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[Teachers’ problems in teaching speaking to young learners ]]>
<![CDATA[Putri Ramadhani]]>;
<![CDATA[Syamsul Bahri Ys]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims to investigate the teachers’ problems in teaching speaking to young learners at Jasmine Education Center. Those problems were gathered from classroom observation and interviewed the teachers. In order to investigate the teachers’ problems in teaching speaking to young learners, the researcher used qualitative study to gather the data in this research. The researcher observed the problems found on two English teachers at Jasmine Education Center. The researcher followed the observation guide from Bryne. Additionally, an interview was intended to find out the teachers’ answers in order to know teachers’ problems in teaching speaking to young learners. The interview guide was taken from Kayi The classroom observation showed that the problems found related to class management which were response towards learners and proper environment in teaching and learning process. The answers of the interviews, the researcher found that the teachers’ problems in time prediction in teaching, the way the teacher commented students’ mistakes and lack of ability in analyzing students’ difficulties in learning. In conclusion, the researcher successfully found the problems on the teachers in teaching speaking to young learners in Jasmine Education Center.]]>
<![CDATA[The Application of Comic Strips in Teaching Vocabulary ]]>
<![CDATA[Lisa Darsalina]]>;
<![CDATA[Arifin Syamaun]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This quantitative study was conducted with the aims to find out students’ vocabulary mastery before and after the application of Comic Strips at reading. The samples were 21 eight-grade students of junior high school. Vocabulary test was given before and after Comic Strips has been applied for four meetings. The findings showed that there was significant improvement of students’ vocabulary mastery in reading. It was found on the students’ pre-test score with level significance degree (a) = 0.05 resulted in tscore = 13.23 ttable t(20,0.05) = 2.086. Since tcount was higher than ttable (tcount ttable), thus Ho was refused or Ha was accepted. It indicates that students’ vocabulary has been increased or improved after the application of teaching reading by using Comic Strips. Based on the findings, the teachers should consider using this technique as an alternative one in reading classroom and activities. The writer also recommends that the other researchers should conduct an analysis study concerning on the students’ point of view regarding to the use of Comic Strips.]]>
<![CDATA[The Use of Collaborative Strategic Reading to Teach Reading ]]>
<![CDATA[Shally Mursalina]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 2 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[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.]]>
<![CDATA[Teaching Listening By Using Songs to Students of Junior High School ]]>
<![CDATA[Syarifah Yuanda Azura]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Diana Fauzia Sari]]>
<![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 to find out whether songs to improve students’ listening skill. Song is one of the media which can help students to improve listening skill and easy to increase their vocabulary in answer the exercise with fill in the blank. The sample of this research was class VII which consisted of 20 Students. The researcher used random sampling to choose the sample. This research used one group pre-test and post-test design. it is one of the research designs in experimental research. The pre-test was given before treatments, while post-test was given after students taught treatments using songs. The instruments used in this research were tests; they were pre-test and post-test. Both of pre-test and post-test consisted of ten questions. The technique of data analysis, the researcher used statistical formula. The mean score of pre-test was 42 and the post-test was 75. Furthermore, the result of calculation of the t-test was 11.83, while the critical value of 0.05 level significant was 2.093 and degree of freedom is 19. T-test (11.83) was higher than t-score of the table ((2.093). it concluded that using songs in teaching reading can increase students listening comprehension.]]>
<![CDATA[The Effectiveness of Smart Board Media in Teaching Reading for Junior High School Student ]]>
<![CDATA[Hasna Topal]]>;
<![CDATA[Siti Sarah Fitriani]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 4, No 3 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The use of media is really helpful in assisting the teacher in teaching and learning process. However, the effectiveness of smartboard media in teaching reading has not been testified. Thus, the objective of this study is to figure out the effectiveness of smart board media in teaching reading for junior high school students. This study was conducted in Fatih Bilingual School Banda Aceh. Second-grade students from Fatih Bilingual School were chosen as the sample of this study. Two types of tests, which were pre-test and post-test, were the instrument of this study. The data was analyzed by using statistical formula. The methodology of this study was Experimental design. The revealed data showed that the mean score for pre-test and post-test was 73.75 and 78.44 respectively. The comparison of the score between pre-test and post-test was gained through calculating the gain score, which were 2.26. Based on the result of hypothesis testing, the result of t-score in this study was 2.07 and t-table was 2.13. This result indicated that the alternative hypothesis of this study (Ha) is rejected (2.072.13).]]>
<![CDATA[An Analysis of Students’ Ability in Writing Caption Through Instagram ]]>
<![CDATA[Cut Rosi Maulina]]>
