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[The Use of Cartoon Clips to Teach Listening Skill ]]>
<![CDATA[Cut Indira Dwi Putri]]>;
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Chairina Nasir]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 3: August 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This experimental research aims at investigating the effect of teaching listening skill by using English Cartoon Clips on the first year students of SMA Negeri 1 Banda Aceh. Listening skill is one of important skills that students are required to master. As a matter of fact, students are commonly facing some difficulties on this skill. One group pre-test post-test design was used to analyze the significant effect. The data were gained quantitatively by administering pre-test, treatments and post-test. The result revealed that there was an improvement in students’ learning achievements focused on listening sub-skills which deals with its aspects, i.e. understanding the gist in listening and listening for details in the narrative genre. The finding was supported by the result of students’ pre-test and post-test scores. The mean of pre-test scores was 77.4, while the mean of post-test scores was 93.5. The gained score is 16.1. Moreover, the analysis of t-test showed that tscore ttable or 4.43 1.70 at the level of significance 0.05 with the degree of freedom (df) 25. It is clear that the alternative hypothesis (Ha) is accepted. Furthermore, based on the comparison between the mean score of each listening aspects of pre-test and that of post-test, it indicated that students gained a better achievement in identifying those listening sub-skills aspects. In brief, the application of English Cartoon Clips affected the students’ listening performance.]]>
<![CDATA[Developing Listening Skill Through Bottom-Up Strategy ]]>
<![CDATA[Cut Mailisa Hasriyanti]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study is intended to find out whether the use of bottom-up strategy improves students’ listening achievement or not. The researcher conducted an experimental research in one of the Junior High Schools in Aceh Besar. One group pretest-posttest design was used in this study. The pre test was given before experimental action in order to know the students’ achievement before the treatment. In addition, to find the differences between the students’ achievement after the treatment, t-score was used. The result shows that the mean score of the pre test is 41.8 and the mean score of the post test is 78.2 and the result of t-score is 10.3. The t-Value at the level significant 0.05 is 2.120 and at the level of significant 0.01 is 2.921 with the degree of freedom 16. The result of this study revealed that the result of t-test is higher than t-Value. In other words, there is a significant difference between the pre test and the post test score. It proves that the use bottom up strategy is effective to improve students’ listening achievement.]]>
<![CDATA[The Effectiveness of Using Guided Reading Strategy to Improve Students’ Reading Comprehension ]]>
<![CDATA[Widia Audira]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 5, No 2 (2020): June 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research belongs to experimental quantitative research and was carried out at SMPN 16 Banda Aceh. The sample was eight grade students which consists of 30 students. In collecting the data, the researcher used pre-test, treatment and post-test with 27 multiple choices as scoring. Then data was analysed using t-test formula. The researcher used recount text as the topic of the reading passage when the students were given pre-test, treatment, and post-test. The aim of this research was to investigate whether or not guided reading strategy can improve students’ score in reading comprehension at SMPN 16 Banda Aceh. Therefore, the result had positively answered the research question stated in the beginning of the study. The result showed students’ mean of pre-test was 32, while the mean of post-test was 78. The hypothesis result by using t-test showed that the obtained t-score was higher than t-table (8.17 2.052) , the difference is statistically significant. Therefore, based on the complication, there is significant difference in reading comprehension score of students before given treatment using guided reading strategy and after treatment. Thus, it can be said that guided reading strategy improved students’ reading comprehension and hence Ha is accepted because after given treatment by guided reading strategy, the students had better achievement in reading comprehension. ]]>
<![CDATA[Investigating English speaking skill problems encountered by students at Islamic modern boarding schools ]]>
<![CDATA[Misna Amelia]]>;
<![CDATA[Endang Komariah]]>
