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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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Guidelines for Article Contributors Muhammad Aulia
English Education Journal Vol 14, No 1 (2023)
Publisher : Universitas Syiah Kuala

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Abstract

Teaching Indonesian Speaking Skills with A Gamification Approach Yunarni Siregar; Ifan Iskandar; Ratna Dewanti
English Education Journal Vol 13, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i3.26190

Abstract

Speaking skills are essential language skills to master in the digital era. Indonesian teachers are therefore challenged to develop approaches and materials according to the development of students in this era. Gamification is an approach that Indonesian language teachers can develop to be more effective and make students involved in learning. This study intends to further explore gamification's effectiveness in learning speaking skills. The research is a quasi-experimental study involving 34 students of class XI IPS MAN 4 Jakarta in one learning session. All students were involved in total sampling and received treatment as a whole without a control group. The data were observed using a questionnaire according to the curriculum target and analyzed by frequency distribution. The results showed that gamification improved students' abilities, learning motivation, and engagement. The implication is that the gamification designed in this study can be further developed in accordance with the study's limitations. The game can also be developed digitally.
Well-structured electronic portfolio as a facilitator of engagement in EFL skills Yan Li; Charanjit Kaur Swaran Singh
English Education Journal Vol 13, No 4 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i4.28669

Abstract

Electronic portfolios have been widely accepted as the learning and assessment tool for enhancing language skills and competence in higher education. However, previous studies have not profoundly examined how e-portfolios with well-defined structure influences students’ engagement. More information on e-portfolios and engagement is also needed. Therefore, this study was conducted to investigate the well-structured e-portfolios on students’ engagement in learning activities as these activities consist of self-and peer-assessment. To serve this intention, an explanatory sequential mixed method with questionnaires and interviews was used to obtain data. The questionnaires and reflective notes were analyzed using descriptive statistics, and the results of the interview were analyzed based on the qualitative thematic analysis technique. The findings show that there is no difference between EFL students’ perception and language skills. It was also indicated that self-assessment plays an essential role in engagement which informs constructs of e-portfolio. Further, a wider range of information on e-portfolio structure to deepen engagement was constructed. The conclusion profoundly informs and implicates instructional design and pedagogy in further study.
An Analysis of Students’ Speaking Anxiety in Virtual Learning Classroom During the COVID-19 Diana Fauzia Sari; Usman Kasim; Zakaria Zakaria; Yuliana Yuliana; Fenny Regita
English Education Journal Vol 14, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v14i1.30559

Abstract

This study aimed to find (1) the level of students’ speaking anxiety; and (2) factors causing the anxiety among students during virtual learning. This research used descriptive qualitative method, with the aim of analyzing data taken from 30 students of second semester students of English Education Department at Syiah Kuala University in academic year of 2021/2022. In conducting this study, the researcher used PSCAS (Public Speaking Class Anxiety Scale) questionnaire by Yaikhong and Usaha (2012). The results revealed that most of students (67%) were in medium  level which experienced by 20 out of 30 students. Meanwhile, the factors that most influenced student anxiety is lack of preparation factors (73%). Then, the next factors are grammatical error, motivation, friend/classmate, embarrassment, lack of confidence, fear of making mistakes, shyness and limited vocabulary. Based on these findings, it can be concluded that speaking in the virtual classroom can make students feel anxious and pressured. Anxiety can negatively affect students' speaking achievement; therefore, it is important for lecturers to be concerned with students' anxiety and find the best learning methods to reduce their anxiety, also by making the class atmosphere more comfortable and not monotonous.
An Investigation of Intrinsic Elements and Moral Value in The Paddington Film Khalidin Yusuf; Chairina Nasir; Masrizal Mahmud
English Education Journal Vol 13, No 4 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i4.28282

Abstract

Film has become a more modern means of human’s life depiction than novel or any other written literary work because of its ability to present in audio-visual form. One of the film’s essential elements is intrinsic, the elements that interlink and build the film itself. This research centres on the intrinsic elements in The Paddington (2014) film using a structural approach. Moral value is also being discussed in this research using a separated theory by Linda and Eyre (1997). This research is contributing to the richness of current literary work research while simultaneously giving a support to upcoming and ongoing studies. This research analysed the data using descriptive qualitative method developed by Miles and Huberman (2013). Prior to this, the data had been collected using Creswell’s (2012) note-taking technique. The finding of this research discovered five intrinsic elements and twelve moral values in this film. While the intrinsic elements consist of theme, plot, character and characterization, setting, and point of view. More than 10 classifications of moral values were recorded in this study.
The effect of an English TV series with a bimodal subtitle on students' vocabulary acquisition Miga Yulia; Muhammad Fazaki
English Education Journal Vol 13, No 4 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i4.29673

