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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 EFL Speaking of Guides at The Aceh Tsunami Museum Cut Intan Damayanti
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was aimed at finding out the English language proficiency of the local guides at the Aceh Tsunami Museum and the difficulties faced by them in communicating with English speaking visitors. The research design used in this study was a qualitative descriptive method and in order to collect data, the writer used a test as an instrument. The test was an interview: asking for their opinion about the philosophy of the Aceh Tsunami Museum and asking for information about the collections in the museum, in which the writer served as the active interviewer in collecting the data. The respondents in this research were 13 local guides from the Aceh Tsunami Museum. The interview test was aimed at gathering more data and information needed from these guides  on their English language proficiency and the difficulties faced by them in communicating with tourist visitors. In addition, the writer recorded and took pictures of all the activities done during the interviews. Based on the research results, only one guide from the 13 was in the excellent category for all speaking aspects (excellent in grammar, vocabulary, comprehension, fluency, and pronunciation). While the others were in the categories of very good, good, and fair enough. Mostly, the difficulties faced by the guides at the Aceh Tsunami Museum in speaking English were about expressing ideas verbally, lack of vocabulary, lack of knowledge about grammar and collocations, and poor pronunciation all of which made them not confident to speak English and this was mostly due to lack of motivation, lack of training and even lack of practice speaking with tourist visitors.
Using The Group Investigation Technique in Teaching Reading Comprehension Abdul Gani Asyik; Zaiyana Putri
English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was conducted to investigate the effect of Group Investigation Technique (GIT) for teaching reading to second grade students of private high school in Pidie Jaya. An experimental design was used and the data were collected through a test as the instrument. Two sets of tests (pre-test and post-test) in the form of multiple choice items were administrated. The population of this study was all the second grade students of the school, and two classes were taken as samples, one for the experimental class (EC) and one for the control class (CC), with 36 students in EC and 32 students in CC. The findings showed that the GIT used for teaching reading improved the reading comprehension scores of the students concerned. The EC students had higher reading scores (=77) than those from the CC (=64). The reading abilities of the students in the different classes were different as indicated by the z-score. The z-score showed that the result of the z-count was 4.29, while the result of z-table at the level of significance 5% (α=0.05) was around -2.04+2.04. This means that the z-count was higher than the z-table (4.29-2.04+2.04). Therefore, the alternate hypothesis was accepted and the null hypothesis was rejected. In other words, it was concluded that the students taught with GIT got better results in reading than those who were taught using the standard individual reading activity method. English teachers are suggested to apply this technique in teaching reading.
The use of Small Group Work techniques for improving reading comprehension An Nisaa Rahmadani
English Education Journal Vol 8, No 1 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The aims of this research were to find out (1) whether there was a significant difference in students’ reading comprehension abilities in terms of main idea, vocabulary, detailed information, and inferences for students who were taught using the Small Group Work (SGW) technique compared to those taught through a standard technique. And (2) to find out if the use of the SGW technique motivated students studying reading comprehension to read more compared to other students. The sample for this research was class VIII(1) and VIII(2) from the second year at SMPN 1 Baitussalam in Aceh Besar in the academic year 2014/2015. This research used true experimental design. The result of this study using the SGW technique showed that there was no significant difference in the students’ reading comprehension in terms of the main idea. The use of the SGW technique did not motivate and did not encourage the experimental group students to develop their reading comprehension abilities.
Improving Speaking Skills Using the Beyond Centers and Circle Time (BCCT) Technique Anna Fauza Jailani; 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

The objectives of this study were to find out: (1) If there would be a significant difference in speaking achievement between students who were taught-learnt speaking using the Beyond Centers and Circle Time (BCCT) technique and those who were taught-learnt speaking with the standard technique, and to find out (2) What would be the response of the students towards the use of the BCCT method. This experimental study was conducted with pre-school children at the TKIT Permata Sunnah in Banda Aceh in the 2017/2018 academic year. The sample for this research was two classes selected by random sampling: class B was the experimental class and class A was the control class. The data was collected with a speaking test plus interviews. An interview was used instead of a questionnaire, for answering the second research question, because the participants in this study were pre-school children. The data was analyzed using a t-test for the speaking test and collecting descriptions with an interview guide. The results showed that: (1) the BCCT technique was effective to increase the speaking skills of the pre-schoolers, which was proven by the result from the t-test, in which tcount (8.96) was higher than ttable (4.01); (2) the students generally had a positive response (80%) toward the use of the BCCT in their speaking classroom. Therefore, it can be concluded that the BCCT method was effective for improving the speaking skills of the pre-schoolers as well as providing many other advantages for them.
