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[Teacher’s Strategies in Teaching Speaking by Using Video Media ]]>
<![CDATA[Yenny Rahmayanti]]>;
<![CDATA[Arifin Syamaun]]>;
<![CDATA[Burhansyah Burhansyah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[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.]]>
<![CDATA[Improving Students’ Speaking Skill By Retelling Technique Using Video (An Experimental Study at the Second Grade Students of MTsN Kuta Baro Aceh Besar) ]]>
<![CDATA[Syahra Fitri]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Hendra Heriansyah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims at examining whether or not the use of retelling technique using video can improve students’ performance in English speaking. The researcher focuses on the application of retelling technique using video in teaching speaking. The type of text that is taught is narrative text in the form of simple monologue. The study was conducted in Islamic Junior High School (MTsN) Kuta Baro Aceh Besar. Quantitative approach with pre-experimental type of one group pre-test post-test design was used. The data was obtained by giving a set of tests in the form of oral test. The students were asked to retell the story that they had watched. Data were analyzed by using speaking criteria proposed by Brown (2004). In addition, statistical analysis used to analyze the data. From the results of the study, it reveals the average score of the students on the pretest is 26.8, while on the posttest is 55.2. Moreover, the researcher found that the t-score in this research is higher than the score of t-table (ts = 4.856 tt = 2.080). It shows that there is a significant improvement on students’ speaking skill after the implementation of retelling technique using video. It means that retelling technique using video can be one of the alternative techniques used by the teacher in teaching speaking. ]]>
<![CDATA[The Perceptions of Students on the Importance of English Speaking Skill in the Tourism Sector ]]>
<![CDATA[Syahwil Saputra]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Yuliana Natsir]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this study is to find out the perceptions of students on the importance of English speaking skill in the tourism sector. The instruments used to collect the data were the questionnaire and interview. Both the instruments were adapted from Arslan and Akbarov (2012). The set of interview questions were adjusted by the writer to figure out the perceptions of students toward the importance of English speaking skill in tourism sector. The subjects of this study were the fourth and sixth semester students of Tourism Academy of Muhammadiyah Aceh. The writer took 25 students as the sample. The data were analyzed by using qualitative data analysis (data reduction, data display, and conclusion). Based on the data obtained from both instruments, the findings showed that the majority of students perceived that English speaking skills in the tourism sector was important. It can be seen from the data result based on each category of the questionnaire item. More than 50% of the respondents perceived that English for tourism was attractive to learn. Furthermore, 90% of the respondents stated that English for tourism was useful in finding future jobs. Based on the third category, there were 91% of the respondents stated that English was important in facilitating communication process in the tourism sector. Moreover, there were 56% of the respondents stated there was an impact of speaking English to native language. The last category, 91% of the students perceived that they were aware of basic terms of tourism in English. ]]>
<![CDATA[The Use of Comic to Improve Students’ Reading Comprehension Skill at Junior High School ]]>
<![CDATA[Afwun Kamil]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Yuliana Natsir]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this experimental study is to know the achievement of students reading comprehension after implementing comic as learning media. The population was all of the eighth grade students of SMPN 17 Banda Aceh. The sample was the students of class VIII-9 (experimental class) and VIII-6 (control class). True Exprimental Design is used in this study. The writer conducted pre-test, treatment and post-test to collect data, and used gain score calculation. The mean score of pre-test in experimental class was 62 and post-test was 75.6, while the mean score of pre-test in control class was 36.8, and post-test was 59.2. The gain score of experimental class was 9.78, while control class was 8.11. It indicated that there was an improvement of students’ achievement both of classes. However, the improvement of students’ achievement in experimental class is higher than control class. Moreover, the analysis of t-test showed that tscore ttable or 2.36 1.68 at the level of significance 0.05 with the degree of freedom (df) 25. It is clear that the alternative hypothesis (Ha) is accepted. It means that comic is effective media in teaching learning reading recount text.]]>
<![CDATA[Teacher’s Strategies in Encouraging Students’ Participation in Speaking ]]>
<![CDATA[Khairul Bariah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims to know the teachers’ strategies in encouraging students’ participation by the English teacher in teaching speaking at SMA Labschool Unsyiah. In this study, the researcher collects data by conducting the observation the strategiesused by the English teacher regarding the learning process that is proposed by Gagne and Briggs (as cited in Yamin, 1997). From the result of classroom observation, it shows that the teacher has the same strategies that encourage the students to participate in teaching and learning process of the class. It is based on the theory stated by Gagne and Briggs namely motivating students to attractthe students’ attention, giving stimulus, giving the guidance of how to learn appropriately for students in conducting activities, encouraging students’ participation in learning process, doing some tests, creating opportunities for practice in using language inside or outside the classroom, and concluding each material that has been taught at the end of learning activity. Meanwhile, the result of interview reveals that the teacher tries to modify some strategies by doing a simple game to attract the students in the class.]]>
<![CDATA[The Use of Cartoon Clips to Teach Listening Skill ]]>
<![CDATA[Cut Indira Dwi Putri]]>;
