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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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Performance of Learning Processes in a Micro Teaching Class at Ar-Raniry Islamic National University Yunita Ningsih
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

Micro teaching, one of the most frequently used methods in the pre-service education of teachers, is used by many lecturers from the teacher training and education faculty at Ar-Raniry Islamic National University. The micro- teaching program is aimed to train prospective teachers with systematic trials of their teaching abiity. The purpose of this study was to examine the performances of students during the learning processes in the micro-teaching classes. The objectives of this study were to see how the students performed in their micro-teaching classes, to find out the opinions of the students about their teaching performances and to find out the opinions of their lecturer about their performances.  This qualitative study focused on 6 students and their lecturer in a Micro-Teaching Class at Ar-Raniry Islamic National University in June 2016. These 6 students and their lecturer were observed using the research instruments that were developed based on the micro-teaching methods under the guidance of the lecturer. The instruments used in this study were observations and interviews which were used for recording the performances of the students with additional thoughts from their lecturer. The result of this study showed that in their first presentation, the students felt anxious performing in front of their friends and their lecturer due to their lack of prior experience . While in the second performance, their efforts in putting on their best performance such as preparing their lesson plans plus better style in opening and closing the class were apparent. They felt more comfortable in their teaching practice and performing professionally in front of their colleagues.  The interview results showed that the students believed that the micro-teaching class gave them a chance to evaluate their strengths and weaknesses in teaching, plusadvice received from their lecturer and colleagues had some positive impact to improve the quality of their teaching performances. The findings revealed that these six students had positive attitudes towards the application of micro-teaching with regard to its effectiveness for professional development, self-assessment, self-confidence, material production, and linguistic levels.
Indonesian Word Awareness in Children First Language Acquisition from Their Linguistic Models Sarrah Verida Clarissa
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study describes the children’s way to develop their word awareness of first language acquisition from their linguistic models, and teachers’ way to encourage children word awareness at early childhood of preschool. The data obtained from 30 children of group B1. The instruments used for collecting the data were observation, Anecdotal Records and interview. The data collection was preceded in several phases of research execution; class observation, taking the teacher’s document of Anecdotal Records and children’s language achievement, and interview for validity check. The results of the instruments were analyzed by exploration and interpretation using observation and analysis way to find a description how children develop their word awareness from teachers and peers. The result shows that children’s way to speak and interact is quite different with adult’s speaking.  Preschool teachers used motherese register to speak with children. They speak more slowly, clearly, at a higher pitch, and with exaggerated intonation. Children developed their word awareness from teachers were facilitated with multimedia, sources, references, and explanation they needed to know a word and its meaning. By having good facilitation, children may pronounce everything around with teachers as a model. Meanwhile, the children interaction with peer tended to adopt some error words usage and pronunciation.
PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHING ENGLISH Bararah Ibrahim
English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was conducted to find out how well English teachers in Banda Aceh displayed Pedagogical Content Knowledge (PCK) in teaching English and how they developed their knowledge of teaching. This research was a classroom research and the focus of the analysis was knowledge of the subject, teaching strategies and knowledge of learners’ conceptions. The participants were four English teachers (Betty, Dina, Aminah and Cut - pseudonyms), each from a different junior high school. They teach second grade ESL students. The instruments used for collecting the data were observation sheets and interview guides. The results from the study show that the teachers each had their own strengths and weaknesses in teaching English. The four participating teachers taught different topics and they showed dissimilarity in displaying PCK. Betty and Dina had more subject matter knowledge compared Aminah and Cut. For teaching strategy, Aminah, Cut, and Dina used a telling or lecture method whereas Betty used a Grammar Translation Method to teach her students to learn to understand spoken English. In the last trait analyzed, these four teachers had limited knowledge of how to identify the conceptions of learners even though they had had many years’ experience as English teachers and had often observed other colleagues. The differences in teaching knowledge amongst the sample teachers could be caused by many factors such as different methodologies used, different teaching experiences, different marital status, and different language backgrounds of the students. This study shows that these teachers still needed to improve their PCK.
Slang Analysis in Film "Fury" Iswan Aramiko; Usman Kasim; Zulfadli A. Aziz
English Education Journal Vol 10, No 3 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The aims of this research are to identify the functions, types and the formation of slang words/phrases in the film “Fury”. This research is qualitative research with content analysis design. The data are slang words/phrases from the conversations of the film. The data were collected through observation with observation guide as the instrument. The result of the research shows that the functions of using slang in the film were to show emotion, rebellion, humor, toughness, creative, vibrant, informality, stylization, conciseness, and forcefulness. The types of slang used in the film were hip-hop slang, slang in University of Leicester, inner city slang of New York, general slang, and specific slang. The slang words/phrases in the film were formed by suffixation, final combining, reversed form, compounding, clipping, and word manufacture.
Teaching reading comprehension by using 3H (here, hidden, head) strategy Cut Sarah Maqfirah
English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The purpose of this research was to find out the effectiveness of using the 3H strategy (Here, Hidden, and in my Head) for teaching reading comprehension to second grade students at Inshafuddin Boarding Middle School, Banda Aceh and also to find out the students’ responses to learning reading using the 3H strategy. This study used an experimental research design. The sample was selected by purposive sampling; the writer chose class VIII A as the experimental group (EG) and class VIII C as the control group (CG). The instruments used for collecting the data were a pre-test and a post-test plus a questionnaire. The results showed that the use of the 3H strategy was effective for teaching reading comprehension. Moreover, the results from the questionnaire showed that the majority of the students gave positive responses toward the use of the 3H strategy.
The Use of Peer Assessment in Speaking Skill Yusna Musfirah
English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study describes peer assessment implemention in teaching speaking skill in Senior High School of Methodist Banda Aceh. The study was categorized as descriptive study in which the researcher served as an active observer. The research participants in this research were the first-year students and a teacher who applied peer assessment technique in the senior high school of Methodist Banda Aceh.The researcher applied a subsequent process method by observing the classroom using observation sheet, and taking field notes to see the process of implementation of peer assessment. In analyzing the data, the researcher used data reduction, data display, and verification. The implementation process of peer assessment was shown by the classroom observation in three steps; pre-implementation of peer assessment, during peer assessment, and post peer assessment. The researcher also found that the succesfull implementation of peer assessment was because of the teacher’s emphasis on giving score to the peers and raising the students’  motivation to conduct peer assessment, making them confident to perform the peer assessment process.
Improving reading comprehension using the survey, question, predict, read, respond, summarize (SQP2RS) strategy Kamalia Kamalia
English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The aim of the research was to improve students’ reading comprehension through the Survey, Question, Predict, Read, Respond, Summarise (SQP2RS) strategy. Based on problems in the field, the researcher formulated three research questions: (1) Will implementing the SQP2RS strategy improve the reading comprehension of tenth grade students at SMA N 1 Sawang? (2) What will be the results for reading comprehension from students after implementing the SQP2RS strategy with tenth graders at SMA N 1 Sawang? (3) How will the students respond to the implementation of the SQP2RS strategy for improving’ their reading comprehension? This research was a collaborative classroom action study. The subjects of the research were tenth grade students at SMA N 1 Sawang. The study was conducted in three cycles by following the procedure for action research, via: planning, implementing, observing, and reflecting. To collect the data the researcher used instruments, via: tests, observation sheets, field notes and a questionnaire. The data was analyzed qualitatively and quantitatively. The mean score from the students’ test results after cycle 1 was 63, this increased to 69 then 78 after cycle 3. The students had positive responses toward the use of the SQP2RS strategy for learning reading comprehension in their class. This was proved by the overall mean score for approval of the five factors measured which was 3.67 out of 4.
Improving reading comprehension through Literature Circles Detty Varita
English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was done to test the effect of using Literature Circles to improve the reading comprehension ability of third grade (year 12) Islamic high school students from MAN Cot Gue, Aceh Besar. The objective of this study was to find out if the use of Literature Circles could improve the students’ reading comprehension more than the teacher-centered (Reading-Aloud) approach. This study used an experimental group (EG) and a control group (CG) each with 20 students. The EG was taught using Literature Circles, while the CG was taught using the teacher-centered (reading aloud) approach. The data for this research were collected by means of a pre-test and a post-test. The tests given used multiple choice questions to find out the students’ understanding of the reading narrative text used for the test. The collected data were then analyzed by using the t-test formula. The research findings showed that the mean of the post test of the EG was 58, while that of the CG was 41.  The result from the t-test was 4.69 while the t-table at a level of significance with α = 0.05  was 1.697, which means that the students who were taught using Literature Circles did significantly better in reading comprehension than those who were not. In conclusion Literature Circles can be a better ways for teaching English reading comprehension for third grade (year 12) senior high school ESL students.
A Needs Analysis in Learning English for Airline Staff Program Rahmat Hidayat
English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

