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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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Using The Participation Point System in Teaching Speaking Skills Muhammad Ihsan
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was aimed to investigate if there would be a significant difference in achievement between students who were taught EFL speaking skills by using the Participation Point System (PPS) technique and those who were taught by using the discussion technique at UIN Ar-Raniry Banda Aceh. It was also aimed at finding out the response of the students’ towards the use of the PPS in learning speaking skills in a conversation class at UIN Ar-Raniry Banda Aceh. The participants for this research were 30 non-English first year students  in an EFL conversation class at UIN Ar-Raniry Banda Aceh. Tests and a questionnaire were used to collect the data. The findings from the research showed that the PPS can help the students improve their speaking skills more than the discussion technique in pronunciation, grammar, vocabulary, fluency, and expression. The PPS technique encourages the students to participate more in the classroom situation by asking and answering questions, expressing opinions and volunteering for classroom activities. It also creates a better teaching-learning atmosphere in the classroom.
Teaching Speaking by Applying Pair Work Technique Rika Mulya
English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The purpose of this study to investigate the significant difference of speaking performances between students who were taught using pair work technique and students who were not. The method of this study was quantitative experimental. The second grade students of a high school in Banda Aceh were chosen as the sample of this research, which consisted of two classes as the experimental class (EC) and the control class (CG) with 30 students in each class. Tests were used as the instrument in this study. The data was analyzed by using t-score. The result showed that there was a significant difference between the EC and the CC in speaking performances. This was proven by the t-score (2.56) that was higher than the t-table (2.00). Therefore, the hypothesis which stated that there is a significant difference of speaking performance between students who are taught using pair work technique and students who are taught using the conventional technique was accepted. The use of pair work technique in teaching speaking was found to be an effective technique for the EC students in improving their speaking performances. It is suggested that English teachers make use of this technique in teaching speaking to their students, as a variety among the other techniques that can be used in class to teach the same skill.
Student objectivity in peer assessment in an EFL speaking class Desha Vitra Yunella
English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was aimed to investigate to what extent students doing peer assessment can be objective when they assess their friends in speaking and to find out their perceptions toward peer assessment. Peer assessment is an interesting teaching and learning technique. Teachers rarely use it as a final assessment because of doubts about the objectivity of peer assessment itself. Thus, the writer was interested to find out the objectivity of peer assessment. The subjects were students in a Public Speaking Class at UIN Ar-Raniry in Banda Aceh. The results from document analysis showed that peer assessment was objective as proven by the SPSS analysis. There was no significant difference between the results from peer assessment and the value assessed by the teacher which proved that the peer assessment done by the students was objective. In addition, the interview results showed that the students supported doing peer assessment in the classroom. As a result of this research teachers are recommended to implement peer assessment in their classrooms as a teaching technique as well as doing it for final assessments. 
The Obstacles Faced by the English Teacher in Assisting Students to Win Storytelling Contest at Methodist Senior High School, Banda Aceh Mulyadi Syahputra; Bustami Usman; Bukhari Daud
English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The aims of this research were to find out the teacher’s obstacles in preparing their students to win storytelling contest. This study was designed using the descriptive qualitative method. The results of the study were collected through interviewing the teacher in Methodist Senior High School who was purposely selected by their achievement in preparing the students in some storytelling contests. The conclusion of the study that the teacher’s obstacles in preparing students for storytelling those obstacles are students’ lack of vocabulary and mis-pronunciation, lack of motivation, lack of time, lack of discipline and the challenge to the diversity of students’ personality. Moreover, the solutions to those problems are also presented.
Project Based Learning Techniques to improve speaking skills Herlina Dewi
English Education Journal Vol 7, No 3 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This Classroom Action research was to describe the application of the Project Based Learning (PBL) technique through group work in teaching English especially for a speaking class in two cycles. Each cycle consisted of three meetings. The research was done in six major steps: preliminary preparations, planning, acting, observing, reflecting, and evaluating of the results of the teaching-learning speaking process. The instruments used in collecting the data were the researcher’s and the students’ observation sheets, tests, and student questionnaire sheets. The result from the first cycle was that the score for the researcher’s participation at the end of the first cycle was 73%, which is categorized as good; while after the second cycle the score was 90%, which is categorized as very good. With regard to the students’ participation, the percentage score after the first cycle was 70%, which is in the middle category. This increased significantly after the second cycle to 81% in the good category. Furthermore, the students’ improvement in speaking skills can be proved by comparing the results from the pre-tests and the post-tests. Their average score pre-teaching was 67, and post-teaching after the first cycle it rose to 71. Moreover, after the second cycle the students’ post-test result increased to 79. This means that the success indicator was reached. Consequently, PBL technique can improve the students’ speaking skills. Finally, data from the questionnaire shows that 90% of the students chose the options “agree” and “strongly agree” to the use of the PBL technique in their speaking class. They also responded positively to the use of the PBL technique in the process of teaching-learning speaking.
