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
 14   15   16   17   18 
Teaching Narrative Text by Using Preview, Question, Read, State, and Test (PQRST) Technique Nurul Latifa
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (504.653 KB)

Abstract

This study was aimed to investigate the effects of Preview, Question, Read, State, and Test (PQRST) technique in teaching reading at the first grade students of  MAS Insan Qur’ani Aneuk Batee, Aceh Besar. A quasi experimental research was used and the data were collected through tests and questionnaire. The sample of the research was two classes; religious class as the control class and the science class as the experimental class. The sampling technique used was random sampling.  The data were analyzed by utilizing Mann-whitney test and Levene test for t-test while percentage calculation for questionnaire. Based on the mean score, the experimental groups students had higher reading scores (79) than those of control group (55.5). The students’ reading achievement in both groups was different as indicated by t-score. The result of t-score between two groups is 4.425 with the significant difference score is 0.000 which is lower than α = 0.05. Therefore, it could be concluded that the PQRST technique effectively improved the students’ achievement in reading skill such as main idea, inference, reference, vocabulary and stated detail as well as gave many advantages to the students.
An Analysis of Students’ Errors in Writing Descriptive Texts Afifuddin Afifuddin
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 (434.975 KB)

Abstract

The objective of the research was to reveal the types of grammatical errors made by 25 college students who were taking the course of Writing III on descriptive writings. Furthermore, it attempted to identify and describe the error types and then to find out the grammatical error type made the most by those students. To get the data from the field, the researcher asked the students to write about “STAIN Malikussaleh Lhokseumawe”. To analyze the data, the researcher used the model by Miles and Huberman (1994) of qualitative analysis. The data were analyzed through analyzing the grammatical incorrect form of the sentences by marking the errors, reconstructing the correct sentences, classifying the types of errors and counting the errors in order to know the most common type of grammatical error. As the result, the researcher found that the students made 288 errors in their descriptive writings. The errors occurred in all types of errors investigated. They are verb tense, verb form, subject-verb agreement, plural, possessive inflection, definite article, indefinite article, word order, run-on, and fragment. And, the students made the most errors (77 occurrences or 26%) in fragment. The source of errors was also mostly due to interlanguage transfer. Therefore, English teachers should be aware of these findings as an input in their teaching of writing. Teachers can teach students to avoid these common errors in their future writing.
A Language Analysis of Instructions in The Revised Tenth Grade English Textbook Lufi Wirmarini Lukman
English Education Journal Vol 10, No 3 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (432.22 KB)

Abstract

Instructions in the revised Tenth Grade English Textbook are studied on the language. The questions are how diction, sentence structure, and language style of instructions are, and how the students’ perceptions of the instructions’ language are. This was a qualitative study by observation checklist for language-related phenomenon and an open-ended interview for students’ opinions. The data were analysed descriptively. The diction uses many words and has misspellings. The structure is varied, consisting of imperative, declarative and interrogative sentences, but some are long and ungrammatical. The language style is varied, using negative, positive politeness, solidarity, and deference, using and no pre-sequences, and saying nothing, something off record, and something on record, but is Indonesian-like rather than the effective English. The students said that the instructions are too long, very formal, and confusing. In conclusion, the language of the instructions is not effective. The suggestion is to relate the instructions to students’ level of English proficiency.
Teaching reading comprehension by using short stories Hasbaini Hasbaini; Abdul Manan
English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (427.216 KB)

Abstract

This research was intended to figure out the effectiveness of the use of short stories in teaching reading comprehension to enhance the quality of students’ reading to the first semester students of Tarbiyah of Muhammadiyah University of Aceh. The mayor principle of conducting this research was to investigate whether or not the students in the experimental group taught by using short stories would produce a higher achievement than those of the control group taught by using conventional study. To find out the effectiveness of the use of short stories, the pre-test and the post-test were given for those groups. The result of data analysis demonstrated that there was a significant difference on students’ achievement from both groups proved by the average of the post-test’s score. As a result, the score of the post-test of the experimental group is higher than that of the control group (80:65) by which the gained score for t-test was 8 while the value for t-table was 1,684 at the level of significance 0,05. It means that t-score was higher than t-table (8 1,684). It can be concluded that the students who were taught by using short stories had a better achievement in reading comprehension than those who taught by using conventional study.
EFL students’ reading comprehension problems: Linguistic and non-linguistic complexities Usman Kasim; Siti Raisha
English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (357.979 KB)

Abstract

The goal of this study was to investigate how to overcome reading comprehension problems amongst students in an EFL classroom. Specifically, this study tries to identify both linguistic and non-linguistic reading comprehension problems. Further, the study focused on fifty of the fifth-semester students from the English department in the Teaching Faculty at Syiah Kuala University. Data collection was conducted by distributing the English Reading Comprehension Problems Questionnaire modified from Al Seyabi and Tuzlukova (2015). The data was analyzed by using quantitative analysis to get the mean scores and percentages. The results indicated that the students experienced the most reading problems in the areas of linguistics (69%). In addition, based on mean scores and percentages from the questionnaire, the results shown that the biggest reading comprehension problem was with semantics in which 81% of the participants considered unfamiliar vocabulary was their major problem in comprehending English texts. 
The Interpersonal Meaning of English Posts Written by Aceh Bloggers on Steemit Jumaida Fajar Nasriati; Zulfadli A. Aziz; Siti Sarah Fitriani
English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (510.076 KB)

