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Nira Erdiana
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Department of English Education Faculty of Teacher Training and Education Syiah Kuala University Jalan Hasan Krueng Kalee Darussalam, Banda Aceh 23111 Indonesia
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Research in English and Education Journal
Published by Universitas Syiah Kuala
ISSN : -     EISSN : 2528746X     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
 1 
Search results for , issue "Vol 3, No 2 (2018): June 2018" : 10 Documents clear
Investigating the Teacher’s Strategies in EFL Speaking Class Medina Tumanggor
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed at investigating the strategies used by the English teacher of SMP Methodist, Banda Aceh in teaching speaking class. It also tried to find out the teacher’s reasons why she used those strategies in teaching speaking class. A descriptively qualitative study was undertaken by observing the teaching and learning process in the classroom and interviewing the teacher in order to attain the needed data in this study. The results of the study showed that there were some strategies in communicative approach that the teacher used in teaching speaking class namely role-plays,discussion, storytelling, games. Meanwhile, to make the students speak up in the classroom was the main reason why the teacher more often used those strategies in speaking class. In conclusion, the strategies that have been used by the teacher could help the students speak up and be more active in learning English in the classroom, because all of the students were involved in the speaking activities.
The Use of Collaborative Strategic Reading to Teach Reading Sara Rifqi
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

The objective of this research is to investigate the types of grammatical errors made by the sixth semester English department students of Syiah Kuala University in writing.  The method used in this research was quantitative in nature.  The samples of this research were 20 English Department Students of Syiah Kuala University using writing test on the descriptive text. The data were analysed that focus on omission, addition, misformation, and misordering. The result found that the most common type of errors made by the students is misformation (47 errors), followed by omission (43 errors), addition (6 errors), misordering (5 errors). So, it can be concluded that students still made errors in their writing. Hence, this research result can give information for the teachers or readers about the types of grammatical error committed by the students. Thus, through the error analysis, the lecturers should give more detailed grammar teaching materials to the students.
Investigating Students’ Nonlinguistic Problems of Speaking Rizki Hawalaina; Hendra Heriansyah; Tgk Maya Silviyanti
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed at investigating the nonlinguistic problems of speaking faced by English Education students of Syiah Kuala University. It also tried to find out the causes why they faced those nonlinguistic problems. A descriptive qualitative study was undertaken by giving the fourteen items of questionnaire and interviewing students in order to attain the needed data in this study. The results of the study showed that there were ten nonlinguistic problems faced by students in speaking namely ‘fear of making errors/mistakes’, ‘fear of being ridiculed by friends’, ‘inability to speak spontaneously’, ‘pressure of limited time’, ‘preexisting habit of using Bahasa Indonesia in speaking class’, ‘fear of being mocked by friends’, ‘lack of confident to speak English’, ‘fluency problem’, ‘feeling nervousness’ and ‘uncertainty in using English’. The most frequent problems faced by students were fear of making errors/mistakes and lack of confidence to speak English. Meanwhile, lack of practice was the main reason why most students faced the nonlinguistic problems during speaking. In conclusion, lecturers and students at English Education of Syiah Kuala University still need to overcome a number of nonlinguistic problems to improve students’ speaking performance.
Students’ Difficulties in Mastering Structure and Written Expression Of Paper-Based TOEFL Muhajir Muhajir
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

Obtaining a score of TOEFL higher than 500 has been proven difficult. Some studies showed that students had biggest problems in answering section two of PBT TOEFL. Therefore, this study was aimed at investigating difficulties encountered by advanced EFL learners in mastering structure and written expression tested in PBT TOEFL. The PBT TOEFL test, designed by ETS, was conducted to 25 advanced undergraduate students, selected by using a convenient sampling technique, at Syiah Kuala University. The test consisted of 40 multiple choice questions and the students completed it within 25 minutes. The result revealed that the students faced a serious problems with redundancy (48%), followed by verb form (53%), pronoun error (55%), plural (55%), WIAS (57%), parallelism (59%), article (60%), word order (61%), conjunction (62%), deleted word (71%), prepositional phrase (71%), word choice (73%), and part of speech (74%). It was concluded that redundancy was the most difficult aspect for the students. Hence, it is suggested that university lectures who teach structure pay more attention to this aspect.
The Use of Reading Aloud in Teaching Reading Comprehension Anum Sahara
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

