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[Using a smartphone video camera to reduce anxiety in speaking activity ]]>
<![CDATA[Nur Asma]]>
<![CDATA[ English Education Journal Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i1.19078
<![CDATA[The common problems faced by students in English speaking are anxiety and the lack of confidence and ideas. This research was conducted to determine the relevant factors and to provide a solution by using the smartphone video camera. To obtain the data in this research, experimental research was performed inside and outside the classroom with a series of treatments and a questionnaire sheet as the instrument. The data were analyzed using a model proposed by Smeda, Dakich, and Sharda (2014) and a Likert scale questionnaire, which was adapted from Spratt, Humphreys, and Chan (2002). The result from the test showed a significant difference between the experimental and control classes as the carried t-test presented the score of -8.36, which was out of the limit (between -1.96 and 1.96). Another result was the students developed positively which was shown by: the anxiety tends to decrease as they were given time before performing thus prepared better, their self-confidence was increased and challenged by using the smartphone video camera method due to the application of innovation in the speaking class. The conclusion of this research is lecturer needs to apply new methods, one of which is using a smartphone application.]]>
<![CDATA[The use of comic book as a media in teaching reading comprehension to improve students' vocabulary mastery ]]>
<![CDATA[Desi Purnama Sari]]>;
<![CDATA[Sofyan Abdul Gani]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i1.19110
<![CDATA[Improving vocabulary mastery of students requires creativity in finding some strategies in order that students are motivated to memorize the vocabulary. This research aimed to use a comic book to improve student's vocabulary mastery through reading comprehension. The researcher focused on the use of Snow White comic book in improving students’ vocabulary mastery. The data were collected by doing tests. The tests were divided into pre-test and post-test to see the students’ ability on their vocabulary mastery before and after the treatment, and a questionnaire was used to see the students’ responses toward the approach. The samples are the students of MAN 2 Montasik Aceh Besar, consisted of 40 students who were divided into experimental class and control class. The obtained data were analyzed using descriptive statistics through SPSS Version 22. The result of the hypothesis testing of this research showed that students’ vocabulary mastery was significantly improved. The students’ responses toward the use of comic book to improve their vocabulary mastery were positive and the students showed their interest in reading. Therefore, the use of comic book to improve student's vocabulary mastery through reading comprehension is suggested to be used by teachers to help students in learning and memorizing vocabulary. ]]>
<![CDATA[The use of English Conversation Journal (ECJ) to improve students’ speaking performance in business English communication ]]>
<![CDATA[Mera Intan]]>;
<![CDATA[Kismullah Abdul Muthalib]]>;
<![CDATA[Iskandar Abdul Samad]]>
<![CDATA[ English Education Journal Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i1.19133
<![CDATA[This experimental research was intended to make an analysis and assessment toward the use of English Conversation Journal (ECJ) whether it is effective to improve students’ speaking performance in Business English Communication or not. The objectives of this study were to find out whether there are any significant differences between students who are taught by using ECJ and without ECJ in terms of students’ speaking performance in Business English Communication. The Researcher employed quantitative research with two groups consisting of pre-test and post-test groups through random sampling where Office Management students (OM-35) as control class and (OM-36) as experimental class. The result revealed that the mean difference is 11.75. It showed that the average result of students’ deviation score in Control and Experiment groups was 69.50-81.25=-11.75. In other words, there are significant differences in students’ Speaking Performance in Business English Communication between those who were taught by using English Conversation Journal (ECJ) and those who were not. Therefore, improving student’s speaking performance in Business English Communication by using English Conversation Journal (ECJ) can be an alternative in teaching and learning process.]]>
<![CDATA[The use of Problem Based Learning to improve students’ speaking ability ]]>
<![CDATA[Rizal Fahmi]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Bustami Usman]]>
<![CDATA[ English Education Journal Vol 12, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i2.17920
