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 The Students’ Difficulties in using preposition ]]>
<![CDATA[Ilham Ilham]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 2 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[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.]]>
<![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[The Effect of the Use of Picture/Image as a Supporting Tool of Instructional Management of Scientific Approach on the Writing Skill Improvement ]]>
<![CDATA[Desi Wulansari]]>
<![CDATA[ Research in English and Education Journal Vol 5, No 3 (2020): August 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[One of the efforts to solve the students’ problems in writing is to use picture media, combined with scientific approach. This research aims at finding aspects of writing that can be improved through the combination of such media and approach. In addition, the research also intends to see which aspects of writing can be the most significantly improved by means of such a combination approach. Other objective is to find if students’ response toward the use of picture of scientific approach is positive. This is a quantitative approach with experimental study of randomized pretest-posttest group design. The samples are selected by using random sampling technique. The instruments are tests and questionnaires. The data is analyzed by using t-test for test and percentage for questionnaire. The result showed that picture media combined with scientific approach can improve students’ writing skill in those five areas of writing skill (content, vocabulary, organization, language use and mechanic). Out the five areas, the ‘language use’ is the most significantly improved. Other finding showed that most students’ responses toward the use of picture media and scientific approach are positive. Thus, it can be recommended that teachers may use such a combination instructional approach in teaching writing. In conclusion, the use of picture media combined with scientific approach may be an appropriate choice for the teachers in their efforts to improve their students’ writing skill.]]>
<![CDATA[Teacher’s Problems in Dealing with Autism Children in Learning Process ]]>
<![CDATA[Maghfirah Ramadhani]]>;
<![CDATA[Syamsul Bahri]]>;
<![CDATA[Tgk. Maya Silviyanti]]>
<![CDATA[ Research in English and Education Journal Vol 4, No 2 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research aimed at finding out the teacher’s problems in teaching English to autism children in SDLB YPAC (Sekolah Dasar Luar Biasa Yayasan Pembinaan Anak Cacat) Labui, Banda Aceh. This descriptive qualitative research was conducted by observing the classroom during the learning process and interviewing the English teacher in order to collect the data which was needed for this study. The subject of this research is an English teacher at SDLB YPAC Labui while the object of this research is the teacher’s problems in dealing with students with autism in learning process. The result of this study showed that there are there are several problems faced by the teacher in teaching students with autism namely the lack of teaching aids, hard to find visual aids that can be used to attract students’ attention, difficult to provide structured instruction of new vocabulary which is supported by visual aids, and hard to find suitable objects to encourage students’ expression. In conclusion, the main problem faced by the teacher in SDLB YPAC Labui is the lack of facility to smoothen the learning process.]]>
<![CDATA[Students’ Response on Information-Gap Task in Improving Speaking Skill ]]>
<![CDATA[Yosa Lanovastia]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Yuliana Natsir]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This descriptive qualitative research was conducted to discover the students’ response towards the implementation of Information-Gap Task in improving speaking skill at SMA Tunas Bangsa, South West Aceh. The subject of this research was 32 studentsof class IX chosen through purposive sampling technique. The data were collected through questionnaire items which was adapted from the formula of Taylor-powell and Bahous, et al. The result of this research showed that most students gave positive response toward the implementation of Information-Gap Task and they agree that Information-Gap Task can help, motivate and attract them in improving speaking skill. Only a few they do not enjoy the speaking practice through Information-Gap Task. In brief, the implementation of Information-Gap Task by the teacher improves students’ speaking skill and helps students to cope with their speaking problem.]]>
<![CDATA[English Students’ Performance on Part A of Listening Comprehension in TOEFL Prediction at Syiah Kuala University ]]>
<![CDATA[Ashra Winda Berliyani]]>;
<![CDATA[Nira Erdiana]]>
<![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 was aimed to figure out how is the performance on Part A of listening comprehension in TOEFL prediction faced by English students. This performance is based on the skills performance consists in Part A. This study took place in Syiah Kuala University. The sample of this study was limited to 15 English students batch 2010 to batch 2014 which was taken by using purposive sampling technique. Listening section on Part A was given to the students who had been selected as the sample of this study when they took TOEFL in Language Center of Syiah Kuala University. The skills found in Part A of listening TOEFL prediction are 7 skills. The students here took TOEFL as the requirement for applying seminar proposal and thesis examination. The result of part A showed that their performance on Part A in these 7 skills was low in average. It could be seen from the result using document analysis which showed that these 15 students got the true answer in each question is under 50 %. Therefore, it showed that their performance on Part A of TOEFL prediction was failed in average. From this research, it can be concluded that the most problematic skill found is suggestion 18,89 % and the most mastered skill is idiom 46,67 %. It means that they were failed to get the score expected on Part A in each skill and got less of true answer in every skill tested. In conclusion, the performance of English students on Part A is failed in general. ]]>
