cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. aceh besar,
Aceh
INDONESIA
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
 10   11   12   13   14 
Cultural Values Analysis in English Textbook ‘Bahasa Inggris’ Auliana Rahmah; Usman Kasim; Siti Sarah Fitriani
English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (668.061 KB)

Abstract

This research is aimed at investigating and describe the cultural values of English Textbook ‘Bahasa Inggris’ published by Kemendikbud by analyzing texts and visual images material based on seven elements of culture proposed by Brown (2001). To analyze the data, the researcher used descriptive qualitative analysis. The data of the research were collected from texts and visual images in the English textbook for senior high school entitled ‘Bahasa Inggris’.To reveal what cultural values are represented in the textbook, the cultural elements are categorized into Social Organization, Custom and Tradition, Language, Religion, Art and Literature, Form of Government, and Economic System. The result obtained was the content of Indonesian culture that accommodating Indonesian students. Furthermore the most frequent element appear in eleven texts and eight visual images being analyzed is Custom and Tradition which found nine times, continued by Art and Literature found seven times, Economic System found  six times, Language found three times, as well as Social Organization and Form of Government. The least frequent element appears is Religion; twice. Finding that only thirty three times of the placement of culture elements appeared in the two books, realizing that improvement of cultural content in English textbooks for Senior High School is needed. On the basis of this findings the students, teachers, and author of the book are recommended to pay more attention on adding cultural content in order to have communicative competence of culture.
Analysis of summative tests for English Rusma Setiyana
English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (231.062 KB)

Abstract

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%. 
Implementation of the Semantic Mapping Strategy for Teaching Reading Comprehension Usman Kasim; Sri Wahyuni
English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.478 KB)

Abstract

This research studies the implementation of Semantic Mapping Strategy (SMS) in teaching reading comprehension to second year students from a junior high school in Aceh Besar. The objectives were to find out whether students taught reading comprehension through SMS would get better results than those who were taught using the Grammar Translation Method (GTM), the types of reading sub-skills that they would master better by using the SMS, and their responses towards the use of the SMS in reading comprehension classes. The sample for this research was two classes, one as the control group (CG) and another as the experimental group (EG). The classes were selected using a random sampling technique. The research instruments used to collect the data for this research were reading comprehension tests (pre-tests and post-tests) and a questionnaire. The result of this research showed that the students in the EG who were taught reading comprehension using the SMS got better results than the students in the CG who were taught using the GTM. Furthermore, the reading sub-skills where the students got better results through using SMS were ‘main idea’, and ‘specific information’. Finally, the students responded positively to the implementation of SMS in their reading comprehension classes. Thus, it can be said that the SMS was proven an effective strategy to be used for teaching reading comprehension to the second year students of the school.
Factors that affect students’ success in English debates Zulfahmi Zulfahmi
English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (558.189 KB)

Abstract

This qualitative research aims to investigate the strategy of the English teacher coaching English class debates at SMAN (National Senior High School) Modal Bangsa in Aceh. It also aims to find out the factors behind the success of the Modal Bangsa students in English debating competitions. The participants of this research were 17 students and 4 teachers. The instruments for this research were an interview guide and observation sheets. The data were then analyzed by using analytical content analysis and document analysis. The findings showed that, in coaching the English debating teams the coaches used some approaches and methods of teaching such as opening the students’ mindsets, grouping the students and creating good relationships between the team members and the coaches. Four methods of teaching were used by the coaches viz: teacher center, co-operative learning, plus minus interesting and practice debates. Besides these approaches and methods, there were some other factors that triggerred the students achievements in the English debating competitions such as the recruitment process, the coaches’ background, the motivation of the students, the school environment and facilities, the classroom atmosphere, teamwork/the team relationships, the background of the students, the parental/community support/involvement and getting advice from a professional debater. Hence, in coaching English debate students, it is suggested that teachers should recruit members of English debate students using appropriate tests and an appropriate recruitment process. In order to make the learning process interesting, it is better to help students understand the advantages of participating in English debates and apply all of the above methods to learn about English debating and to support the progress of the English debating club.
Using make a Match Technique to teach vocabulary Ratna Zawil
English Education Journal Vol 7, No 3 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (510.964 KB)

