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[An Analysis of Language Styles Uttered by Main Character in “Teman Tapi Menikah” Movie ]]>
<![CDATA[Riani Juni Putri]]>;
<![CDATA[Dohra Fitrisia]]>;
<![CDATA[Arifin Syamaun]]>
<![CDATA[ Research in English and Education Journal Vol 6, No 1 (2021): February 2021 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study investigated the language styles uttered by main character in Teman Tapi Menikah movie and factors that influenced his language styles. This study belongs to descriptive qualitative research and used content analysis method to analyzed main character’s utterances. Of the 5 (five) types of language styles based on Joos’s (1976) theory (frozen, formal, consultative, casual, and intimate style), all of them were found in the object of the study. Moreover, there are 4 (four) factors that influenced main character’s language styles namely setting, function, topic, and participant.The type of language style that was mostly used by main character was casual style which mostly influenced by participant factor.The findings showed that Dito used casual style frequently because most of the conversation occured in the movie was between Dito which is the main character of the movie and his bestfriend Uca which is presented in a relaxed and casual situation. Finally, the writer suggests the next researchers to investigate further study of language style in the real community and to explore the newest theories of language styles to gain more understanding for the further research about language style.]]>
<![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[Teaching Vocabulary by Using Total Physical Response ]]>
<![CDATA[Devi Fadiana]]>;
<![CDATA[Syamsul Bahri Ys]]>;
<![CDATA[Nurul Inayah]]>
<![CDATA[ Research in English and Education Journal Vol 5, No 1 (2020): February 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aimed at finding out whether there is any improvement of students’ vocabulary mastery after being taught by vocabulary using Total Physical Response (TPR) in SD Swasta Pertiwi Sabang. This experimental research was conducted by giving the students a pretest before the treatments and a posttest after the treatments. The population of this research was the whole students at SD Swasta Pertiwi Sabang there are 75 students. The samples of this study were the students from fourth grade students which were chosen by using random sampling consist of 23 students. Total Physical Response can be used to teach vocabulary in Elementary School. The result revealed that there was a significant improvement of students’ vocabulary mastery after being taught by using Total Physical Response. The mean score from the pretest increase 53.81 points and in the posttest are 81.74. The t-test value was also found higher than the t-table (ts= 13.777 tt= 2.080). It means the alternative hypothesis (Ha) is accepted whereas the null hypothesis (Ho) is rejected. ]]>
<![CDATA[Speaking constraints faced by senior high school students and their efforts to overcome the constraints ]]>
<![CDATA[Trissuci Ramiza]]>;
<![CDATA[Bukhari Daud]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Speaking skill is one of the important skills in English that should be mastered by learners as a basic medium to communicate or interact with each other. However, the students often face difficulties in speaking. Therefore, the objectives of this study are to investigate the problems of speaking faced by senior high school students in SMA Negeri 1 Sabang and also to find out the efforts done by the students in overcoming their problems. The subject of this study consists of 30 students selected randomly from all of the second year grade students in SMA Negeri 1 Sabang. The method used is descriptive qualitative which is the data collections are questionnaire and interview. After finding out the result, the writer described the questionnaire’s results in form of graphics, while the interview’s results are described in a narration form. The result of the study shows that all of the students faced the speaking difficulties, but mostly the constraints are different one another. They also have done efforts to cope with the problems.]]>
<![CDATA[Code Mixing: Why Do English Teachers Use It in the Classroom ]]>
<![CDATA[Puan Dianty]]>;
<![CDATA[Hendra Heriansyah]]>
<![CDATA[ Research in English and Education Journal Vol 6, No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The purpose of this study was to investigate the reasons of the English teachers use code mixing in teaching English at SMP Negeri 6 Banda Aceh. Three English teachers were purposively selected as the participants in this study. Qualitative research was employed as the research method to collect the data through an interview. The findings of this study showed that the teachers of English used code mixing in the language classroom was to clarify the speech content for interlocutors (students), which was intended to give a clearer understanding when explaining learning materials so that students did not get confused about the teacher’s explanations. In addition, repeating for clarification was another reason of English teachers use code mixing in the classroom. It was conducted to clarify if the teacher’s instructions were not understandable by students. For this purpose, she inserted some words or phrases in Indonesian so that the student got the meaning and understood what the teacher said. In conclusion, the use of code mixing has significantly brought positive impacts on EFL learning classroom to help students in understanding learning materials and the teacher‟s explanations. ]]>
<![CDATA[The Problems Faced by Students in Classroom Presentation ]]>
