Articles
<![CDATA[An analysis of English language used in daily communication by students of Dayah or Islamic boarding schools ]]>
<![CDATA[Ulya Zuhairati]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Dohra Fitrisia]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.23112
<![CDATA[The objectives of this study were to analyze the policy regarding the language used and to know students’ perceptions about the use of English language for daily communication. This study used a mixed method and the researcher combined questionnaire, document analysis, and interview to gain the data needed. The subject of this study were 20 students of the sixth grade, and the leader of Dayah or Islamic boarding school. The research finding showed that the Dayah Modern Darul 'Ulum arranged the regulations regarding English language implementation and developed some programs to increase and motivate students to use the English language. In addition, from the questionnaire, in terms of the students’ perceptions, the finding of this research showed that 72,5% students perceive using English as daily language plays a good role in their speaking skill development, 93,3% students expected daily language program that can help them improve their English speaking skill, and 70% students perceive English language speaking implementation was good enough. ]]>
<![CDATA[THE USE OF YOUTUBE MEDIA THROUGH GROUP DISCUSSION IN TEACHING SPEAKING ]]>
<![CDATA[Rahmi Akmal Hussin]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Possessing adequate English speaking ability is required for senior high school students in Indonesia as shown with the minimum passing criteria of 75 in the National Curriculum (2013). However, the teaching techniques used by teachers are commonly unattractive and monotonous, which therefore affects students’ opportunity to enhance their speaking ability. This study aimed at finding out whether the use of YouTube videos through group discussion assisted students to improve their speaking skills (pronunciation, grammar, vocabulary, fluency and comprehension). The subject of this study was second grade students of two classes of SMA Inshafuddin Banda Aceh, who were chosen by using random sampling technique. The method used in this study was quantitative method with experimental design. The results of this study showed that using YouTube videos through discussion group assisted the students to improve their speaking skills (p0.05), with the most significant improved skill was comprehension. It is, therefore, suggested that teachers consider using YouTube videos in their teaching techniques in an attempt to attract students’ motivation to improve their speaking ability.]]>
<![CDATA[Problems in teaching and learning English online during the Covid-19 pandemic ]]>
<![CDATA[Siti Wulandari]]>;
<![CDATA[Sofyan A Gani]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.21702
<![CDATA[The coronaviruses (Covid-19) pandemic has spread rapidly worldwide, including the education sector. The policy toward the study from home during the Covid-19 outbreak caused a new problem in the teaching and learning system. The objectives of the research were to find out and describe the problem faced by the teachers in conducting online learning during the Covid-19 pandemic. This is a qualitative method approach. The research subjects are three English teachers. The data was gathered through observation and interviews from three English teachers at SMA Negeri 4 Banda Aceh. Some of the problems emerged during online learning, nine problems. The arisen of teaching problems were: internet access, disability in accessing technology, difficulty in explaining the materials, flexibility in controlling and managing students' activities, indiscipline, time-consuming, lack students' motivation, students absent in online class, and the last parents support system. The findings showed that there are two solutions to overcome the problems by teachers, namely, applying online chat of WhatsApp and keeping the interaction with the students' parents to support the student activities and explain the lesson plans while online learning teaching and learning process.]]>
<![CDATA[The strategies used by English department students in giving and receiving compliments ]]>
<![CDATA[Zatulhimmi Zatulhimmi]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.22823
<![CDATA[This qualitative research aims to find out the strategies used by students in giving and receiving compliments. The research participants were graduate students of English language education at Syiah Kuala University. In collecting the data, the researcher used the Discourse Completion Task (Henceforth called DCT) framework of Xiang (2013). The researcher carried out an interview adapted from Fattah (2020) to elicit participants’ understanding in conveying their compliments based on the topic complimented. The findings of DCT revealed that there were three of four types of compliment topics identified: topic appearance, topic ability/performance, and topic possession. The interview result showed that they knew how to utter compliments to each case. The responses strategies tend to use appreciation tokens consisting of 65 answers. The return consists of 11 responses, the question consists of 10 responses, the scale down consists of 8 responses, and comment history consists of 3 responses. While, praise upgrade, request, and qualification consist of 1 response, respectively. The questionnaire and DCT results were equal, which means the participants favored using appreciation tokens in giving and receiving compliments. It occurred due to their habit of daily conversation. ]]>
<![CDATA[Teacher talk of praises in English classroom interaction ]]>
<![CDATA[Aulia Rahmani]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Bukhari Daud]]>
<![CDATA[ English Education Journal Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i1.18149
<![CDATA[This study was conducted at International Elementary School of Bunga Matahari to find out the type of teacher talk in English classroom interactions and the students’ responses on teacher talk of praises. The descriptive qualitative design was applied and aimed to analyze the types of talk employed by the teacher in the classroom interaction based on FIACSystem presented by Flanders (1970). The data were analyzed using an interaction model of Miles, Huberman, and Saldana (2013) et al. and focused on the teacher and student talk in ICP class. This research employed observation through video recording in order to reach the objectives of this study. The participant in this study were 45 students with 15 students in each class and 3 English teachers. The results showed that by analyzing responses of transcription from the observation, the teacher talk of giving praises is approximately less, giving direction dominates the teacher talk category that consists of direct influence of teacher talk. In addition, the students’ response was dominantly toward teacher talk of praises.]]>
<![CDATA[A survey of students’ English proficiency and their needs toward learning outcomes at vocational colleges ]]>
<![CDATA[Anhar Anhar]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 12, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i4.19493
