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.
Articles
286 Documents
<![CDATA[Assessing Unity, Coherence and Word Usage in Students’ Writing ]]>
<![CDATA[Nurul Fajri]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was done to find out whether unity, coherence, and word usage were used appropriately by students in writing paragraphs in English, the error made most by these students in constructing their paragraphs and the lecturer’s insight in her students’ writing errors. This study uses a qualitative research format, where all the data are described in a systematic way based on the research questions. A number of 21 second year students from the English Department in a university in Banda Aceh were the sample of this research. To obtain the data, the writer used a test. She also interviewed the lecturer to gain more understanding on her students’ writing errors. The findings showed that some students did not use unity, coherence, and word usage appropriately in writing their paragraphs. Most errors were made in word usage (137 errors or 79%). Students made errors in spelling and also omitted words and letters. There were 30 errors of unity (17%) and 9 errors of coherence (5%). It was found that many errors they made were influenced by their mother tongue, and were also caused by their difficulties in learning English. Thus, it can be concluded that many of the students made errors because of interlingual and intralingual transfers. Furthermore, the lecturer believed that her students made errors because they lacked enthusiasm, motivation and rarely did their writing exercises. For that reason, lecturers should know and understand the errors in their students’ writing so that they can provide appropriate remedies to resolve the problems faced by their learners.]]>
<![CDATA[Using Cooperative Integrated Reading and Composition (CIRC) Technique to Teach Recount Text ]]>
<![CDATA[Andi Tenrisanna Syam]]>
<![CDATA[ English Education Journal Vol 10, No 3 (2019): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of the research was to find out whether the use of CIRC technique is effective to improve students’ reading skill at the eighth grade of MTsN Model Palopo. This research applied quasi-experimental. The population of this research was the eighth grade students of MTsN Model Palopo. The number of population was 270 students. The sample were class VIII A consisting of 30 students as experimental group and class VIII B consisting of 30 students as control group. The sampling technique in this research was purposive sampling. The instrument of the research was reading test. The writer gave pretest and posttest to the students. The result showed that the students` mean score of posttest in experimental group was 85.33 and pretest was 71.03. The mean score of posttest is higher than the mean score of pretest (85.33 71.03). While the mean score of posttest in control group was 72.46 and the mean score of pretest was 70.86. The mean score of posttest was higher than the mean score of pretest (72.44 70.86). The result of statistical analysis the experimental group for a level of significance 0.05 with degree of freedom (df) = 29; the probability value was smaller than α 0.00 0.5 and the result of statistical analysis for the control group showed that the probability value was bigger than α .074 0.05. As a result, there is a significant difference in reading achievement between the students who were taught by using CIRC technique and those who were taught by non-CIRC technique. Based on the result of this study, the writer concluded that the use of CIRC technique was effective to improve students’ reading skill.]]>
<![CDATA[A survey on the process of English teaching at the senior high schools in Aceh Jaya ]]>
<![CDATA[Ferra Mardani]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study concerned on the teaching process in nine senior high schools in Aceh Jaya in order to see how the teaching methods were used, how materials were developed, and how the assessments were completed. This study was completed using a survey method towards 14 teachers of nine senior high schools in Aceh Jaya and employing questionnaire (as the instrument) in collecting data. The result shows that Aceh Jaya English teachers use the eight common methods (Grammar Translation Method, Direct Method, Audio-Lingual Method, Contextual Teaching and Learning, Total Physical Response, Communicative Approach, Cooperative Learning, and Scientific Approach) in the teaching process even though the implementation frequency of the methods is different from one another. Also, the teachers are accustomed to develop teaching materials using authentic sources. It terms of assessment, the teachers do assess their students’ achievement, but it is unequal for all four skills. To conclude, the teaching process in Aceh Jaya senior high schools is carried out properly in some aspects, yet, there are some other aspects that need to be adjusted such as providing equal assessment.]]>
<![CDATA[Students’ perception of oral corrective feedback in speaking classes ]]>
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Teuku Zulfikar]]>;
<![CDATA[Inas Astila]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This survey was aimed at finding out students’ perceptions towards lecturers’ oral corrective feedback in speaking classes. This survey involved 100 fourth semester students of the Department of English Language Education at Ar-Raniry State Islamic University (UIN Ar-Raniry) in Banda Aceh. They were randomly chosen to fulfil the estimated population needed for the survey sample. A modified questionnaire from Calsiyao (2015) and Elsaghayer (2014) was used to collect the data. The results showed that the students perceived the lecturers’ oral corrective feedback as an important part of language learning. The lecturers’ oral corrective feedback was very helpful in improving the speaking ability of the students.]]>
<![CDATA[Analysis of Reading Comprehension Questions by Using Revised Bloom’s Taxonomy on Higher Order Thinking Skill (HOTS) ]]>
<![CDATA[Febrina Febrina]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this research was to investigate the three up levels of cognitive domain of revised Bloom’s Taxonomy used in the textbook entitled Bahasa Inggris SMA/MA/SMK/MAK grade 11 th semester 1, namely analyzing level (C4), evaluating level (C5), and creating level (C6). Using the descriptive qualitative method and content analysis, this study examined the questions in the reading comprehension tasks only to determine to what extent the reading comprehension questions emphasize on Higher Order Thinking. This research focused on analyzing the Bahasa Inggris SMA/MA/SMK/MAK textbook grade 11 th semester 1 published by the Ministry of Education and Culture. The researcher collected and listed the questions in the reading comprehension tasks and then calculated the percentage and frequencies of each level of cognition in each separate book chapter and in all five combined book chapters. The results showed that the most dominant level in the textbook was higher order thinking skills HOTS). It was 66.8 % of 100 % while it was 33.4 % for lower order thinking skills LOTS). It indicated that this textbook concentrated more on higher –level thinking questions than lower lever thinking.]]>
