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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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Improving students’ speaking skills with the Numbered Heads Together technique Verawaty Verawaty
English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

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. 
The Use of Cooperative Integrated Reading and Composition Method for Better Quality Writing of Middle School Students Nadia Nadia
English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was intended to find out whether the Cooperative Integrated Reading and Composition (CIRC) method would be effective for improving the quality of writing in English for second grade students in a middle school in Jakarta. The major purpose for doing this research was to find out whether students in a class taught using the CIRC method would produce better writing, especially recount texts, than students taught with the Grammar Translation Method (GTM). The subjects for this study were the students in a class as the experimental group (EG) and another class as the control group (CG). These classes were chosen to ensure the homogeneity of the participants. To find out the effectiveness of the CIRC method, pre-tests and post-tests were given to all the students in those groups. Data analysis of the results showed that there was a significant difference in the mean scores from the post-test results from the two groups. The mean score of the post-tests from the EG was higher than that from the CG, that is 61 to 39, while the gained score for the t-test was 5 and the value for t-table was 1.68 at a level of significance of 0.05. Hence it can be concluded that the students who were taught using the CIRC method had better performances in writing recount texts than those who were not. In brief, the CIRC method resulted in a better quality of writing by students and gave a positive effect for the teaching-learning process. 
Using dictogloss to improve listening comprehension Dhian Maya Dista
English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was an experimental one to use Dictogloss as an Interactive Technique with second Grade, year 8, students at Junior High School 1 (SMPN 1) Lhokseumawe to try to improve the teaching-learning of Listening Comprehension with narrative texts. The study used two classes as the sample: the experimental group (EG) was taught using Dictogloss, while the control group (CG) was taught by a standard technique. To collect the data, tests and a questionnaire were used, then the collected data was analyzed using SPSS. The results showed that the EG students, taught using Dictogloss, achieved significantly better scores in listening comprehension. Moreover, the results from the questionnaires indicated that almost all the students (93%) responded positively towards the use of Dictogloss since it effectively improved their listening comprehension.
Teaching phonics and phonemic awareness in English Beginning reading Bukhari Daud; Ummi Salamah
English Education Journal Vol 7, No 3 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This is a library research study which investigates the roles of using phonics and phonemic awareness, the suggested stages in implementing them and finally the obstacles to using both phonics or phonemic awareness in a beginning reading classroom. There are some stages in implementing phonics, starting from vowel and consonant sounds in simple, familiar words and continuing on to digraphs, suffixes, diphthongs, letters with dual personalities, schwa sounds, silent letter digraphs and some letters with tricky sounds. Phonemic awareness should chronologically be taught with rhyming, manipulating, blending, segmenting and deleting. Both methods show considerable advantages for early reading learning such as instead of memorizing words, children can acquire decoding skills which can result in leading the children to improve their confidence in reading ESL, thus, they can then focus on the meaning of the reading and reading for enjoyment. Both methods are also able to help children understand that English has variations in spelling and pronunciation. Lastly, irregularity of English spellings, the lack of phonological knowledge of people working with children in early reading, the rising and falling moods of children whilst learning and the need for supportive parents hinder the implementation of either phonics or of phonemic awareness.
Use of English in Teaching Mathematics Muthia Kumala Dewi
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This is a descriptive qualitative study designed with the aim of investigating the teacher’s use of EFL English in teaching Mathematics at Fatih Bilingual School in Banda Aceh in terms of opening, main, and closing activities. This study also investigated the obstacles encountered by the teacher in teaching Mathematics using EFL English and her efforts to overcome those obstacles. The subject of this study was a female Mathematics teacher who has been teaching tenth grade Mathematics. The research subject was chosen by using a purposive sampling technique. The data were collected through three periods of classroom observations and an in-depth interview with the teacher. The data collected was analyzed qualitatively. This study revealed that the processes of teaching Mathematics in Fatih Bilingual School involved translation. The use of English and Bahasa Indonesia were not equivalent when English became dominant. For the concepts of Mathematics, the teacher explained them in both languages. The main obstacle the teacher faced was difficulty with terminology which she had to deal with first and then had to make her students understand it too. The results also indicated that the teacher had made efforts to make the hard topics simpler so that the students could get the concepts when the teacher explained them using English. The solution for those problems was that the teacher used tools of mathematics, pictures, graphs and/or video. Code switching was also an alternative used to help the bilingual activities. In conclusion, the use of EFL English in teaching Mathematics can be done with bilingual classes. The portions of English and of the mother tongue used in the teaching activities may not be the same.
An Analysis of Associative Meanings in Two Songs Albums of Lorde Masriyah Masriyah; Zulfadli A. Aziz; Iskandar Abdul Samad
English Education Journal Vol 10, No 2 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research is analyzing associative meanings in Lorde’s selected songs lyric. The aimed of this study is to find out the types and the functions of associative meanings in Lorde’s selected songs lyric. This research used descriptive qualitative research approach and a major theory of associative meaning from Leech’s (1985) theory. In this research, the researcher gathered the data by collecting, marking and describing words, phrases, and sentences in the song’s lyric from two albums that contained associative meaning such as connotative meaning, social meaning, affective meaning, reflected meaning, and collocative meaning. Then, the researcher analyzed the data by classifying words, phrases, and sentences that contained types and function of associative meanings which referred to Leech’s (1985) theory, then explained the finding, and the last formulated research conclusion based on data finding and analysis. The result of this research showed that there were sixty-nine data of associative meaning as well as their functions in ten songs lyric of Lorde. There were seven data of connotative meaning, thirty-five data of social meanings, eleven data of affective meaning, eleven data of reflected meaning, and five data of collocative meanings. The dominant type of associative meaning that used in Lorde’s songs lyric is social meaning in which the lyrics used informal languages such as idioms, slangs, and colloquials. 
