English Education: English Journal for Teaching and Learning
English Education: English Journal for Teaching and Learning which is later called EEJ is a journal published by Tarbiyah and Teacher Training Faculty UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan every June and December. The journal is dedicated to original research on the teaching and learning of English as a foreign language. EEJ includes result of research (field and literature), conceptual ideas and studies, application theory, criticism in language and literature. The contents are author’s responsibility and science is the priority. English Education : English Journal for Teaching and Learning welcome submission on English Teaching Methodology; Structure and Grammar; Morphology; Syntax; Speaking Skill; Listening Skill; Reading Comprehension; Writing Skill; Semantic Pragmatic; Discourse Analysis; Translation; Language Acquisition; Phonology; Pronounciation; Vocabulary; Linguistics; Psycholinguistics; Sociolinguistics; Literature.
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<![CDATA[Revolutionizing English Language Education: A Comparative Study of Synchronous and Asynchronous Learning Methods ]]>
<![CDATA[Prasetya, Rizky Eka]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.10303
<![CDATA[This study investigates the effectiveness of synchronous and asynchronous learning methods in English language education. A mixed-methods approach combines quantitative and qualitative data to understand the blended learning intervention comprehensively. A comparative analysis was conducted on two learners who received English language instruction using synchronous or asynchronous methods. The findings suggest that both methods have their strengths and weaknesses, and the specific learning objectives and student needs should determine the choice of method. Synchronous learning promotes interaction and communication skills more effectively, while asynchronous learning is more suitable for self-paced learning and developing reading and writing skills. The study highlights the importance of adopting a blended approach that combines synchronous and asynchronous methods to maximize the benefits of digital technologies in English language education.]]>
<![CDATA[EFL Students' Perceptions towards Lecturer's Corrective Feedback in Speaking Class ]]>
<![CDATA[Wardani, Happy Kusuma]]>;
<![CDATA[Nisa, Lisma Elizatun]]>;
<![CDATA[Maciąg, Alina]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.10293
<![CDATA[This article aims to investigate the EFL students’ perceptions and preferences towards the lecturer’s corrective feedback in a speaking class. The method used was descriptive qualitative research design. Twenty-four students from the first semester of English Language Education Program in a private university in Gresik were purposively selected as the participants of this research. They were invited to fill in the questionnaire and participate in the interview session. The findings showed the students’ positive point of view towards the lecturer’s corrective feedback during speaking class. More than 50% students stated that lecturer’s corrective feedback was necessary as the self-reflection to build their self-confidences and to enrich their knowledge in the speaking skill. Most students admitted that lecturer’s corrective feedback brought positive impacts to their speaking performances.]]>
<![CDATA[Affective Assessment in Online English Classroom: How does It Work? ]]>
<![CDATA[Maisarah, Ira]]>;
<![CDATA[Arsyad, Safnil]]>;
<![CDATA[Sofyan, Dedi]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.10354
<![CDATA[This study discusses the challenging of assessing affective in English online classes at a junior high school in Bengkulu city. The method used was mix method with a questionnaire and structured interview through a google form. There are fifty English teachers who became the informant in this study. The findings showed that English teachers face challenges in assessing affective. Moreover, the assessment cannot be done concurrently, because of the limited time during online learning. Despite the affective assessment-based practice being the main assessment as the goal of learning, the way how to assess was still needed to be improved in the future.]]>
<![CDATA[Teacher Strategies in Teaching Reading Comprehension ]]>
<![CDATA[Amin, Fakhrurrazi M]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.10294
<![CDATA[This research aims at finding out teacher strategy in teaching reading comprehension and students’ respond toward teacher strategy. The study applied qualitative approach. The research instruments were distributed to English tutor and students at Basic English Course (BEC) Langsa. The data were collected through observation, documentation and interview. The result indicates that there are several strategies applied by English tutor, they are scaffolding strategy, think Aloud strategy and SQ3R. Meanwhile, the students showed positive respond toward teacher strategies in teaching reading comprehension. Then,the students also actively participating during teaching and learning reading comprehension. It can be concluded that the strategies such as scaffolding strategy, think Aloud strategy and SQ3R can be applied in reading to increase students’ comprehension and to create students’ participation.]]>
<![CDATA[Correlational between Habit of Watching Movie and Speaking Mastery ]]>
<![CDATA[Hutagaol, Ingrid Nauli Ramadhani]]>;
<![CDATA[Lubis, Fitriadi]]>;
<![CDATA[Siregar, Sri Rahmadhani]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.10355
<![CDATA[This research is intended to investigate the correlation between students’ habit of watching movie and their speaking mastery. This research used quantitative research with the correlational research type. The sample of this research was 33 students from the fifth semester of English department UIN Syekh Ali Hasan Ahmad Addary Padangsimpuan. The data was collected using questionnaire and test and analyzed by using product moment test. The finding of this research showed that there was a correlation between habit of watching movie and speaking in average category with the calculation rcount ˃ rtable (0.566 ˃ 0.339). Therefore the test of t-test showed that alternative hypothesis (Ha) was accepted and null hypothesis (H0) was rejected. It can be conclude that there was a significant correlation between habit of watching movie and speaking mastery at the fifth semester of English department UIN Syahada Padangsidimpuan]]>