Needs analysis is necessary for the institutions to design or develop the English curriculum to find out a set of competencies needed by the students. Needs analysis to find specific needs for the students in the institution may direct the institution to an English program called English for Specific Purposes (ESP). This study was aimed (1) to find out the students of Airline Staff Program need in learning English at International Tourism College and (2) to investigate in what extent the existing English syllabus appropriate to the students’ needs. A purposive sampling technique was used to choose the sample. The subjects were 71 students of Airline Staff Program, the lecturer and the manager of International Tourism College. The instruments were close ended-questionnaire, documentation, and interview guide. The collected data were analyzed and interpreted through qualitative and quantitative procedures, by using data reduction, presentation, verification and conclusion drawing.  The first finding showed that students need to learn English because English is an international language that is used at airline industry. The students need to learn four skills; speaking, listening, reading and writing. However, communication and speaking skill are the main priorities skill for them. The second was from documentation. It is found that the syllabus is appropriate with the students’ need related to duration of the course, material, and context. The study also showed some aspects of teaching material should be upgraded in developing a communicative syllabus. Finally, by analyzing students’ need helped teachers and institution in designing an appropriate syllabus.
Using a dialogue journal to develop writing skills Zulfadli A. Aziz; Nina Magdalena
English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study investigates a number of scholars’ opinions regarding the use of dialogue journals for improving the writing skills of young learners. Their views were compiled based on their research findings concerning the use of dialogue journals. This study aims to describe the implementation of dialogue journals in developing the writing skills of young learners. Since this study was conducted in the form of library research, various written resources such as relevant journal articles, textbooks and online documents, as well as reports from previous related research were analyzed to meet the aims of this study. The study mainly used 4 sources of research namely Remiasova (2009), Datzman (2011), Valigurova (2010), Haynes-Mays, Peltier-Glaze, and Broussard (2011). The results show that the use of dialogue journals has improved the writing skills of young learners especially in terms of vocabulary and grammar.

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