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[Improving Students’ Speaking Skill By Retelling Technique Using Video (An Experimental Study at the Second Grade Students of MTsN Kuta Baro Aceh Besar) ]]>
<![CDATA[Syahra Fitri]]>;
<![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 or not the use of retelling technique using video can improve students’ performance in English speaking. The researcher focuses on the application of retelling technique using video in teaching speaking. The type of text that is taught is narrative text in the form of simple monologue. The study was conducted in Islamic Junior High School (MTsN) Kuta Baro Aceh Besar. Quantitative approach with pre-experimental type of one group pre-test post-test design was used. The data was obtained by giving a set of tests in the form of oral test. The students were asked to retell the story that they had watched. Data were analyzed by using speaking criteria proposed by Brown (2004). In addition, statistical analysis used to analyze the data. From the results of the study, it reveals the average score of the students on the pretest is 26.8, while on the posttest is 55.2. Moreover, the researcher found that the t-score in this research is higher than the score of t-table (ts = 4.856 tt = 2.080). It shows that there is a significant improvement on students’ speaking skill after the implementation of retelling technique using video. It means that retelling technique using video can be one of the alternative techniques used by the teacher in teaching speaking. ]]>
<![CDATA[The Use of Figurative Language in the Poems by John Ashbery ]]>
<![CDATA[Sri Wahyuna]]>;
<![CDATA[Arifin Syamaun]]>;
<![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[Figurative language was a part of the literary work which created from philosophical thought or the effect of poets’ feeling which played some words and used as an interesting and creative comprehension. This study discussed about the use of figurative languages in the poems by John Ashbery based on the theory of Bain, Baety, and Hunter (1973) and describing the contextual meaning of the figurative language. The design of this study was descriptive qualitative research in nature. The results of the study showed that some types of figurative language used in the poems by John Ashbery such as metonymy, metaphor, hyperbole, alliteration, etc. The writer collected the data through three poems by John Ashbery which were gathered from the poetry books by John Ashbery; A Wave Poem (1984), The Tennis Court Oath (2011), and Self-Portrait in a Convex Mirror (2007). The use of figurative language is suggested to use in improving student’s critical thinking and creativeness.]]>
<![CDATA[The Effect of Using PQ4R (Preview, Question, Read, Reflect, Recite, Review) Strategy on EFL Students’ Reading Comprehension Achievement ]]>
<![CDATA[Dwi Eka Martina]]>
<![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 research aims to find out whether PQ4R (Preview, Question, Read, Reflect, Recite, Review) strategy that developed by Thomas E.L and Robinson H. A (1972) improved students’ reading comprehension. The population was all of the students of SMP Negeri 1 Karang Baru, Aceh Tamiang. The sample was the students of class IX-A which consisted of 32 students. The researcher used simple random sampling to choose the sample. She conducted pre-test, treatment, and post-test to collect data. It was found that mean score of pre-test was under the KKM, while the mean score of post-test was pass the KKM. The gain score was 21.09. It indicated there was an improvement of students’ achievement. Moreover, the analysis of t-test showed that tscorettable or 9.66 2.042 at the level of significance 0.05 with the degree of freedom (df) 30. It is clear that the alternative hypothesis (Ha) is accepted. It means that PQ4R is an effective strategy in teaching reading.]]>
<![CDATA[The correlation between students’ reading speed and their reading comprehension ]]>
<![CDATA[Syuqaira El Humaira]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Nurul Inayah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 2: June 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research is aimed to find out if there is a significant correlation between the reading speed of the XII grade students at SMA Negeri 3 Banda Aceh with their reading comprehension. The population for this study were all students of class XII at SMAN 3 Banda Aceh. By using the random sampling, the researcher chose 31 students of class XII MIPA 6 as the sample. The data was collected by using reading speed and reading comprehension test. After the data was collected, the correlation data is processed using product moment formula. The rXY result achieved to 0.74. The result reveals that the rvalue, 0.74, was higher than the rtable, 0.355. Referring to the table at significant level 0.05, the result means that there is a significant correlation between students’ reading speed and their reading comprehension.]]>
<![CDATA[Investigating Students’ Nonlinguistic Problems of Speaking ]]>
<![CDATA[Rizki Hawalaina]]>;
<![CDATA[Hendra Heriansyah]]>;
<![CDATA[Tgk Maya Silviyanti]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 2 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aimed at investigating the nonlinguistic problems of speaking faced by English Education students of Syiah Kuala University. It also tried to find out the causes why they faced those nonlinguistic problems. A descriptive qualitative study was undertaken by giving the fourteen items of questionnaire and interviewing students in order to attain the needed data in this study. The results of the study showed that there were ten nonlinguistic problems faced by students in speaking namely ‘fear of making errors/mistakes’, ‘fear of being ridiculed by friends’, ‘inability to speak spontaneously’, ‘pressure of limited time’, ‘preexisting habit of using Bahasa Indonesia in speaking class’, ‘fear of being mocked by friends’, ‘lack of confident to speak English’, ‘fluency problem’, ‘feeling nervousness’ and ‘uncertainty in using English’. The most frequent problems faced by students were fear of making errors/mistakes and lack of confidence to speak English. Meanwhile, lack of practice was the main reason why most students faced the nonlinguistic problems during speaking. In conclusion, lecturers and students at English Education of Syiah Kuala University still need to overcome a number of nonlinguistic problems to improve students’ speaking performance.]]>
<![CDATA[Communication Strategies Used by the English Teacher in Teaching Speaking Skill ]]>
<![CDATA[Jumiati Jumiati]]>;