Abstract

Students of English struggle to remember large amounts of new vocabulary, which leads to a lack of vocabulary, and effective teaching methods and media affect students' knowledge of vocabulary. The current research focuses on using bimodal English-subtitled movie series to improve student vocabulary. The purpose of this research was to determine whether the vocabulary of students improved as a result of watching a seven-part English television series with English subtitle. This study employed quantitative approach, and thirty undergraduate students majoring in EFL were chosen to take part in this study. Prior to the intervention, the students were given a test of the vocabulary that was often found in the series, and they were given the same test following the intervention. The data were analyzed using paired sample t-test and the significance level of 0.05 was used to reject the null hypothesis. The finding shows that watching an English TV series with English subtitle significantly enhanced the students’ vocabulary. As a result, it is recommended that learners use an English TV series with English subtitles to improve their English vocabulary.
Reading With EDSAW Acronym at Tertiary Level Revathi Gopal; Magdelena Long Mering
English Education Journal Vol 13, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i3.28351

Abstract

This study aims to explore the use of the EDSAW acronym, a reading strategy in locating contextual clues systematically among tertiary-level students. It takes a quantitative research design to answer the research question, ‘How effective is the use of the EDSAW acronym in comprehending a reading text?’ The sample was selected based on a purposive sampling technique that comprised 10 students from a public university who scored band 4 in the Malaysian University English Test (MUET). The data collection technique involves a pre-test and a post-test. A reading text was given during the pre-test where students were tasked to locate contextual clues without using the EDSAW acronym. Then, the same participants were taught to use the acronym in finding contextual clues in a reading text. The mean scores of the pre-test and post-test were compared. The findings revealed that there was a significant increase of 2.3 points in the mean score of the post-test. This study highlights the need for teachers and students to use the reading strategy EDSAW acronym during the teaching and learning of reading in ESL classrooms and fills a void in the area of reading comprehension by enabling students to read more independently.
Reader Response Journals in The Analysis of Literary Works among Undergraduate Students Revathi Gopal; Theresa Eng May Lee
English Education Journal Vol 14, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v14i1.30968

Abstract

This study aims to investigate the effectiveness of reader response journals in the analysis of literary works among Malaysian TESL undergraduate students. The study employs mixed method approach and addresses a research question, ‘What are Malaysian TESL undergraduate students’ perceptions on the use of reader response journals in the analysis of literary works?’ Six students of moderate competency in the English language were selected for an interview session to investigate participants’ perceptions of the reader response journals in poem analysis. Interview data were analysed by using thematic analysis in identifying the emerging themes. The findings revealed an increase in aesthetic stance in students’ literary analysis. Besides, students shared that their analyses were more critical with the help of reader response journals. This study proposes an alternative method and strategy to learn literature aesthetically.
Code-Switching in Lecturer-Students’ Interaction in Thesis Examination Siti Rahmani; Iskandar Abdul Somad; Nira Erdiana
English Education Journal Vol 13, No 4 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i4.27821

Abstract

Choosing a code when interacting is one of the opportunities that a bilingual has. Code-switching is usually used by bilinguals when interacting with the other person. This study tries to find the types of code-switching and the categories of reasons for using code-switching in lecturer- students’ interactions in thesis exams. This research used a qualitative method with a case study approach. The data was in the form of utterances obtained from recorded interactions of five thesis examination sessions in the English undergraduate program at Syiah Kuala University. The data was analyzed through several processes, including transcribing, data condensation, identifying, marking, grouping, displaying data, and making inferences. The data was analyzed using the theory proposed by Stockwell and Hoffman. From the analysis, it was found that there are three types of code-switching, namely tag switching, inter-sentential, and intra-sentential. Related to the categories of reasons for using code-switching, the researcher found 5 from 7 reasons to do code-switching in lecturer-students’ interaction in thesis examination. The researcher hoped that the next researcher will further analyze the code-switching that occurs in the thesis exam, not only analyzing the types of code-switching and the reasons for using code-switching, but also analyzing the other side of linguistics.
The impact of vocabulary instruction on vocabulary achievement Anisa Mutia; Rosnani Sahardin; Geunta Mardika Putra
English Education Journal Vol 13, No 4 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i4.30005

Abstract

Students must have a sufficient vocabulary size in order to improve other English skills, as vocabulary is one of the most crucial aspects of language acquisition. Therefore, it is necessary to teach vocabulary when teaching a language. This study seeks to determine the effect of vocabulary instruction on vocabulary achievement among senior high school students. This study was a quantitative study, the sample was 30 students, and the data was collected using a pre-test and post-test. Between the assessments, a seven-hour vocabulary education was provided. Using the paired sample t-test and Wilcoxon signed rank test, it was determined whether there was a statistically significant difference between students' scores before and after the vocabulary training was implemented. The results indicate a significant increase in vocabulary scores among students. The results of the research indicate that explicit vocabulary instruction should be incorporated into the teaching and learning process since it has been shown to increase students' vocabulary.

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