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Getsempena English Education Journal
Published by STKIP Bina Bangsa Getsempena Banda Aceh
ISSN : 2355004x     EISSN : 25026801     DOI : -
Core Subject : Education,
Education
Getsempena English Education Journal (e-ISSN 2502-6801) is a periodical scientific publication dedicated to lecturers, students and educational observers to disseminate relevant research, thought and research results in the field of English. Any visitor to this site can browse abstracts, read journal contents and download PDF files.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue " Vol 3, No 2 (2016)" : 7 Documents clear
APPLYING REALIA TO IMPROVE STUDENTS’ WRITING ON A DESCRIPTIVE TEXT Rosdiana, Rosdiana
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (342.979 KB)

Abstract

In learning process, a teacher is required to be able to select the appropriate method for teaching students to write text. One of the texts that should be learned by students is descriptive text. The purpose of this research is to improve students writing descriptive text. It is an experimental study that employed One – Group Pretest-Posttest Design in which there was one class as an experimental class which was taught using Realia. The subject of this study conducted in class VII  at SMPN 18 Banda Aceh. There were 21 students taken as sample of this research. Technique of data collection in this research is using test. While to analyze the data, the writer used quantitative analysis by using some statistical formulas. After the writer applied the media, the writer looked at a positive improvement on the students’ writing. It was turned out that this media really help students in writing descriptive text. The result of data analysis demonstrated that there was a significant difference on students’ achievement from both tests proved by average of the pre-test and post-test’s score. As a result, the post-test’s mean score (84, 07) is higher than pre-test’s mean score (60, 7), which the score of t-test was 18,45 and the value for t-table was 2,08 at a level of significance 0,05. It can be concluded that the students who were taught by using realia had a better performance in learning writing especially on descriptive text. In brief, realia enables to increase the students’ achievement in learning writing and it gave a positive effect on writing teaching and learning process. It helps students’ in writing a descriptive text by looking directly the object that they would describe. Keywods: Writing, Realia
THE USE OF DIRECT STRATEGIES IN READING COMPREHENSION (A Descriptive Study at Senior High School Al-Falah Abu Lam U Aceh Besar) Rusmiati, Rusmiati; Kamalina, Kamalina
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

The purpose of this research is to know the direct strategies used by students in reading comprehension at SMA Islam Al-Falah Abu Lam U. The subject of this research is the first grade students of XI 1 at SMA Islam Al-Falah Abu Lam U. Descriptive qualitative method is used to describe the strategies used by students in reading comprehension. The data of this research were obtained by using observation, questionnaire and interview. They are analyzed by using a descriptive explanation. The result show that the students at SMA Islam Al-Falah Abu Lam U used many cognitive strategies in reading comprehension, such as word by word translation, meaningful translation, use dictionary, underlying of keyword and many others. The use of these strategies is to help students in reading comprehension, namely to comprehend the text easily and rapidly. The cognitive strategies that frequently used by students were; using dictionary (resourcing), translated word by word (repetition), reading the title and imagines what the text might be about (summarizing), and reading with comprehend every paragraph to understand whole text (deduction). Keywords: Direct Strategies and Reading Comprehension
THE EFFECT OF USING STORYTELLING TECHNIQUE IN TEACHING GRAMMAR FOR EFL CLASSROOM (An Experiment study at STKIP BinaBangsaGetsempena Banda Aceh) Fachraini, Siti
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This study is intended to find out the effect of using storytelling to increase students’ ability in mastering grammatical structure focused on past tense subject and to investigate if there any significance differences in students’ score between students taught by using storytelling technique and traditional method. Research method used in this study was experimental study in which the participants were students of STKIP BinaBangsaGetsempena Banda Aceh. They were EFL students who studied at Pendidikan Guru SekolahDasar (PGSD) department. The students were 50 students divided into two groups (experimental class and control class). The instrument used was tests (pre-test and post-test)  which were given before and after treatment. Experimental group was taught by using storytelling technique otherwise control group was taught by using traditional method. The result of the study shows that tobtain>ttable that is 5.139 > 2.00, so H0 is rejected. In other words, the students who were taught using storytelling technique achieved a better ability in mastering grammatical structure than the students who were taught grammar by using traditional method.It indicates that there is a significant differences in the experimental group compared to the control group. Thus, it can be concluded that storytelling technique is effective in increasing students’ ability in mastering grammar. Keywords: storytelling technique, teaching grammar, EFL students 
THE IELTS READING TEST: A REVIEW ON ITS DEVELOPMENT AND LANGUAGE TEST PERFORMANCE Masna, Yuliar
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

