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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 87 Documents
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An Overview of Directed Reading Activity (DRA) And Reading Comprehension Saputra, Edi
Getsempena English Education Journal Vol 2, No 1 (2015)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This article describes about Directed Reading Activity (DRA) in teaching English, especially in reading comprehension. DRA is a strategy that provides students with instructional support before, during, and after reading process. Some principles of Directed Reading activity (DRA) strategy, including first, attention one of the principles of DRA that must be considered by the teacher to the learners when teaching reading in the classroom based on context to get meaning to develop skills and strategies in identifying words, sentences and paragraphs. Second, students have enough changes in reading a text deeply to identify main idea, specific/detail information, reference and also meaning in a text. Third, DRA encourages the learners to be skilled and have strategy, to explore the text aesthetically, particularly in relation to literature and to develop their conceptual prior knowledge by texts. And forth, DRA encourages the learners to self-monitoring when they are reading so that they can adjust their reading strategies as needed. It is chosen because it can create effective and creative readers who always use background knowledge to emphasize word recognition and comprehension in reading text by connecting what they are ready know and what they are reading. The learners are given chances to correct errors that occur during and after a reading process. Key Words: Directed Reading Activity, 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 
AN OVERVIEW OF THE IMPLEMENTATION OF PRE-QUESTIONING STRATEGY IN TEACHING READING Rusmiati, Rusmiati
Getsempena English Education Journal Vol 1, No 1 (2014)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

In reading, to comprehend the text the readers should be able to manage every part of the text, because it is easy to gain the comprehension in reading when the readers are able to organize the text. Sometimes, they may find form of pre-questioning and it is important for them to comprehend a reading text with having knowledge in general view of the text. Theoretically, pre-questioning itself can build the students’ interest and motivation before students read the whole text. Moreover, the students can predict what will be discussed on the text. In line with this study, students may improve their reading comprehension if they know about pre-questioning and it is very important to understand about pre-questioning in order to get good comprehension in reading. Based on the explanation above, it is interested to figure out an overview of the effect pre-questioning in teahing reading comprehension and to know the rule of pre-questioning that tends to build the students’ interest and motivation to read the text.Key words: Pre-questioning, Reading
THE USE OF ENGLISH SONGS TO IMPROVE STUDENTS’ SPEAKING ABILITY Wahyuni, Sri; Qamariah, Hijjatul; Syahputra, Mulyadi
Getsempena English Education Journal Vol 5, No 1 (2018)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

AbstractThis study is to implement English songs in teaching speaking for English Department students at STKIP Bina Bangsa Getsempena Banda Aceh. This research was quasi-experimental study. The aim of the study was to find out students improvement in speaking ability by using English songs. The population of this study was the whole students of English Department of STKIP Bina Bangsa Getsempena Banda Aceh in academic year 2015/2016. The sample is the second-semester students of English Department that consisted of 35 students. The data needed are recorded by testing students speaking test. The data were analyzed by using t-test. The result of the study is shown that the t-score was 7,25 the critical value of the t-score for the degree of freedom is 34 at the level of significance 0,05. The result showed that the calculation of the score is 7,25, it is higher than t-table 2,14, thus the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted which means that the use of English songs can improve students’ speaking ability. Keywords:  English Songs, Speaking Ability
IMPLEMENTING AUTHENTIC ASSESSMENT OF CURRICULUM 2013: TEACHER’S PROBLEMS AND SOLUSIONS Fitriani, Fitriani
Getsempena English Education Journal Vol 4, No 2 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

