Getsempena English Education Journal
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.
Articles
16 Documents
Search results for
, issue
"Vol. 6 No. 1 (2019)"
:
16 Documents
clear
<![CDATA[DUOLINGO GAMIFICATION: DOES IT REDUCE STUDENTS’ GRAMMATICAL ERRORS IN WRITING? ]]>
<![CDATA[Mulyadi Syahputra]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (341.647 KB)
|
DOI: 10.46244/geej.v6i1.858
<![CDATA[The study is aimed to examine the effectiveness of Duolingo Gamification Platform to reduce the students' grammatical errors in writing a report text. The participant of this study were 25 students in the second grade of Methodist Senior High School in Banda Aceh, Indonesia. The research utilized a pre-experimental design with one group pre-test post-test. The instrument of this study is a test divided into pre and post-test. The data were analyzed using the t-test. The study revealed that the mean score of the pre-test is 53.8, and the mean score of post-test is 55.4. The standard deviation for pre-test was 7.18 and for post-test were 7.29 and the score of the standard of error of pre-test was 1.43 and post-test was 1.45. The t-score of the study was 4.0, with the degree of freedom 24,and the t-table was 1.69. The data showed that the t-score was higher than t-table, which leads us to the interpretation that the Ha was accepted and H0 was rejected. It indicated that the use of Duolingo Gamification platform was sufficient to reduce the students' grammatical errors in writing report text. Therefore, the platform was highly recommended to use to increase the quality of students’ writing skill, especially in the report text.]]>
<![CDATA[WONDERFUL OR AWFUL? STUDENT-TEACHERS’ CLASSROOM MANAGEMENT EXPERIENCES IN PRACTICUM TEACHING ]]>
<![CDATA[Saiful Akmal]]>;
<![CDATA[Khairil Razali]]>;
<![CDATA[Yuni Setia Ningsih]]>;
<![CDATA[Rosdiana]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (286.788 KB)
|
DOI: 10.46244/geej.v6i1.859
<![CDATA[This study is aimed at probing the strengths and weaknesses of classroom management experienced by student teachers at Department of English Language Education, UIN Ar-Raniry during the internship program at designated schools. Data collection was based on qualitative semi-structured interview with 8 student teachers chosen by purposive sampling from the 250 fourth student teachers at the English Language Education Department in 2017/2018 academic year. The findings of the current study indicated that group discussion method applied in the classroom enable more efficient classroom management. On the other hand, it is found that student teachers still experienced great deal of anxiety in managing the classroom. This may cause serious problems when facing real classroom management following their graduation as real teachers.]]>
<![CDATA[NARRATING STUDENTS’ IDENTITY TO PROMOTE CRITICAL LANGUAGE AWARENESS ]]>
<![CDATA[Arini Nurul Hidayati]]>;
<![CDATA[Bilal Mohnawawi]]>;
<![CDATA[Rizal Ramdhani]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (266.119 KB)
|
DOI: 10.46244/geej.v6i1.860
<![CDATA[This paper explores the use of students’ narration of their personal and social identity to build their sensitivity towards the language form, use, and context in pedagogical arena. It shows how the students construct their multiple identities when they revealed a simple part of their own life history trajectories in one particular time and how these identities are transformed or conserved as they enter a new discourse community. A narrative analysis is employed to document the students’ identification and negotiation of meaning as a social process in identity formation. The stories reveal three emerging themes showing students’ raising critical language awareness; a strong ethnical identity of Silvani, a Sundanese-Javanese child growing as Betawinese living in Sundanese environment, realising Sonny’s use of code-mixing in many inappropriate contexts, and considering self-belief in Barley’s classroom interaction.]]>
<![CDATA[ENGLISH TEACHING VIDEOS EMPLOYED IN EFL STUDENTS TEACHER CLASSROOM: A CASE STUDY OF STUDENTS’ PERCEPTION ON UTILIZING ENGLISH TEACHING VIDEO IN DEVELOPING TEACHING SKILLS ]]>
<![CDATA[Hijjatul Qamariah]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (197.569 KB)
|
DOI: 10.46244/geej.v6i1.861
<![CDATA[This study tries to investigate the use of English teaching video in EFL student teacher classroom. It was initiated by the importance of providing authentic classroom teaching activities to the students. Employing English teaching videos to improve students teaching skills is alternatively important to do in order to gain a good insight of how native English teachers teach in the classroom. Therefore, some English teaching videos accessed from CELTA link, which is a platform of teaching practice for TESOL teachers were showed in the classroom. The implementation of the video was conducted for one semester, during teaching and learning process in the course of TEFL. The data are gained from the interview conducted with the students asking their opinion about English teaching videos whether they can affect students teaching ability. The result therefore reveals that the students agreed that English teaching videos help them learn more about teaching skills, classroom managements, student-teacher interaction and teaching methodology. However, they also stated that there was a weakness of the video that it is sometimes hard to understand. They stated that native speaker teachers’ talks could be difficult to understand sometimes.]]>
