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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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Teaching EFL Speaking Using The Information Gap Technique Isma Hendra
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The aim of this study was: (1) to examine whether there could be a significant positive difference between the speaking achievements of students who are taught by using the Information Gap Technique and those who are taught through the traditional method, and (2) to explore the response of students to learning to use the Information Gap Technique in teaching-learning for EFL Speaking. This experimental study was conducted with second grade (year 11) students at SMAN 5 Takengon in the 2016/2017academic year. There were two classes taken for the sample: one as an experimental group (EG) and the other as the control group (CG). The sample classes were selected by using random sampling. The data was analyzed by using a T-test with SPSS processing for the speaking test and percentages for the questionnaire. The findings showed that the Information Gap Technique was more effective than the traditional method (teacher-centered) for teaching-learning speaking; this was proven by the results from the T-test, in which the findings showed that the T-test from the pre-test of the EG the CG was 1.3   (t count t table) which meant that there was no significant difference between the two scores from both classes. However, the post-test T-score for the EG the CG was 5.1 (t count t table) which indicated that there was a significant difference between the EG the CG post-test. Also the EG students had a very positive response (95%) to the use of the Information Gap Technique for their teaching-learning of EFL speaking. It can be concluded that the use of the Information-Gap Technique made a positive contribution for the development of the EFL speaking skills of the EG students.
Using the Guided Writing Technique to Teach Writing of Analytical Exposition Texts Bustami Usman; Zahratur Rizki
English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The objective of this study was to find out whether there was a difference in results from students who were taught analytical exposition text writing through the Guided Writing Technique (GWT) and other students who were taught using a standard way of teaching writing. The English writing skills of the second grade students in a high school in Banda Aceh were unsatisfactory; therefore, it was suggested that a specific treatment or learning process was needed. The study focused on assessment of students being taught to write analytical exposition texts. To achieve the goal of the study, a true experimental design with an experimental group (EG) with 29 students, and a control group (CG) with 28 students was used. The instrument of this study was tests. The data was analyzed through statistics. From the findings of the study, the writing ability of both groups after the treatments was different according to the results from a t-test. These result showed that the t-test was 11.26, whilst the result from the t-table at a level of significance 5% (α=0.05) was 2.0211. So, t-test was higher than t-table (11.262.0211). In conclusion, the results from this study showed that there was a significant improvement in skills for writing analytical exposition texts from the EG students taught using the GWT whilst the CG taught by a standard teaching technique for writing did not show such improvement.
Podcast With Peer Assisted Learning: Does It Really Affect Students’ Listening Comprehension Skills? Silmawati Silmawati; Asnawi Muslem; Iskandar Abdul Samad
English Education Journal Vol 9, No 3 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

Integrating Podcasts with Peer-Assisted Learning into English classes might be able to improve the listening abilities of EFL students. This system is ideal for senior high school students, who mostly still experience difficulties with listening comprehension, to be more enthusiastic in the learning process. This research aimed at determining the effect of using Podcast with Peer-Assisted Learning on students’ listening comprehension, discovering the possible difference between male and female students in achieving better results in learning listening comprehension and figuring out their motivation in learning with this treatment.
Cooperative Teaching-Learning using the Fishbowl Technique for teaching reading Rahmatun Nisa
English Education Journal Vol 7, No 3 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was done to find out the effects of using cooperative learning with the Fishbowl technique with third year students from the English department at UIN-Ar-Raniry Banda Aceh. The main purpose of the study was to find out if students who were taught reading using the Fishbowl technique would achieve better performance in reading comprehension than those who were taught using the usual technique. Two classes were used as the sample from the target population, one class was the Experimental Group (EG) which got the Fishbowl technique treatment and the other class was the Control Group (CG) which got the standard treatment. The EG had 25 students and the CG had 30. The mean post test score from the EG was 76 while that from the CG was 63. The t-test showed that the EG result was significantly higher than that from the CG. Thus the EG students who were taught using the Fishbowl technique got better performances in reading than the CG who were taught by the usual technique. A questionnaire was distributed to the EG at the end of the treatment to find out the perceptions of the EG students towards the use of the Fishbowl technique in their reading class. The students’ responses reached the level of Strongly Agree which means that they responded positively to this cooperative model of teaching-learning. Thus, based on the findings, it is suggested to other researchers and teachers who have problems with teaching reading comprehension to their students to try to use this type of teaching-learning technique as it might help to overcome their problems.
