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
 16   17   18   19   20 
Improving Speaking Skills through the Learning Community Technique Munawar Munawar
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

The aim of the study was to find out if there was an improvement in students’ English speaking skills through the Learning Community Technique (LCT) than through the conventional way (teacher-centered) of teaching English speaking skills. The subjects of the study were the students in class eleven in a high school in Bireuen, Aceh Province. This study is a collaborative classroom action research project carried out in two cycles, and each cycle was conducted over three meetings. The data was collected using observation sheets, self-assessments of participation in groups, and questionnaires. The findings were then presented after the data was analyzed using qualitative and quantitative data processing procedures. Based on the result of the teacher’s observation sheet in cycle 1, there were some aspects of his activities that should be redesigned since he did not conduct the activities fully according to the lesson plan. Based on the result of the data analysis in cycle 1, there were several aspects of the students’ activities that were still far from the required standards. Furthermore, the result of the questionnaire on the responses of the students to the implementation of LCT revealed that they had good responses toward its implementation. In addition, they did self-assessment of participation in groups that aimed at evaluating their own progress in learning and how well they performed their tasks. 
TEACHING READING COMPREHENSION TO EFL JUNIOR HIGH SCHOOL STUDENTS Maulizan Maulizan
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

Teachers have a vital role in the teaching learning process; their role supports the development of students’ competency through learning. A teacher is required to possess comprehensive knowledge in pedagogy. In fact, a teacher can choose from a variety of methods to teach reading. In this study the researcher tried to find out the relationship between theory and facts. This study used descriptive research methods. The populations of this study were the English teachers and students in a junior high school in Banda Aceh. The instruments used were: observation sheets, questionnaires and interviews. Based on the data gathered, the researcher found several problems that needed to be solved, even though the teachers at the junior high school in Banda Aceh already had standard knowledge in teaching, especially in preparing lesson plans, but, they lacked the ability to implement their knowledge especially in teaching reading comprehension. Based on observations the researcher concluded that the methods and strategies generally applied by the teachers at the school were: Direct Method, Grammar Translation Method and Think Pair Share Method, which still required supervision. Therefore, the researcher hopes that this study can be continued by subsequent researchers in the future in order to provide more input for better implementation of methods in teaching English, especially for teaching reading comprehension.
Teaching Reading with Authentic Texts about Computers Using the Bottom Up Strategy Mauloeddin Afna
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

This experimental research was aimed at finding out whether there was a significant difference in the achievements of students who were taught through the Bottom Up Strategy (BUS) for teaching reading comprehension using authentic texts about computers and those who were taught through the conventional way (i.e. teacher-centered). The reading comprehension was built up from three inputs: comprehension, meaning construction, and understanding of technical terms. The study relied on a decoding process of outlining the paragraph into a line of idea organization. The decoding process is easily applicable because authentic texts about computer features and computer applications were used in the teaching process. The Department of Information Technology of the Aceh Polytechnic, Banda Aceh, a vocational training institute with majors in computer information systems, was selected as  the research location  for this  study. After 10 meetings or treatments, the t-score of the experimental class (EC) was 13.76 while the t-score of the control class (CC) was 12.48. The value of t-table at a level of significance (α) 0.05 was 1.70 (t (0.95) (30) = 1.70), Thus there was a significant difference between EC and CC in their reading comprehension achievements. By comparison of scores via 13.76 12.48, it is concluded that there was a significant difference in the achievements between the two classes, thus, Ha is proved to be accepted  for this study, that is using BUS for teaching reading comprehension using authentic texts about computers is more effective.
AN EVALUATIVE DESCRIPTIVE STUDY ON ENGLISH TEACHING AT A JUNIOR HIGH SCHOOL IN BANDA ACEH Rina Syafitri
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

The aim of this evaluative descriptive study is to describe the real life teaching of English at a junior high school in Banda Aceh. This research described the procedures used in teaching English including how the teacher taught English from the beginning to end, the teacher’s methods and techniques, and the difficulties faced by the teacher. The instruments used in collecting the data for this study were an observation sheet, an interview guide, and document analysis of the syllabus and lesson plans.  The results of this study showed that: (1) the teacher applied various procedures in teaching: (a) in opening the lesson, i.e. brainstorming students ideas related to the topic, stimulating the students to think creatively, and reviewing the previous lesson, (b) in the instructional processes, i.e. integrating the four skills namely listening, speaking, reading, and writing in the teaching process, and (c) in closing the lesson, i.e. giving opportunities to the students to ask questions, concluding the lesson, motivating and appreciating the students. (2) The methods and techniques used by the teacher were various in order to make the teaching process interesting. (3) There were some difficulties faced by the teacher in teaching including the noisy classroom and students coming in and out of the classroom. Finally, this research suggests that the teacher should be more creative and innovative in creating the lesson, should mix methods in order to create a more effective teaching-learning process and should control the students from coming in and out of the classroom too freely.  
Teaching Speaking in English Using Contextual Teaching and Learning Sofhia Annisa
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

The objective of this study is to investigate the effect of using the Contextual Teaching and Learning (CTL) approach in teaching English speaking to second year students at a state vocational senior high school in Lhokseumawe, Aceh. This study employed two classes as the sample: one as the experimental class and the other as the control class. The experimental class was taught using CTL, while the control class was taught using the conventional method (teacher-centered). In collecting the data, tests and a questionnaire were used, and then the collected data was analyzed using SPSS computer software. The research findings showed that the mean post-test score of the experimental class at 74 was significantly higher than that of the control class at 60.9. Furthermore, the result of the t-test showed that the scores of the experimental class were higher than that of the control class (11.514.06). The data showed that the students taught using CTL achieved significantly better scores in speaking than those taught using the conventional method. Hence, the alternative hypothesis was accepted and the null hypothesis was rejected. Amongst the speaking sub-skills, comprehensibility was the most improved with an average score of 3.4 out of a maximum of 4.0. This shows that the students got a better understanding by the use of CTL. Moreover, the result of the data analysis from the questionnaires indicated that almost all the students (93%) in the experimental class responded positively towards the application of CTL since it effectively improved their speaking skills.
THE EXAMPLES, NON-EXAMPLES TECHNIQUE FOR TEACHING SPEAKING IN ENGLISH Sofyan A Gani; Veni Nella Syahputri
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