<![CDATA[SONGS FROM YOUTUBE AS AN ALTERNATIVE MEDIA INNOVATION FOR TEACHING AND LEARNING ENGLISH ]]>
<![CDATA[Asmi Rusmanayanti]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (245.129 KB)
|
DOI: 10.46244/geej.v6i1.862
<![CDATA[Since English is not our language, some EFL students often face difficulties in learning it. Therefore, the teachers try to create or adapt several techniques and try to find an alternative media for teaching English that can be used to solve the problem. Anyway, songs from YouTube are one of the alternative media in learning English. Through songs you can make the boredom away, can also have some fun while you are studying. Qualitative method was employed in this research. The data needed in this research were collected by using open-ended questionnaire and interview related to the songs from YouTube as a media innovation in learning English. The method used in this research is random sampling and chosen them as the representative of English Department of Lambung Mangkurat University academic year 2015 to 2017 which 40 students had involved during the research. The data analyzed based on the questionnaire and interview, all of the students mentioned that they love studying English through songs with a variation, not only seriously focused on grammar. They learnt many new words either the meaning or the way of pronouncing the words in the songs. From the selected songs on YouTube application, they just realized that songs can be used to learn grammar as well. In addition, the importance of through knowledge of English Language is becoming more and more obvious in modern world in which communication increasingly takes place in English.]]>
<![CDATA[THE IMPLEMENTATION OF AUDIO VISUAL IN TEACHING LISTENING : (An Experimental Study at SMK Negeri 3 Langsa) ]]>
<![CDATA[Azizah]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (174.404 KB)
|
DOI: 10.46244/geej.v6i1.863
<![CDATA[This study was designed to discover the use of audio visual in teaching listening to the second year students of SMK Negeri 3 Langsa. The main goal of this study was to find out significant differences in students’ listening achievement taught by either audio visual or audiotape. Therefore, two classes were selected randomly as the samples from the targeted population. The first class using audio visual was an experimental group, while the second-class using audiotape was a control group. Each class consisted of 24 students provided data through pre-test and post-test. The scores of the tests were analyzed quantitatively. After examining the data collected from both groups, it was found that the mean score of the post-test of the experimental group (78,79) was higher than the mean score of the post-test of the control group (53,75). Moreover, both of scores were analyzed through ttest compared to ttable. The result of ttest was 8,44 and the result of ttable score at the level of significant degree α = 0,05 was 1,684. It displays that ttest score is higher than ttable (8,44 > 1,684). In other words, there is a significant difference in students’ listening achievement between the experimental and control groups. Thus, it can be taken into account that the alternative hypothesis is accepted, while the null hypothesis is rejected.]]>
<![CDATA[THE ANALYSIS OF TEXBOOK “PATHWAY TO ENGLISH” USED IN THE SECOND GRADE OF SENIOR HIGH SCHOOL BASED ON CURRICULUM 2013 ]]>
<![CDATA[Regina Rahmi]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Intan Rahmalia]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (266.788 KB)
|
DOI: 10.46244/geej.v6i1.864
<![CDATA[This research analyzes the contents of the textbook ‘Pathway to English “with curriculum 2013 in providing the materials and exercise for the learning students. The data only choose the part of all chapter or 7 chapters in the textbook. Thus, this research focuses on the feasibility of the materials and exercises presented with core competence and basic competence in curriculum 2013 and also how the feasibility of the textbook based on curriculum 2013 with using BNSP assessment. This research uses a descriptive qualitative approach and the researcher uses document analysis as the method of collecting data. The result of this research is almost all of the chapters are suitable with curriculum 2013. It assessed by using the feasibility of content based on BNSP assessment which some subcomponents. Firstly, the compatibility of material items with core competence has 96% with a very good category. Secondly is the accuracy of material that gets a very good category too with 90% of item percentage. Thirdly, the learning supporting sources has 91% with a very good category too. The textbook is appropriate with curriculum 2013 and very helpful in increasing the skills (speaking, listening, reading and writing) in teaching and learning English. In this case, the textbook scored more 90% with very good category and the content of it is appropriate with curriculum 2013. In the other side, there is some minors incompatibility based on BNSP assessment in this textbook, such as lack of structure and element of meaning and development diversity concept in developing students' knowledge.]]>