Abstract

This research was done to see if the use of the Make a Match technique could improve the mastery of vocabulary of eighth grade students at Junior High School (SMP) Negeri 18 Banda Aceh. The main purpose was to find out if students taught using the Make a Match technique would get better scores for vocabulary compared to those who were taught the usual way. The material given to the students was vocabulary in the context of a narrative text.  The population and sample for the study was two classes of year eight students at Junior High School Number 18 (SMP Negeri 18), Banda Aceh which had 58 students, 29 in each class. The data for this research was collected from a pre-test and a post-test that were analyzed using SPSS 15.0. The mean of the post-test of the experimental group (EG) was 49 which was significantly higher than that of the control group (CG) at 42. The mean from the pre-test of the EG was 39 the same as that from the CG which was also 39. The result of the t-test concluded that the students taught using the Make a Match technique got better scores in vocabulary than those in the CG. However the results from the tests of the parts of vocabulary were not conclusive. As a follow up from this research, it is suggested that English teachers should try using the Make a Match technique for teaching reading as an alternative to be applied in teaching reading in English.
Analysis of Lesson Plans for Teaching Speaking Ida Farida
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.382 KB)

Abstract

This study was done to find out the appropriateness of the English lesson plans developed by the two English teachers for the eleventh grade senior high school (SMA) students in the first semester based on the 2013 Curriculum and to investigate the process of teaching speaking based on those lesson plans at SMA Negeri 1 Meulaboh. This study employed a descriptive qualitative method using  observation sheets, an interview guide, and study of documents to collect the data. Two lesson plans were analyzed based on six meeting observations. The data was analyzed through the processes of data reduction, data display, and drawing conclusions. The findings showed that the lesson plans developed by the teachers were appropriate with the 2013 Curriculum. Specifically, all of the components of the lesson plan such as core competence, basic competence and indicators of competency achievement, objectives, materials, methods of teaching, media, resources, teaching activities, and methods of assessment were covered in the lesson plans developed. However, there were some crucial deficiencies found in some components, such as the materials developed did not completely cover language elements; the resources planned in the lesson plan were not varied; and there was no motivation included in the pre-teaching activities. Meanwhile, the teaching activities presented in the classroom were based on what had been stated in the lesson plans. The three stages of the activities, namely pre-teaching, while-teaching and post-teaching activities described the teaching-learning processes for the lessons in speaking English in the classroom.
Exploring The Way The Lecturer Develop Reading Material at State Islamic Institute of Lhokseumawe Cut Barlianti Taufiqiani; Teuku Zulfikar; Usman Kasim
English Education Journal Vol 10, No 2 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading material is one of the required subject stated in the curriculum at English Department of State Islamic Institute of  Lhokseumawe which is designed by the lecturer for her own class. In order to create high quality material, the lecturer has to consider the procedure of reading material development according the theory that stated by expert. The research objective of this study were the types of reading text used by the lecturer in teaching, and to describe the process of reading materials development the lecturer did. The research subject was the lecturer who teach Reading Comprehension III at English Department of State Islamic Institute of  Lhokseumawe. The data of this research were collected by using two research instruments, there were interview guide and documentation. In order to collect the data, the lecturer was given the questions of interview. Furthermore, in order to find out the type of reading text used by the lecturer, the researcher used the documentation. Finally, all the data were analyzed by using procedure of data analysis in qualitative methodology, there were three steps; first, organization and familiarization; second, coding and reducing process, and the last was interpreting and representing. From the data analysis result, it is found that first, the lecturer used one descriptive text for the first material and the rest belongs to expository text; and Second, the lecturer used five of seven steps of Tomlinson model in developing material process there were; First, identification stage to identify the needs of the students; Second, exploration of the need; Third, contextual realization stage; Fourth, pedagogical realization stage; Fifth, production of materials.
Improving essay writing using the Semantic Mapping technique Eli Nofriati
English Education Journal Vol 8, No 1 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (431.612 KB)

Abstract

This research inquires whether the semantic mapping technique be used to improve the students’ ability in learning essay writing. It was designed in classroom action research which was conducted in two cycles by following the procedure of action research consisting of four steps; planning, implementing, observing and reflecting. Each cycle was carried out in three meeting. The subject of the research was the 4th semester students in unit A of the English Department, Almuslim University. The instruments used were test, observation checklist and questionnaire. The obtained data were presented and analyzed qualitatively and quantitatively. The results showed that the implementation of semantic mapping technique could improve the students’ ability in learning essay writing. This is proven by the first result found from the test given to the students. The students’ average score of the test in cycle 1 was 60 and it increased to 75 in cycle 2. The second result was obtained from the observation of the researcher’s performance and students’ activities. The percentage of the researcher’s performance in the first cycle was 75% in the level good. While, in the second cycle it increased to 88% in level very good. Next, the percentages of the students’ activities was 57% or enough in the first cycle and it increased to 79% in the level good in the second cycle. The other finding from the questionnaire was the strongly positive response (4.62) from the students to the use of the semantic mapping technique for learning essay writing.
Teaching Reading by Using Cooperative Integrated Reading and Composition Irwan Doni; Zulfadli A. Aziz; Siti Sarah Fitriani
English Education Journal Vol 9, No 3 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.533 KB)

