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[Perceptions of English Teachers About Lesson Plans For The KTSP and The 2013 Curricula ]]>
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Teuku Zulfikar]]>;
<![CDATA[Tri Sulisdawati]]>
<![CDATA[ English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was aimed at investigating what the English teachers at SMAN 1 Banda Aceh felt about the KTSP (School-Based Curriculum) and the 2013 Curriculum, to find out the challenges faced by these English teachers at SMAN 1 Banda Aceh in creating lesson plans based on the KTSP and the 2013 Curriculum, and to find out what might help them to deal with these challenges. The participants in this research were two English teachers at SMAN 1 Banda Aceh who have been teaching both the KTSP and the 2013 Curriculum. Based on the interview results, the researchers found that the teachers felt that they were familiar with using English lesson plans for the KTSP but they needed more time and training in order to prepare English lesson plans for the 2013 Curriculum because it was still new to them. The researcher also found that the teachers did not face challenges in creating English lesson plans for the KTSP but they faced challenges in creating English lesson plan for the 2013 Curriculum mainly in terms of developing assessment rubrics and formulating indicators for the 2013 curriculum lesson plans. Furthermore, assistance for teachers to deal with these challenges in creating such English lesson plan could come from (i) consultation with fellow teachers, (ii) attending training and (iii) discussions with fellow English teachers at MGMP (Subject Teachers Meetings). Analysis of their English lesson plans showed that their designs had incomplete rubric assessments and they did not have time limits for their teaching-learning activities.]]>
<![CDATA[Code Mixing and Code Switching in The Classroom Interaction ]]>
<![CDATA[Meristika Moetia]]>
<![CDATA[ English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This case study was carried out based on the issue of using code mixing and code switching in teaching English that specifically to find out the frequent type of code mixing and code switching and to observe the benefit and drawback of using them in the English foreign language classroom interaction. In collecting the data for this study, observation sheet and interview guide were used as the research instruments. The teacher and 28 students were observed in one meeting by using a video recorder to record all conversations and interactions in the classroom. The teacher-interview session was done right after the observation, and this interview was also recorded by using an audio recorder. All the results were then transcribed and analyzed by using the pattern which is proposed by Musyken (2000) and Poplack (2000). The result revealed that the English teacher and students used two types of code mixing and three types of code switching in their classroom interaction. From the result of interview with the teacher it was found that the teacher did these kinds of codes to cover up the lack of target language proficiency of students and to make the process of transferring knowledge run smoothly and effectively in the class. Besides, she also admit that excessive mixing and switching in Bahasa Indonesia and less in English could make students hard to read and spell English words well and make them unaware and lazy to use English during the process of teaching and learning in the classroom.]]>
<![CDATA[Use of the Snowball Throwing Technique for Teaching Better ESL Speaking ]]>
<![CDATA[Henny Susanty]]>
<![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 to investigate the effect of Snowball Throwing Technique (STT) application in teaching speaking to the eleventh grade students of a senior high school in Banda Aceh. The topic given to the students was the expression of asking and giving opinion and suggestion. A number of 29 students were randomly selected for the experimental class (EC) and another 29 students for the control class (CC). The data of this research was collected by giving the pre-test and post-test, and analyzed using statistical formula including mean, standard deviation, and t-test. The results showed that the mean of the post-test of EC was 48.51, while the mean of CC was 42.43. The mean score of the pre-test of EC was 38.58, and the mean score of CC was 38.89. In order to prove the hypothesis, the t-test score of EC was compared with the t-table score, and the result of t-test of the post-test of EC and CC was 1.38 while the result of t-table at a level of significance with α=0.05 is 2.048. It indicates that the t-test scoret-table, 2.048. It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It can be concluded that the students who were taught by using the STT have a better performance than those who were not. As a follow up for this research, it is suggested that English teachers should use various techniques in teaching. In teaching speaking, the STT can be an alternative technique to be applied by the teachers.]]>
<![CDATA[Using Herringbone Graphic Organizer Strategy to Enhance Students’ Reading Comprehension ]]>
<![CDATA[Ihsan Umraity]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Iskandar Abdul Samad]]>
<![CDATA[ English Education Journal Vol 10, No 3 (2019): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research aims at investigating the use of Herringbone Graphic Organizer Strategy (HGO) to enhance students’ reading comprehension and their responses toward the application of HGO. The true experimental design was used in this research in which the population involved four classes at Private Senior High School of SukmaBangsaLhokseumawe, consisting of 86 first grade students, while two classes were selected by using cluster random sampling as samples, namely X/Volcano as an experimental class, consisting of 18 students and X/Hargowilis as a control class, consisting of 20 students. The experimental class was taught by using HGO, whereas the control class was taught by using conventional strategy. The instruments used for data collection were tests and questionnaires. The tests were given for both the experimental and control class but the questionnaire was only distributed for experimental class students. The data obtained from the tests were analyzed by using the SPSS (statistical package for the social science) version 23 and the questionnaire was analyzed by using Likert scale. The analyses results indicated that HGO is able to enhance students' reading comprehension proven by the significance value of the t-test on the identifying main idea (p = 0.003), specific detail (0,001), and inference aspect (0.001). Therefore, since the probability is Sig. 0.05, then H0 is rejected. In addition, the students responded positively (79.16%) to the application of HGO. It can be concluded that HGO could enhance reading comprehension and develop the positive responses of the students.]]>
<![CDATA[Teaching speaking by using picture strip stories ]]>
<![CDATA[Reza Novianda]]>