Abstract

This research was conducted to analyze the interpersonal meaning of English posts published by Acehnese bloggers on social media-based blog, Steemit through the systemic functional linguistic analysis by Halliday (1985). Steemit is a blog community which has a function as social media. There were twenty posts that were sorted to be analyzed in this research. In sorting the posts, the researchers classified the posts that used topics or tags “Aceh”, “History”, “Writing”, “Tourism”, Education, “Writing”, “Nature”, “Life” and “Photography”. In analyzing the posts, there are three issues that have been the focus of the research; exchange of interaction type, mood type and attitude appraisal that are realized in the posts. There were two kinds of exchange of interaction, the exchange of giving information or good and service and demanding information or good and service. From this research, giving information was the most dominant exchange of interaction and there was a small number of demanding information found. Meanwhile, none of the interactions in terms of giving or demanding goods and service as the interaction exchange were found. Another focus is mood element structures of the clauses in the posts. Giving information was the highest number found which revealed that declarative was the most dominant mood type realized in the posts. In the posts, however, it was found that there was a small number of appraisal value. Overall, the three appraisal values were all presented in the whole posts. They were judgement, affect and appreciation. However, the three values also showed very small number.
Teaching vocabulary to third grade students through videotaped children’s songs Nurul Azizi
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 (170.322 KB)

Abstract

The purpose of this research was to find out if there would be any significant difference in the vocabulary of third grade students taught English vocabulary through videotaped children’s songs and other third grade students who were taught vocabulary in the standard way at MIN Lambaro in Aceh Besar. The method used in this research was experimental research with research instruments to get the data, via: a pre-test, experimental teaching and a post-test. The tests were used as the instruments in order to see if there was any difference in the results from the experimental group compared to the control group sample. The sample for this research was 30 students from the academic year 2014-2015.  The research finding showed that there was a significant difference in the results from the tests given to the students who were taught English vocabulary through videotaped children songs and those who were not. This was proved by the results from the Z-test (0, 24) and the level of Z-table which was (1,224). Thus it could be concluded that the use of videotaped children’s songs could motivate students to memorize vocabulary better than the traditional way of teaching vocabulary to young students. From this result it is suggested that English teachers should use more suitable techniques in the process of teaching-learning in order to improve the students’ vocabulary, such as the use of videotaped children’s songs, so that the students can find learning more enjoyable and be more active in learning and thus find it easier to memorize new vocabulary.
Teaching speaking using the Fishbowl Technique Khadijah Khadijah
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 (615.789 KB)

Abstract

This research was intended to improve students’ speaking ability by using the Fishbowl Technique. It was done at MAS Misbahul Ulum in Lhokseumawe, Aceh. The subject of the research was the second year students of class XI-IPA C consisting of 33 students. It was done as a form of classroom action research. Some problems in  speaking classes are: 1) the teacher’s way of teaching is still not effective to stimulate and motivate students to speak up in the classroom; 2) students tend to get bored easily and lose their interest in trying to speak well; 3) the teacher often gets frustrated when many students do not want to speak in front of the class; 4) many students are afraid to make mistakes, to be laughed at or to be identified as stupid. The results were presented and analyzed as qualitative data. The mean score of the students in cycle 1 was 68, in cycle 2 it increased to 73, and in cycle 3 it rose to 82.54% of students were activities in cycle 1, 69% in cycle 2, and 94% in cycle 3. The activities of the researcher was 55% in cycle 1, 75% in cycle 2, and 88% in cycle 3. The students had positive responses which was proved by the overall mean score of 3.56 for the five factors measured.
Teaching Speaking by Using Student Facilitator and Explaining Strategy Nelly Mursyidah; Asnawi Muslem; 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 (827.857 KB)

Abstract

This study was aimed to investigate the effect of Student Facilitator and Explaining Strategy in teaching speaking in terms of fluency and grammar at the second grade students of MAS Al Zahrah Bireuen in academic year 2017/2018. The research is an experimental research. The sample of the research was two classes; experimental (xib) and control classes (xic). Both classes consisted 25 students. The technique of choosing the samples was random sampling. The data were collected through tests and questionnaire. The data were analyzed by using SPSS 23 to find t-test score between two classes and the data from questionnaire to find the students’ responses toward the use Student Facilitator and Explaining Strategy of experimental class. Based on data analysis, the result of t-test of fluency is 2.48 and grammar is 3.84 are higher than t-table (2.01). Than, students had a quite positive responses (80%) toward the use of Student Facilitator and Explaining Strategy in terms of fluency and grammar. Therefore, it could be concluded that Student Facilitator and Explaining Strategy effectively improved students’ achievement in speaking skill in terms of fluency and grammar.
The implementation of Peer Assessment Technique in teaching writing Fuadi Fuadi
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 (368.562 KB)

Abstract

This study is intended to investigate the effects of the Implementation of Peer Assessment Technique in teaching writing to the second year students of MAN Kuta Baro Aceh Besar. The study used an experimental research to find out whether there is any significant differences in students’ writing achievement by using Peer Assessment Technique in the experimental class or not. The total of population in this project was 90 students. The sample of this study was 36 students who were put into an experimental and control class. The sample was taken by using random sampling technique. The collected data were analyzed by using statistical formula. The findings show that the mean score of the post test for the experimental class is 73.28, which was higher than the mean score of the post test for the control class, which was 57.50. Furthermore, both of the scores were analyzed through the t-test that was compared with the t-table. The result of the t-test score was 5.75 and the result of the t-table score at a level of significant degree α=0.05 was 1.68. It shows that the t-test score is higher than the t-table score (5.731.68). It means that there was a significant difference in students’ writing achievement between the experimental and the control class. Thus, it can be concluded that the alternative hypothesis is accepted and the null hypothesis is rejected. Therefore, the application of Peer Assessment Technique proved a significant improvement in the students’ writing achievement of a narrative text. 

Page 16 of 29 | Total Record : 286

 14   15   16   17   18 

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