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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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An investigation on using teaching media in teaching speaking skill Fitri Marhamah; Asnawi Muslem; Saiful Marhaban
English Education Journal Vol 13, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i1.23147

Abstract

Teaching media is a mode and learning messages to students that can help teachers to improve students’ learning achievement. This study aimed at finding kinds of the teaching media used by teacher in teaching speaking skill and the obstacles that she encountered in using teaching media. This study is a qualitative study. There were one teacher and one online class meeting involved in this study. To collect the data, the researcher employed observation via Zoom Cloud Meeting recording and interview. The result of the study indicates that there are 8 of teaching media which are generally used by the teacher, comprising: Zoom application, WhatsApp group, Microsoft word and Microsoft PowerPoint, video, YouTube, whiteboard, and course book. The teacher faced the obstacles toward the difference background of students’ ability, the number of the students, the availability of network, and the teacher’s less attention in using teaching media. In short, the teacher should consider the appropriateness of teaching materials to the students’ level of intelligence because it will help them to understand the material successfully.
Stylistics analysis of the short story “My Old Man” by Ernest Hemingway Siti Ayu Hardiyanti
English Education Journal Vol 12, No 4 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i4.15337

Abstract

This study aims to explore the language style of Ernest Hemingway’s short story “The Old Man”. This research describes the stylistic used in the short story. Ernest Hemingway is one of the famous writers of prose and short story. Many people recognize his special works for short stories because Ernest Hemingway has a characteristic that makes him one of the best short story writers in Europe from a young age. My Old Man is the first work known for the lot use of stylistic styles that distinguish this story from Hemingway’s other works. The researcher limits the stylistic only to explore linguistics such as pragmatics and semantics. In addition, the researcher explains the features of stylistic devices which are on simile, poetry, and calque. This study combines 2 methods of analysis, namely textual and stylistic analysis. The results illustrated how Hemingway used stylistic to describe a child as the narrator, where he told in detail the dark experiences of his father in the world of horse racing in a coherent manner. Hemingway combined his imagination with processing language styles in the story. 
Guidelines for Article Contributors Faisal Mustafa
English Education Journal Vol 12, No 4 (2021)
Publisher : Universitas Syiah Kuala

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Abstract

Investigating students’ motivation and problems toward the use of Zoom platform in English teaching and learning process during the Covid-19 pandemic Zuhratul Aini; Asnawi Muslem; Saiful Marhaban
English Education Journal Vol 12, No 4 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i4.21213

Abstract

This study was carried out to explore students’ motivation and problem toward the use of Zoom platform in teaching and learning English at Madrasah Aliyah Negeri (MAN) 1 Banda Aceh. The methods used in this research were quantitative and qualitative in nature. The instruments used were a set of questionnaire and interview. The data collected from the questionnaire were analyzed by using descriptive statistic in Microsoft Excel tool. Meanwhile, the data collected from the interview were analyzed by using words to describe the problem and solution because of teaching and learning through Zoom platform during Covid-19 pandemic. The result of this research found that the students relatively disagree with the use of Zoom platform in teaching and learning English. The percentage of students disagree was found 65% and the students’ agreement indication was found 35%. The dominant problem that faced by the students during teaching and learning using Zoom platform are related to the internet connection, misunderstanding material, nervousness, and eye strain. It can be resolved based on students’ solution related to the situations such as taking note and promoting a group discussion.
The effect of using computer-assisted reading with inquiry-based learning on student reading comprehension Zakiyuddin Zakiyuddin; Mutmainnah Mustofa; Muhammad Yunus
English Education Journal Vol 13, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i1.25164

Abstract

This study aims to determine whether there is a difference between students who read using computer-assisted reading and those who read using other means in terms of reading. The sample was 23 students studying at two senior high schools in Sumenep, East Java, Indonesia. They were selected from student representatives based on their English language skills. The experiment was divided into six stages which include learning and testing. The researchers used lexical-tutor where there are audio-assisted reading, concordance, and online dictionary. For the learning process, researchers use inquiry-based learning, which focuses on student activity. To determine whether there is an effect on reading comprehension, the researcher used a paired sample t-test and an independent sample test to determine whether there is a difference in student reading comprehension score using an inquiry-based computer aid with those who do not use it. Based on the results of the study, there is no effect and no difference between reading using computer-assisted reading with inquiry-based learning and those who did not use computers. When viewed from individual scores, the results of the study showed little progress. The results of the observation show that not all students like to read while listening to audio.
Problems in teaching and learning English online during the Covid-19 pandemic Siti Wulandari; Sofyan A Gani; Asnawi Muslem
English Education Journal Vol 13, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i1.21702

