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[The Teacher’s Efforts in Solving Students’ Writing Problems ]]>
<![CDATA[Elsa Trisna Dewi]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Cairina Nasir]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[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.]]>
<![CDATA[Students’ Strategies in Taking TOEFL Listening Test ]]>
<![CDATA[Aina Razmalia]]>;
<![CDATA[Sofyan A Gani]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[English Department students, as a department at Syiah Kuala University, are expected to be able to answer TOEFL listening questions effectively since they have been studying English as their major subject and concentration. However, it was found that some students still have problems in TOEFL test, especially in part A of Listening Comprehension section. This study is carried out to analyze the students’ strategies in Listening of TOEFL test. Descriptive quantitative approach was applied. 31 students who are in semester 8 to 12 were chosen incidentally as the subjects of this study. Meanwhile, the object of this study was the students’ strategies in Listening Comprehension of TOEFL test. The writer used survey techniques in collecting the data. The data were collected by using questionnaire sheet as the instrument. The result showed that the strategies suggested by Phillips (2001) in part A of Listening in TOEFL test are implemented 69% by the students of English Department of Syiah Kuala University. To conclude, the students apply the strategies with the frequency of “sometimes”. Therefore, it is suggested that students implement more strategies, and teachers or instructors are recommended to motivate them and build their awareness to use more strategies when taking a TOEFL. ]]>
<![CDATA[Communication Strategies Used by the English Teacher in Teaching Speaking Skill ]]>
<![CDATA[Jumiati Jumiati]]>;
<![CDATA[Sofyan A Gani]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Communication strategies have a big role in learning target language since they can be the tool in solving communication problem. Both teacher and students need to use the strategies in communicating to keep the conversation flow smoothly. This study aimed to find out the types of communication strategies used by the English teacher during the teaching process and to explain the implementation of those strategies in the classroom. By implementing Dornyei’s taxonomy, the data was classified into thirteen strategies. A qualitative research was used as the method in this study and the data was collected by doing observation, audio recording and interviewing the teacher in SMAN 3 Banda Aceh. The result showed that eight strategies were used by the English teacher included three additional strategies that appeared during teaching process. Based on the result, stalling and time gaining strategy was the highest number of strategies used by the teacher in the classroom. Meanwhile the least number of strategies used was repetition. In addition, the teacher only implemented compensatory strategies in the class since the eight strategies were included into it. Therefore, it could be inferred that teacher who commonly applied compensatory strategies had high proficiency in English. Thus, by conducting this study, the teacher was expected to use and choose the best strategies to overcome the communication problem in the classroom. ]]>
<![CDATA[The Interaction between Teacher and Young Learners at Bilingual Classroom ]]>
<![CDATA[Dian Rozalia]]>;
<![CDATA[Sofyan A Gani]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[English classroom interaction is a crucial aspect in learning and improving students’ skill. An English teacher communicates actively with the students by using English during the lesson in order to enhance their English skill. This research aims to find out kind of teacher-student communication patterns the 4th grade students of Elementary School at Fatih Bilingual School, one way or two ways communication pattern which is more dominant. The participants of this research were 20 students and an English teacher at 4th grade at Fatih Bilingual School. The data collected were qualitative in nature. The qualitative data were obtained by doing observation, and recording the video to the students and the teacher. The result of this research showed that the percentage of circular interaction is 76% of the total interaction and one way interaction is 24%. Thus, the kind of interaction between the teacher and the students is two way communications (circular) more dominant than one way communication (linear).]]>
<![CDATA[Teachers’ Perceptions on the Content of When English Rings a Bell Textbook ]]>
<![CDATA[Kiki Ramadhani]]>;
<![CDATA[Siti Sarah Fitriani]]>;
<![CDATA[Burhansyah Burhansyah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Textbook is a learning material that is often used by teachers in classroom. Textbook is needed by both students and teachers, either as a reference or as guidance during the teaching and learning process. The aim of this study was to describe the perception of English teachers of SMPN 2 Banda Aceh related to the content of English textbook “When English Rings a Bell” based on BSNP (Badan Standar Nasional Pendidikan) (2011) assessment aspects, namely the aspect of content feasibility. It was conducted to English teachers of the seventh grade students of SMPN 2 Banda Aceh. Two teachers were chosen as the interviewees of this study. A descriptive qualitative was used as the method in this study and the data was obtained by interviewing both English teachers. The results of interview with the two teachers about their perceptions about the textbook show that in terms of the suitability of material description with standard and basic competence, the content of “When English Rings a Bell” textbook is already complete and relevant with the 2013 curriculum, syllabus, and standard and basic competence. Furthermore, it shows that the materials provided in this textbook were well-organized and contained no ambiguity. However, according to the two respondents, “When English Rings a Bell” textbook still has some weak points which need to be revisited. For example, the materials are provided in general way with a few examples. Some negatives and positives perceptions regarding the content of the textbook were also found in this study.]]>
<![CDATA[Teaching Reading Comprehension through Survey, Question, Read, Recite, Review (SQ3R) Strategy ]]>
