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Getsempena English Education Journal
Published by STKIP Bina Bangsa Getsempena Banda Aceh
ISSN : 2355004X     EISSN : 25026801     DOI : https://doi.org/10.46244/geej.v7i1
Core Subject : Education,
Education
Getsempena English Education Journal (e-ISSN: 2502-6801 and p-ISSN 2355-004X) 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. Getsempena English Education Journal (GEEJ) is published twice a year, May and November.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 1 No. 2 (2014)" : 6 Documents clear
MENINGKATKAN KEMAMPUAN MENULIS TEKS NARATIF BAHASA INGGRIS DENGAN MENGGUNAKAN VIDEO KLIP: FOKUS PADA PENGATURAN IDE : (Sebuah Penelitian Pada STKIP Bina Bangsa Getsempena) Rahmi Fhonna
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (746.099 KB) | DOI: 10.46244/geej.v1i2.672

Abstract

Penelitian ini difokuskan pada upaya untuk Meningkatkan kemampuan menulis teks naratif Bahasa Inggris dengan menggunakan video klip. Tujuannya adalah untuk mengetahui apakah penggunaan video klip dapat meningkatkan kemampuan mahasiswa dalam menulis teks naratif Bahasa Inggris, untuk mengetahui sejauh mana efektifitas dari penggunaan video klip untuk meningkatkan kemampuan mahasiswa dalam menulis teks naratif, serta untuk mengetahui pendapat mahasiswa tentang menulis teks naratif dan faktor apa saja yang menyebabkan mereka sulit menghasilkan ide untuk menulis teks tersebut. Data yang diperoleh dalam penelitian ini melalui 2 (dua) tehnik; tes dan questionnaire. Tes digunakan untuk mengukur kemampuan mahasiswa dalam menulis teks naratif dengan menngunakan video klip. Sementara questionnaire didistribusikan untuk mengetahui sejauh mana efektifitas penggunaan video klip dalam membantu mahasiswa meningkatkan kemampuan menulis teks naratif serta untuk mengetahui kesulitan – kesulitan yang dihadapi mahasiswa xdalam menghasilkan teks naratif, yang dapat diketahui melalui tanggapan atau jawaban dari mahasiswa tersebut. Penelitian ini dilaksanakan di Jurusan Bahasa Inggris STKIP Bina Bangsa Getsempena Banda Aceh. Populasi penelitian adalah seluruh mahasiswa pada program studi (Prodi) Bahasa Inggris, sementara sampel yang digunakan untuk penelitian adalah mahasiswa Prodi Bahasa Inggris semester III angkatan tahun 2012, sebanyak 17 orang. Hasil penelitian menunjukkn bahwa nilai rata-rata pre-tes memiliki perbedaan yang besar dengan nilai rata-rata post-tes, dimana 56,2 untuk pre-tes dan 75,5 untuk post-tes. Hal ini membuktikan bahwa penggunaan media video klip dapat meningkatkan kemampuan mahasiswa dalam menulis teks naratif Bahasa Inggris.
ERROR ANALYSIS OF STUDENTS’ FREE WRITING : (A Descriptive Study at The English Department Of STKIP Bina Bangsa) Sri Wahyuni
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (447.567 KB) | DOI: 10.46244/geej.v1i2.673

Abstract

This study was conducted to identify the types of errors that made by the second year students of English Department of STKIP Getsempena Bina Bangsa in their writing-I and to analyze what factor causes the students make errors in their writing. There are about 16 students who have taken the writing class. This qualitative study was conducted by document analysis and interview. The document analysis was done by collecting students’ writing papers; it was taken from the lecturer who taught academic writing class. The paper became the primary source supported by related references as the secondary sources. The whole primary data were classified based on the types of errors, and then they were explained. The writer also used interview protocol to cross check the data got from document analysis. This was important technique to gather the information about the factor causes the students make errors in their academic writing. The research finding shows the type of error that the students often made many errors in tenses. These errors occurred due to their lack of understanding about tenses and their usage. The other minor errors are considered mistakes because they know the rules, especially in using capital, punctuation, and determiners. Based on the interview protocol, the errors were made because of the influence of the first language; the students often think in Indonesian then write in English. The process of transferring the language infected the errors. This also was influenced by the students’ habit that seldom read the writing product after they write it. Actually, the errors can be revised if the students can pay much more attention to their writing product. From this evidence, the writer suggested that teachers teach and train their students in constructing sentences in many forms of tenses as prewriting activity. Other suggestion for the teachers is that they remind students about minor mistakes to prevent repeated mistakes. The teacher also has to plan valuable and effective feedback in order to enhance students’ development in writing skill.
IMPROVING SPEAKING ABILITY OF THE ELEVENTH YEAR STUDENTS OFSMA LABORATORIUM UNSYIAH BANDA ACEH BY USING TIMETOKEN ARENDS TECHNIQUE Sukmayati
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (448.683 KB) | DOI: 10.46244/geej.v1i2.674

