English Education Journal
EEJ (English Education Journal) is a peer-reviewed and open access academic journal published by the Graduate Program of English Language Education, University of Syiah Kuala, Banda Aceh, Indonesia. It presents the work/research of students and lecturers who are in the program. It is published four times a year in the months of January, April, July and October. The articles are those in the scopes of English language teaching and learning, linguistics, and literature.
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<![CDATA[Improving students’ reading skills through Communicative Language Teaching ]]>
<![CDATA[Agussalim Agussalim]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
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<![CDATA[This study was conducted at MAN Beureunuen, in Pidie District, Aceh to improve the students’ reading skills through Communicative Language Teaching (CLT) which was implemented with the students from Class XII-IPA1 through a Classroom Action Research (CAR) study. The researcher employed four procedures of the CAR in each teaching–learning session. For the teaching-learning of reading, the study followed these four steps. The findings from the implementation of the CLT method for the teaching-learning of reading in Cycle 1 were not successful. The teacher’s performance in cycle 1 was 72%. There were three weaknesses in his teaching via: weak ability to explain the lesson, weak ability to answer the students’ questions and weak ability to use media. Meanwhile, the performance of the students was only 71%. They still had poor ability to understand the lesson, their participation in the group was still not good and their attention was also still low. Furthermore, the students’ mean score in the test after cycle 1 was 74%. Therefore, Cycle 2 was conducted to try to improve on these scores. As a result, the participation of the students went up to 87%; their average score for the test was 85%. The teacher’s performance also went up to 88%. Meanwhile the students’ responses toward the implementation of CLT in teaching and learning reading process were very positive. Results from the questionnaire showed that the total mean score for all five items was 3.38 (in the strongly agree criterion) or 84%. All of the problems stated above had been successfully overcome and the results from resolving the problems of the research study had met the criterion of success.]]>
<![CDATA[Using the Process Approach for teaching English descriptive writing ]]>
<![CDATA[Nyak Mutia Ismail]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study focused on the application of the Process Approach for teaching English descriptive writing. The purpose of this study was to find out whether this approach would work well for the teaching-learning of EFL descriptive writing by 10th grade students at MAN 1 Takengon. An experimental research method was used for this study. The subjects of this study were 61 students of the 10th grade at MAN 1 Takengon that were divided into an experimental group of 31 students and a control group of 30 students. The experimental group was treated by teaching using the Process Approach. Each group was given a pre-test and a post-test. The pre-test and post-test each consisted of one task which asked them to describe their family and Indonesia, respectively. The data were analyzed using SPSS. Before the data were processed, the normality and the homogeneity of the data were tested. The results of the normality and homogeneity tests showed that the data was normal and homogenous. Based on the t-test results the alternative hypothesis Ha was accepted hence the study concluded that there was a positive improvement in the results for writing a descriptive text from the students taught with the Process Approach.]]>
<![CDATA[Application of the Process Genre Approach for improving writing ]]>
<![CDATA[Fadhliatul Ghina]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study intended to find out if there was a significant difference in writing ability between students who were taught writing using the Process Genre Approach (PGA) and those who were taught writing using the teacher’s usual approach. Two classes were taken using random sampling, one for the experimental group (EG) and the other for the control group (CG), with 24 students in each group from eleventh graders in Nurul Ulum MA Peureulak. Data, from the results of pre-tests and post-tests, was collected for quantitative analysis of the students’ writing abilities. The results from the analysis showed that the mean of the post-test scores from the EG was 67 whilst that from the CG was 53. The results from the t-test showed that the students who were taught using the PGA performed significantly better in writing than those who were taught the standard way. Analysis of the students’ writing ability showed more than 20 % improvement in four aspects of writing: organization, structure/grammar, content/idea and mechanics. The EG achieved significant improvement in all aspects of their writing ability than the CG so we can conclude that using the PGA can improve EFL writing ability more than present standard teaching-learning for EFL writing. ]]>
<![CDATA[Improving reading comprehension using the survey, question, predict, read, respond, summarize (SQP2RS) strategy ]]>