Analysis of English Entrance Tests at Senior High Schools Wildanur Wildanur
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was aimed to find out how English teachers understand the concept of analysis of test items and apply it in constructing test items in Senior High Schools Harapan Persada and Tunas Bangsa Abdya. The targets were two sets of entrance test documents for 2016 and 2017. This research was conducted from 22 to 28 of July 2017. Descriptive analysis design was used as the research method. Interview and checklist were used as the research technique. The results showed that Senior High School Harapan Persada for the year 2016 test has 20 test items: 14 (revised), 6 (utilized), and 0 (changed). For 2017 test it has 30 test items: 3 (revised), 27 (utilized), and 0 (changed). Senior high school Tunas Bangsa for the year 2016 has 10 test items: 0 (revised,) 10 (utilized), and 0 (changed). For the 2017 test, it has 15 test items: 15 (utilized), 0 (revised), and 0 (changed). In assessing students at both schools, the maximum score for multiple-choice section is 100; as well as for interview. The final result was gained by calculating both of the sections, devided by two. Meanwhie, in interview test, personal introduction, school domain, daily activities, hobbies and interests, and purpose/decision were used as the measurement. There were differences and similarities in constructing test items of both schools. Senior high school Harapan Persada for the test of 2016 only implemented vocabulary and communicative skills, without including genres and short functional texts. However, for the test of 2017 it has implemented the integrated unit: transactional, interpersonal, short functional texts and genres. Meanwhile, Senior High School Tunas Bangsa (in 2016 and 2017) has implemented integrated unit in arranging English entrance test. It is suggested that the appropriate test construction procedure before providing tests be highly considered by the test developers, particularly English teachers.
Shifts of Phrasal Verb in Quinn’s Dancing at Midnight Devi Hellystia
English Education Journal Vol 10, No 2 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research tries to investigate shift of phrasal verb in the novel Dancing at Midnight that written by Julia Quinn. The purposes of this research are: 1)to find out the shift that occurred in the novel Dancing at Midnight and its Indonesian translation Dansa Tengah Malam, 2) to describe the causes of shift that occurred in the novel. The method that is used in this research is descriptive qualitative. The result shows two types of shift they are level and category shift which category shift divided into a structure, unit, class, and intrasystem shift. Level shifts that were found are 78 data or 55,8% out of 140 data. Structure shift 27 data or 19,3% , unit shift 23 data or 16,4%, class shift 9 data or 6,4% and intrasystem shift 3 data or 2,1%. there are structure and semantic adjustments in the translation p
Using authentic teaching materials to improve reading comprehension of Islamic Economic Law students Zahrina Zahrina
English Education Journal Vol 8, No 1 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was conducted to revise teaching materials for reading comprehension for the study of Islamic Economic Law at Al-Hilal College, Sigli. During teaching English, the writer (as the lecturer) presented reading materials taken from the textbook and they were less connected to the need of students of Islamic Economic Law Department. Thus, she decided to use up to date authentic materials taken from websites and online newspapers. The subjects for this research were 37 students in their first semester in the Department of Islamic Economic Law. The instruments used were observation check-lists, a test, a questionnaire, and field notes. The data was analysed qualitatively and quantitatively. Furthermore, there were three cycles in this research. The result of observation checklists showed that the writer reached the improvements from first to last cycle, respectively marked by 76%, 86% and 88%. Moreover, observation check-lists also exposed the students’ improvements - they increased significantly from 74% to 87% and 89% after each cycle. Additionally, the students’ average test results increased positively from 38% to 75%. The questionnaire result proved that the students’ perceptions on significance of using authentic materials were 91%, while 97% agreed with the useful of the texts presented during teaching learning. Lastly, through the document- i.e. field notes; the writer noticed that the students’ vocabulary related to Islamic Economic Law increased.