<![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 intended to analyze English speaking skill problems encountered by students. The sample of this research was 26 students from XI-MIA 1 class who have learned English for five years. They were chosen purposively. The data of this research were collected through speaking test and interview. The interview was conducted to see the students who got very low score from the speaking test. The findings from the speaking test showed that the students faced the problems in five aspect of speaking skill; pronunciation, grammar, fluency, comprehension, and vocabulary. The most dominant problems are pronunciation, grammar and fluency. The findings from the interview showed that the students they faced many problems such as inhibition, nothing to say, law participation and mother tongue used. To conclude, the students of Babun Najah Islamic Modern Boarding School faced the problems in speaking.]]>
<![CDATA[The Use of Running Dictation Technique to Improve Students’ Listening Skill ]]>
<![CDATA[Melya Destiana]]>;
<![CDATA[Syamsul Bahri]]>;
<![CDATA[Nurul Inayah]]>
<![CDATA[ Research in English and Education Journal Vol 4, No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Listening is one of challenging skills for EFL students. However, limited attention in the classroom was given to improve the skill. A preliminary study at VIII-4 class of MTsN Model Banda Aceh revealed that there were 3 main listening difficulties faced by the students. Those are listening for details, unfamiliar sounds and vocabulary. Since most of the students (18 out of 35 students) experienced difficulty in listening for details, this study focused to improve the listening for detail sub skill by applying running dictation. The sample in this study was taken by using purposive sampling. The writer chose the students of preliminary study as the sample. There were 35 students participated in this study. The result of the study revealed that after being taught by using running dictation, the students’ score in listening for details improves significantly. The mean score of pretest 35.43 goes up sharply to 86.29 in the posttest. It means that running dictation increase students’ score 50.86 points. Furthermore, the analysis of t-test showed that tscore ttable or 13.12 1.69 (tscore greater than ttable). It could be concluded that the alternative hypothesis (Ha) is accepted. It thus, can be said that running dictation can be one of way to improve the listening for details sub skill in listening classroom.]]>
<![CDATA[Audio Book: Teaching Listening Comprehension ]]>
<![CDATA[Khairul Fajry]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Tengku Maya Silvianti]]>
<![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 was aimed at finding out whether the implementation of audio book with narrative story can enhance students’ listening comprehension of SMA Negeri 1 Ingin Jaya Aceh Besar. The population of this study was the second grade students from the second semester and the sample was the students in 2 IPA1. The framework used in this research was suggested by (Antonaccy, O’callaghant, Berkowitz, 2015 Burkey, 2013), while the design of this study was a pre-experimental study. To obtain the data, the researcher used 10 items of multiple choice question in pre-test and post-test. The result of data collection in this study shows that average post-test score is higher (74.44) than the pre-test score (36.66). The result of the difference scores both of the test is 37.78. The result of hypothesis test is higher than critical value of t-table (t- tt- 2.06). It means Ha is accepted and Ho is rejected or in other words, audio book with narrative story can enhance students’ listening comprehension. In conclusion, audio book is recommended as good media in language teaching and learning listening skill. ]]>
<![CDATA[The Effectiveness Of Bamboo Dancing Technique To Improve Students Speaking Skill ]]>
<![CDATA[Puput Aryanti]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Diana Achmad]]>
<![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 verbal skill that plays an important role in language learning. However, during the internship, the writer found that the students faced some difficultiesin speaking English. Bamboo dancing technique is one of cooperative learning methods that is said to be effective in teaching speaking. Thus, the writer was eager to conduct a library study on the effectiveness of bamboo dancing in improving students’ speaking skill. Previous studies on bamboo dancing technique are the primary data for the writer to determine the effectiveness of the technique. The writer took five sources to be used as references, namely; Suprijono (2010), Ma’ruf Rahim (2013), Wahyuni (2015), Pitanto (2016), and IsnaeniNurdiawati (2017). The result of this study indicates that bamboo dancing technique is effective in improving students’ speaking skill. The result is supported by the data from the classroom observation, the questionnaire, and the students’ mean score of the previous studies. As bamboo dancing technique may take some time to complete, it is better applied in a small class. The next study on bamboo dancing technique should investigate the appropriate application of the technique itself. To conclude, bamboo dancing technique is effective to improve students’ achievement in speaking skill and to help teachers in creating a fun learning environment.]]>