Using the Dictogloss technique to enhance listening ability Vina Chairul Azmi
English Education Journal Vol 8, No 1 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was done to study the use of the Dictogloss technique for teaching-learning listening. The objective of this research was to see if this technique would be an efficient way to teach-learn English listening with 12th grade students from SMAN 5, Banda Aceh. The study used experimental research methods with α=0.05. The sample for this study was 32 students from the 12th grade at SMAN 5 Banda Aceh. These students were grouped into an Experimental group and a Control group. Before the treatment, each group was given a pre-test; and after the treatment a post-test was again administered to both groups. The pre-test and the post-test each consisted of ten questions which the students had to answer after listening to a dialogue. The data was analyzed statistically. All the data was normal and homogenous. From the t-test, the critical area was -2.03 to +2.03. The t-test value from the post-test between the Experimental and the Control groups was 0.92 which was within the critical area. Hence the null hypothesis was rejected and the alternative hypothesis was accepted which meant that Dictogloss was found to be an effective technique to use for improving the listening ability of 12th grade students.
Improving Speaking Sub-Skills by Using The Attention, Relevance, Confidence and Satisfaction (ARCS) Model Junaidah Munawarah; Usman Kasim; Bukhari Daud
English Education Journal Vol 9, No 3 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research focussed on the use of the ARCS model to improve the speaking sub-skills of students. The sample for this research was 70 students in two groups; an Experimental Group (EG) and a Control Group (CG). The instruments used for collecting the data were tests (a pre-test and a post-test) and a questionnaire. The findings revealed that: (1) There was a significantly higher improvement in the scores of students who were taught using the ARCS model compared to the students who were taught using the Grammar Translation Method. The first hypothesis was proven by the z-test result (4.18); ie. That the difference was significant. The results from the data analysis proved that there were significantly better improvements in the post test scores of the EG, in terms of pronunciation, vocabulary, fluency and comprehension. The z-score for pronunciation was 3.29, grammar was 1.55, vocabulary was 2.35, fluency was 4.65 and comprehension was 2.25. Except for grammar, those z-scores were all outside the limits from -1.96 to +1.96. And (2) The results from the questionnaires showed the positive impact, viz: decrease in students’ nervousness plus enhancing students’ confidence and satisfaction in speaking in public.
USING STORYTELLING FOR TEACHING VOCABULARY Farizawati Farizawati
English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The objective of this study was to investigate the effect of using the Storytelling Technique for teaching vocabulary to fifth grade students at Primary School, SDN 1 Peukan Pidie, Sigli. An experimental design was used in this study and the data was collected through a test as the instrument. The population of this study was all the fifth grade students at SDN 1 Peukan Pidie, Sigli and two classes were taken as the sample, one as the experimental class and the other as the control. The experimental class was taught using the Storytelling Technique, whilst the control class was taught by memorizing words. A pre-test and a post-test were used to collect the data. The data was then analyzed using statistical processes. The results showed that the mean score of the post-test from the experimental class was significantly higher than that from the control class (77 65). Furthermore, the result of the t-test from the experimental class was higher than that from the control class (10.98 7.45). These results showed that the students taught using the Storytelling Technique achieved better scores than those taught by using the Memorizing Words Technique.
Classroom Practice: Applying The Scientific Approach Based on The 2013 Curriculum Usman Kasim; Teuku Zulfikar; Nasriati Nasriati
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was done to find out about the implementation of the scientific approach based on the 2013 Curriculum. The subjects of this research were two English teachers of second year classes at SMA Negeri 1 Bireuen. The implementation of the scientific approach follows five learning experience called observing, questioning, associating, experimenting, and communicating. The classroom activities must accomodate all 5 items actualized in three dimensions viz: the dimension of teaching plans, the dimension of teaching processes, and the dimension of teaching evaluation. Data was collected through classroom observations and interviews and was analyzed descriptively. Related to the dimension of teaching plans, the teachers did not prepare well before running the teaching processes. Their lesson plans did  not match the frame work recommended by the rule of Minister of Education and Culture/Permendikbud no.81.A 2013 as required by the 2013 curriculum. Related to the dimension of teaching process: The teachers used the steps of the scientific approach viz: observing, questioning, associating, experimenting, and communicating. But the conduct was not perfect, the teachers missed some aspects, and they did not run the teaching process according to  the rules that are in Permendikbud no.81.A 2013. In relation to the dimension of evaluation, the evaluations used non-authentic assessments that gave the biggest  emphasis to the cognitive domainwhich  differred  from the mandate for the 2013 curriculum in Permendikbud no. 81A 2013.

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