Teaching speaking using the Information Gap technique Dewi Sartika
English Education Journal Vol 7, No 3 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was aimed at finding out if there would be a significant difference in achievement between students who were taught speaking using the Information Gap technique and those who were taught speaking by conventional methods, and finding out which speaking sub skills would be most improved by using the Information Gap technique with eighth grade students at Islamic boarding school SMP IT Daruzzahidin, Aceh Besar. It employed a true experimental design in which there were two classes; one the experimental group (EG) and the other the control group (CG) that each had 30 students. The data was collected through quantitative and qualitative methods. The quantitative data was obtained from the results of the pre-tests and post-tests of the students’ speaking. The qualitative data was obtained from the results of the students’ speaking proficiency improvement. The results of the quantitative data showed that the mean of the post-test scores of the experimental group was 82 while the mean of the post-test scores of the control group was 70. T-test result of the t-test was 4.68 while the results showed that the students taught by using the information gap technique achieved significantly better performances than those who were taught speaking by using the conventional method. Meanwhile, the data analysis from the students’ speaking proficiency showed that the students’ speaking proficiency had improved by more than 20% for all five aspects: pronunciation, grammar, lexical, speaker’s intentions, and general meaning.  Thus it was shown that the experimental group achieved a significant improvement in their speaking proficiency.
THE USE OF KNOW, WANT TO KNOW AND LEARNT (KWL) STRATEGY TO IMPROVE READING COMPREHENSION Ummul Khaira
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This Classroom Action Research (CAR) was conducted to find out how KWL strategy is applied in English reading class and the students’ responses towards it. It was done in 2 cycles, in which each cycle consisted of planning the action, implementing the action, observing the action, and reflection. The instruments used in collecting the data were tests, observation sheets for the researcher and students, and questionnaires for the students. The results showed that KWL strategy gave better result in improving the students’ reading comprehension skills in finding out the main idea, detailed information, word meaning, and references. The results from tests showed that students’ mean score from pre-test was 62.8 and this increased to 68.2 at the end of  cycle 1, and reached 80.4 at the end of cycle 2. Furthermore, the percentage of students’ participation in the teaching and learning process gradually increased. This is shown from the observation checklist where the percentage of students’ involvement is 57% (in the enough category) in cycle 1 and increased up to 80% (in the very good category) in cycle 2. It means that they worked well in conducting all activities.  Furthermore, the results of questionnaire showed that 80% of the students responded positively towards the implementation of KWL. This strategy was found to help overcome problems encountered by teachers in getting the students to be more active to participate in the process of learning, expanding knowledge, learning about their needs and their interests, and activating their background knowledge.
Interference of First Language in Pronunciation of English Segmental Sounds Salwa Chaira
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was aimed at investigating the interference that occurs in the speaking of English by EFL learners. When students are unfamiliar with new words and they attempt to pronounce them without prior knowledge on how to pronounce them correctly, they may produce errors and may even fossilize such errors. Thus, the teachers are advised to halt the repetition of such errors and direct the students to practice correct pronunciation. This research was focused on investigating the interlingual errors that the students produced as a result of the interference and at finding solutions as to how to avoid such interlingual errors through methods that can be applied by their teachers. To achieve these purposes, the writer applied a process method. First, collecting data in the field, then selecting samples, separating them into sound classifications and comparing the English pronunciation of the samples taken using phonetic transcription, and finally, analyzing the data using phonological theories. The findings showed that mispronounced sounds resulted from the interference are as follows: [ph], [th], [kh], [f] for grapheme “ph”, [v], [θ], [ð], [z] for grapheme “s”, [ʃ], [ks] for grapheme “x”, and [iː], [uː], [æ], and [e]. Therefore, teachers are recommended to apply the Audio-lingual Method, the Phonetic Method, pronunciation drills, Behaviorist Learning Theories (sound imitating), and Phonic-based Approaches to improve the students’ pronunciation of the consonant and vowel sounds. They are recommended to implement the given methods to ensure that their students to pronounce the sounds correctly in order to avoid the interlingual errors caused by the interference of their L1.
