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All Journal English Education Journal English Review: Journal of English Education Research in English and Education Journal Studies in English Language and Education
Diana Achmad
Universitas Syiah Kuala
Arts Humanities Education Languange, Linguistic, Communication & Media

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The Use of Media in Innovative Learning to Improve Students’ Achievement in Learning English Anggia Susanti; Usman Kasim; Diana Achmad; Burhansyah Burhansyah; Chairina Nasir
Research in English and Education Journal Vol 7, No 2 (2022): June 2022
Publisher : Universitas Syiah Kuala

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Abstract

This is a library research which aims at finding out the use of media in teaching English is implemented and aims at finding out the use of media in innovative learning to improve students’ achievement in learning English based on literature analysis. The data were collected using investigation technique of discourses from textbooks, articles, journals, papers and other relevant data sources. There are 10 sources in this study, those are: Sutirman (2013), Rahmi (2014), Mudofir (2015), Tanggoro (2015), Muktamir (2017), Nurrita (2018), Hanif (2019), Nurdyansyah (2019), Emilda (2020), and Maru'ao (2020). The researcher analyzed the data by reading deeply to get understanding of the important data from all of the sources. The researcher reviewed to look for similarities or association between one source and another source. After that, the researcher paraphrased and elaborated the statements to give valuable information. The data analysis technique included the process of data identification from relevant literature sources. The findings from the selected data were explained and summarized by where the data are located, how the data are obtained, evaluated, and incorporated into the research presentation. The result of the analysis from all the sources showed that the implementation of the use of media in teaching English to junior and senior high school students and the use of media in innovative learning can improve students’ achievement in learning English. 
An Analysis of Onomatopoeia in a Webcomic Tower of God Farsih Handayani; Dohra Fitrisia; Diana Achmad
Research in English and Education Journal Vol 7, No 1 (2022): February 2022
Publisher : Universitas Syiah Kuala

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Abstract

A webcomic has become a very popular page for students today to read. Webtoon is one of the most visited comic templates. The various stories and good animation are advantages for webtoon. Tower of God season 1 is a story in a webtoon that has many readers. This is because the story is full of sensations and plays the imagination which is supported by the animation in it. In reading comics, you will find onomatopoeia words. The word onomatopoeia is the formation of a word from a sound associated with what is named. The existence of this word in comics is often overlooked because it is only skimmed by readers. Readers only focus on their imagination caused by the onomatopoeia. However, the type. Therefore, this study aims to identify the kinds of onomatopoeia used in the Webtoon “Tower of God Season 1”. It is hoped that this research setting onomatopoeia in comics is a great way to make students, as readers or audiences, interested in understanding the stories. This study uses qualitative research methods to describe the results of this study. Data collection techniques were carried out using the documentation method through data cards to classify the types and meanings of onomatopoeia words found.The results of this study show that the categorization was conducted based on the relation between verbal sound and meaning differentiated into referent, denotation, and connotation. Onomatopoeic words finding was classified into; 87 of direct onomatopoeia, 80 of associative onomatopoeia, and 91 of exemplary onomatopoeia.
An Analysis of Questioning the Author (QTA) As A Technique To Motivate Senior High School Students in Reading Skill Halimatul Intihan; Siti Sarah Fitriani; Diana Achmad
Research in English and Education Journal Vol 7, No 1 (2022): February 2022
Publisher : Universitas Syiah Kuala

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This study aims to find out the steps of using the Questioning the Author (QtA) technique to motivate senior high school students in teaching reading. Besides that, it also aims to test the effectiveness of teachers in teaching reading by using the Questioning the Author technique in teaching. This type of research is a library research. This research technique uses content analysis design. Here the data is taken from the internet and libraries or from other sources such as books, journals, articles and others. The conclusion of this study is there are several steps and techniques that are effective for students and teachers in applying the Questioning the Author technique. Based on the results of several researchers’ study, it shows that every step and technique used in the teaching and learning process is proven that can improve and motivate them in reading skills during teaching and learning process, both teachers and students get satisfactory results.
An Investigation of EFL Classroom Interaction by Using Flanders Interaction Analysis Category System (FIACS) Ari Ayunda; Endang Komariah; Diana Achmad
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