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Chairina Nasir]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This experimental research aims at investigating the effect of teaching listening skill by using English Cartoon Clips on the first year students of SMA Negeri 1 Banda Aceh. Listening skill is one of important skills that students are required to master. As a matter of fact, students are commonly facing some difficulties on this skill. One group pre-test post-test design was used to analyze the significant effect. The data were gained quantitatively by administering pre-test, treatments and post-test. The result revealed that there was an improvement in students’ learning achievements focused on listening sub-skills which deals with its aspects, i.e. understanding the gist in listening and listening for details in the narrative genre. The finding was supported by the result of students’ pre-test and post-test scores. The mean of pre-test scores was 77.4, while the mean of post-test scores was 93.5. The gained score is 16.1. Moreover, the analysis of t-test showed that tscore ttable or 4.43 1.70 at the level of significance 0.05 with the degree of freedom (df) 25. It is clear that the alternative hypothesis (Ha) is accepted. Furthermore, based on the comparison between the mean score of each listening aspects of pre-test and that of post-test, it indicated that students gained a better achievement in identifying those listening sub-skills aspects. In brief, the application of English Cartoon Clips affected the students’ listening performance.]]>
<![CDATA[The Problems Encountered by Male and Female Students in Learning Speaking Skill ]]>
<![CDATA[Muhammad Naufal]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Endang Komariah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The purpose of this study is to investigate the problems faced by male and female students in learning speaking skill which are related with the components in speaking and the factors that cause difficulties in speaking. This study took place in SMP negeri 1 Banda Aceh. The sample in this study was 80 of second grade students (40 for male and 40 for female students). In order to ascertain the problems faced by students in learning this skill, qualitative study design undertaken by using purposive sampling. To collect the data in this study, the researcher used the questionnaire items as a main of instrument in collecting data. To strengthen the result of questionnaire, the researcher asked 4 questions in interview guide to the students in relation to the problems of speaking. The collected data were analyzed by presenting them in the form of narration and following three steps proposed by Miles and Huberman (as cited in Sugiyono, 2012). The research finding shows that all students face problems in speaking. According from male and female students, the most problems that they faced in learning speaking skill were lack of vocabulary, poor pronunciation, not fluent to speak, afraid of making errors while speaking, less confidence to speak, nervous to speak, not accustomed to speaking English, difficult to express words and sentences and accustomed using of native language in daily conversation.]]>
<![CDATA[The Use of Weblog in Improving Students’ Writing Skill ]]>
<![CDATA[Muhammad Fahreza]]>;
<![CDATA[Zulfadli A. Aziz]]>;
<![CDATA[Nurul Inayah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research is aimed at finding out whether the use of weblog improves students’ writing skill at SMPN 9 Banda Aceh or not. The sample of this research was the second grade students in the class of VII-1. The researcher used pre-experimental research with one group pre-test post-test design in analyzing the significant improvement. The data were gained quantitatively by administering pre-test and post-test. In analyzing the data, the researcher used statistical formula mean score and t-test. The finding shows that the mean score in the post-test was higher than in pretest. It shows that the mean score of posttest is higher (75) than the pretest score (57), so the different scores of the tests is 18. Moreover, the analysis of t-test showed that tscore ttable or 8.714 2.074 at the level of significance 0.05 with the degree of freedom (df) 22. The higher aspects were content and vocabulary (16 Point). Based on these results, it can be concluded that Ha is accepted and Ho is rejected. It suggests that the use of weblog can improve students’ writing skills in all aspects. Therefore, the Weblog is recommended as a good media in teaching writing.]]>
<![CDATA[The Use of Authentic Materials in Dveloping Students’ Writing Competence (An Experimental Study at SMA Labschool Unsyiah) ]]>
<![CDATA[Muharri Aqly]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Hendra Heriansyah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims at examining whether the use of authentic materials as a teaching material develops students’ writing competence or not. Quantitative approach with pre-experimental study of one-group pretest-posttest design was applied in order to develop students’ writing competence in term content, grammar, mechanics, and other aspects which were acknowledged by the students as difficulties in writing learning. The population of this study was first grade students of SMA Labschool Unsyiah, while the sample was X-IPS students. The instrument used to collect the data was test which was assessed by using analytic method suggested by Brown (2007). The result of this study confirmed that the students’ scores increased after receiving the treatment. It showed that posttest scores were higher than pretest where the mean of total score of posttest is 81 while the mean of pretest is 75. Moreover, the data of both tests were analyzed by using t-test formula to find out the t-score which was gain was 4.256. Since t-score (4.256) of this study was higher than t-table (2.120), the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. The researcher concluded that using authentic materials in teaching writing develops students’ writing competence.]]>
<![CDATA[Teaching Listening By Using Songs to Students of Junior High School ]]>
<![CDATA[Syarifah Yuanda Azura]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims to find out whether songs to improve students’ listening skill. Song is one of the media which can help students to improve listening skill and easy to increase their vocabulary in answer the exercise with fill in the blank. The sample of this research was class VII which consisted of 20 Students. The researcher used random sampling to choose the sample. This research used one group pre-test and post-test design. it is one of the research designs in experimental research. The pre-test was given before treatments, while post-test was given after students taught treatments using songs. The instruments used in this research were tests; they were pre-test and post-test. Both of pre-test and post-test consisted of ten questions. The technique of data analysis, the researcher used statistical formula. The mean score of pre-test was 42 and the post-test was 75. Furthermore, the result of calculation of the t-test was 11.83, while the critical value of 0.05 level significant was 2.093 and degree of freedom is 19. T-test (11.83) was higher than t-score of the table ((2.093). it concluded that using songs in teaching reading can increase students listening comprehension.]]>