<![CDATA[Speaking skill is one of the basic language skills that has important role for oral communication. This study attempts to find out whether the implementation of Problem Based Learning (PBL) could enhance the students’ speaking skill at Darul Ulum Islamic Boarding, Banda Aceh. The population of this study was the students from the second grade of students at Senior High School Darul Ulum Islamic Boarding, Banda Aceh. The sample of this study was the students in class II-IPA I as experimental group and class II-IPA II as control group. Through the quantitative method, the writer analysed the data by means of t-test.The result shows that there was a significant difference in the students’ speaking skill taught by implementing Problem Based Learning.The students’ mean of pre-test’s score was 51.64. Then in post-test, the mean score of the students was 63.64. In other words, Problem Based Learning has successfully enhanced speaking skill of the II-IPA I students. Therefore, Problem Based Learning may be one of the appropriate teaching methods to improve students’ English-speaking ability as it gives a chance for students to relate themselves with real-life issues that require real-life solutions.]]>
<![CDATA[Teacher talk of praises in English classroom interaction ]]>
<![CDATA[Aulia Rahmani]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Bukhari Daud]]>
<![CDATA[ English Education Journal Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i1.18149
<![CDATA[This study was conducted at International Elementary School of Bunga Matahari to find out the type of teacher talk in English classroom interactions and the students’ responses on teacher talk of praises. The descriptive qualitative design was applied and aimed to analyze the types of talk employed by the teacher in the classroom interaction based on FIACSystem presented by Flanders (1970). The data were analyzed using an interaction model of Miles, Huberman, and Saldana (2013) et al. and focused on the teacher and student talk in ICP class. This research employed observation through video recording in order to reach the objectives of this study. The participant in this study were 45 students with 15 students in each class and 3 English teachers. The results showed that by analyzing responses of transcription from the observation, the teacher talk of giving praises is approximately less, giving direction dominates the teacher talk category that consists of direct influence of teacher talk. In addition, the students’ response was dominantly toward teacher talk of praises.]]>
<![CDATA[Using contextual teaching and learning (CTL) approach to improve students' speaking ability ]]>
<![CDATA[Ramzi Yusyac]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Burhanuddin Yasin]]>
<![CDATA[ English Education Journal Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i3.19189
<![CDATA[The objective of this research is to investigate the implementation of Contextual Teaching and Learning (CTL) to improve students’ speaking skills in the aspects of accuracy, clarity, and fluency. This research employed a quantitative method in nature. A pre-experimental design with pre-test and post-test was used. The population of this research was all second-year students. The sample of this research was one of the second-year classes chosen by using the purposive sampling technique. The instrument used in this research was a speaking test: pre-test and post-test. The data collected were analyzed statistically. The results showed that the implementation of contextual teaching and learning (CTL) improved students’ speaking skills in terms of accuracy, clarity, and fluency. The result of Wilcoxon showed the value of Asymp. Sig (2-tailed) for accuracy, clarity, and fluency is 0.000 which means that the resulting test is less than the minimum requirements of the statistics range (0.05). Therefore, the use of CTL in teaching and learning speaking is very beneficial for students to improve their speaking skills. Thus, the hypothesis of this research was accepted. There is a significant improvement in students’ speaking skills after they were taught by using CTL.]]>
<![CDATA[An investigation of English student-teachers’ constraints during teaching internship program ]]>
<![CDATA[Salviana Salviana]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Bukhari Daud]]>
<![CDATA[ English Education Journal Vol 12, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i2.19132
<![CDATA[The teaching internship is designed to smooth the transition from teacher to student. At the same time the teaching internship assignment gives the teachers training institutions an opportunity to evaluate the students teaching capabilities. It is one of the most important components of the teacher training program. It is an opportunity for student teachers to put their theoretical studies into practice. The objective of this study is to investigate the constraints faced by student teachers during teaching internship program. The qualitative method was employed in this study. The study involved 26 students who participated in the teaching internship program in 2016/2017 session, Faculty of Teacher Training and Education, University of Syiah Kuala. Covenience sampling technique was used to select the sample. The instruments used to collect data was questionnaire. The data collected was analyzed by using Miles and Huberman’s qualitative data analysis. Based on the questionnaire the result showed that there were fourteen constraints faced by student teachers during teaching internship program. The constraints were mainly in the domains of personal, class participation, class management, instructional, emotional, adjusting to students, and supervision. As teaching practice is an important component of teachers training program, considerable attention must be given to make it more effective and fruitful. Therefore, this study suggests that the cooperation of the faculty and schools in terms of supervision need to be improved in order to optimize the outcome of the program.]]>