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Abstract

Flanders Interaction Analysis Category System (FIACS) is a three-category system of communication possibilities inside the classroom. The aim of this study is to find out the percentage of teacher talk, direct and indirect, and students talk for second grade high school student. This study was conducted at SMA Labrotarium Unsyiah Banda Aceh. An English teacher from SMA Labroratorium Unsyiah was selected as the subject of this study while the object of this study was the teacher talk and the students talk during the classroom interaction in the teaching and learning process inside the classroom. The method of this study was qualitative study. The writer used observation sheet and video recording as instruments of this study. The result of this study showed that the percentage of indirect teacher talk category was 9.7%, direct teacher talk category was 40,32%, and the percentage of students’ talk was 50% for the first meeting. However, there was a different percentage for the second meeting. More than 50% of verbal behavior inside the classroom for the second meeting was spent by students’ talk category, followed by direct teacher talk category, 32,21%, and indirect teacher talk category, 16.8%. There was a little improvement between the first meeting and the second meeting in the category of students talk category and indirect teacher talk category.
The Effectiveness Of Bamboo Dancing Technique To Improve Students Speaking Skill Puput Aryanti; Sofyan A. Gani; Diana Achmad
Research in English and Education Journal Vol 6, No 1 (2021): February 2021
Publisher : Universitas Syiah Kuala

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Abstract

Speaking is a verbal skill that plays an important role in language learning. However, during the internship, the writer found that the students faced some difficultiesin speaking English. Bamboo dancing technique is one of cooperative learning methods that is said to be effective in teaching speaking. Thus, the writer was eager to conduct a library study on the effectiveness of bamboo dancing in improving students’ speaking skill. Previous studies on bamboo dancing technique are the primary data for the writer to determine the effectiveness of the technique. The writer took five sources to be used as references, namely; Suprijono (2010), Ma’ruf Rahim (2013), Wahyuni (2015), Pitanto (2016), and IsnaeniNurdiawati (2017). The result of this study indicates that bamboo dancing technique is effective in improving students’ speaking skill. The result is supported by the data from the classroom observation, the questionnaire, and the students’ mean score of the previous studies. As bamboo dancing technique may take some time to complete, it is better applied in a small class. The next study on bamboo dancing technique should investigate the appropriate application of the technique itself. To conclude, bamboo dancing technique is effective to improve students’ achievement in speaking skill and to help teachers in creating a fun learning environment.
The Use Of Students’ Team- Achievement-Division Technique To Improve Students’ Reading Skill Tri Wahyuni; Iskandar Abdul Samad; Diana Achmad
Research in English and Education Journal Vol 3, No 4 (2018): December 2018
Publisher : Universitas Syiah Kuala

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Abstract

This quantitative study was aimed to find out whether the use of Students -Team-Achievement- Division (STAD) technique can  improve the students’ reading skill  in understanding narrative text among the first grade students at SMK Harapan Pangkalan Berandan. The researcher used simple random sampling to choose the sample.This research utilized three phases (pre- test, treatment and post-test) to collect the data. X AK -1 (Accountancy Class) of SMK Harapan Pangkalan Berandan was chosen as the sample in this study. This research focused on five aspects of reading comprehension mainly in identifying main idea, finding detail information, making reference, vocabulary and inference. The data was analyzed  by using  t-test. The analysis of t-test shows that  t-value t-table or 5,16 2,04 at the level of significance 0,05 with the degree of freedom (df) 29. It means that the alternative of hypotheses (Ha)was accepted and (HO) was rejected. Furthermore,  the result of this study  shows that the mean score  of pre- test  was 44,6 and  the mean score of post-test was 78,3. While  the gain score was 33,7. Based on  the findings the students’ reading skill in narrative text are improved after being taught by using STAD technique.
Anxiety Problems Encountered by the Students in Learning English Speaking Skill Khairunnisa Khairunnisa; Sofyan A. Gani; Diana Achmad
Research in English and Education Journal Vol 7, No 2 (2022): June 2022
Publisher : Universitas Syiah Kuala

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This is a library research. This study aims to investigate the factors that can cause the students to feel anxious in speaking English according to some literatures. Meanwhile, the object of this study is experts’ opinions about factors that made students feel anxious in speaking English. The data of this study are the anxiety felt by students in speaking English. There were 5 literatures as references to collect the data. In collecting data, the researcher used content analysis. First, the researcher found some references such as books, journals, and articles. Then, the researcher read and selected the needed data based on the research objective. After reviewing five references of previous studies regarding factors that cause students’ anxiety in speaking English, the researcher concluded that the are some factors generating anxiety of EFL students; low self-esteem, presentation in the classroom, fear of making mistakes, communication apprehension, test anxiety, negative evaluation, teaching testing procedure, fear of taking risks, teacher manner, and learner’s belief. The researcher suggests students who suffer anxiety here should be able to analyse their own problem in speaking performance in order to find thesolution to decrease it. Another suggestion is teachers should be able to understand students’ characteristics to analyse their problem related to anxiety before finding the way to reduce it.
An Analysis of Oral Corrective Feedback Applied by the English Teachers in the EFL Classroom Deza Aulia Sari; Usman Kasim; Diana Achmad
Research in English and Education Journal Vol 7, No 4 (2022): December 2022
Publisher : Universitas Syiah Kuala