AbsractCurricullum 2013 requires English teachers to apply authentic assessment as a method of educational measurement. Authentic assessment is an evaluation process involving multiple forms of student’s performance on instructionally-classroom activities. This assessment contributes to the development of the effective classroom measurement. It encourages students to be more active and helps teacher reflect on their teaching and improve the instruction. Conversly, applying this method effectively is quite challanging. This study was conducted at one of Senior High School in Aceh Barat Daya and aimed at finding the teachers’ problems in implementing authentic assessment based on curriculum 2013 and what efforts she used to overcome the problems. The English teacher and the curriculum coordinator were interviewed and the classroom instruction was observed to gather the data. The result indicated the teachers difficulties included the excessive marking loads, managing valid assessment, monitoring academic dishonesty, and maintaining quality and consistency of marking. in other words, teacher has been implementing authentic assesment as directed in curricullum 2013. However, the English teacher still experienced some constraints during instructional activities so that the assessment process did not run effectively. Therefore, the teacher is expected to extent her insight and creativity to improve the quality of the assessment. Keywords: Authentic Assessment, Implementation, Curricullum 2013
Peningkatan Ketrampilan Menulis Teks Narrative Bahasa Inggris Melalui Penerapan Teknik Cloze Procedure Siswa Kelas XII-IA 1 SMA Negeri 3 Putra Bangsa, Aceh Utara Erlinawati, Erlinawati
Getsempena English Education Journal Vol 2, No 2 (2015)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan siswa kelas XII-IPA1 SMA Negeri 3 Putra Bangsa dalam menulis teks bahasa Inggris. Teknik yang dipilih dalam penelitian tindakan kelas ini adalah Cloze Procedure. Penelitian ini dilakukan di kelas XII IA-1 SMA Negeri 3 Putra Bangsa Aceh Utara semester ganjil tahun ajaran 2012/2013. Lokasi penelitian ini adalah di SMA Negeri 3 Putra Bangsa Aceh Utara.  Subjek penelitian ini adalah siswa kelas XII IA-1 SMA Negeri 3 Putra Bangsa yang berjumlah 27 siswa terdiri atas 17 siswa perempuan dan 10 siswa laki-laki. dengan menerapkan teknik cloze procedure dalam pembelajaran bahasa Inggris. Hasil penelitian menunjukkan bahwa pada siklus I  diperoleh nilai rata-rata hasil belajar siswa sebesar 58,15 dan persentase ketuntasan klasikal yang tercapai adalah 44,44% atau  12 dari 27 orang siswa tuntas dalam pembelajaran siklus I sedangkan 15 siswa belum mencapai ketuntasan.. Hasil ini menunjukkan bahwa pada siklus pertama indikator keberhasilan belum tercapai karena siswa yang memperoleh nilai ≥75 hanya sebesar 44,44%. Nilai tertinggi 90 dan nilai terendah adalah 20 dan ketuntasan klasikal hanya 44,44%. Hasil ini jauh di bawah presentase indikator yang telah ditetapkan yaitu hasil belajar 80% siswa diharapkan mencapai KKM 75. Pada siklus II  diperoleh nilai rata-rata hasil belajar siswa sebesar 79,62 dan persentase ketuntasan klasikal yang tercapai adalah 77,77% atau  21 dari 27 orang siswa tuntas dalam pembelajaran siklus II sedangkan 6 siswa belum mencapai ketuntasan.. Hasil ini menunjukkan bahwa pada siklus II indikator keberhasilan telah tercapai karena siswa yang memperoleh nilai ≥75 sebesar 77,77%. Nilai tertinggi 100 dan nilai terendah adalah 40. Hasil ini telah mencapai indikator yang ditetapkan yaitu 75% siswa diharapkan mencapai KKM 75. Penerapan teknik cloze procedures sebagai teknik pembelajaran dapat meningkatkan hasil belajar siswa pada materi menulis teks naratif bahasa Inggris di kelas XII IPA-1 SMA Negeri 3 Putra Bangsa Lhoksukon. Oleh karena itu disarankan agar guru bahasa Inggris menerapkan teknik cloze procedure dalam mengajarkan keterampilan menulis. Kata Kunci :  Kemampuan Menulis Teks Bahasa Inggris, Teknik Cloze Procedure
THE USE OF ENGLISH ANIMATED MOVIE TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT Wahyuni, Sri
Getsempena English Education Journal Vol 4, No 1 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

The objective of this study was to investigate the effectiveness of using English animated movie in writing descriptive text and to figure out the students responds in using of English animated movie in their writing descriptive text to the fourth semester of English department at STKIP Bina Bangsa Getsempena. In this research, there were 12 students that took as a sample. The data was obtained through quantitative and qualitative design method. The quantitative data was taken from the students’ writing score, while qualitative data was obtained from the questionnaire which were distributed to figure out the students respond in using English animated movie in their writing descriptive text. The data collected by using two steps of test, there are pre-test and post-test. The post-test result was 83.5 and the mean of pre-test was 75.25. It meant that the post-test mean is higher than the pre-test, while the score of t-test was 22.88.Keyword: English Animated Movie, Descriptive Text, Writing Skill
The Use Of Mind Mapping Technique In Teaching Vocabulary Samhudi, Samhudi
Getsempena English Education Journal Vol 2, No 1 (2015)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This research is aimed to describe the procedure of mind mapping technique on teaching vocabulary and to know the improvement of students’ vocabulary mastery after teaching learning  vocabulary through mind mapping technique. In collecting the required data, the writer did test and questionnaire. The writer as teacher tried to apply mind mapping technique in teaching vocabulary mastery of students. The result of test show that mind mapping technique improved students’ vocabulary mastery. The result of the questionnaires show that most of the students agree that mind mapping is able to advance them, improve their vocabulary, expand their ideas, and increase their self confidence in learning. Key Words: Vocabulary, Mind Mapping. 
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
TEACHING READING COMPREHENSION BY APPLYING CLOZE PROCEDURE TECHNIQUE Suryani, Suryani
Getsempena English Education Journal Vol 1, No 2 (2014)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This research is intended to investigate the effect of cloze procedure technique application in teaching reading comprehension to the eleventh grade students of Senior High School (SMA) Negeri 8 Banda Aceh. The main purpose was to know whether the students who were taught by using cloze procedure technique would get a better performance in their reading comprehension compared to those who were not. The reading material given to the students was narrative text.  The population and sample of the study was the eleventh year students of Senior High School Number 8 (SMA Negeri 8) Banda Aceh which consists of 58 students; 29 in each class. The data of this research was collected by giving the pre-test and post-test in every meeting which includes four meetings. The test given was in form of cloze procedure especially fixed-deletion technique. The data was analyzed using SPSS 15,0. The result of the data analysis can be seen from the result of the post-test of the experimental group in which that the mean of the post-test of the experimental group in the first meeting was 52,28, in the second meeting was 48,97, in the third meeting was 60,00, and in the fourth meeting was 76,38. Moreover, the mean score of the post-test of the control group was 44,14 in the first meeting, 42,59 in the second meeting, 44,83 in the third meeting, and 54,83 in the fourth meeting. By comparing t-test score of the experimental group and t-table score, it shows that the result of t-test in the first meeting  is -5,508 while the result of t-table at a level of significance with a = 0,05 is 2,048. The t-test score in the second meeting is -4,930, in the third meeting is -9,452, and the fourth meeting is -21,216. From all t-test score, it indicates that the t-test score < the t-table 2,048. It means that the alternative hypothesis is accepted. So, it can be concluded that the students who were taught by using cloze procedure technique have a better performance than those who were not. As the follow up for this research, it is suggested that English teachers should use various technique in teaching. In teaching reading comprehension, cloze procedure technique can be an alternative to be applied in teaching English.Key Words: Reading Comprehension, Cloze Procedure Technique

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