International English Language Testing System (IELTS) is regarded as one of proficiency tests that is generally accepted by British and Australian universities  in selecting and screening  overseas students. Changes in the tasks and texts of IELTS Reading test have been improved due to response to development in applied linguistics. In constructing the module of the IELTS reading test, there are several dimensions that should be considered by developers such as British Council; they are the validity, reliability, fairness, and impact of the test. This is very important in order that test takers can achieve more valid, reliable, and fair band scores from this section test. Therefore, this writing is aimed to review the development and language test performance of IELTS, particularly focusing on the IELTS Reading Test section. Keywords: proficiency test, validity, reliabilit
THE USE OF GUESSING GAME TO IMPROVE STUDENT’S SPEAKING SKILL Wahyuni, Sri; Yulianti, Fitri
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

Speaking is activity of two or more people in sending and receiving information or messages in oral communication. The reason for teaching speaking to students is because it belongs to the basic language skill in English. In speaking classes, the teacher usually give a dialogue of a certain topic, then the students are being to practice and memorize the dialogue with their friends and finally present the dialogue in front of the class in turn. It means that to understand the dialogue, the students must have the ability in vocabulary, grammar and pronunciation. Because of that, speaking is very important to be taught to the students.This study aimed to find out whether the use of guessing game is effective. The sample of the study consist of 27 students in one class. The data in this research were conducted by using pre-test and post-test. The result from the research showed that there is significant difference between the students who are taught speaking by using guessing game and those who are taught speaking by using traditional approach. The finding indicated that there is a significant difference between the score of pre-test was 53, 6 and post-test was 82, 9. From this research it was known that t – score is highest than t – table. It’s mean that this alternative hypothesis (Ha) is accepted. Thus clear that the difference of the two means gained score was significant. Keyword: Guessing Game, Speaking Skill 
THE EFFECTIVENESS OF DICTOGLOSS TECHNIQUE IN TEACHING LISTENING AT SMPN 2 MESJID RAYA Rahmi, Regina
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

In SMPN 2 Mesjid Raya, based on the passing grade of students in listening (75), however only some students got the score reached the passing grade (75). The teacher was confused about this condition because just the big 10 of the classroom who could get the point 70 up. She admitted that the listening comprehension of her students was still low. It was proved by the score that students got on the daily test. That’s why, she added the score of students’ daily test and the task score to improve their points. The writer used experimental research in which there were two classes: one was an experimental group which was taught by using dictogloss, and the other was a control group which was not given any treatment. The students in the control group were taught by using non-dictogloss technique as usually used by the teacher in teaching listening.  Based on research findings, it was proven by the value of independent t-test that tobtain<ttable that is 0.59<2.00. Therefore, the null hypothesis is accepted in which both experimental and control groups in the pre-test have a similar ability. In other words, there is no significant difference between the experimental and control classes. However, after the treatments were given, the students who were taught by using dictogloss achieved better listening scores than those taught by means of the conventional technique. It was proved by the result of the dependent t-test of each group by pairing the pre-test and post-test that the result of t-test in the experimental group is higher than that of t-test in the control group (9.063>6.265). It indicates that there is a significant improvement in post-test of the experimental group after dictogloss was introduced. Thus, the null hypothesis is rejected and the alternative hypothesis is accepted. It can be stated that dictogloss is effective in teaching listening that it can increase the students’ listening ability. Keyword: Dictoggloss, Listening
TEACHING WRITING TO EFL UNIVERSITY STUDENTS: SOME IMPORTANT ISSUES (Reducing Writer’s block and Breakthrough to Better Teaching) Qamariah, Hijjatul
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This article discussed that the students’ difficulties in writing can be triggered by a lot of factors, but to solve those difficulties is never ending story. While correction of piece of writing is believed can helped students improve their writing, but the fact that the implementation of correction still cannot solve the problem. Moreover, students tend to be apprehensive. Writing apprehensive is dealing with the anxiety about writing. Students feel fear when they are assigned to write a piece of writing. This nevertheless, is a problematical issue that needs to be solved by the writing instructor or teacher. Some experts stated that writing apprehension can be caused by several factors, such as lack of writing strategies, inappropriate teachers’ writing teaching techniques, inappropriate contain of writing textbooks, and the students’ cognitive.  Therefore, a better teaching instruction perhaps will minimize students’ apprehension in writing. This article tries to give an insight for a better teaching writing and how to deal with the problem that the students face when writing. Keywords: writing skill, writers’ block, writing apprehension, apprehensive

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