<![CDATA[Riski Shafira]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Nurul Inayah]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 4 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aimed at investigating the speaking problem faced by the students of English Education Department of Teacher Training and Education Faculty of Syiah Kuala University in conducting presentation. It was also intended to find out the factors that cause those problems in classroom presentation. A descriptive qualitative study was undertaken by handing out the questionnaire to 20 students of 2017 academic year and interviewing 6 of them in order to attain the needed data in this study. The respondents were chosen by using purposive sampling. The results from questionnaire showed that there were four problems that students’ faced in doing classroom presentation; those problems are the use of mother tongue, the lack of vocabulary, inhibited to speak in public, and lack of confidence. The result of interview revealed the factors that cause those problem are the students feel more comfortable if they mix the language, the lack of vocabulary that makes them hesitant to speak and have nothing to say, fear of making errors or mistakes and nervousness, and fear of being mocked by the other students.]]>
<![CDATA[The Effect of Digtogloss Technique on Students’ Writing Skill ]]>
<![CDATA[Safinatun Najjah]]>;
<![CDATA[Saiful Marhaban]]>;
<![CDATA[Tengku Maya Silviyanti]]>
<![CDATA[ Research in English and Education Journal Vol 6, No 3 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Writing is one of the language skills that is considered hard to master by students. Based on the preliminary research that was done at Mtsn 8 Aceh Besar, it revealed that the students’ average score in writing were still low. Therefore, in order to help students to improve their writing skill, dictogloss technique which was introduced by Wajnryb in 1990 is claimed as a technique which gave good effect on students’ writing skill. The objective of this research is to find out the effect of dictogloss technique on students’ writing skill using library research as the method of the research. Thus, the data was collected from previous studies related to dictogloss technique and paraphrased to get information about dictogloss technique. Based on the result of this research, it showed that dictogloss technique had positive effect on students’ writing skill. Moreover, several studies revealed that the students gave positive attitudes towards the use of dictogloss technique. In addition, dictogloss technique also encouraged and motivated students during the process of teaching and learning. ]]>
<![CDATA[The Implementation of Scientific Approach in Teaching English Based on 2013 Curriculum ]]>
<![CDATA[Burhanuddin Burhanuddin]]>;
<![CDATA[Arifin Syamaun]]>;
<![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[2013 curriculum applies scientific approach in the formal learning process, and the scientific approach offers more chance for students to get more involved in the learning process. The scientific approach stimulates students to think creatively through some steps, and that draw the writer’s attention to conduct such research regarding the scientific approach to prove if implementation of scientific approach can stimulate student to think creatively as result of learning process. This research focuses on the implementation of scientific approach in the classroom at SMA Lab School Unsyiah. This research gather data from two sources; observation during English class to examine the implementation of the method in the class and conducting interview with English teacher to gain deeper data regarding the implementation of scientific approach. Result of this research showed the implementation scientific approach during learning process still need improvement. That was caused by unequal chance received by students to directly participate in the whole steps of scientific approach. Naturally, the implementation of scientific approach is helpful and should be applied during teaching and learning process in school to stimulate students’ activeness.]]>
<![CDATA[The Use of Authentic Materials in Dveloping Students’ Writing Competence (An Experimental Study at SMA Labschool Unsyiah) ]]>
<![CDATA[Muharri Aqly]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Hendra Heriansyah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims at examining whether the use of authentic materials as a teaching material develops students’ writing competence or not. Quantitative approach with pre-experimental study of one-group pretest-posttest design was applied in order to develop students’ writing competence in term content, grammar, mechanics, and other aspects which were acknowledged by the students as difficulties in writing learning. The population of this study was first grade students of SMA Labschool Unsyiah, while the sample was X-IPS students. The instrument used to collect the data was test which was assessed by using analytic method suggested by Brown (2007). The result of this study confirmed that the students’ scores increased after receiving the treatment. It showed that posttest scores were higher than pretest where the mean of total score of posttest is 81 while the mean of pretest is 75. Moreover, the data of both tests were analyzed by using t-test formula to find out the t-score which was gain was 4.256. Since t-score (4.256) of this study was higher than t-table (2.120), the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. The researcher concluded that using authentic materials in teaching writing develops students’ writing competence.]]>
<![CDATA[The Effectiveness of Authentic Assessment in Assessing Students’ Writing Skill ]]>
<![CDATA[Windi Arianda]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Burhansyah Burhansyah]]>
<![CDATA[ Research in English and Education Journal Vol 6, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[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.]]>
