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[Teaching Reading by Using TPRC Strategy in Understanding Recount Text ]]>
<![CDATA[Mirla Sarah Muthmainnah]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[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.]]>
<![CDATA[The Effect of Using PQ4R (Preview, Question, Read, Reflect, Recite, Review) Strategy on EFL Students’ Reading Comprehension Achievement ]]>
<![CDATA[Dwi Eka Martina]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The research aims to find out whether PQ4R (Preview, Question, Read, Reflect, Recite, Review) strategy that developed by Thomas E.L and Robinson H. A (1972) improved students’ reading comprehension. The population was all of the students of SMP Negeri 1 Karang Baru, Aceh Tamiang. The sample was the students of class IX-A which consisted of 32 students. The researcher used simple random sampling to choose the sample. She conducted pre-test, treatment, and post-test to collect data. It was found that mean score of pre-test was under the KKM, while the mean score of post-test was pass the KKM. The gain score was 21.09. It indicated there was an improvement of students’ achievement. Moreover, the analysis of t-test showed that tscorettable or 9.66 2.042 at the level of significance 0.05 with the degree of freedom (df) 30. It is clear that the alternative hypothesis (Ha) is accepted. It means that PQ4R is an effective strategy in teaching reading.]]>
<![CDATA[The Effect of Using English Video Clips with Pair Work Activity on Students’ Speaking Skil ]]>
<![CDATA[Rosmawar Rosmawar]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research focused on the effect of using English video clip with pair work activity on students speaking skill at first grade students (VII-4) of MTsN 2 Banda Aceh. The purpose of this experimental quantitative research was to look at the effect of using English video clip with pair work activity on students speaking skill. The sample of this study was 25 students of class VII-4. In selecting the sample, the researcher used purposive sampling. In collecting the data, the researcher used test (pretest and postest) as the instrument and it was analyzed by using sample t-test. From the result of the study, it was found that the mean score of pre-test was 55,4 and the mean score of post-test was 81,2. It was clearly seen that the mean score of post-test was higher than the mean score of pre-test. Then, t-test was 4,534 and critical value in t-table (0,05) was 1,711, Meaning that t-score was higher than t-table (t-score = 4,534 t-table = 1,711). It means the altenative hypothesis (Ha) of this research was accepted and null hypothesis (Ho) was rejected. In conclusion, teaching English by using English video clip with pair work activity can give a significant effect toward the students’ speaking skill. Therefore, it is recommended that using English video clip with pair work activity can be alternative media used by the teacher in teaching English particularly in teaching speaking.]]>
<![CDATA[The Use of Think Pair Share Technique to Improve Students’ Speaking Performance ]]>
<![CDATA[Feni Cahyani]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The aim of this research was to find out whether the use of Think Pair Share technique can improve students’ speaking performance or not. The writer uses Think Pair Share technique to teach speaking. Think Pair Share is a part of cooperative learning strategy that makes the students work together in small group. Quantitative method with experimental study of pretest and posttest control group design was undertaken in this research. The data result of the test was analyzed by using t-test. The result of the data analysis indicated that the students’ speaking score in experimental group after they taught by using Think Pair Share has been improved. The result of the data calculation showed that t-score was higher than t-table ( = 3.50 = 1.68) with the significant standard = 0.05 and the degree of freedom = 48. There are any improvements in students’ score in speaking performance after learning by Think Pair Share technique. In this case, Think Pair Share technique can be one of the teaching technique alternative applied by the English teacher in teaching English for English Foreign Language class.]]>
<![CDATA[Using Talking Chip Technique in Enhancing Students’ Speaking Skill ]]>
<![CDATA[Haritsah A'yun]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[As speaking is one of the difficult skills in mastering English, the English teachers should provide a teaching technique to attract students in improving their speaking skill. Therefore, this study is intended to expand the study related to speaking performance, coped with the aspect of fluency, accuracy and content. The writer applied experimental research as the method and one-group pre-test posttest as the design of this study. The population of this study was second grade students of SMAN 1 Beutong. The number of this population was 100 students which divided into 4 classes and each class had 25 students. The sample was XI IPA 2 class. The technique used to get the sample was simple random sampling. To obtain the data the researcher used pre-test and post-test as the instrument of this study. Furthermore, the writer used statistical parametric to obtain the data from pre-test and post-test. In conclusion, the t-test of post-test is higher than t-table.]]>
<![CDATA[The Use of Guessing Games to Teach Speaking Skill ]]>
<![CDATA[Yuyun Maqfirah]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
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<![CDATA[Speaking skill is a priority in learning English. However, it is perceived as the most complicated skill since it happens in real time situation. Many students were unable to speak English well because they get bored in learning process which leads to inability in mastering the materials taught by teachers, especially in speaking skill that requires students to participate enthusiastically. As the solution, teachers can use Guessing Game (GG) which is able to motivate the learners to speak. This research aimed to investigate the implementation of GG in improving the fluency aspect in speaking skill of Class VIII students at SMP Inshafuddin Banda Aceh. Pre-experimental with one-group pretest-posttest design was applied. The data were collected by conducting pretest and posttest. The population was second grade students of SMP Inshafuddin Banda Aceh and the sample was Class VIII B chosen through random sampling technique. The data were analyzed using t-test formula. The result revealed that tscore (4.2) is higher than ttable 2.093 (tscore ttable). It means Ho is rejected and Ha is accepted. Thus, GG improves students’ fluency in speaking skill in Class VIII B of SMP Inshafuddin Banda Aceh. Teachers are suggested to apply GG in teaching speaking skill.]]>
