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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 5 Documents
 1 
Search results for , issue "Vol 6, No 2 (2021): June 2021" : 5 Documents clear
The Effect of Multipass Strategy in Teaching Reading on Students’ Reading Comprehension Putri Nabila Aisyah; Burhanuddin Yasin; Ika Apriani Fata
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

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Abstract

This research aims to look at the effect of the Multipass strategy in teaching reading on students’ reading comprehension (A Library Research). The Multipass strategy and reading comprehension function as the independent variable and dependent variable consecutively. The Multipass strategy is a teaching strategy that aims to increase students' reading ability by using three main procedures; survey-pass, size-up pass, and sort-out pass. The researcher focuses on the lack of students' reading comprehension and aims to find out the effectiveness of the Multipass strategy to improve students' reading comprehension skills. The method of this study is library research and the data attached in this research are obtained from the previous works of the other researchers and some literature sources include journals, books, articles, and internet websites. The data analysis technique includes the process of data identification from relevant literature sources, determining where the data are located, obtaining the data, evaluating the data, and incorporating data into the research presentation. The results of this study show that the students reading comprehension skills were improved after they were given the treatment of the Multipass strategy using ten teaching instructions and the three Multipass main procedures (survey-pass, size-up pass, and sort-out pass). The results were proven by the students' test scores and validity tests. To sum up, the Multipass strategy is considered as the teaching strategy to improve students' reading comprehension skills. 
The Influence of Using I Spy Game towards Students’ Vocabulary Mastery Shaumi Fitria; Iskandar Abdul Samad; Nira Erdiana
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

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Abstract

Vocabulary is one of the basic and most important aspects in learning a language. In the learning process, learners need to know lots of words of the target language with such various techniques. Students’ vocabulary mastery is influenced by many factors. In this research, researcher wants to know if there is significant influence towards the students’ vocabulary mastery by using a game called I Spy as the technique used in this research. This research is a quantitative approach with pre-experimental design, one group pretest-posttest. The subjects of this research were the first grade students of junior high school. The class chosen as the experimental class was VII2 which consisted of 30 students at SMP Negeri 2 Takengon with 15 female students and 15 male students. The data was collected from the pretest and posttest result and analyzed by using statistical formula. The analysis result of this study proved that the students’ posttest scores are significantly increased higher than the pretest scores which the mean of pretest was 46.7 and the mean of posttest was 70.5 and the gain between the means was 23.8. According to the data analysis result, it can be inferred that students’ tests scores increased after the I Spy game technique was applied which means that it also influences students’ vocabulary mastery.
An Investigation of EFL Classroom Interaction by Using Flanders Interaction Analysis Category System (FIACS) Ari Ayunda; Endang Komariah; Diana Achmad
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

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Abstract

Flanders Interaction Analysis Category System (FIACS) is a three-category system of communication possibilities inside the classroom. The aim of this study is to find out the percentage of teacher talk, direct and indirect, and students talk for second grade high school student. This study was conducted at SMA Labrotarium Unsyiah Banda Aceh. An English teacher from SMA Labroratorium Unsyiah was selected as the subject of this study while the object of this study was the teacher talk and the students talk during the classroom interaction in the teaching and learning process inside the classroom. The method of this study was qualitative study. The writer used observation sheet and video recording as instruments of this study. The result of this study showed that the percentage of indirect teacher talk category was 9.7%, direct teacher talk category was 40,32%, and the percentage of students’ talk was 50% for the first meeting. However, there was a different percentage for the second meeting. More than 50% of verbal behavior inside the classroom for the second meeting was spent by students’ talk category, followed by direct teacher talk category, 32,21%, and indirect teacher talk category, 16.8%. There was a little improvement between the first meeting and the second meeting in the category of students talk category and indirect teacher talk category.
Using Cornell Note-Taking to Improve Listening Comprehension Khusna Maulidia; Samsul Bahri Ys; Tengku Maya Silviyanti
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

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Abstract

The objective of this study is to find out whether the use of Cornell note taking improves students’ listening skill to the second semester students of English Study Program at Syiah Kuala University, Banda Aceh. The sample of this study consisted of 23 students of Unit 3, Listening Class. Purposive sampling was used to determine the sample. This study was designed as an experimental quantitative research with one group pre-test and post-test scheme. Written tests (pre-test and post-test) were used to collect the data. Then, statistical formula was used to analyze the data. The study result showed that the mean score of students’ pre-test score was 54.78 and post-test was 64.93. The t-score was 3.27 and t-table was 2.073873. It can concluded that the t-score was higher than t-table. Therefore, the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. So, the use of Cornell note taking improves students’ listening skill.
The Effectiveness of Authentic Assessment in Assessing Students’ Writing Skill Windi Arianda; Endang Komariah; Burhansyah Burhansyah
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (153.289 KB)

Abstract

The aim of this study is to find out the effectiveness of authentic assessment in assessing students’ writing skill and which kind of authentic assessment is effective in assessing students’ writing skill. This study was in the form of library research. Thus, the source of data for this study is related theories about authentic assessment. In addition, previous studies and research are also included into the data sources.  The instrument of this research was in the form of documents such as journals, books, scripts, and others which discuss authentic assessment. In term of data analysis, the writer used a conclusion drawing technique to analyze the available data from the source of data. Based on the document analysis, the implementation of authentic assessment is categorized as effective in the process of assessing students’ writing skill because of several reasons namely; contextual, objectivity rather than subjectivity, student-centered rather than teacher-centered, and stimulating needed skills for students’ real-life. The analysis also showed that the implementation of portfolio technique overcomes the problems faced by teacher in the teaching writing skill.

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