<![CDATA[Sakinah Sakinah]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was a quantitative research about the implementation of Survey, Question, Read, Recite, Review (SQ3R) a strategy for solving specific questions individually and for helping students to memorize teaching materials, in teaching reading descriptive text. It was intended to find out whether or not SQ3R strategy could improve students’ reading comprehension. The subject of this study was all students of class VIII-5 of SMP Negeri 8 Banda Aceh which was chosen by using simple random sampling. The reason for conducting this study was due to the fact that students’ reading comprehension was still low. Moreover, the design used in this study was one group pre-test post-test design. In this study, the data was collected through pre-test, treatment and post-test. From the result of the study, it is found that mean of post-test (60) was higher than mean of pre-test (30.95). It indicated that the students’ post-test scores were increased from their pre-test scores Moreover, based on t-test formula, the result of t-score (7.83) was higher than t-table (2.086). It means that the alternative hypothesis (Ha) was accepted, while the null hypothesis (H0) was rejected. Hence, it can be concluded that SQ3R strategy can improve the students’ reading comprehension in descriptive text.]]>
<![CDATA[The Investigation of Linguistic Contrains in Writing Faced by Junior High School Students ]]>
<![CDATA[Mirda Mirda]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Yuliana Natsir]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This thesis was conducted to investigate the language constraints in writing that experienced by the second grade of junior high school students at Ishafuddin, Banda Aceh. It is also to see the teachers’ efforts in helping the students in solving the problems. The research design of this study is descriptive qualitative. The sample of this study are two teachers at second grade of junior high school Inshafuddin. This study used documentation and interview as instruments. The result of document collection showed that the biggest problems faced by the students was mechanics, followed by vocabulary and the content as the third problem. The last problem was organization. From the interview, it was found that the two teachers help the students with all the aspects of writing as well as additional effort like giving them assignment, bringing the dictionary, asking them to study outside the classroom, and correcting paper wih students.]]>
<![CDATA[Using Story Mapping Technique to Improve Students’ Ability in Writing Recount Text ]]>
<![CDATA[Rizka Yunda]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Burhansyah Burhansyah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims at examining whether or not the use of story mapping technique can improve students’ ability in writing recount text. It was conducted to the second grade of SMPN 1 Darul Imarah. The sample was chosen randomly. There were 25 students as the sample. Quantitative approach with pre-experimental type of one group pre-test post-test design was undertaken to overcome the problems faced by students in learning writing skill. The data was obtained by giving a set of tests in the form of written test. Some statistical formulas were used to analyse the data. From the results of the study, it reveals that the post-test score of five aspects in writing is higher than the score of pre-test. To test the hypothesis, the writer used t-score formula. Based on data analysis, t-score was 21.03, meanwhile t-table was 2.064. It means that t-score was higher, so that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It proves there is a significant improvement on the students’ writing ability after they are taught by using story mapping technique. Thus, story mapping can be one of the alternative techniques used by the teacher in teaching writing.]]>
<![CDATA[English Students’ Performance on Part A of Listening Comprehension in TOEFL Prediction at Syiah Kuala University ]]>
<![CDATA[Ashra Winda Berliyani]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was aimed to figure out how is the performance on Part A of listening comprehension in TOEFL prediction faced by English students. This performance is based on the skills performance consists in Part A. This study took place in Syiah Kuala University. The sample of this study was limited to 15 English students batch 2010 to batch 2014 which was taken by using purposive sampling technique. Listening section on Part A was given to the students who had been selected as the sample of this study when they took TOEFL in Language Center of Syiah Kuala University. The skills found in Part A of listening TOEFL prediction are 7 skills. The students here took TOEFL as the requirement for applying seminar proposal and thesis examination. The result of part A showed that their performance on Part A in these 7 skills was low in average. It could be seen from the result using document analysis which showed that these 15 students got the true answer in each question is under 50 %. Therefore, it showed that their performance on Part A of TOEFL prediction was failed in average. From this research, it can be concluded that the most problematic skill found is suggestion 18,89 % and the most mastered skill is idiom 46,67 %. It means that they were failed to get the score expected on Part A in each skill and got less of true answer in every skill tested. In conclusion, the performance of English students on Part A is failed in general. ]]>
<![CDATA[Teaching Writing through Guiding Questions Technique to Improve Students’ Writing Skill ]]>
<![CDATA[Firdani Firdani]]>;
<![CDATA[Siti Sarah Fitriani]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Writing is not an easy skill to acquire for EFL students, especially without intense help from teachers. This research was aimed to examine whether students’ ability in all aspects of writing can be improved by using Guiding Questions technique or not. To do so, the writer used factual report text. In addition, the writer employed quantitative research with one group pretest and posttest. Through random sampling, the writer took 21 out of 115 second grade students of MAN Darussalam Aceh Besar to be involved in this research. The result reveal that the mean score of posttest is higher than the mean score of pretest (54.8771.02) and the value of t-score is higher than the value of t-table (14. 2.086). Therefore, it can be concluded that the use of Guiding Questions technique in teaching writing improves the students’writing performance. Moreover, out of all the writing aspects, content and organization are two of the highest improved aspects. Hence, Guiding Questions technique is recommended as a good technique in teaching writing.]]>