<![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 investigate the students’ ability in writing caption on Instagram. This research focuses on explaining the result of students’ writing caption in five elements of clarity, conciseness, relevant, context and attractiveness (Grayam, 2010). The data were collected by applying open-ended observation and analyzing the document. The subject of this research were 24 students from class XII-IA 2 whom the researcher followed their Instagram. The data were analyzed by using statistical formula adopted from Rozak (2012). The result of this research showed that the students’ writing caption ability was varied. From five elements of caption, the highest mean score is Attractiveness element with 4.04, followed by Clarity with 3.91, next is Relevant with 3.58, then, Context with 3.37 mean score, the last is Conciseness with 1.5 as the lowest mean score. To conclude, the students’ abilities in writing caption on Instagram are fairly good, even though there were elements need to be improved.]]>
<![CDATA[Information Gap in teaching speaking ]]>
<![CDATA[Rini Venta Almira]]>;
<![CDATA[Zulfadli A Aziz]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 2: June 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims at examining whether or not the use of information gap technique can improve students’ performance in English speaking ability and helps teachers in teaching speaking. In order to cope the problems faced by the students in learning speaking, the experimental of pre-test and post-test design was undertaken. The instrument used to collect the data in this study was a set of test. The collected data were analyzed by using descriptive statistic formula. The result of the test was analyzed by using speaking criteria suggested by Brown (2001). From the result of the study it reveals that the result of post-test is higher than the result of pre-test after the information gap technique was applied. It shows that the implementation of information gap can give a significant improvement to the students. It explicitly means that information gap can be one of alternative techniques used by teacher in teaching English particularly in teaching speaking in junior high schools.]]>
<![CDATA[A Study on Photographs in Teaching Writing Recount ]]>
<![CDATA[Mawaddah Mawaddah]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 1: Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research is conducted to find out whether teaching writing recount text by using photographs improve students’ writing ability and to find out the students’ responses toward the implementation of photographs. A number of 54 students of tenth grade level are the sample of this study. The data were collected by using test (pre-test and post-test). The instrument used the collect the data in this study by means of the test in the form of written test. The result of the test was analyzed by using writing criteria proposed by Brown (2004). In addition, some statistical formula employs to analyze the data. The result of the study revealed that the students score of writing taught by using photographs is better that the students who are not taught by using photographs where the mean score of experimental class after using of photographs is 74.92. Whereas the mean score in control class that was not taught by using photographs in teaching writing is 47.42. Thus, photograph is insinuated as one of alternative media used by the teacher in teaching English particularly teaching writing in EFL class. ]]>
<![CDATA[Teaching Speaking Report Text through Documentary Video ]]>
<![CDATA[Moliatul Muslimah]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Iskandar Abdul Samad]]>
<![CDATA[ Research in English and Education Journal Vol 6, No 1 (2021): February 2021 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Speaking is a part of English proficiency that should be mastered by student who learn second language, because the success of mastering second language is measured by the ability of carry out a conversation in form of language. The objective of this research was to prove whether or not the implementation of documentary video can improve the students’ speaking ability. This research was carried out on November 19th up 28th 2019 at SMA Negeri 08 Banda Aceh. This research applied an experimental research design. The research population was eleventh grade students of SMA Negeri 08 Banda Aceh. The sample of this research was selected by using purposive sampling. The instrument of data collection was test which was distributed to the students as pre-test and post-test. The researcher used a statistical analysis to analyze the data. The data were analyzed statistically in order to measure the difference in the achievement of the students in pre-test and post-test. The hypothesis result by using t-test showed that the obtained t-score was higher than t-table (tscore=54.9ttable=1.703), the difference is statistically significant. Therefore, based on the result there is significant improvement before given treatment using documentary video and after treatment. Thus, it can be concluded that documentary video can improve students’ speaking skills and hence Ha is accepted because after given treatment by documentary video, the students had better achievement in speaking skill.]]>
<![CDATA[Teaching Writing through Guiding Questions Technique to Improve Students’ Writing Skill ]]>
<![CDATA[Firdani Firdani]]>;
<![CDATA[Siti Sarah Fitriani]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Writing is not an easy skill to acquire for EFL students, especially without intense help from teachers. This research was aimed to examine whether students’ ability in all aspects of writing can be improved by using Guiding Questions technique or not. To do so, the writer used factual report text. In addition, the writer employed quantitative research with one group pretest and posttest. Through random sampling, the writer took 21 out of 115 second grade students of MAN Darussalam Aceh Besar to be involved in this research. The result reveal that the mean score of posttest is higher than the mean score of pretest (54.8771.02) and the value of t-score is higher than the value of t-table (14. 2.086). Therefore, it can be concluded that the use of Guiding Questions technique in teaching writing improves the students’writing performance. Moreover, out of all the writing aspects, content and organization are two of the highest improved aspects. Hence, Guiding Questions technique is recommended as a good technique in teaching writing.]]>