Abstract

This research is intended to investigate the effect of Time Token Arends Technique application in teaching speaking to the eleventh grade students of Senior High School (SMA) LaboratoriumUnsyiah Banda Aceh. The main purpose was to know whether the students who were taught by using Time Token Arends Technique would get a better performance in their speaking compared to those who were not. The topic given to the students was the expression of asking and giving opinion and suggestion. The population and sample of the study was the eleventh year students of SMA LaboratoriumUnsyiah 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. The data was analyzed using statistical formula including mean, standard deviation, and t-test. The result of the data analysis can be seen from the result of the post-test of the experimental and the control group. The mean of the post-test of the experimental group was 48,97 while the mean of the control group was 38,10. The mean score of the pre-test of the experimental group was 35,52 and the mean score of the experimental group was 48,97. In order to prove the hypothesis, the t-test score of the experimental group was compared with t-table score, it shows that the result of t-test of the post-test of experimental group was 2,279 while the result of t-table at a level of significance with a = 0,05 is 2,048. It indicates that the t-test score is higher than the t-table 2,048. It means that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. So, it can be concluded that the students who were taught by using Time Token Arends 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 speaking, Time Token Arends Technique can be an alternative technique to be applied.
TEACHING READING COMPREHENSION BY APPLYING CLOZE PROCEDURETECHNIQUE Suryani
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (350.233 KB) | DOI: 10.46244/geej.v1i2.675

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.
PENERAPAN METODE GALLERY WALK UNTUK MENINGKATKAN KEMAMPUAN MENULIS TEKS ANALYTICAL EXPOSITION BAHASA INGGRIS SISWA KELAS XI IPA-1 MAN MODEL BANDA ACEH Yusnidar
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.52 KB) | DOI: 10.46244/geej.v1i2.676

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis teks analytical expostion bahasa Inggris, dan aktivitas siswa selama mengikuti pelajaran bahasa Inggris. Subjek penelitian ini berjumlah 28 orang siswa kelas XI-IPA1 MAN Model Banda Aceh. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang terdiri dari 2 siklus. Setiap siklus meliputi perencanaan (planning), pelaksanaan (Action), pengamatan (Observation), dan refleksi (Reflection). Data penelitian ini dikumpulkan melalui unjuk kerja, lembar pengamatan siswa dan penegelolaan pembelajaran oleh guru. Hasil penelitian menunjukkan bahwa kemampuan siswa menulis teks analytical bahasa Inggris pada siklus I mencapai 60,09% dan pada siklus II meningkat menjadi 83,33% siswa yang mencapai KKM 70. Hal ini berarti bahwa indikator yang ditetapkan telah tercapai dimana ditetapkan bahwa penelitian ini berhasil apabila 85% siswa mencapai KKM 70. Dengan demikian dapat disimpulkan bahwa penerapan metode Gallery Walk dapat meningkatkan kemampuan siswa menulis teks analytical exposition bahasa Inggris. Sehubungan dengan itu, disarankan kepada guru-guru agar menerapkan metode Gallery Walk dalam mengajar bahasa Inggris, khususnya untuk mengajar keterampilan menulis.
THE USED OF MULTIMEDIA IN ENGLISH LANGUAGE TEACHING: (A Case Study at SMP Negeri 2 Mesjid Raya, Aceh Besar) Regina Rahmi
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (530.068 KB) | DOI: 10.46244/geej.v1i2.677

Abstract

Learning and teaching a foreign language needs a lot of patience, energy, time, creativity and competence. The success of the teaching and learning of foreign language skills including English is determined by a number of factors such as students, teachers, teaching methods, techniques, and instructional Multimedia. English teaching Multimedia are very important for teacher to help students acquire new concept of the skills and language competences. English has been taught at primary level due to its important role. English teachers in this level need more knowledge about children in mastering English. It is done because children have certain characteristics that differ from adult learners. There are still many fascinating discussions that might be interesting to find out the real situation in the implementation of Multimedia in English language teaching, especially to children.This study which was conducted at Elementary School Islam LaboratoriumNeuhen, Mesjid Raya is intended to figure out how the use of Multimedia in English language teaching to the first levels. The study employed case study research design. The population was 44 and the sample was taken by using nonprobability sample, convenience sampling, was an English teacher. The research problem is “how does the teacher implement Multimedia in teaching English? The data were collected by using instruments, namely: observation checklist sheets, questionnaire sheet, interview guidelines, and documentations. Based on the data analysis, it was found that the English teacher at SMP Negeri 2 Mesjid Raya used multimedia in English language teaching. There is some variable which observe by the researcher, there are: Computer, Internet, Print text, and Movie. According to the students’ competencies, the teacher build up new atmosphere in teaching learning process by using pint text in reading, speaking, writing and vocabulary. The used of movie help the students in all competencies, such as reading, speaking, listening, writing and vocabulary teaching learning process.

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