<![CDATA[Sofyan A Gani]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 4: December 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Communication strategies have a big role in learning target language since they can be the tool in solving communication problem. Both teacher and students need to use the strategies in communicating to keep the conversation flow smoothly. This study aimed to find out the types of communication strategies used by the English teacher during the teaching process and to explain the implementation of those strategies in the classroom. By implementing Dornyei’s taxonomy, the data was classified into thirteen strategies. A qualitative research was used as the method in this study and the data was collected by doing observation, audio recording and interviewing the teacher in SMAN 3 Banda Aceh. The result showed that eight strategies were used by the English teacher included three additional strategies that appeared during teaching process. Based on the result, stalling and time gaining strategy was the highest number of strategies used by the teacher in the classroom. Meanwhile the least number of strategies used was repetition. In addition, the teacher only implemented compensatory strategies in the class since the eight strategies were included into it. Therefore, it could be inferred that teacher who commonly applied compensatory strategies had high proficiency in English. Thus, by conducting this study, the teacher was expected to use and choose the best strategies to overcome the communication problem in the classroom. ]]>
<![CDATA[An Analysis of Code Switching Used by an English Teacher in Teaching Process ]]>
<![CDATA[Nur Afifah]]>;
<![CDATA[Syamsul Bahri Ys]]>;
<![CDATA[Diana Fauzia Sari]]>
<![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 research is aimed to know the types and functions of code-switching that used by an English teacher at MAN 1 Pidie. The approach of this research was qualitative method. The data were gathered from direct and indirect observation of the English teaching process in the classroom. The writer used Jendra’s (2013) theory to analyze the types of code switching and Mattson and Burenhult’s (1999) theory to analyze the functions of code switching of the selected data. The findings of this research showed that the teacher used all three types of code switching in teaching English process which includes tag code-switching, inter-sentential code-switching and intra-sentential code-switching. Based on occurrence frequency tag code-switching was the most-used type, while inter-sentential code-switching was the least. The writer also found all three functions of code-switching those are topic switch function, affective function and repetitive function. In this research, topic switch function tend to be used more frequently among others function which makes it the highest percentage. ]]>
<![CDATA[The students’ perceptions toward teacher’s way in teaching reading comprehension ]]>
<![CDATA[Syiar Muhammad]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this qualitative study was to find out students’ perceptions toward teacher’s way in reading comprehension. The subjects of this study were 28 second grade students chosen by using purposive sampling technique. The data were collected by conducting interview and distributing questionnaire which were designed based on Likert Scale. The data of questionnaire were analyzed by using formula suggested by Sudijono (2010). The result of this study showed that most students gave positive response toward teacher’s way in teaching and learning reading comprehension process. There were only 6 students who have negative response that teacher’s ways in teaching reading comprehension which can not help, motivate and attract them in learning many reasons namely; they did not get explanation before the class begins, they did not aware of class properly and they were not excited in learning English. The classroom circumstances were not good that can make them not focus to study appropriately. Briefly, the teacher’s ways in teaching process can help, motivate, and attract them in learning English particularly the materials given related to their daily life and simple ways and detailed explanation that can ease the students grasping the lesson properly.]]>
<![CDATA[Using Word Walls to Improve Students’ English Vocabulary ]]>
<![CDATA[Lila Farisa]]>;
<![CDATA[Arifin Syamaun]]>;
<![CDATA[Nira Erdiana]]>
<![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 thesis was conducted to focus on the using word walls to improve students’ English vocabulary by applying quantitative research with one group pre-test and post-test. This research was aimed at finding out whether or not the use of word walls can improve students’ vocabulary at SMP Negeri 1 Ingin Jaya with focus on students’ vocabulary related to nouns. The sample of this research was the first grade students in the class of VII-A. To obtain the data, vocabulary test items were used on pretest and posttest. The result of data collection in this research shows that average posttest score is higher (85.5) than the pretest score is (63,5), so the difference score both of the test is 22. Moreover, the analysis of t-test showed that or 5,900 1.729 at the level significance 0.05 with the degree of freedom (df) 19. Based on the result, it can be concluded that Ha is accepted and Ho is rejected, which means that word walls can improve students’ English vocabulary. Therefore, a words wall is recommended as a good media in teaching vocabulary.]]>
<![CDATA[A Study on Students’ Metacognitive Awareness and Their Reading Comprehension ]]>
<![CDATA[Fatima Zahra]]>;
<![CDATA[Endang Komariah]]>;
<![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 study aimed to find out the correlation between students’ metacognitive awareness and their reading comprehension. The framework of metacognitive awareness is provided by Mokhtari Reichard (2002). A number of 30 students of SMA Laboratorium UNSYIAH Banda Aceh are designated as the sample. In this research the instruments are reading comprehension test and questionnaire. The reading comprehension test and questionnaire were given to the students in order to find the correlation between students’ metacognitive awareness and their reading comprehension. The data was analyzed by using SPSS. The value of correlation of both variables was 0.000 which was less than critical limit of α 0.05 and there was a significant relationship between metacognitive awareness and students’ reading comprehension. There was also a positive correlation between both variables. It means that the more metacognitive awareness the students have the better understanding they have in reading comprehension. In addition, the type of metacognitive awareness strategies which was mostly used by the students was Global Reading Strategies. It is suggested as further studies that another researcher look in depth the cause of Global Reading Strategies applied by the student.]]>