<![CDATA[THE EFFECT OF DIRECT READING THINKING ACTIVITY (DRTA) ON STUDENTS’ READING COMPREHENSION : (An Experimental Study at SMA Negeri 4 Bogor) ]]>
<![CDATA[Fajaria Lusyani]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (390.873 KB)
|
DOI: 10.46244/geej.v6i1.865
<![CDATA[The aim of this study was to investigate the effect of directed reading thinking activity (DRTA) on students’ reading comprehension at second grade students of SMA Negeri 4 Bogor. The population of this study consisted of 60 secondary grade students at SMA Negeri 4 Bogor. The two groups’ including pre-post test true experimental design was used in this study. The instrument tools are students’ reading score such as pre-test and post-test such as summarizing and responding test; and reading assessment rubric. The result showed that t-calculated is 14.136 with the value of df is 58 while the result of t-table in the level significant t0.05 = 1.684 and t0.01 = 2.423. Since the t-calculated is higher than t-table (14.136 > 1.624 < 2.423), it can be concluded that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It is concluded that Directed Reading Thinking Activity (DRTA) effects on student’s reading comprehension.]]>
<![CDATA[TEACHERS’ PERCEPTIONS TOWARDS “WHEN ENGLISH RINGS A BELL” TEXTBOOK AT SOME JUNIOR HIGH SCHOOLS IN ACEH TAMIANG ]]>
<![CDATA[Veni Nella Syahputri]]>;
<![CDATA[Zahratul Idami]]>;
<![CDATA[Murni]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (255.38 KB)
|
DOI: 10.46244/geej.v6i1.866
<![CDATA[The relationship between teachers and textbooks is inseparable. But not all textbooks published are suitable with the learners` need and have good qualities. Thus, textbook analysis is needed to evaluate and improve a textbook which is used. Teacher‟s perception plays a fundamental role in the effective implementation of process teaching learning. This study was intended to describe teachers‟ perceptions towards “When English Rings A Bell” textbook at some Junior High Schools in Aceh Tamiang. This research used descriptive qualitative research. The research conducted in four junior high schools at Aceh Tamiang. They were SMP Negeri 1 Karang Baru, SMP Negeri 2 Karang Baru, MTs Swasta Al- Iklas Tanah Terban and SMP Negeri 1 Manyak Payed. In this research there were eight English teachers selected by the researcher as source of the data. The total populations in this research were 10 schools, but the researcher selected 8 English teachers as sample by using purposive sampling technique. In collecting the data, the researcher used documentation, interview and questionnaire. There were 20 interview questions that asking to the teacher and 20 items of the questionnaire. After analyzed the data, the result showed that generally all English teachers had the positive perspective toward “When English Rings A Bell” textbook. Almost all the criterion of good textbooks was included in this book. Although, this book did not support media such as audio recorded on cassette or video. Furthermore, all the teachers believed that textbook selection was important to conduct to make sure that the textbook they choose was suitable for their students.]]>
<![CDATA[STUDENTS’ PERCEPTION ON LECTURER-STUDENT INTERACTION IN ENGLISH AS FOREIGN LANGUAGE (EFL) CLASSROOM ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Getsempena English Education Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (258.701 KB)
|
DOI: 10.46244/geej.v6i1.867
<![CDATA[Interaction is communication that happens through more than two people for getting the information, and the interaction is the way for the lecturer in the teaching-learning process in the classroom. Interaction involves all participants in the classroom which are lecturer and students. This study aims to know students’ perception of lecturer-students in EFL classroom interaction at the fourth-semester students of the English department at STKIP Bina Bangsa Getsempena Banda Aceh. This study used a questionnaire to get the data and used a descriptive qualitative design to analyze data. The data were collected by giving a set of a questionnaire (20 questions). The result of this research based on the students’ perception is described the teaching-learning process in the classroom was good enough and the students feel comfortable and surely they like lecturer’s teaching method. The classroom interaction in the EFL classroom is good because the lecturer used not only English but also Indonesia to stimulate the students in understanding what the lecturer explained.]]>