USE OF TWO STAY TWO STRAY STRATEGY IN TEACHING READING Ahadi Saputra
English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study focuses on teaching reading comprehension by using the Two Stay Two Stray (TSTS) strategy to the second year (eighth grade) students of the junior high school, SMPN Beutong Ateuh, Nagan Raya, Aceh. This study compares the results of the students’ achievements in reading before using the TSTS and after using the TSTS. The results showed that the implementation of the TSTS in the teaching-learning of reading comprehension with the students was more successful than the results using the traditional Grammar Translation Method (GTM). The students in the experimental class (EC) taught using the TSTS got significantly higher scores than those in the control class (CC) who were taught using the GTM. Therefore, the use of TSTS in teaching reading comprehension is an effective way to improve the students’ ability. Based on the results from the questionnaire, the students gave positive responses to the TSTS strategy; they got positive motivation after learning using TSTS. It further increased their self-confidence, social interaction, individual accountability and group skills as well as getting better reading comprehension because they could understand the materials better by learning together as a team. The students discussed and shared the materials with their friends in their groups. They also freely communicated with each other and were more enthusiastic when they were in the process of teaching-learning.
Integrating Target Language Culture Into Teaching-Learning EFL Riadhul Marhamah; Bukhari Daud; Iskandar Abdul Samad
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

An important aspect of learning a language is to learn the culture of the language. The actual relationship between the two cannot be separated, because a language serves a particular culture and through the language the cultural values of a people are reflected. Therefore, the role of English teachers is very important in the teaching of language and culture that should always be linked together in the teaching-learning of language. The purpose of this study was to discover the perceptions of EFL teachers on integrating teaching-learning about English culture into EFL classrooms and to investigate whether or not the EFL teachers supported acquisition of cross-cultural understanding by their students. To get their results, the researchers collected data from observations in three English classrooms to look at the integration of teaching-learning about culture into the EFL teaching-learning processes. After the observations, the researchers interviewed the three teachers about the integration of culture into the EFL classroom. Then the researchers analyzed, condensed and displayed the data and drew conclusions. The results of this study showed that the EFL teachers were aware of the importance of studying the English culture but one of them did not yet focus on integrating English culture into teaching-learning EFL. This was  due to several factors such as the lack of English language knowledge of the teacher and insufficient time for teaching theory and language structures.
Improving Students’ Speaking Skill and Motivation by Using Hand Puppets Show Media Hayatun Fauza
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was conducted to investigate whether the use of Hand Puppet Show Media enhances the students’ speaking skill and motivation in learning at the second year students of SMPN 1 Krueng Mane, North Aceh. The research employed quasi experimental design. The population of the research was all nine classes of the eighth grades of SMPN 1 Krueng Mane. The samples of the research were taken two customize classes from the population by using nonramdom sampling technique. Each class consists of 24 students. The experimental group was class VIII/2 and class VIII/3 as the control group. The method use in this research was descriptive quantitative in nature. The instruments used to collect the data were test and questionnaire. The data were analyzed by using SPSS 17 to find t-test score between the two groups. From the statistical result, it is found the significance value of both the experimental and control groups in the post-test is 0.01 which is lower than α=0.05. It means that Ha is accepted and H0 is rejected. It means the use of Hand Puppet Media in teaching speaking skill is more effective to enhance the students’ speaking skill than teaching speaking without using Hand Puppet Show Media. Furthermore, to know the students’ motivation toward the use of Hand Puppet Media in teaching speaking skill, a set of questionnaire was given for 24 students at experimental group. The results of this research shows the use of Hand Puppet Show Media improve students’ speaking skill and motivation.

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