Abstract

This experimental study was done with the third-semester, Grade 11, Accounting students at SMKN 3 in Lhokseumawe to investigate differences in reading comprehension learning ability between students who were taught reading, using the Cooperative Integrated Reading and Writing Techniques (CIRC) and those who were taught using the Grammar Translation Method. This study also aimed to find out the students’ perceptions toward the use of the CIRC technique for teaching-learning reading comprehension. Two classes were selected as the research sample, an experimental class (EG) and a control class (CG). Each class had 22 students so the total sample was 44 students. The research data was obtained through tests  (i.e. a pre-test and a post-test) and a questionnaire with the EG. SPSS version 17 was used to analyze the data. The results showed that the mean score of the EG in the post-test at 81 was significantly higher than that of the CG at 72. The value of  significance for the EG and the CG in the post-test was 0.031, lower than α = 0.05. Hence Ha was accepted, indicating that there was a significant difference in reading comprehension ability between the students taught by using the CIRC technique and those taught by using the Grammar Translation Method. Therefore, it can be concluded that teaching reading comprehension using the CIRC technique is more effective than by using the Grammar Translation Method.
THE USE OF AUDIO VISUAL TO IMPROVE LISTENING Mimi Kirana
English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (543.152 KB)

Abstract

The increasing of globalization, pushes people to be fluent in some foreign language, one of which is English. This research is to: (a) describe a strategy of teaching English using an Audio Visual Method (AVM), and (b) to compare the results from an experimental group (EG) of students learning listening comprehension using the AVM and a control group (CG) using a standard method. This research, was done at SMP Negeri 15 Lamjame, Banda Aceh. The findings showed that the students in the EG got significantly higher average scores (69) for listening comprehension. than those from the CG (62). The t–test result showed that the listening ability of the students from the two groups was significantly different. Thus, it can be concluded that the students taught using the AVM got better results in listening comprehension than students who were taught using the standard listening comprehension technique.

Page 12 of 29 | Total Record : 286

 10   11   12   13   14 

Filter by Year

2015 2023


Reset
Filter By Issues
All Issue Vol 14, No 2 (2023) Vol 14, No 1 (2023) Vol 13, No 4 (2022) Vol 13, No 3 (2022) Vol 13, No 2 (2022) Vol 13, No 1 (2022) Vol 12, No 4 (2021) Vol 12, No 3 (2021) Vol 12, No 2 (2021) Vol 12, No 1 (2021) Vol 11, No 4 (2020) Vol 11, No 3 (2020) Vol 11, No 2 (2020) Vol 11, No 1 (2020) Vol 10, No 4 (2019): English Education Journal (EEJ) Vol 10, No 3 (2019): English Education Journal (EEJ) Vol 10, No 2 (2019): English Education Journal (EEJ) Vol 10, No 1 (2019): English Education Journal (EEJ) Vol 9, No 4 (2018): English Education Journal (EEJ) Vol 9, No 3 (2018): English Education Journal (EEJ) Vol 9, No 2 (2018): English Education Journal (EEJ) Vol 9, No 1 (2018): English Education Journal (EEJ) Vol 8, No 4 (2017): English Education Journal (EEJ) Vol 8, No 3 (2017): English Education Journal (EEJ) Vol 8, No 2 (2017): English Education Journal (EEJ) Vol 8, No 1 (2017): English Education Journal (EEJ) Vol 7, No 4 (2016): English Education Journal (EEJ) Vol 7, No 3 (2016): English Education Journal (EEJ) Vol 7, No 2 (2016): English Education Journal (EEJ) Vol 7, No 1 (2016): English Education Journal (EEJ) Vol 6, No 4 (2015): English Education Journal (EEJ) Vol 6, No 3 (2015): English Education Journal (EEJ) More Issue