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.
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<![CDATA[EFL LEARNERS` READING HABIT AND THEIR READING COMPREHENSION ENHANCEMENT THROUGH PARTNER READING ]]>
<![CDATA[Yentri Anggeraini]]>;
<![CDATA[Nurhasanah]]>;
<![CDATA[Tania Madenta]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.985
<![CDATA[Abstract Various kinds of collaborative learning can be applied in teaching English. One of them is a partner reading strategy which allows the students to read in pairs. This research aimed at exploring the significant enhancement of partner reading strategy on the eighth-grade students` reading habit and their reading comprehension. The quasi-experimental design was used in order to gather the data and the two classes were selected through cluster random sampling as the experimental and control group. The independent sample t-test result indicated that the comparison of students` reading habit and reading comprehension in the experimental and control group with sig. (2-tailed) or p-value (0.00) was less than the alpha value (0.05). It can be concluded that the use of partner reading strategy significantly enhanced the eighth-grade students` reading habit and their reading comprehension. The partner reading strategy made the teaching and learning process more joyful and meaningful so that it can be applied as one of the activities to promote reading habit and reading comprehension.]]>
<![CDATA[SPELLING ERROR ANALYSIS IN STUDENTS’ WRITING ENGLISH COMPOSITION ]]>
<![CDATA[Tira Nur Fitria]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.988
<![CDATA[This research has objective to find out the kind of spelling errors written by the students and to determine the most dominant kind of spelling error written by the students of STIE AAS Surakarta in the academic year 2017/2018. This study used a descriptive qualitative approach. In this study, researchers revealed conclusions by collecting data. The object of the research were taken from 24 students of STIE AAS Surakarta, especially in the 2017/2018 academic year. In collecting data, the researcher used the documentation method. In analyzing errors, the steps were the identification of errors, classification of errors, description of errors, explaining errors, and tabulation of data. The data were tabulated to determine the frequency of errors found in the students’ writing composition. From the results of the study, it was found that there are some errors found in the results of student essays in the aspect of spelling as 50 data which consist of some errors such as in omission as 20 data or 40 %, in substitution as 14 data or 28 %, in insertion/addition as 10 data or 20 % and transposition as 6 data or 12 %. While the most dominant spelling error occurs in the aspect of omission as 20 data or 40 %.]]>
<![CDATA[ADJECTIVE AND NOUN CLAUSE LEXICAL DENSITY IN AN ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Adityo Prawinanto]]>;
<![CDATA[Barli Bram]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1019
<![CDATA[This paper analyzed the lexical density of the adjective and noun clauses in an English textbook for senior high school students in Indonesia. It aimed to discover whether or not the textbook was suitable for the students in terms of lexical density. The researchers employed a content analysis approach to analyze data. There were 116 sentences, containing adjective and noun clauses, which were investigated. The researchers implemented the lexical density theory and the lexical density indicators to determine the average level of the lexical density measurements. Results showed that there were three lexical density levels found in those adjective and noun clauses. The three levels were low, medium, and high. The average level of the lexical density obtained from the adjective and noun clauses in the textbook was 47%, which was categorized as low lexical density. Thus, the researchers concluded that the English textbook for the tenth-grade students published by the Indonesian Government was appropriate for the students.]]>
<![CDATA[UNIVERSITY STUDENTS’ CRITICAL THINKING ABILITY IN LISTENING SKILL ]]>
<![CDATA[Elsa Ernawati Nainggolan]]>;
<![CDATA[Hanifah]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1022