<![CDATA[Indonesian interference in students’ writing ]]>
<![CDATA[Maya Irmalia]]>
<![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 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[Implementation of portfolio assessment in teaching English writing ]]>
<![CDATA[Zuhri Efendi]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objectives of this study were to investigate whether the implementation of portfolio assessment improved students’ writing skills and responses. The method used in this research is pre-experimental with a one-group pre-test and post-test design and descriptive analysis of the students’ responses after the implementation of portfolio assessment for teaching English writing. The population for this research was all students from grade X at SMKN 1, in Banda Aceh and the sample was 30 students chosen by a purposive sampling technique. The data was collected through tests (a pre-test and a post-test) and a questionnaire. The questionnaire was distributed after the post-test to find out the responses of the students after the teaching-learning process using portfolio assessment for writing. The data collected from the tests was analyzed using a t paired sample test through SPSS 16. The results showed that implementation of portfolio assessment improved the’ writing skills and the responses of the students. Therefore, the hypotheses of this study were accepted. There was a significant improvement in the students’ writing skills and their responses after teaching by using portfolio assessment. It was concluded that the use of portfolio assessment can increase students’ writing skills and their responses.]]>
<![CDATA[Applying English Video Learning Materials in Teaching Listening ]]>
<![CDATA[Kamarullah Kamarullah]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Abdul Manan]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was designed to discover the use of English video learning materials in teaching listening to the second year students of the State Vocational High School (VHS) for Fishery of Ladong in 2018. The main goal of this study was to find out significant differences of the students’ listening achievement taught by applying the media (experimental group) and those taught with audiotape (control group). Each group selected, which was consisted of 24 students, brought the data through pre-test and post-test, which became as the research instrument. The result of which was then analyzed quantitatively. It was found that the mean score of the post-test of the experimental group (78.79) was higher than the mean score of the post-test of the control group (53.75). Moreover, both scores were analyzed by comparing ttest with ttable. The result of ttest was 8.44 while the ttable score at the level of significant degree α = 0.05 was 1.684. Therefore, the ttest score is higher than ttable (8.44 1.684). In other words, there was a significant difference in students’ listening achievement between the experimental and control groups. It can be taken into account that English video learning materials in listening class are helpful learning media.]]>
<![CDATA[Teaching critical reading to third year English students ]]>
<![CDATA[Dewi Putriana]]>
<![CDATA[ English Education Journal Vol 7, No 3 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study concerns the teaching of Critical Reading in an Academic Reading class for third year students in the Department of English Education at UIN Ar-Raniry Banda Aceh. A purposive sampling technique was used to choose the sample. The subjects of this study were the lecturer and 25 students who were in the Academic Reading class. The instruments used to collect the data were observation sheets, an interview guide, and field notes. The collected data were analyzed and interpreted through qualitative procedures, by using data reduction, data presentation, verification and drawing of conclusions. The first finding of this research was that the lecturer implemented the teaching of Critical Reading by implementing four activities during the teaching-learning process. The lecturer further assessed the process of students’ Critical Reading learning achievement by asking them each to answer Open-Response Questions during the learning process in the classroom and also he assessed the results of the students’ Critical Reading learning by asking them each to write a reflective essay as a response towards the text after the class session finished. Each student’s writings were collected together as their own portfolio. Therefore, it is recommended that teaching Critical Reading as observed in this study can be done at other higher education institutes. Critical thinking can be taught separately or infused with the teaching of reading even in the teaching of writing and speaking.]]>
<![CDATA[Use of The Three-Step Interview Technique in Teaching ESL Speaking ]]>
<![CDATA[Nurul Kamaliah]]>
<![CDATA[ English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objectives of this study were to examine: (1) Whether there will be a significant difference in speaking achievements between year 11 students taught ESL speaking using the Three-Step Interview technique and those taught through the teacher-centered approach. (2) What will be the response of the students taught ESL speaking using the Three-Step Interview technique towards it’s use. This study, using an experimental study method, was done with second year (year 11) students at MAS Tgk. Chiek Oemar Diyan, Indrapuri, Aceh Besar District in the academic year 2016/2017. The sample for the research was two classes; XIIPA2 was the experimental class (EG)and XIIPA1 was the control class (CG). The sampling technique used was random sampling. The data was collected from speaking tests and a questionnaire. The data were analyzed by using the t-test for the speaking tests and percentage analysis for the questionnaire. After the treatment ,the results from the data analysis showed that: (1) The Three-Step Interview technique was more effective than the teacher-centered approach for teaching ESL speaking, this was proven by the result from the t-test, in which tcount (3.41) was higher than ttable (2.00); (2) the EG students concerned had quite a positive response (81%) toward the use of the Three-Step Interview technique for use in their speaking class. Therefore, it can be concluded that the Three-step Interview technique effectively improved the students’ achievements in ESL speaking skills as well as providing many other benefits for the students.]]>
