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English Education Journal
Published by Universitas Syiah Kuala
ISSN : 20853750     EISSN : 30259789     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : -
Articles 286 Documents
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What Types of Codes are Mixed in Indonesia?: An Investigation of Code Mixing in a Magazine Zulfadli A. Aziz; Diana Achmad; Maizura Fadlun
English Education Journal Vol 10, No 2 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

Mass media have been regarded as playing crucial roles in introducing and promoting foreign terms into Indonesian. It can be seen that many magazines have been mostly influenced by English through code mixing to make the writing become more prestigious and cool. This present study aims at investigating the types of code mixing used in a magazine. It employs the three types of code mixing, proposed by Musyken’s (2000), which are: insertion, alternation, and congruent lexicalization. The data were taken from Aplaus magazine in four editions from April to July 2016 on the Journey Section. In collecting the data, the occurrence of English code mixing in one of the sections in the magazine was noted, and the data were then classified and tabulated. The results of this research show that not all of three types of code mixing by Musyken (2000) were applicable in the Aplaus magazine. There are 36 insertion types found or about 76.6%, 11 or about 23.4% for alternation, and no case of congruent lexicalization appeared. Thus, the dominant type of code mixing used in the magazine was insertion.
Building vocabulary using the teaching proficiency through reading and storytelling method Hendri Yati
English Education Journal Vol 8, No 1 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The aim of this research study was to find out how to use the TPRS method for teaching vocabulary to elementary students, whether it would be more effective than other methods to enhance the students’ vocabulary, and what would be the responses of the students to its implementation. A classroom action research study was carried out in three cycles. The subject of this research was a class of 27 fifth grade students. The data were obtained by using tests, observation sheets and a questionnaire. The test results were analyzed using statistics while the results from the observations and the questionnaire were analyzed using descriptive explanations. The results showed that the teacher’s performance in implementing the activities using the TPRS method improved from cycle 1 to cycle 3, while the students’ scores increased about 17% over each cycle. Thus the TPRS method was effective to enlarge the students’ vocabulary and the data from the questionnaires showed that the students responded well to the use of the TPRS. Overall it could be seen that the use of the TPRS method was effective for teaching-learning English especially vocabulary.
First Language (L1) Use in the EFL Classroom: Perceptions of Students and Teachers Noliza Hasrina; Zulfadli A. Aziz; Siti Sarah Fitriani
English Education Journal Vol 9, No 3 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was aimed to find out the perceptions of teachers and of students about the use of their L1 (Bahasa Indonesia) in their EFL classroom in the teaching-learning processes. A quantitative method was used for this study which used a questionnaire as the instrument. This study was conducted at the MAN High School at Darussalam with 94 respondents, consisting of three teachers and ninety one students from grade two from the three different departments (XI IPS, XI IPA and XI IAG). The results from the questionnaires showed that the respondents predominantly used their L1 rather than the L2 in their English EFL Classes for teaching-learning activities such as when explaining materials which were hard to understand, giving instructions on materials and tasks to explaining new vocabulary and for helping students to feel more comfortable and more confident in learning English. In this regard, the use of their L1 in their English classes was aimed at having good communications between the teachers and their students and between students and students. In addition, the use of their L1 was very helpful for students to understand their English lessons and to improve the students' motivation in learning English EFL
English Teachers and Autonomous Learning Sofyan A. Gani; Zulfadli A. Aziz; Nurlayli Yanti
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study investigates the understanding and beliefs of Acehnese teachers concerning autonomous learning as mandated in the 2013 curriculum and how their beliefs about the concept of learner autonomy were applied in their teaching practices. The purposes of this research were: 1) to find out what is the understanding of English Foreign Language (EFL) teachers concerning autonomous learning, and 2) to find out howwell the EFL teachers performed at implementing autonomous learning as mandaited in the 2013 curriculum. The data was obtained by studying 4 EFL teachers from two different schools. It was collected in two phases of study, utilising both a quantitative method (a survey) and qualitative methods (interviews and observations). The instruments used for collecting the data were a questionnaire, interviews and field note observation. This study found that the teachers studied generally lacked understanding about learner autonomy and there were some inconsistencies between the  beliefs of the teachers’and their actual teaching practices regarding learner autonomy, as little evidence could be found that many students regarded themselves as autonomous learners in their studies. The findings from this study will hopefully provide teachers and policy-makers with new insights into fostering learner autonomy to improve the educational system in Indonesia especially in Aceh.
How Do Teacher and Students Interact and Communicate during The Instructional Process in The Classroom? Ridhayani Ridhayani
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This qualitative study is designed with the aim to investigate the teacher and students’ interpersonal communication skill, their interaction in the classroom along with their difficulties. The study focused on thirty five senior EFL students in an English class of Oemar Diyan Islamic Boarding School. Data collection was conducted by observing a teacher and the students during the instructional process using the format of observation sheet from Markovic and Axmann (2007) and British Columbia Institute of Technology; Instructional Job Aid | Developing Checklists and Rating Scales). In addition, a semi-structured interview to a teacher and five students were also conducted to investigate their difficulties in communicating and interacting during the instructional process in the classroom. The findings indicated that the teacher and students still have lack of communication and interaction. The teacher and students experienced many difficulties in communicating and interacting with each other during the instructional process. Most of the students’ difficulties are the drowsiness and friend distraction. The students often feel very exhausted when learning and they become sleepy and careless to the teacher’s teaching. Besides, students also experienced friend distraction when they are trying hard to focus and respond to their teacher. In another way, the teacher feels overwhelmed to control many students in one classroom. It becomes the teacher’s most difficulty to engage the students in a dialog to build a communication and interaction in one meeting.