Think-Aloud Strategy for Teaching EFL Reading Sepri Kurniadi
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

One of the English language skills that has to be mastered by Senior High School Students in Indonesia is skill in EFL reading. This research was aimed at investigating the effectiveness of using the Think-Aloud Strategy in teaching EFL reading. It also investigated the students’ responses to the implementation of the Think-Aloud Strategy in teaching EFL reading. A quasi-experimental design with pre and post-tests was used for this research. Two classes, each with 25 second grade students from SMA Lab school in Banda Aceh were chosen as the sample for the research using a random sampling technique. The reading tests (pre and post-tests) and a questionnaire were used as the instruments for the research. The data collected was analyzed using descriptive statistics with SPSS 20.The results showed that the use of the Think-Aloud Strategy improved the experimental group (EG) students’ reading scores and then, these students also gave positive responses to the use of the strategy in teaching-learning EFL reading. Therefore, the hypothesi of this research were accepted. This means that the use of the Think Aloud Strategy significantly improved the students’ EFL reading scores as compared with those students who were taught EFL reading by using a conventional EFL reading strategy. The EG students also gave positive responses to the implementaion of the strategy in teaching EFL reading. It can be concluded that the use of this strategy significantly improved the second grade, year 11, students’ EFL reading ability.
The Implementation of Debate Technique to Enhance the Students’ Speaking Skill Michael Tianame; Bustami Usman; Asnawi Muslem
English Education Journal Vol 10, No 2 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The objective of this research was to improve the quality of teaching and learning speaking by using debate technique at the tenth grade students of SMAN Modal Bangsa, Aceh. The academic year was 2017/2018. The participants of this research were 27 students at class X/IPA-5. The research was classroom action research which was done in two cycles.Eachcycle consisted of two meetings. There were two types of data namely quantitative data and qualitative data. The result of the first cycle shows that the percentage score for the researcher’s performance was 70 % which is categorized as good; while in the second cycle the score was 90 % which is categorized as very good. Regarding to the students’ involvement, the percentage score in the first cycle was 75% or in the middle category, and it increased significantly in the second cycle with the percentage 95% or in the excellent category.Furthermore, the class passing percentage in the pretest was 55,55 %, but it increased 81,48 %in the first cycle and 100 % in the second cycle.  It indicates that the success indicator is reached. Finally, the data from the questionnaire shows that the students responded positively to the use of debate technique in the process of teaching and learning speaking. The outcome of this research showed that using debate technique were able to improve the teacher’s performance in teaching speaking, and the students’ involvement in learning speaking. It also improved the students’ speaking skill. Key words:  Speaking Skill, Debate Technique, Classroom Action Research
Strategies for teaching reading comprehension Muslaini Muslaini
English Education Journal Vol 8, No 1 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was done to find out how reading comprehension was taught at an Islamic boarding school in Pidie Jaya, the strategies that were used by the teachers for teaching reading comprehension, and the responses of the students towards the teaching-learning of reading comprehension. This study was conducted using an action research. The participants of this study were the teachers and their students. The instruments used were an interview guide and observation sheets to collect data. Based on the data collected, the researcher found several problems that needed to be solved, especially in the preparation of lesson plans even though the teachers at the school already had much knowledge of teaching. Based on these observations, the methods and strategies generally used by the English teachers at the school included individual learning, cooperative learning, using media, (games, pictures and picture series), and the grammar translation method. They modified the strategies used in teaching depending on the materials or the genre of the text. The choice of strategy was adapted by the teachers with the materials, the indicators and the purpose of learning based on the syllabus and curriculum. They chose the most appropriate strategy to help the students comprehend the text well. Their reasons for  using a particular strategy was to help the students to avoid difficulties in reading the text, especially comprehending the aspects of reading such as the main idea, making inferences, noting detailed information and references. The use of appropriate strategies to reach the purposes of learning was planned in the lesson plan.
Implementation of Parents Teacher Conferences for English Lessons Fatimah Zuhra; Usman Kasim; Asnawi Muslem
English Education Journal Vol 9, No 3 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research focused on analyzing teacher’s implementation of parents-teacher conference assessment at SD Teuku Nyak Arif Fatih Bilingual School. The objectives of this study were to specify the implementation of recommendations from a parents-teacher conference by the English teacher in the English lessons. The method used in this research was a qualitative research design. The instruments used to collect the data were observation sheets from the parents-teacher conference made by the teacher plus an interview guide. The collected data was analyzed using descriptive qualitative analysis. The findings showed that the teacher used three steps with the parents-teacher conference: (1) before the conference (2) during the conference and (3) after the conference. The teacher adopted all the steps recommended by experts. The researcher suggests that English teachers and students use parents-teacher conferences as part of their assessment in their teaching-learning processes since the results from parent-teacher conferences are very useful for the teachers and their students.
TEACHING READING COMPREHENSION BY USING RECIPROCAL TEACHING APPROACH Juliana Juliana
English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The objective of this study was to investigate the effect of using the reciprocal teaching approach in teaching reading comprehension to the second grade (year 11) students of SMA Negeri 2 Lhoksukon. This study employed a true experimental design in which there were two classes as the sample, one as the experimental and the other as the control class. The experimental group was taught by using the reciprocal teaching approach, while the control group was taught by using the teacher centered approach. In collecting the data, a test and a questionnaire were used, and then the collected data were analyzed by using Statistical Product and Service Solution (SPSS) Version 22. Before the data were processed into further inferential statistics, the normality and the homogeneity of the data were examined. The results of the normality and homogeneity tests showed that the data were normal (sig. 0.20 and 0.12) and homogeneous (sig. 0.63). Based on the t-index from the analysis, it was found there was a significant difference between both groups as 0.17 is higher than α=0.05. The findings indicate that the students taught by using the reciprocal teaching approach achieved significantly better scores in reading comprehension than those taught by using the teacher centered approach. Hence, the alternative hypothesis was accepted and the null hypothesis was rejected. Moreover, the result of the data analysis from the questionnaire indicated that almost all the students responded positively towards the use of the reciprocal teaching approach since it effectively improved their reading comprehension skills.

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