technique can be used by the English teacher as one of the alternative teaching techniques in English particularly teaching reading in EFL classroom.]]>
<![CDATA[YouTube Videos in Teaching Listening: The benefits in Experts’ Views ]]>
<![CDATA[Lidia Puspa Ayu]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This library research was conducted by finding out experts’ theories and research evidence about how YouTube videos improve students’ listening skill. The findings showed that YouTube enables teachers to create activity attempting an improvement on students’ listening ability as well as helping them identifying vocabulary, contraction, speed, and tempo of speech Mayoral et al. Furthermore, YouTube provides both audio and visual to the learners which gave students an opportunity to figure out the speech or words they heard while learning the subject content as well as to improve their language abilities Oddone. This assists learners to get better description of the language being spoken. Based on the findings, teachers are suggested to provide YouTube videos to familiarize the materials to the language learners. The writer also recommends that future studies investigate the problems and difficulties that may occur in teaching listening through YouTube videos.]]>
<![CDATA[Developing Listening Skill Through Bottom-Up Strategy ]]>
<![CDATA[Cut Mailisa Hasriyanti]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study is intended to find out whether the use of bottom-up strategy improves students’ listening achievement or not. The researcher conducted an experimental research in one of the Junior High Schools in Aceh Besar. One group pretest-posttest design was used in this study. The pre test was given before experimental action in order to know the students’ achievement before the treatment. In addition, to find the differences between the students’ achievement after the treatment, t-score was used. The result shows that the mean score of the pre test is 41.8 and the mean score of the post test is 78.2 and the result of t-score is 10.3. The t-Value at the level significant 0.05 is 2.120 and at the level of significant 0.01 is 2.921 with the degree of freedom 16. The result of this study revealed that the result of t-test is higher than t-Value. In other words, there is a significant difference between the pre test and the post test score. It proves that the use bottom up strategy is effective to improve students’ listening achievement.]]>
<![CDATA[Using Cartoon Movie to Improve Speaking Skill ]]>
<![CDATA[Suparta Rasyid]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study is aimed to find out whether the use of English cartoon movie can improve students’ achievement at second grade of SMU Abulyatama. The samples of this study were 20 students of class 2 IPA2. To collect the data, the writer utilized experimental design one group pre-test and post-test. The instrument used was oral test. The speaking aspects covered in this study were grammar, vocabulary, and pronunciation. The result shows that the students’ speaking score increased in all aspects. The grammar aspect noted the highest/significant increase because some of students’ achieved very low in grammar before using the movie in learning, but later the significant improvement is on the grammar aspect. It increased from 25 to 44 or 19 points. It explains that the English cartoon movie can be one of the good materials to improve students’ speaking skills, particularly in grammar aspect.]]>
<![CDATA[Do I talk right? Teacher Talk in Teaching English ]]>
<![CDATA[Mimma Anggrista]]>;
<![CDATA[Syamsul Bahri Ys]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study investigated how the teachers used teacher talks in their classroom. This research was focused on analyzing how teachers in Pulo Aceh, Aceh Besar, used the features of teacher talk in improving students’ English speaking ability. SETT (Self Evaluation by Teacher Talk) designed by Walsh used to identify the features of teacher talk occurred in teaching and learning process. In addition, observation sheet was also used as the instrument of this study. From the findings, the writer found that there are eight of fourteen features used by the teachers in their classroom namely display question, extended teacher turn, teacher interruption, extended learner turn, extended wait-time, content feedback, form-focused feedback and direct repair. From these eight features, there were two of eight features used inappropriately by one of two teachers. Therefore, it can be concluded that the teachers has used teacher talk in their teaching and learning process, however the implementation of the features were not optimal. It is suggested the teacher should utilize more features of teacher talk in improving students’ ability in speaking so that the outcomes of the students in speaking is increased.]]>
<![CDATA[Suggestopedia Method on Improving Students’ Reading Comprehension ]]>
<![CDATA[Vebriana Setia Deny]]>;
<![CDATA[Syamsul Bahri Ys]]>;
<![CDATA[Dian Fajrina]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research is intended to find out whether Suggestopedia method improved students’ reading comprehension. This research was conducted at SMPN 8 Banda Aceh. The sample was taken by random sampling of the students of class VIII-1. The technique of data collection, the researcher used pre-test, treatment and post-test. The materials used in the test were narrative texts. The reading comprehension which tested was main idea, detail information, vocabulary and reference. The researcher used one group pre-test and post-test design. The tests consisted of 10 multiple choice questions of narrative texts. The technique of data analysis, the researcher used statistical formula. The mean score of pre-test was (53.18) and the post-test was (79.09). The finding showed that the improvement of the mean was 25.91. The critical value of 0.05 significant level was 2.080 and degree of freedom was 21. T-test 4.197 was higher than t-table (2.080). As a result, Suggestopedia method can improve the students’ reading comprehension in narrative text particularly at the VIII-1 of SMPN 8 Banda Aceh.]]>
<![CDATA[Students’ Response on Information-Gap Task in Improving Speaking Skill ]]>
<![CDATA[Yosa Lanovastia]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Yuliana Natsir]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This descriptive qualitative research was conducted to discover the students’ response towards the implementation of Information-Gap Task in improving speaking skill at SMA Tunas Bangsa, South West Aceh. The subject of this research was 32 studentsof class IX chosen through purposive sampling technique. The data were collected through questionnaire items which was adapted from the formula of Taylor-powell and Bahous, et al. The result of this research showed that most students gave positive response toward the implementation of Information-Gap Task and they agree that Information-Gap Task can help, motivate and attract them in improving speaking skill. Only a few they do not enjoy the speaking practice through Information-Gap Task. In brief, the implementation of Information-Gap Task by the teacher improves students’ speaking skill and helps students to cope with their speaking problem.]]>
<![CDATA[The Application of Comic Strips in Teaching Vocabulary ]]>
<![CDATA[Lisa Darsalina]]>;
<![CDATA[Arifin Syamaun]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This quantitative study was conducted with the aims to find out students’ vocabulary mastery before and after the application of Comic Strips at reading. The samples were 21 eight-grade students of junior high school. Vocabulary test was given before and after Comic Strips has been applied for four meetings. The findings showed that there was significant improvement of students’ vocabulary mastery in reading. It was found on the students’ pre-test score with level significance degree (a) = 0.05 resulted in tscore = 13.23 ttable t(20,0.05) = 2.086. Since tcount was higher than ttable (tcount ttable), thus Ho was refused or Ha was accepted. It indicates that students’ vocabulary has been increased or improved after the application of teaching reading by using Comic Strips. Based on the findings, the teachers should consider using this technique as an alternative one in reading classroom and activities. The writer also recommends that the other researchers should conduct an analysis study concerning on the students’ point of view regarding to the use of Comic Strips.]]>