COMBINING INQUIRY, LEARNING COMMUNITY AND TOTAL PHYSICAL RESPONSE FOR TEACHING ENGLISH Barep Sari Nauli
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study aims at finding out if the combination of the Inquiry (IQ), Learning Community (LC), and Total Physical Response (TPM) methods of teaching English will be able to improve the performance of the students’ English language skills. The study focuses on the students’ performance to verbally respond to simple instructions with acceptable actions within the context of the classroom and school environments and to give verbal expression for some simple acts: showing how to do something simple, gesticulating, and giving directions (as stated in KTSP or Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum or SBC) in Depdiknas, 2006). In terms of speaking skills, this study concentrates on the pronunciation and comprehension aspects. To achieve the goal of study, an experimental approach with one-group pre-test and post-test design was used. A number of 20 students out of a 58 student population were selected randomly as the sample for treatment. The results showed that the students’ comprehension and pronunciation improved significantly (from 34 to 60). In conclusion, the combination of IQ, LC and TPR of teaching did improve the ability of students to respond to simple instructions, and to express simple speech for giving simple directions, gesticulating, and showing how to do something simple. The hypothesis (Ha) of this research is then accepted as the combined teaching method generated greater ability in English than previous methods.
Using Cooperative Integrated Reading and Composition to Teach Writing Zahratul Idami
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was conducted to investigate the effect of the use of Cooperative Integrated Reading and Composition (CIRC) technique in teaching writing to the second grade students at a junior high school in Muara Batu, North Aceh. An experimental design was used in this study and the data was collected through tests as the instrument. Two classes of the second grade were taken as the sample for this study. The experimental class (EC) had 28 students and there were 30 students in the control class (CC). The findings showed that using CIRC technique positively affected the writing scores of the students. The students in EC got higher writing scores (x ̅ = 85.75) than those of the students in CC (x ̅ =72.267). Furthermore, students’ writing ability in both classes was different as indicated by the t-test. The result from t-test was 5.08. Whilst the result from t-table at the level of significance 5% (α = 0.05) was 2,012. Thus the t-test result is higher than t-table (5.08 2.00654). Thus, it can be concluded that the students who were taught through CIRC got better results in writing than those who were taught through the conventional individual writing activity method.
SENIOR HIGH SCHOOL STUDENTS’ DIFFICULTIES IN READING COMPREHENSION Zuhra Zuhra
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study aims at finding out the most difficult types of reading comprehension questions faced by students in reading tests and why they face these difficulties in the national examinations. Purposive sampling was used and the sample selected was 24 12th grade students of senior high school Lhokseumawe. The instruments used were a test, a questionnaire, and an interview guide. Based on the results from the test, the researcher found that the most difficult type of reading comprehension question faced by the students was an inference question, and this type of question was also classified into the difficult questions based on the index of difficulty formula. After analyzing the data from the questionnaire, it was found that most of students failed to answer the inference questions correctly because they did not fully understand what was being asked and because of weakness in understanding  the reading comprehension questions. From the interview, the researcher found that the students had an inadequate knowledge of vocabulary and sentence structure but they lacked knowledge about different types of reading comprehension questions. It can be concluded that there were some factors that caused difficulties for the students in answering these tests. First, the students did not comprehend the questions asked due to their weaknesses in differentiating between the natures of different types of reading comprehension questions. Their difficulties were also influenced by their weaknesses in mastering a wide range of vocabulary and sentence structures.

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