<![CDATA[Teachers' strategies in teaching speaking skill to junior high school students ]]>
<![CDATA[Faisal Razi]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Dohra Fitrisia]]>
<![CDATA[ English Education Journal Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i3.19136
<![CDATA[Improving the speaking skill of the students requires creativity in strategies. Therefore, this research aims to describe the kind of strategies as well as the obstacles. This research used observation sheet and interview guide as the instruments. The subjects of this research were two English teachers who teach the junior high school students at SMP Inshafuddin Banda Aceh. The data were collected by observing and interviewing the teachers. Then, the procedure of data analysis for this research involved data condensation, data display and drawing the conclusion. The result of the first research question of this research described that there are five strategies used by the teachers in teaching speaking skills, namely role play, drilling, games, picture describing, and storytelling. Meanwhile, the result of the second research question described the obstacles faced by the teachers related in applying the strategies. It is suggested for the teachers to be creative in applying several strategies to improve students’ speaking skill. In conclusion, in order to be succeed in applying the strategies, the teachers need to find the solution in overcoming the obstacles while applying the strategies.]]>
<![CDATA[Using Somatic, Auditory, Visual, and Intellectual (SAVI) technique to improve students’ speaking ]]>
<![CDATA[Dahlinar Dahlinar]]>;
<![CDATA[Sofyan Abdul Gani]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 12, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i2.17420
<![CDATA[The objective of this experimental study is to investigate the effect of using Somatic, Auditory, Visual, and Intellectual (SAVI) technique on students’ speaking at SMAN Model 12 Banda Aceh. Furthermore, it is also to investigate the students’ responses toward the implementation of SAVI technique in teaching speaking at SMAN Model 12 Banda Aceh. Two classes (respectively 33 students) are chosen as the sample. The students in experimental class were taught by using SAVI technique and the students in control class were taught without using SAVI technique. The data about the students’ ability were collected through giving test. Meanwhile, the students’ responses toward teaching speaking by using SAVI were collected by giving questionnaires. The data from test were analyzed by using SPSS version 23. Meanwhile the data from questionnaires were analyzed by using percentage formula suggested by Sugiyono (2015). The finding showed that using teaching speaking by using SAVI technique significantly improved students’ speaking ability, especially their speaking sub-skills. The study proved the improvement by the result of z-test in which the z-score for post-test result of experimental and control class is 3.73. It was found against the hypothesis that there is a significant difference in speaking achievement between the students who were taught by using SAVI technique and those who were taught without using SAVI technique at second year students of SMA 12 Banda Aceh.]]>
<![CDATA[Exploring the proper cultural content in Indonesian EFL textbooks viewed from intercultural perspectives ]]>
<![CDATA[Muhammad Ona Irawan]]>;
<![CDATA[Bukhari Daud]]>
<![CDATA[ English Education Journal Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i1.18082
<![CDATA[This research aimed to find out and to describe the cultural content of two Indonesian Senior High School EFL textbooks namely Buku Bahasa Inggris Kelas XII and Pathway to English 3 from the content of cultural information, the elements of surface and deep culture of Hall’s (1976) Iceberg theory and the dimension of intercultural communicative competence of Byram’s (1997). This study is a document analysis, and the writer used descriptive qualitative analysis. The data were collected by reviewing document and were analyzed based on the concept of Miles, Huberman, and Saldana (2014) which covered data condensation, data display, and drawing conclusion. The findings showed that the cultural information in both textbooks mostly presented by elements of surface culture. This research also showed that both textbooks had facilitated the three dimensions of intercultural communicative competence (knowledge, skill, and attitude), while the last dimension (critical cultural awareness) had not been achieved yet. In conclusion, the textbooks are still providing and facilitating the material in improving learners' language competency and cultural knowledge. ]]>