<![CDATA[Teachers’ Strategies in Building Students’ English Learning Motivation ]]>
<![CDATA[Harahap, Saima Putri]]>;
<![CDATA[Siregar, Fitri Rayani]]>;
<![CDATA[Rambe, Shokira Linda Vinde]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.10356
<![CDATA[This research investigated the teachers’ strategy in building students’ English learning motivation. This research used qualitative research in descriptive method. The data sources of thie research were the two English teachers of the XI grade students of SMA N 4 Padangsidimpuan. The data were collected through observation and interview. This research is analyzed by using Miles and Huberman’s interactive model of data including reducing the data, diaplaying the data, taking conclusion and verification. This research used method triangulation to check the data trustworthiness. Based on the result of the research, it can be concluded that the strategies used by the English teachers were categorized into four part including creating the basic motivational ondition, generating intial motivation, maintaining and protecting motivation, and encouraging positive self-evaluation.]]>
<![CDATA[Correlational between Habit of Watching Movie and Speaking Mastery ]]>
<![CDATA[Ramadhani Hutagaol, Ingrid Nauli]]>;
<![CDATA[Lubis, Fitriadi]]>;
<![CDATA[Siregar, Sri Rahmadhani]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.12663
<![CDATA[This research is intended to investigate the correlation between students‟ habit of watching movie and their speaking mastery. This research used quantitative research with the correlational research type. The sample of this research was 33 students from the fifth semester of English department UIN Syekh Ali Hasan Ahmad Addary Padangsimpuan. The data was collected using questionnaire and test and analyzed by using product moment test. The finding of this research showed that there was a correlation between habit of watching movie and speaking in average category with the calculation rcount ˃ rtable (0.566 ˃ 0.339). Therefore the test of t-test showed that alternative hypothesis (Ha) was accepted and null hypothesis (H0) was rejected. It can be conclude that there was a significant correlation between habit of watching movie and speaking mastery at the fifth semester of English department UIN Syahada Padangsidimpuan]]>
<![CDATA[Joox Media to Improve Students' Listening Skill ]]>
<![CDATA[Aminina, Irena]]>;
<![CDATA[Candraloka, Olyvia Revalita]]>;
<![CDATA[Shofiyuddin, Muh]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.10296
<![CDATA[This study aimed to find out the effectiveness of Joox media in improving listening skill in eleventh grade at MAN 2 Jepara in academic year 2022/2023. This study was conducted at the eleventh grade students’ of MAN 2 Jepara which consist of 76 students. The method used in this study was true experimental research with pre-test post-test control group design. To collect the data, the researcher used pre-test and post-test in the form of missing word. Then, the students need to fill the missing word while listening to the song. The result showed that the mean score of students in experimental class was 82.77 while the mean score of students in control class was 77.08. The T-test analysis showed that t-test result was more than t-table (2.051 1.666) and the value of Levene’s test of equality variances was 0.04 which was less than 0.05. This result indicated that the use of Joox media was effective to improve students listening skill.]]>
<![CDATA[Teaching Grammar in Intensive Program at Language Development Center ]]>
<![CDATA[Pasaribu, Nursaadah]]>;
<![CDATA[Harida, Eka Sustri]]>;
<![CDATA[Sinaga, Yusni]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.10357
<![CDATA[This study aims to find out what strategies used in teaching grammar. This research used descriptive qualitative methods. The instruments of this research are observation and interviews. The subjects in this study were 3 classrooms of English in intensive class, with 3 teachers and 80 students. Techniques of data analysis are data reduction, data display and drawing conclusion. The results of the study showed that teachers used jigsaw activities, pictures series and group discussions. Discussion groups are a suitable strategy to use when teaching grammar because students can work together with a team. Then by using jigsaw activities can train students' memorization and memory. Moreover, picture series in this way student are trained to be able to express the latest ideas and thoughts so as to increase self-confidence when learning in class, from the three methods used by the teachers, activities in group form more effective because with this method students more enthusiastic in learning.]]>
<![CDATA[Integrating React Strategy and Digital Media Literacy to Improve Speaking Proficiency of Elementary Students ]]>
<![CDATA[Madani, Madani]]>;
<![CDATA[Maisarah, Ira]]>;
<![CDATA[Harahap, Alamsyah]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/ee.v11i02.10300
<![CDATA[The aim of this research is to find out how does Integrating react strategy and digital media literacy improve the students‟ speaking proficiency in Baitul Izzah Elementary School Kota Bengkulu. This research applied Classroom Action Research (CAR) method. The respondents were the fourth grade students Baitul Izzah Elementary School of Kota Bengkulu in academic year 2022/2023 that consisted of 28 students. The result showed that integrating react strategy and digital media literacy can improve the students‟ speaking proficiency in term of accuracy in vocabulary. The improvement was showed by the students‟ average score in term of vocabulary in cycle 1 test (73,89) that included into “satisfactory” category; and average score in cycle II test was (83,46) that included into “very good” category. It means that the students got 12.95% of improvement after getting actions for two cycles.]]>