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Abstract

Oral corrective feedback is the teacher’s response and strategy toward students’ oral errors in the classroom especially in learning English as the target language. The study was aimed at finding out the types of oral corrective feedback dominantly used by the teachers at SMA Labschool USK Banda Aceh and their perceptions about oral corrective feedback. This research belongs to descriptive qualitative research using interview guide adopted from Fungula (2013) as the instrument of the research. To obtain the data, the researcher used interview dan recorded the data using smartphone. The findings show that there are four types of oral corrective feedback appeared as the types dominantly used by the teachers namely; recast, metalinguistic feedback, elicitation, and repetition. Furthermore, the teachers have positive opinions about oral corrective feedback. The teachers also explained the way they applied oral corrective feedback and the appropriate timing in providing the feedback. In their opinions, they believed they should adaptable and flexible in using various types of oral corrective feedback in order to obtain the best outcome on learners’ speaking skill in English. Regarding to the result, the researcher suggests the English teachers enhance their awareness about the advantages of different types of oral corrective feedback. In addition, future studies is needed on the learners’ uptake and their perceptions toward oral corrective feedback, as well as students’ preferences regarding explicit or implicit feedbacks. 
Probing into the obstacles faced by internship student-teachers in designing lesson plans Diana Achmad; Endang Komariah; Wahyuni Miftahhul Jannah; Tgk Maya Silviyanti
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (365.764 KB) | DOI: 10.24815/siele.v10i1.26647

Abstract

This study aims to find out the problems faced by student teachers in an internship program in designing lesson plans at schools. A lesson plan is one of the essential instructional designs that should be considered to achieve a successful teaching and learning process. For teachers, a lesson plan is a guideline that will be used in teaching to achieve learning objectives. This research used a qualitative method. The participants were selected by using purposive sampling. They were seven students of the English Education Department of Universitas Syiah Kuala who were taking an internship program. The data collection was carried out through document analysis and interviews. The results showed that all student teachers strived to design their lesson plans based on the 2013 Curriculum. There were several problems faced by the students, such as (1) formulating the indicators of competency achievement, (2) writing learning objectives, (3) finding suitable materials, (4) selecting learning methods, (5) choosing learning media and resources, (6) formulating activities, and (7) creating an assessment. The results of the interview also revealed the same. Thus, it is recommended that student teachers should receive more training, both theoretically and practically, in designing the lesson plan based on the 2013 Curriculum as required by the Ministry of Education in Indonesia.
An analysis of illocutionary acts in a fantasy movie Siti Sarah Fitriani; Diana Achmad; Fitria Rasmita
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (321.786 KB) | DOI: 10.24815/siele.v7i1.13635

Abstract

This study aims to find out the types and the most dominant illocutionary acts used by the main character in a fantasy movie, ‘Harry Potter and the Chamber of Secret’. A descriptive qualitative study was done by observing the utterances spoken by the main character in the movie. The spoken utterances were then analysed based on the types of illocutionary acts, namely: representative, directive, commissive, expressive and declarative.  The results of the study showed that out of the five, only four types of illocutionary acts were found in the movie, they are representative, directive, expressive, and commissive. The most frequently illocutionary act used is directive (47.64%), while the least frequently used is commissive (4.19%). The directive forces used by the main character are varied. Directives are used get the hearers to do something, where in the movie, he often used asking and ordering. Meanwhile, declarative is not employed by the main character since performing declarative act needs authorities and status; this act is used to change the world through utterances. But the main character in this movie do not have any certain status or authority in any position at the magic school he attended, he is a student, still new with the magic world and do not have much power. This is why declarative was not found in the utterances of the main character.
Co-Authors Anggia Susanti Ari Ayunda Asnawi Muslem At'thahirah At'thahirah Burhansyah Burhansyah Chairina Nasir Deza Aulia Sari Dohra Fitrisia Endang Komariah Endang Komariah Fany Fadilla Farsih Handayani Fathimath Shaheema Fitria Rasmita Halimatul Intihan Humaira Irfan Khan Iskandar Abdul Samad Khairunnisa Khairunnisa Muhammad Aulia Nira Erdiana Nurul Inayah Puput Aryanti Roni Ageng Hidayatullah Septhia Irnanda, Septhia Siti Sarah Fitriani Sofyan A. Gani Syamsul Bahri Tgk Maya Silviyanti Tia Rahmanita Tri Wahyuni Usman Kasim Wahyuni Miftahhul Jannah Yunisrina Q. Yusuf