<![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 was aimed to find out whether picture strip stories used as CLT (Communicative Language Teaching) could significantly help students develop their speaking skills, and also to find out which speaking sub-skills could be better taught by using picture strip stories. This study used a true experimental research design with quantitative and qualitative methods. It had an experimental group (EG) which was taught by using picture strip stories and a control group (CG) which was taught by using a typical speaking drill technique. The subjects of the study were classes VIII.1 and VIII.2 in the second grade at middle school, MTsN Model Gandapura, with 30 students in each class. The instrument used was a speaking test sheet. The collected data was analyzed using SPSS. The findings showed that using picture strip stories in teaching speaking significantly improved the EG students’ speaking scores. The EG average pre-test score was 60 and for the CG it was 52 while the EG mean post-test score was 80 and for the CG it was 66. The students’ speaking ability in both groups was significantly different as indicated by the t-test (t-obtain (6.79 t-table 2.00). This showed that the students who were taught speaking by using the picture strip story technique improved significantly more in speaking than those who were taught by using the drill technique. Besides, the findings from the study showed that five speaking sub-skills, viz: pronunciation, grammar, vocabulary, fluency, and comprehensibility, were all better taught by using picture strip stories.]]>
<![CDATA[Using concept mapping to improve reading comprehension ]]>
<![CDATA[Burtami Usman]]>;
<![CDATA[Redha Mardatija]]>;
<![CDATA[Siti Sarah Fitriani]]>
<![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 was done to find out if reading comprehension ability of students from class X at SMAN 1 Sawang could improve significantly by using the Concept Mapping technique in teaching-learning reading EFL. True experimental design was employed in this study in which the sample 25% (30 students) was chosen by random sampling from the total population (118 students). The sample was divided into an experimental group (EG) and a control group (CG); each with 15 students. The EG was taught reading comprehension using the Concept Mapping technique, whereas the CG was taught using a conventional teacher centered approach. Tests were used as instruments to collect data which was analyzed using SPSS version 16. A questionnaire with a Likert scale was used to find out the students’ responses toward the use of Concept Mapping for learning reading comprehension. The t-test scores for the results from the pre-tests compared to those from the post-tests for both the EG and the CG were significant (p=0.006) which was lower than the degree of significance (0.05). The results indicated that the alternative hypothesis can be accepted and the null hypothesis rejected because the students of the EG achieved significantly better scores than those in the CG. Therefore, it can be concluded that using the Concept Mapping technique significantly improved the reading comprehension ability of students from class X at SMAN 1 Sawang.]]>
<![CDATA[Students’ Perceptions toward Teacher’s Teaching Strategies, Personal Competence, and School Facilities ]]>
<![CDATA[Nurul Fajriah]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Iskandar Abdul Samad]]>
<![CDATA[ English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was aimed to find out alumni’s perceptions toward English teachers’ teaching strategies and personal competences. In addition, this research investigated how students perceived availabilty of their school facility. The study was conducted online by sending the link of questionnaire to alumni who graduted from three state senior high schools in South Aceh. The study used the quantitative method with the survey design, and the questionnaire was used as the instrument to get the data needed. The population of this survey was all students who graduated from SMAN 1 Labuhanhaji, SMAN 1 Tapak Tuan, and SMAN 1 Trumon and they are now continuing their study at some universities and academies in Aceh and North Sumatera. The samples for this study were fifteen alumni chosen from each of these three state schools. The collected data was analyzed through a quantitative procedure by using a statistical formula to find the percentage of each statement. The results showed that most English teachers were perceived not to thoroughly apply the strategies suggested in English teaching but have a complete set of required personality to be a good teacher. In addition, school facilities were perceived still insufficient.]]>
<![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[English teachers’ knowledge for implementing the 2013 Curriculum ]]>
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Rina Mahjaty]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The implementation of the 2013 Curriculum as a new curriculum plays an important role in the development of curricula in Indonesia. Some changes in the new curriculum require teachers to have knowledge in spesific areas such as in the standards for content, teaching-learning processes and evaluation. The purpose of this study was to find out the extent of the teachers’ knowledge on standards for content, standards for processes, and standards for evaluation for the 2013 curriculum. To fulfill the purpose of this study, a sample of English teachers was taken from three State Islamic Senior High Schools in Banda Aceh. The data collected was analysed by descriptive quantitative research methods; a questionnaire was used to collect the data. The results showed that the teachers level of knowledge for implementing the 2013 Curriculum was low. This can be seen in the three standards viz: teachers’ knowledge of the standards for content, for the 2013 Curriculum was low, only 40 %; that for standards for processes was also low, 41%, and the teachers’ knowledge about standards for evaluation was the lowest, only 36%. In order to resolve these problems, some recommendations have been made for improvement of the teacher’s knowledge of how to implement the new, 2013 Curriculum.]]>
<![CDATA[Using FB to Investigae Teachers’ Strategies in Teaching English: A Case of Simeulue Alumni ]]>
<![CDATA[Rahmat Junaidi]]>
<![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 is conducted to explore students’ perception and their suggestions on teachers’ teaching strategies in teaching English. In so doing, a qualitative research design was employed and 19 Students were purposively selected. Those respondents are current university students who are studying at various universities in Banda Aceh. To gather the respondents’ perspective, Facebook (FB) group chat was used as a means to describe their past experiences in learning English. Their gathered responses have been processed in accordance with thematic analysis procedures. The findings of this study revealed that Senior High School teachers in Simeulue have used particular strategies in teaching English. It was indicated that using textbook, engaging in sentence formula and word memorization, doing sentence translation, repeating words after teacher, reading aloud, and working the task in pairs and groups are among the most commonly utilized strategies as perceived by the respondents. In response to teachers’ teaching strategies, the majority respondents recommended a new model in their teachers’ teaching strategies; which are a shift to communicative teaching strategy incorporating media and ICTs based language teaching. Hence, it is recommended that the senior high school teachers pinpoint the use of integrated teaching technique employing technology in their school.]]>