<![CDATA[This research was conducted to investigate students’ English proficiency and their needs toward English learning outcomes. This research was based on a qualitative research design. The data were collected from 80 students who received an English proficiency test and eight students who participated in an interview session. The interview dealt with their needs and problems in communication skills in English. The result shows that there was no student who got excellent English proficiency level, eight students (10%) reached good category, 46 students (58%) achieved satisfactory category, 21 students (26%) were in poor category, and five students (6%) were in very poor category. In addition, all students need English for communication in their future profession. Finally, the results of the interview also show that industrial engineering students preparing to work in manufacturing various marble products face a serious problem in marketing their products to the consumers. In addition, the students majoring in tourism destination area considered that they have to communicate in English to support their job in providing services to tourists speaking different languages. Therefore, it can be concluded that vocational school students need transactional English in a specific field because they are being prepared to work in enterprises or to be entrepreneurs.]]>
<![CDATA[Using contextual teaching and learning (CTL) approach to improve students' speaking ability ]]>
<![CDATA[Ramzi Yusyac]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Burhanuddin Yasin]]>
<![CDATA[ English Education Journal Vol 12, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i3.19189
<![CDATA[The objective of this research is to investigate the implementation of Contextual Teaching and Learning (CTL) to improve students’ speaking skills in the aspects of accuracy, clarity, and fluency. This research employed a quantitative method in nature. A pre-experimental design with pre-test and post-test was used. The population of this research was all second-year students. The sample of this research was one of the second-year classes chosen by using the purposive sampling technique. The instrument used in this research was a speaking test: pre-test and post-test. The data collected were analyzed statistically. The results showed that the implementation of contextual teaching and learning (CTL) improved students’ speaking skills in terms of accuracy, clarity, and fluency. The result of Wilcoxon showed the value of Asymp. Sig (2-tailed) for accuracy, clarity, and fluency is 0.000 which means that the resulting test is less than the minimum requirements of the statistics range (0.05). Therefore, the use of CTL in teaching and learning speaking is very beneficial for students to improve their speaking skills. Thus, the hypothesis of this research was accepted. There is a significant improvement in students’ speaking skills after they were taught by using CTL.]]>
<![CDATA[An investigation of English student-teachers’ constraints during teaching internship program ]]>
<![CDATA[Salviana Salviana]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Bukhari Daud]]>
<![CDATA[ English Education Journal Vol 12, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v12i2.19132
<![CDATA[The teaching internship is designed to smooth the transition from teacher to student. At the same time the teaching internship assignment gives the teachers training institutions an opportunity to evaluate the students teaching capabilities. It is one of the most important components of the teacher training program. It is an opportunity for student teachers to put their theoretical studies into practice. The objective of this study is to investigate the constraints faced by student teachers during teaching internship program. The qualitative method was employed in this study. The study involved 26 students who participated in the teaching internship program in 2016/2017 session, Faculty of Teacher Training and Education, University of Syiah Kuala. Covenience sampling technique was used to select the sample. The instruments used to collect data was questionnaire. The data collected was analyzed by using Miles and Huberman’s qualitative data analysis. Based on the questionnaire the result showed that there were fourteen constraints faced by student teachers during teaching internship program. The constraints were mainly in the domains of personal, class participation, class management, instructional, emotional, adjusting to students, and supervision. As teaching practice is an important component of teachers training program, considerable attention must be given to make it more effective and fruitful. Therefore, this study suggests that the cooperation of the faculty and schools in terms of supervision need to be improved in order to optimize the outcome of the program.]]>
<![CDATA[USING ENGLISH COMMEDY MOVIES WITH PEER SUPPORT IN TEACHING SPEAKING ]]>
<![CDATA[Rahmatul Ukhra]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 11, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The study aimed to investigate the effects of using comedy movies with peer support on students’ speaking skills and students’ responses toward the implementation of using comedy movies with peer support. In doing this, 60 students of class X at SMAN 2 Peusangan Bireuen were chosen as the samples. The data were collected by giving tests and questionnaires. The data from the speaking test were analyzed by using IBM Statistic SPSS version 23. Meanwhile, the data from questionnaires were analyzed by using a percentage formula. The finding revealed that there was a significant difference in the post-test scores of the students who were taught speaking by using comedy movies with peer support strategies and those who were taught speaking without using comedy movies with peer support strategy. The mean score of the posttest on the experimental group was 75.93. Meanwhile, the mean score of posttest on the control group was 67.50. The result of the t-test score showed the score difference was significant (-1.96 9.50 1. 96). Moreover, the students gave positive responses toward using comedy movies with peer support in teaching speaking. They also faced some difficulties in learning speaking by using comedy movies with peer support strategy. In fact, they admitted that they lacked of confidence, vocabulary, and comprehension because of having a very limited time to practice speaking.]]>
<![CDATA[The effectiveness of reciprocal scaffolding technique on students’ writing skill ]]>
<![CDATA[Cut Mulia Zuhra]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Bukhari Daud]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.24549
<![CDATA[The objectives of this research were to investigate the effectiveness of using the reciprocal scaffolding technique on students’ writing skills and the students’ responses toward the implementation of the technique in the teaching and learning process at the second-year student of State Junior High School 1 Kutamakmur, North Aceh. The samples for this study were drawn in two customized groups using a random sampling approach with class VIII/b as the experimental group and class VIII/d as the control group forming a total of 52 students. The data for this study were gathered using a test and a questionnaire. The data were analyzed to determine the difference in the t-test scores between the two groups. The statistical results showed that the control group’s mean pre-test score was 50.15, which was lower than the experimental group’s 51.69. Meanwhile, the mean score of the experimental group in the post-test was 70.88, which was higher than the control group’s 58.34. The significant value for both groups in the post-test was 0.00, which is less than 0.05. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. It indicates that teaching writing while employing reciprocal scaffolding more effectively improves the students’ writing than teaching without it. In addition, the questionnaire that was presented to the experimental group revealed that the students gave positive responses toward the use of reciprocal scaffolding techniques in teaching writing.]]>