<![CDATA[Kamalia Kamalia]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The aim of the research was to improve students’ reading comprehension through the Survey, Question, Predict, Read, Respond, Summarise (SQP2RS) strategy. Based on problems in the field, the researcher formulated three research questions: (1) Will implementing the SQP2RS strategy improve the reading comprehension of tenth grade students at SMA N 1 Sawang? (2) What will be the results for reading comprehension from students after implementing the SQP2RS strategy with tenth graders at SMA N 1 Sawang? (3) How will the students respond to the implementation of the SQP2RS strategy for improving’ their reading comprehension? This research was a collaborative classroom action study. The subjects of the research were tenth grade students at SMA N 1 Sawang. The study was conducted in three cycles by following the procedure for action research, via: planning, implementing, observing, and reflecting. To collect the data the researcher used instruments, via: tests, observation sheets, field notes and a questionnaire. The data was analyzed qualitatively and quantitatively. The mean score from the students’ test results after cycle 1 was 63, this increased to 69 then 78 after cycle 3. The students had positive responses toward the use of the SQP2RS strategy for learning reading comprehension in their class. This was proved by the overall mean score for approval of the five factors measured which was 3.67 out of 4.]]>
<![CDATA[Using a dialogue journal to develop writing skills ]]>
<![CDATA[Zulfadli A. Aziz]]>;
<![CDATA[Nina Magdalena]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study investigates a number of scholars’ opinions regarding the use of dialogue journals for improving the writing skills of young learners. Their views were compiled based on their research findings concerning the use of dialogue journals. This study aims to describe the implementation of dialogue journals in developing the writing skills of young learners. Since this study was conducted in the form of library research, various written resources such as relevant journal articles, textbooks and online documents, as well as reports from previous related research were analyzed to meet the aims of this study. The study mainly used 4 sources of research namely Remiasova (2009), Datzman (2011), Valigurova (2010), Haynes-Mays, Peltier-Glaze, and Broussard (2011). The results show that the use of dialogue journals has improved the writing skills of young learners especially in terms of vocabulary and grammar.]]>
<![CDATA[Indonesian interference in students’ writing ]]>
<![CDATA[Maya Irmalia]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
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<![CDATA[This research deals with Indonesian grammatical interference in students’ English writing. This research was designed to investigate: (1) the most common Indonesian grammatical interference found in English writing tasks done by students from 3 senior high schools in Sigli; and (2) the factors that caused these senior high school students in Sigli to have Indonesian grammatical interference. The subjects of this research were 86 first graders and three English teachers from three senior high schools; 29 students from SMAN Unggul Sigli, 27 students from SMAN 1 Sigli, and 30 students from MAN 1 Sigli plus 1 English teacher from each school. The data for this research was collected by using document analysis, a questionnaire, and interviews. The document analysis was in the form of students’ English writing papers about the description of their friends related to their appearance and/or their personality. The results from the document analysis showed that incorrect verb tenses, including subject-verb agreements were the most common Indonesian grammatical interference mistakes made by the students in their English writings – they were around 54% of all the interference mistakes found. Based on the results from the questionnaire and the interviews, it was found that most of the interference errors made by the students were caused by the students having too little practice to improve their English. Besides, the teachers did not provide the students with a good English environment which could help make them more familiar with English.]]>
<![CDATA[Analysis of summative tests for English ]]>
<![CDATA[Rusma Setiyana]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aimed to analyze the quality of summative tests for English at MAN Boarding School Meulaboh I in terms of validity, reliability, difficulty index, discrimination index, and the effectiveness of distractors. Content analysis was employed in this study. Two techniques were carried out to collect the data, namely a checklist and document analysis. The data from the checklist was analyzed using statistical procedures and the data from the document analysis was analyzed using Anates software version 4. The results showed that the validity of the English summative tests at MAN Meulaboh I was on average either sufficient or poor since the percentages were below 72%. Secondly, the tests had a high and consistent degree of reliability. The index of difficulty was above 70%. Thirdly, 60% of the difficulty index in the test of the first grade, 48% in the second grade, and 8% in the third grade test were accepted. Fourthly, more than half of the discrimination index was good. In detail, good in the discrimination index of the test was 76% in the first grade, 56% in the second grade and 72% in the third grade. Finally, the effectiveness of distractors in the English summative test in the first grade was 53%, in the second grade was 67% and in the third grade was 50%. ]]>