Abstract

The coronaviruses (Covid-19) pandemic has spread rapidly worldwide, including the education sector. The policy toward the study from home during the Covid-19 outbreak caused a new problem in the teaching and learning system. The objectives of the research were to find out and describe the problem faced by the teachers in conducting online learning during the Covid-19 pandemic. This is a qualitative method approach. The research subjects are three English teachers. The data was gathered through observation and interviews from three English teachers at SMA Negeri 4 Banda Aceh. Some of the problems emerged during online learning, nine problems. The arisen of teaching problems were: internet access, disability in accessing technology, difficulty in explaining the materials, flexibility in controlling and managing students' activities, indiscipline, time-consuming, lack students' motivation, students absent in online class, and the last parents support system. The findings showed that there are two solutions to overcome the problems by teachers, namely, applying online chat of WhatsApp and keeping the interaction with the students' parents to support the student activities and explain the lesson plans while online learning teaching and learning process.
The effectiveness of reciprocal scaffolding technique on students’ writing skill Cut Mulia Zuhra; Asnawi Muslem; Bukhari Daud
English Education Journal Vol 13, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i1.24549

Abstract

The objectives of this research were to investigate the effectiveness of using the reciprocal scaffolding technique on students’ writing skills and the students’ responses toward the implementation of the technique in the teaching and learning process at the second-year student of State Junior High School 1 Kutamakmur, North Aceh. The samples for this study were drawn in two customized groups using a random sampling approach with class VIII/b as the experimental group and class VIII/d as the control group forming a total of 52 students. The data for this study were gathered using a test and a questionnaire. The data were analyzed to determine the difference in the t-test scores between the two groups. The statistical results showed that the control group’s mean pre-test score was 50.15, which was lower than the experimental group’s 51.69. Meanwhile, the mean score of the experimental group in the post-test was 70.88, which was higher than the control group’s 58.34. The significant value for both groups in the post-test was 0.00, which is less than 0.05. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. It indicates that teaching writing while employing reciprocal scaffolding more effectively improves the students’ writing than teaching without it. In addition, the questionnaire that was presented to the experimental group revealed that the students gave positive responses toward the use of reciprocal scaffolding techniques in teaching writing.
Guidelines for Article Contributors Faisal Mustafa
English Education Journal Vol 13, No 1 (2022)
Publisher : Universitas Syiah Kuala

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Abstract

Analyzing higher order thinking skills (HOTS) questions of reading essay tasks in senior high school English textbook Maziyyatus Shalihah; Dzulfikri Dzulfikri; Mutmainnah Mustofa
English Education Journal Vol 13, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i1.23956

Abstract

English textbooks, particularly for senior high school students, should provide competent English reading activities to help students improve their English skills by simultaneously training them in reading and vocabulary knowledge. The researcher aims to investigate the Higher Order Thinking Skills (HOTS) in essay reading exercises distributed in the English SMK/MAK textbook for grades X, XI, and XII. The researcher selected the English textbook published by Bumi Aksara. This study was carried out using the qualitative method.. The data analysis method was sequentially started from textbook observation, question selection, data reduction, and finally the HOTS data analysis. According to the results, there are 6 HOTS reading essay questions (C4: 2, C5: 4) in the English textbook for X grade, 7 HOTS reading essay questions (C4: 5, C5: 2) in the English textbook for XI grade, and 12 HOTS reading essay questions (C5: 12) in the English textbook for XII grade. It can be concluded from the findings that HOTS reading essay questions are distributed less than LOTS. These results may suggest to English teachers to be selective in utilizing English textbooks to improve student's critical thinking and for the further researcher to investigate HOTS effects on students’ achievement.
Introducing English vocabulary to young learners with flashcards Eka Amaranggana Ahmadi Suryani; A. Halim Majid; Suryani Suryani
English Education Journal Vol 13, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i2.25454

Abstract

English has become the most commonly spoken language in the modern era. English should be taught in every primary school because it is widely used. The most important skill to master when studying the English language is vocabulary. Hence, before learning any language skill, such as reading, writing, or listening, students must first learn vocabulary. Flashcards are a visually appealing medium that can help students understand vocabulary. This study aimed to improve the vocabulary of sixth-grade pupils at an elementary school in Lam Awee, Aceh Besar, using flashcards. The sample was taken from the sixth grade which consisted of 6 students. The data was collected using a vocabulary matching test consisting of questions covering parts of body, family, color, and fruit. The data were analyzed by testing the hypothesis at the significance level of 0.05. The results showed that the student vocabulary score improved significantly after learning the language using flashcards. Therefore, it is recommended for teachers to use flashcards to provide a basic vocabulary to beginners because it helps boost students’ motivation to learn new English vocabulary.

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