The objective of this study is to find out whether there is a significant difference in speaking performance between students who are taught using the Examples Non-Examples Technique (ENET) and those who are taught using the Grammar Translation Method (GTM). To achieve the goal of this study, the experimental design method was used with an experimental class and a control class. The sample of study was a class of 45 students as the experimental class and another class of 45 students as the control class. The instruments used for the study were tests. The data was analyzed through statistical formula including finding the frequency distribution, range (R), class of data (K), class of interval (I), mean, standard deviation, and Z-score. The results showed that the Z-score pre-test of experimental and the control classes was 1.3 (Z countZ table) in which the Z table was 2.04.  This means that there was no significant difference between the scores of both classes in pre-treatment. However, in post-treatment the Z-score for the experimental class and control classes was 5.1 (Z countZ table) which indicated that there was a significant difference between the experimental class and the control class in post-treatment. In conclusion, ENET can be applied as an alternative technique in teaching speaking. The research hypothesis (Ha) is also proven that the use of ENET provides a positive contribution for the development of students’ speaking performance.
Teaching Speaking in English by Using the Picture Series Technique Zainatuddar Zainatuddar
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

This study is aimed at finding out if there are any significant differences in achievement between the students who are taught speaking by using the Picture Series Technique (PST) and those who are taught by using the Drill Technique (DT), and to find out which speaking sub-skills are better taught by using PST. This study was an experimental research project using quantitative and qualitative methods, which employed a true experimental design of two classes: one as the experimental group taught using PST, and the other was the control group taught using the typical DT. There were 30 students in each group of the second-year at SMKN 1 Lhokseumawe. The instruments were a questionnaire sheet and a speaking test sheet. The data from tests were analyzed by using the Statistical Package for the Social Sciences (SPSS). Meanwhile, the data from questionnaire was analyzed by using the percentage system. The findings indicate that PST used in teaching speaking affected the students’ speaking score. The experimental group students had higher speaking scores (x=80.10, S1=10.29) than the control group (x=67.67, S1=12.86). The students’ speaking ability in both groups was significantly different as indicated by the t-test (the t-obtained (4.136) t-table (2.00)). This showed that the students who were taught speaking skills by using PST got better results in speaking than those who were taught speaking by using DT. Furthermore, the students were seen to be more active and creative in expressing their ideas, and more confident in speaking.
CONTENT ANALYSIS OF THE NEW CUTTING EDGE INTERMEDIATE: ITS COMPATIBILITY WITH THE NEW SCHOOL BASED CURRICULUM SYSTEM Indayani Indayani
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

It is not necessary to point out that no textbook is flawless. Each and every textbook has a number of potential strengths as well as limitations within its contents or its application in the teaching learning process. This research covers the analysis of several features of the New Cutting Edge Intermediate (NCEI) textbook and highlights a number of strong and weak points of this new textbook. In order to obtain the data for this study, the contents, layout and design, activities and tasks, grammar and skills presented in the textbook were scrutinized according to the School Based Curriculum (SBC) approach (Depdiknas, 2005), which is recently introduced into the Indonesian education system. More importantly, the distinctive approaches and principles underlying NCEI textbook design and also those of the SBC were analyzed to ascertain the extent of their compatibility.
An Error Analysis of EFL Students’ English Writing Andrian Andrian
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

The objective of this study was to find out the category of errors that EFL students usually made in their writings at Business College LP3I, Banda Aceh. The subjects of this study were two classes of fourth semester students from the Office Management and Computerized Information majors which had a total of 17 students. The data was collected through quantitative method. The instrument used to collect the data was tests. The findings of the study showed that the highest percentage of errors was from the category of tenses, including subject verb agreement. The lowest percentage of errors was from the category of clauses and phrases (conditional, wish, reported/quoted speech). It is suggested that the teacher could have conducted brainstorming with the students first before the writing assignment was given so that they can be assisted in vocabulary choices to use in their writing. The students should also be trained with more rules of grammar needed by beginners such as simple tenses, determiners, usage of idioms and the like.
TEACHING ENGLISH FOR SPECIFIC PURPOSES TO STUDENT NURSES Nurmainiati Nurmainiati
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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

Abstract

This research is about Teaching English for Specific Purposes [ESP] to student nurses at an academy in Banda Aceh. It is an evaluative descriptive study that describes preparations by the lecturer, the teaching techniques used, the teaching activities, the teaching materials and resources, and the assessment of the students’ achievements. The subjects of this research were the English lecturer and all the third semester students at the academy. The instruments used for collecting data were observations, interviews, and document analysis of the English lecturer’s syllabus and lesson plan. The findings of this research are in three parts. The findings from the observation concerned on (a) the syllabus and lesson plan, (b) the materials and learning resources, and (c) the scheduling of the lessons. The findings from the interviews were on (a) the academic administrator who did not ask the English lecturer to prepare lesson plans before starting the lessons, and (b) the English lessons were focused only on speaking. Finally, the findings from the document analysis were on (a) the English syllabus that did not fully cover the subjects as set-out in the curriculum, and (b) the assessment of achievements of the students was well done by the English lecturer.

Page 18 of 29 | Total Record : 286

 16   17   18   19   20 

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