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.
Articles
176 Documents
<![CDATA[Techniques Mostly Used by English Teachers of SMAN 4 Wira Bangsa Melaboh in Teaching Speaking ]]>
<![CDATA[Ayatullah Rohullah Khomaini]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 3 (2018): August 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Speaking is one of language skills required to learn for all senior high school students. SMAN 4 Wira Bangsa Meulaboh is one of senior high schools whose students have a good speaking proficiency as they succeed in winning some competition held in West Aceh regency. This study aimed at finding out the techniques mostly used by English teachers to teach speaking at SMAN 4 Wira Bangsa Meulaboh. This study was a qualitative study. Total sampling technique was employed to select three English teachers at SMAN 4 Wira Bangsa Meulaboh. The instrument used to collect the data was interview. The result showed that there was no dominant technique used by English teachers at SMAN 4 Wira Bangsa. They used debate technique, role play and jigsaw. The teachers also said that they frequently change the techniques based topic of the subject. The interview results also indicated that all of the teachers tried to present authentic material to the speaking class. Based on the interview, it was also obtained that the common mistakes did by English teachers were overused of mother tongue and choosing technique without considering the students’ level. It is expected that the teachers do collaborative work in determining which technique work better to certain topic compared to other techniques. ]]>
<![CDATA[Suggestopedia Method on Improving Students’ Reading Comprehension ]]>
<![CDATA[Vebriana Setia Deny]]>;
<![CDATA[Syamsul Bahri Ys]]>;
<![CDATA[Dian Fajrina]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research is intended to find out whether Suggestopedia method improved students’ reading comprehension. This research was conducted at SMPN 8 Banda Aceh. The sample was taken by random sampling of the students of class VIII-1. The technique of data collection, the researcher used pre-test, treatment and post-test. The materials used in the test were narrative texts. The reading comprehension which tested was main idea, detail information, vocabulary and reference. The researcher used one group pre-test and post-test design. The tests consisted of 10 multiple choice questions of narrative texts. The technique of data analysis, the researcher used statistical formula. The mean score of pre-test was (53.18) and the post-test was (79.09). The finding showed that the improvement of the mean was 25.91. The critical value of 0.05 significant level was 2.080 and degree of freedom was 21. T-test 4.197 was higher than t-table (2.080). As a result, Suggestopedia method can improve the students’ reading comprehension in narrative text particularly at the VIII-1 of SMPN 8 Banda Aceh.]]>
<![CDATA[The Analysis of Speech Style Used in Kick Andy Talkshow ]]>
<![CDATA[Surya Astika]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 2 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[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.]]>
<![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 Effect of Drama Technique in Teaching Speaking at Senior High School Students ]]>
<![CDATA[Armia Armia]]>;
<![CDATA[Asnawi Asnawi]]>;
<![CDATA[Chairina Chairina]]>
<![CDATA[ Research in English and Education Journal Vol 4, No 3 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This expermental study was aimed to find out whether the implementation of drama technique could enhance the students’ speaking skill at SMAN 1 Seulimum. The population of this study was the tenth grade students and the X-IPA 1 class was taken for the research sample. The design of this study was a pre-experimental study which consists of sixt meetings; first meeting was for pre-test, second, third, fourth, and fifth meeting were for treatments, and last meeting was for post-test. As the quantitative method, the researcher analysed the data by means of t-test. The result showed that there was significant difference on the students’ speaking skill taught by using drama technique. The students’ mean of pre-test’s score was 51.64. Then in post-test, the mean score of the students was 63.64. In other words, drama technique was successfully enhancing speaking skill for the tenth grade of senior high school students. Therefore, the drama technique may be one of the appropriate teaching tehniques for improving students’ English speaking ability.]]>
<![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[The Use of Animation Videos to Improve Students’ Speaking Skill ]]>