<![CDATA[The Use of Guessing Games to Teach Speaking Skill ]]>
<![CDATA[Yuyun Maqfirah]]>
<![CDATA[ Research in English and Education Journal Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Speaking skill is a priority in learning English. However, it is perceived as the most complicated skill since it happens in real time situation. Many students were unable to speak English well because they get bored in learning process which leads to inability in mastering the materials taught by teachers, especially in speaking skill that requires students to participate enthusiastically. As the solution, teachers can use Guessing Game (GG) which is able to motivate the learners to speak. This research aimed to investigate the implementation of GG in improving the fluency aspect in speaking skill of Class VIII students at SMP Inshafuddin Banda Aceh. Pre-experimental with one-group pretest-posttest design was applied. The data were collected by conducting pretest and posttest. The population was second grade students of SMP Inshafuddin Banda Aceh and the sample was Class VIII B chosen through random sampling technique. The data were analyzed using t-test formula. The result revealed that tscore (4.2) is higher than ttable 2.093 (tscore ttable). It means Ho is rejected and Ha is accepted. Thus, GG improves students’ fluency in speaking skill in Class VIII B of SMP Inshafuddin Banda Aceh. Teachers are suggested to apply GG in teaching speaking skill.]]>
<![CDATA[Teaching Reading Comprehension through Survey, Question, Read, Recite, Review (SQ3R) Strategy ]]>
<![CDATA[Sakinah Sakinah]]>;
<![CDATA[Asnawi Muslem]]>;
<![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[This study was a quantitative research about the implementation of Survey, Question, Read, Recite, Review (SQ3R) a strategy for solving specific questions individually and for helping students to memorize teaching materials, in teaching reading descriptive text. It was intended to find out whether or not SQ3R strategy could improve students’ reading comprehension. The subject of this study was all students of class VIII-5 of SMP Negeri 8 Banda Aceh which was chosen by using simple random sampling. The reason for conducting this study was due to the fact that students’ reading comprehension was still low. Moreover, the design used in this study was one group pre-test post-test design. In this study, the data was collected through pre-test, treatment and post-test. From the result of the study, it is found that mean of post-test (60) was higher than mean of pre-test (30.95). It indicated that the students’ post-test scores were increased from their pre-test scores Moreover, based on t-test formula, the result of t-score (7.83) was higher than t-table (2.086). It means that the alternative hypothesis (Ha) was accepted, while the null hypothesis (H0) was rejected. Hence, it can be concluded that SQ3R strategy can improve the students’ reading comprehension in descriptive text.]]>
<![CDATA[Teacher’s and students’ effort in overcoming the students’ speaking problems ]]>
<![CDATA[Cut Damba Nabila]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Hendra Heriansyah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information. It means the information is included in speaking, people can get information about something they look for by speaking or communicating. However, learning English as a foreign language in fact is still a problematic thing for Indonesian students. This study was aimed at investigating the teacher’s and students’ efforts in overcoming the speaking problems at SMA Negeri 12 Banda Aceh. The research is intended to find out the speaking problems that the teacher’s and students’ faced through interview and document analysis. In order to investigate the efforts of the teacher and students in overcoming speaking problems in this study, the researcher uses qualitative study. The data were analyzed in accordance with Ali (2000) for the data of interview and Miles and Huberman (1984) for the data of document analysis. From the result of interview shows that there were 5 efforts (taking English course, reading English books, memorizing vocabularies, speaking English, and learning English in school) made by students in solving speaking problems and teacher’s effort was in increasing students vocabularies. Meanwhile, the result of document analysis shows that, the students got low score in speaking.]]>