This quantitative study was aimed to find out whether there is a significant effect on students achievement after applying reading aloud technique for students’ reading comprehension of the second grade at SMP Negeri 8 Banda Aceh. The pre-experimental research with one group pre-test post-test design was undertaken to see achievement of the use of reading aloud technique. This research utilized pre-test and post-tests to collect the data. The class VIII-5 of junior high school was chosen as the sample in this study to receive treatment for three meetings. The data was then analyzed by using independent t-test. The calculation showed that the post-test score is 45 was higher than the pre-test’ score, it was 36 with the significant standard 0.030 0.05. The result of the research showed that Detail Information and Vocabulary aspects were increased slightly after being taught by using reading aloud technique. Although the improvement only on those two aspects of reading, it is still recomended this technique to be used in teaching reading.
A Content Analysis of Activities in English Textbook “When English Rings A Bell” Mutia Amalia Putri
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed at identifying and analyzing the levels of activities available in English textbook “When English Rings a Bell” for eighth grade by using cognitive domain of Bloom’s Taxonomy. Content analysis was applied in 12 chapters of textbook in order to know to what extent the activities emphasized on Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The activities were collected, listed, and analyzed based on cognitive domain levels of revised Bloom’s Taxonomy; remembering, understanding, applying, analyzing, evaluating, and creating. The results showed that the most dominant cognitive domain level focused on remembering level which provided 93 activities (54.4%), followed by applying level (19.3%), analyzing level (11.1%), evaluating level (8.2%), understanding level (4.1%), and creating level (2.9%). It was concluded that this textbook emphasized on LOTS (133 activities/77.8%).
The Use of Guessing Game in Teaching Speaking Ghina Fairuz
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

The research aims at finding out if the use of Guessing Games strategy (developed by Amato R.P(1988) ) can improve students’ speaking skill. The population was all of the eighth grade students of SMP Negeri 2 Lhokseumawe. The sample was the students of class VIII-1 which consisted of 31 students. The researcher used simple random sampling to choose the sample. She conducted pre-test, treatment, and post-test to collect data. Based on the analysis of data, it was found that the mean score of pre-test was 43.06, while the mean score of post-test was 91.45. The gain score was 48.39. It  indicated that there was an improvement of students’ speaking ability. Moreover, the analysis of t-test showed that tscorettable or 5.37 1.69 at the level of significance 0.05 with the degree of freedom (df) 30. It is clear that the alternative hypothesis (Ha) is accepted. According to the findings, it can be concluded that Guessing Games is an effective strategy in teaching speaking to students, especially students at junior high school level.
The Analysis of Speech Style Used in Kick Andy Talkshow Surya Astika
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

In this world language is not express in the same ways in society. The language which is used by people varies from one place to another or from one social group to another. Speech style means the different ways of communication or how the speaker uses the resource of language variation to make meaning with others. This study was aimed to analyze the types of speech style used by the host and the guest in Kick Andy talkshow. The writer used descriptive qualitative to discuss, analyze, and find the speech style in the talkshow. The instruments used in this study were observation and documentation since the writer tried to analyze the transcription of the host and the guest’s utterances. The writer used the theory suggested by Joos. After collecting the data from the talkshow, the writer found 4 types of speech style used with total sum of 245 items. There were 13 items or 5.3% of formal style, 69 items or 28.2% of consultative style, 160 items or 65.3% of casual style, 3 items or 1.22% of intimate style. The dominant speech style used by the host and the guest is casual style. However, frozen style does not appear because the situation of the talkshow is not suitable for this style. In this study, the writer hopes that the result of the research will be useful for further researchers who are interested to conduct the study in the same topic. The writer also hope that the study can give more information and contribution for socioliguitic field of study especially types of speech style.
An Analysis of The Students’ Difficulties in using preposition Ilham Ilham
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

Preposition is considered as one of the most difficult part of speeches for students to learn. Some studies also showed that students often encountered significant problems in answering question about prepositions in english grammar test. Therefore, this research had the purpose to analyze difficulties faced by the students in using preposition. In order to find out the aim,the preposition test was used as an instrument in this research. It was used all junior high school students class VIII at MTsN Rukoh, Banda Aceh as the population, whereas the students class VIII 1, which were taken randomly, were selected as the sample in this research. The preposition test contained 20 multiple choice question and 10 essay Question. The result of the test showed that the most difficult type of prepositions was preposition of manner,then it was followed by preposition of time ( the second most difficult for the students), and preposition of place ( the least difficultfor the students). Thus, it is suggested that teachers give more practices related to problems with prepositions of manner as the hardest preposition for students to learn while teaching English grammar in classroom.
The Use of Collaborative Strategic Reading to Teach Reading Shally Mursalina
Research in English and Education Journal Vol 3, No 2 (2018): June 2018
Publisher : Universitas Syiah Kuala

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Abstract

The objective of this study was to find out the significant effect and analyze students’ perspective on the advantages and disadvantages of using Collaborative Strategic Reading (CSR). The population was all of the ninth grade students of MTsN 5 Aceh Utara. The sample was the students of class IX-1. This research used mix-method approach and the data were collected through test and interview. Thisresearchfocused on three aspects in reading comprehension mainly in identifying main idea, finding supporting details and making reference. The writer conducted pretest, treatment and post-test to collect data. The result of this study shows that the mean score of pre-test was 60 and the mean score of post-test was 64.44. While the gain score was 4.44. It shows that there was an improvement in students’ reading achievement after they were given the treatment. Moreover, the analysis of t-test showed that t-value t-table or 4.58 1.70 at the level of significance 0.05 with the degree of freedom (df) 26. It means that the alternative hypothesis (Ha) is accepted. Furthermore, CSR could give the students benefits in promoting the students’ self-esteem to work cooperatively in group. Thus, CSR has an influence to improve students’ reading achievement in teaching reading.

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