<![CDATA[Cut Irmayunda]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 5, No 2 (2020): June 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this study is to figure out whether the use of animation videos improve students’ speaking skill to the second-year students at SMP Negeri 16 Banda Aceh. The method of this study was quantitative research (experimental study) with one group pre-test and post-test design. The sample of this research was one class at VIII-1 which consists of 30 students. The researcher used simple random sampling to determine the sample. The researcher used an oral test to collect the data about giving a dialogue (an expression to invite someone) with their partner. In analyzing the data, the researcher used a statistical formula to measure the data. The calculation result showed that the mean score of students' pre-test score was 21 and the mean score of the post-test was 41. Then, the t-score was 4.89 and the t-table was 2.045. It can be seen that the t-score was higher than the t-table. In conclusion, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. As a result, the use of animation videos in learning English improves students speaking skills.]]>
<![CDATA[Using animation movie in teaching listening skill ]]>
<![CDATA[Nuril Ismi Putri]]>;
<![CDATA[Usman Kasim]]>;
<![CDATA[Tengku Maya Silvianti]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 2: June 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The aim of this research was to find out whether the use of animation affects students’ achievement in listening skill of SMAN 11 Banda Aceh or not. The population of this study was the first grade students and the sample was the students in X IPA 4 where the number of students is 22 chosen by random sampling. The design of this study was a pre-experimental study. To obtain the data, the writer used 20 items of fill in the blank in pre-test and post-test. This research finds that the use of animation movie in the English teaching and learning process was effective to improve the students’ listening skill, especially vocabulary. The result of data collection in this study shows that average post-test score is higher (75.5) than the pre-test score (55.2). The calculation of t-observation (to) 4.20 is higher than t-table (tt) 2.02. It means that Ha is accepted and Ho is rejected. In conclusion, animation movie is an effective media in teaching listening skill. The students become active in discussion during the teaching and learning process.]]>
<![CDATA[Teacher’s Strategies in Teaching English for Students of Hearing Disorder ]]>
<![CDATA[Chairun Nisak]]>;
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Tgk. Maya Silviiyanti]]>
<![CDATA[ Research in English and Education Journal Vol 4, No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Teaching English for the students of hearing disorder seems difficult to English teacher. The students need different kind of language treatment in learning and the teacher needs various strategies in teaching. This study aims to determine the application of strategies used by an English teacher for the students of hearing disorder and the challenges faced by the teacher in teaching at SMPLB YPAC Banda Aceh. The design of this study was descriptive qualitative research. It concerned on the strategies used by the teacher and the challenges faced by the teacher in implementing the strategies. The writer used observation sheet and guiding interview as the instruments. The data were presented in form of list and narration. Based on the results of research and discussion could be concluded the strategies used by the teacher were facilitative strategies, repair strategies and memory strategies. The difficulties faced by teacher in implementing the strategies were in communication, student’s limited ability to comprehend the material and applying grammar learning strategies. Facilitative and repair strategies are suggested to be applied in order to avoid and to fix communication breakdown. Memory strategies also could be used to help the students in memorizing and retrieving information.]]>
<![CDATA[Grammatical Errors: An Analysis in Speaking Produced by EFL Undergraduate Students ]]>
<![CDATA[Safrida Safrida]]>;
<![CDATA[Usman Kasim]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Many EFL learners produce many errors in their speaking regarding grammatical aspect. The present study aims to analyze the most dominant errors and causes of errors committed by the third semester students of Syiah Kuala University on their speaking in Indonesia. The data were collected from eight by asking them to produce short story about their most memorable experience orally for 5-8 minutes. Furthermore, the writer followed the error analysis procedures to analyze the data. Moreover, the errors were classified into surface strategy taxonomy as proposed by Dulay et.al. (1982). The result shows that the most dominant errors were omission (55%) followed by misformation (29%), addition (13%), and misordering (3%). The current study investigated that the causes of errors were intra-lingual and inter-lingual interference. Meanwhile, intra-lingual interference was considered as the major cause of the students’ errors. In conclusion, the students still have a serious problem in term of grammatical aspect, especially omission of noun inflections and irregular past tenses, and misformation of auxiliaries. It is suggested that the lecturers and the students do some efforts to reduce the grammatical errors in speaking, such as grammar drill and error correction.]]>