<![CDATA[Using the Place Mat Technique to improve writing skills ]]>
<![CDATA[Ida Muliawati]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was to find out whether teaching descriptive writing by using the Place Mat technique would be effective to improve the writing skills of students and to find out their responses to the implementation of this technique. The sample for this research was 56 students from the first grade at SMAN 4 Banda Aceh in the academic year 2014/2015. A true experimental design was used in this research in which two classes were selected at random, one to be the experimental class, and the other the control class. The instruments used to collect the data were tests and a questionnaire. There were two steps in collecting the test data, namely the pre-test and the post-test. To get the students’ responses to the implementation of this technique, a questionnaire was used. The results revealed that there was a significant difference in achievement in writing descriptive texts between the students who were taught using this technique and those who were taught by using the individual writing activity. This was proven by the score from the t-test on the post-test which was 3.27 that was higher than the t-table score which was only 1.684. Furthermore, based on the result from the questionnaire, the students responded positively toward the use of this technique for teaching writing.]]>
<![CDATA[Improving students’ speaking skills with the Numbered Heads Together technique ]]>
<![CDATA[Verawaty Verawaty]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was done to find out whether the Numbered Heads Together (NHT) technique can improve students’ speaking skills, and find out the students’ responses toward the implementation of the NHT technique for teaching speaking. This research was a Classroom Action Research (CAR) study and was done in 2 cycles with year 11 students at SMA 1 Darul Imarah at Lampeuneurut in Aceh Besar. The procedure of the research consisted of planning the actions, implementing the actions, observing the actions, and reflections. The instruments used in collecting the data were tests, observation sheets for the researcher and the students and a questionnaire. The results from the research showed that the NHT technique gave better results in improving the students’ speaking skills, in sharing information and in delivering ideas. This can be seen in the results from the tests, where the mean score was 60 before the actions which increased to 67 at the end of cycle 1 and to 82 at the end of cycle 2. Furthermore, the percentage of students’ participation in the teaching-learning processes increases significantly. This was shown by the results from the observation sheets where the percentage of the students’ involved was 67% (criteria of enough) in the first cycle and increased to 98% (criteria = very good) in the second cycle. This meant that the students then worked well in running all of the activities. Furthermore, based on the result from the questionnaire, the mean score obtained by the students was 3.01 (agree). This showed that the students responded positively toward the implementation of the NHT technique. Thus, it is suggested that teachers who have problems in teaching speaking try to implement the NHT technique. ]]>
<![CDATA[Teaching vocabulary to third grade students through videotaped children’s songs ]]>
<![CDATA[Nurul Azizi]]>
<![CDATA[ English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The purpose of this research was to find out if there would be any significant difference in the vocabulary of third grade students taught English vocabulary through videotaped children’s songs and other third grade students who were taught vocabulary in the standard way at MIN Lambaro in Aceh Besar. The method used in this research was experimental research with research instruments to get the data, via: a pre-test, experimental teaching and a post-test. The tests were used as the instruments in order to see if there was any difference in the results from the experimental group compared to the control group sample. The sample for this research was 30 students from the academic year 2014-2015. The research finding showed that there was a significant difference in the results from the tests given to the students who were taught English vocabulary through videotaped children songs and those who were not. This was proved by the results from the Z-test (0, 24) and the level of Z-table which was (1,224). Thus it could be concluded that the use of videotaped children’s songs could motivate students to memorize vocabulary better than the traditional way of teaching vocabulary to young students. From this result it is suggested that English teachers should use more suitable techniques in the process of teaching-learning in order to improve the students’ vocabulary, such as the use of videotaped children’s songs, so that the students can find learning more enjoyable and be more active in learning and thus find it easier to memorize new vocabulary.]]>