<![CDATA[Teaching question sentences by using Five Fingers Technique ]]>
<![CDATA[Rahmi Daniati]]>;
<![CDATA[Siti Sarah Fitriani]]>;
<![CDATA[Diana Achmad]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 2: June 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Grammar has an important role in building good sentences. In learning grammar, the students are usually taught about phrases, clauses, sentences, and also question sentences. Tocreate question sentences, there is a technique that can be used by the students; this is called five fingers technique. Therefore, this research aims to find out whether five fingers technique can improve the students’ ability in making question sentences. The study was encouraged by the problems faced by the students in learning question sentences and the need of fun activity in teaching learning process. This study used one group pre-test and post-test design. The sample of the study was class VIII-1 which consisted of 29 students. Random sampling technique was used by the writer to choose the sample. Based on the tests results, where the score of post-test was higher than the score of pre-test, it can be concluded that using five fingers technique which use the fingers as the tool to memorize the types of question sentences (wh-question, yes/no question, positive tag question, negative tag question, and assumption question) can improve the students’ ability in making question sentences. Therefore, it is recommended for the teachers to use five fingers technique in teaching question sentences.]]>
<![CDATA[The Use of Think Bingo Game to Improve Students’ Vocabulary Mastery ]]>
<![CDATA[Rita Noviyanti]]>;
<![CDATA[Syamsul Bahri]]>;
<![CDATA[Chairina Nasir]]>
<![CDATA[ Research in English and Education Journal Vol 4, No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Vocabulary is one of the keys to learn a language especially English because knowing sufficient vocabulary will affect the four skills that must be mastered by the students. A good teacher must know strategies to improve the students' vocabulary and one of the them is Bingo game. The aim of this research was to find out whether the use of Bingo game can improve students’ vocabulary at SMPN 16 Banda Aceh or not. In this research, the researcher took 20 students from VIII-3 class as the sample. The research design of this research was one group pretest and posttest design. To collect the data, the researcher used a vocabulary test which containing 20 questions on pretest and posttest. The calculation result of this research shows that the tscore = 6,18 ttable = 1.72 with the level significance 0.05 and the degree of freedom (df) 19. Therefore, (Ho) is rejected and (Ha) is accepted. In line with this, it can be concluded that Bingo game can improve students’ vocabulary mastery and Bingo game can be recommended as one of the great strategies in teaching vocabulary to students.]]>
<![CDATA[Teacher’s Feedback on Students’ Writing ]]>
<![CDATA[Diah Nisfu Faroha]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Dian Fajrina]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objectives of this study were to find out the kinds of written feedback and the reasons for using those feedbacks on students’ writing by English teachers of SMA Negeri 11 Banda Aceh. This research used descriptive qualitative method and the data were collected through documentation and interview. The framework undertaken is proposed by Harmer (2007) and the interview question was adapted from Thorsteinsen (2010). The findings found that there were two kinds of feedbacks namely, direct written feedback and indirect written feedback. Eighty-four direct feedbacks were found which consisted of 70 direct answers and 14 responding by written comments. Meanwhile, 49 indirect written feedbacks consisted of six coded and 43 un-coded feedbacks. In conclusion, teachers’ written feedbacks are important to make students aware of making mistake on writing task. The findings suggested that English teachers should give written feedback to students’ writing task to enable them to improve the skill. ]]>
<![CDATA[An Analysis of Metaphorical Expressions in Teenager’s Fiction Novels ]]>
<![CDATA[Gata Khumaira]]>;
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Tengku Maya Silviyanti]]>
<![CDATA[ Research in English and Education Journal Vol 4, No 4 (2019): December 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Figurative language has important role in literature. Figurative language makes the literature works more interesting to read and it has certain deep meaning. Two fiction novels entitled “The Three Musketeers” written by Alexandre Dumas and “Assassin’s Creed Unity” written by Oliver Bowden were chosen as research data. The aims of this research are to analyze Metaphor found in the four chapters of the novels and the implied meaning of Metaphor found in it. In analyzing the data, the researcher used content analysis proposed by Kuhatna (2006) stated that content data analysis is a symbolic meaning. The research shows that there were 71 metaphor expressions found in two teenager’s fiction novels, such as: Active Metaphor (17 expressions), Ontological Metaphor (21 expressions), Complex Metaphor (17 expressions), Conceptual Metaphor (11 expressions) and Dead Metaphor (5 expressions). Those 71 Metaphor types are then categorized as types of Metaphor proposed by Lakoff and Johnson (2003) and Richards (2009). The results of these Metaphor expressions enhanced the deep meaning in the sentences in the novels mentioned above and make it more artistic.]]>