<![CDATA[The Implementation of Information Gap in Speaking ]]>
<![CDATA[Irma Aulia Rahmah]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
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<![CDATA[This research investigates the implementation of information gap as a technique to improve the speaking skill for first year students of SMPN 2 Banda Aceh. The kind of experiment is quasi experimental design. This study involved two clasess as samples in this research, namely experimental group and control group. The experimental group was taugth by implementing information gap, while the control group was taught by implemeting conventional teaching. The students’ achievement was scored by using pre-test and post-test. To find out the result of this study, the writer used t-test score. The research finding shows that the mean score of post-test of the experimental group after implementing treatment is 95.02, higher than that of the control group, that is 70.6. In this reseearch, the writer took the the critical vaue of 2.704 for t at the level of significance 0.01. The researcher found that the pre-test t-value is lower than t-table (2.09 2.704). Afterward, the result of t-score of post-test is higher than pre-test (22.77 2.704). Therefore it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It indicated that there is a significant difference between the students who were taught speaking by using information gap and those who were not. In other words, information gap was an effective technique to improve students’ language skils especially in speaking skill.]]>
<![CDATA[The Use of Code Switching in Research Proposal Seminar ]]>
<![CDATA[Muhammad Rahmat]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aimed at investigating the types of code switching made by the students of English Education Department of Teacher Training and Education Faculty of Syiah Kuala University within research proposal seminar. It also tried to find out the students’ reasons made code switching from English to Bahasa Indonesia. A descriptively qualitative study was undertaken by observing the seminar conducted by the students and interviewing them in order to attain the needed data in this study. The results of the study showed that there were three types of code switching used by English Department students namely inter-sentential switching, intra-sentential switching, and tag/emblematic switching in which inter-sentential switching was the most frequent type of code switching made by the students while doing the researcher proposal seminar. Meanwhile, delivering of understandable messages was the main reason why most students did code switching in the seminar. In conclusion, the use of code switching is a commonly phenomenon carried out by the English students in this research context because of some distinct types and reasons.]]>
<![CDATA[Teaching Functional Text Using Know-Want-Learned Strategy ]]>
<![CDATA[Khairul Fajri]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this research is to find out about the implementation of KWL strategy to improve students’ comprehension in functional text of class VIII4 at MTsN 4 Banda Aceh. The sample was taken randomly of the students of class VIII. The data for this study were obtained by using test namely pretest and posttest as the instrument for collecting the data. The text used in the tests was functional texts in the form of invitation. The tests consisted of 5 essay questions that covers the structure of text and detail information. In analyzing the data, the writer used statistical formula suggested by Ary, et al (2010). The research finding shows that there was a significant improvement in the students’ reading ability after they learnt with KWL strategy. It is proven with the mean score of pretest (61.9) and the mean score of posttest (78.06). The gap from the mean of pretest and posttest was 16.12. It showed that there was improvement in student score. The improvement also can be seen from the students who passed the minimum passing grade. The minimum passing grade of the school is 75. After the posttest there were 22 out of 31 students have successfully passed the passing grade. In hypothesis testing the researcher did the calculation to get t-test score to do the hypothesis testing. The T-test score revealed that (t-score=3.83 t-table=2.04) which mean alternative hypothesis was accepted and null hypothesis rejected. As a result KWL strategy is effective in improving student comprehension. The students also become more focus in finding specific information from the functional text.]]>
<![CDATA[An Analysis of Students’ Ability in Writing Caption Through Instagram ]]>
<![CDATA[Cut Rosi Maulina]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this research is to investigate the students’ ability in writing caption on Instagram. This research focuses on explaining the result of students’ writing caption in five elements of clarity, conciseness, relevant, context and attractiveness (Grayam, 2010). The data were collected by applying open-ended observation and analyzing the document. The subject of this research were 24 students from class XII-IA 2 whom the researcher followed their Instagram. The data were analyzed by using statistical formula adopted from Rozak (2012). The result of this research showed that the students’ writing caption ability was varied. From five elements of caption, the highest mean score is Attractiveness element with 4.04, followed by Clarity with 3.91, next is Relevant with 3.58, then, Context with 3.37 mean score, the last is Conciseness with 1.5 as the lowest mean score. To conclude, the students’ abilities in writing caption on Instagram are fairly good, even though there were elements need to be improved.]]>