GUIDED READING STRATEGY TO IMPROVE READING COMPREHENSION Iskandar Syahputera
English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The Guided Reading Strategy (GRS) was used in a Classroom Action Research (CAR) in order to find out whether it could improve the students reading comprehension or not. This CAR was aimed to study the implementation procedures of GRS trying to improve the reading comprehension of students. The average mean score (AMS) from the initial test of the students was 67. Then after cycle I, the AMS was 71, which was still qualified with score of “C”. Following the second cycle, the AMS went up to 81 which meant that there was an improvement of 10 points and brought the AMS up to level “B” which was qualified as “good”. This met the criteria set for successful improvement. The  activity performance of the students in cycle I averaged 2.43 and went up to 3.01 in cycle II which met the criteria for “good” and for success in the indicator set. The activity performance of the researcher in cycle I averaged 2.39 and rose to 3.10 in cycle II which also met the criteria for “good” and for success. From the questionnaire to measure the response of the students toward the use of the GRS 90 % chose “agree or strongly agree” which was considered as a positive response. This met the criteria for success for improving the reading comprehension abilities of the sample students.
Improving reading comprehension using metacognitive strategies Bustami Usman; Zulfadli A. Aziz; Nova Riska Absida
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research discusses the use of metacognitive strategies to improve students’ reading comprehension. The data was obtained from 50 students from two classes, one an Experimental Group (EG) and the other a Control Group (CG). The instruments used for collecting the data were tests (a pre-test and a post-test) and a questionnaire. The data collection was divided into four different phases of the research; the pre-test, the treatment, the post-test and the questionnaire. The results of the test were analyzed quantitatively to find any significant differences between the two groups. The results showed that there was a statistically significant difference after using metacognitive strategies in the reading comprehension of the EG students compared to those in the CG, who did not use metacognitive strategies for reading comprehension. The t-value (6.03) t-table (2.01) meant that the alternative hypothesis was accepted. Further, the results from the questionnaires also showed the positive impact, viz: the positive classroom atmosphere, the improved motivation to learn, the improvements in students’ knowledge and so on. 
Improving students’ grammar using dictogloss Eva Muthia Dewi
English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This Classroom Action Research (CAR) study was intended to describe how the Dictogloss technique was implemented and how this technique can improve students’ grammar through collaborative writing. This paper also describes the students’ participation and their responses to the use of Dictogloss. This research was conducted in two cycles. Each cycle consisted of three meetings which were used for the planning of the action, implementing the action and observing and reflecting. The sample was the second grade high school students in class XI, IPA 4 at SMAN 1, Ingin Jaya, Aceh Besar. The data for this research consisted of the observation checklists, the tests, a questionnaire and field notes. The results from the research are based on the four objectives; first, the researcher was successful in implementing all the stages of the Dictogloss technique. Second, the students’ scores in the post-test were higher than in the pre-tests. On the first pre-test the students’ mean score was 11.2 which became 19.5 in the final post-test. So, there was a significant improvement in the students’ grammar competence after implementing the Dictogloss technique. Third, the students give good responses to learning grammar using the Dictogloss technique. All of them were engaged and participated actively in all stages of the Dictogloss technique. Moreover, the results from the questionnaire showed that 81% of the students were interested and had a positive attitude towards the use of the Dictogloss tehnique for learning grammar. The results showed the students were interested, motivated and enthusiastic in learning grammar using the Dictogloss technique.
Teacher’s Strategies in Teaching Speaking for Cadets Khaira Maulidar; Sofyan A. Gani; Iskandar Abdul Samad
English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study aims at finding the strategies used in teaching speaking and the problems faced by the teacher during a teaching process at BP2IP Malahayati Aceh. It also investigated the students’ responses toward the teachers’ strategies by involving two English teachers and two classes of 58 students. To gain the needed data, the writers used classroom observation, interview and questionnaire as research instruments. Classroom observation and interview were used to identify the teachers’ challenges and also strategies in teaching speaking, and questionnaire was utilized to collect the data about students’ responses towards the strategies. The results showed that the teachers used five strategies in teaching speaking for cadets in BP2IP Malahayati Aceh, namely: role play, drilling, games, describing picture, and also discussion group. Moreover, three common obstacles were found during teaching process; limited vocabulary, improper pronunciation, and less confident of the students. This study also showed that students’ responses towards the strategies were positive.
Teaching English using a multiple intelligences approach Diyana Dewie Astutie
English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was done to study the use of the Multiple Intelligences Approach (MIA) for teaching English especially for young learners. The participants of the study were fourth grade, primary school, students at Al–Imtiyaaz Islamic School in Banda Aceh and the study used a descriptive qualitative research method. The school English class emphasized the implementation of MIA for apperception and also used a variety of teaching-learning strategies. The data was obtained by direct observations, an interview with the teacher and document analysis. It was found that the apperception section in the MIA took longer than any of the other approaches. This was because the apperception section had four stages (alpha zone, warming up, pre–teaching, and scene setting). The function was to enable the teacher to figure out each student’s best conditions for learning. The result of this study showed that from observations at five meeting, the apperception took 20 to 25 minutes, the core activities took 55 to 60 minutes, and the closing took only 5 to 10 minutes. Furthermore, in the core activities, the dominant intelligences of the students were integrated using various learning strategies. The results also showed that the teacher combined more than two intelligences in teaching the English class. The verbal–linguistic intelligence was the main component of the English class and reached about 24%, the bodily–kinaesthetic and intrapersonal intelligences were each 19%, musical intelligence was 14%, and interpersonal intelligence was about 9%. Furthermore, logical, naturalist, and spatial–visual intelligences each had about5%. whilst existential intelligence was not found in this study (0%). 

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