<![CDATA[The present study analysed university students’ critical thinking ability on their listening skills. With this purpose in mind, 25 students taking listening subject participated in the study were chosen as the sample of this study. To gather the data, the essay test of critical thinking skill developed by Facione were administered to the participants after they had listened to related audio of conversation and/or monologue. The obtained data were then analysed using holistic critical thinking scoring rubric. The results showed that the core critical thinking skill of interpretation possessed by the students is 61% categorized as low, analysis skill is 65% classified as medium, inference skill holds 68% ranked as medium, evaluation skill gets 56% categorized as low, explanation skill is 54% classified as low, and self-regulation is 68% classified as medium. To add, the total average of students skill related to critical thinking is 62% and is categorized as low. Considering that students in higher education is faced with complex problem and decision making, education practitioner are called to develop critical thinking in language teaching particularly listening skill. Thus, the development of critical thinking in listening would contribute to successful communication.]]>
<![CDATA[TEACHING ENGLISH AT SMPIT ACEH BARAT: (A Descriptive Study of Teaching and Learning English) ]]>
<![CDATA[Rina Syafitri Syukur]]>;
<![CDATA[Puan Tursina]]>;
<![CDATA[Endah Anisa Rahma]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1031
<![CDATA[The purposes of this study were to describe the ways of teaching English at SMPIT Aceh Barat in terms of pre activity, main activity and post activity, to discover the methods or techniques used by the English teachers at SMPIT Aceh Barat, and to seek the difficulties faced by the English teachers at SMPIT Aceh Barat. This study used qualitative method in nature. The research subjects of this study were two English teachers at SMPIT Aceh Barat who taught at seventh grade, eight grade and ninth grade. Observation and interview were used to collect the data. The data were analysed and interpreted through qualitative procedures. The results showed that the teachers who teach at SMPIT Aceh Barat have to be always creative and innovative and the school has to provide the good facilities in order to support the teaching and learning process becomes enjoy and fun.]]>
<![CDATA[COMIC STRIPS IN ELT: REVISITING “THE WHEN AND HOW” ]]>
<![CDATA[Nine Febrie Novitasari]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1035
<![CDATA[Few know that comic strips can be used in educational contexts, particularly in English language classrooms. If associated with the purpose of language teaching, the use of comic strips is to facilitate students to develop their three learning domains: cognitive, affective, and psychomotor domains. Integrating comic strips in classroom activities will make the process of learning more meaningful. In Indonesian context, the teaching and learning process utilising comics is still rare to find. Most Indonesian EFL teachers usually only focus on enhancing students’ reading comprehension skill when using comic strips in their teaching. They ignore other objectives such as providing the students’ other language skills, introducing the culture embedded, or sharping students’ learning domains. Such a problem occurs because the teachers do not know and are not sure of how to find good and suitable comics for their students. In addition to that, many teachers admit that it is quite difficult to prove and to convince the parents that comics can be used as stimulating, pedagogically-suitable learning media. Concerning the issue, this paper presents a comprehensive explanation on the nature of comic that suits the purpose of EFL/ESL teaching and and offers some best practices for English teachers to utilize comic strips in their teaching. It is expected that after reading this paper, EFL teachers in Indonesia can explore their belief and practice in implementing comics and bring up a new trend in EFL classroom.]]>
<![CDATA[INVESTIGATING TEACHERS’ STRATEGIES TO PROMOTE LEARNER AUTONOMY IN ENGLISH LANGUAGE TEACHING (ELT) PRACTICE ]]>
<![CDATA[Anisatul Karimah]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1040
<![CDATA[More and more educational stakeholders are now concerned on learner autonomy (later will be abbreviated as LA) as a fundamental key to actualize an effective and successful instructional process. While research addressing strategies to promote LA has been conducted in ample amount, this research tries to include a more holistic coverage. This research aims at investigating strategies or activities that teachers implement in English language classroom in fostering LA, what reasons are behind the selection of those activities, and to what extent those activities enable LA to take place. Data were collected from 35 teacher respondents who have taught junior high school or higher levels. Questionnaire and semi-guided interview were employed to yield relevant data. Findings show that activities related to psychological dimension become the most favoured ones to apply in the classroom. It is followed by social, technical, and political dimensions accordingly. Those activities are applicable to certain situations and extent.]]>
<![CDATA[EXPLORING EFL LEARNERS’ ENGLISH LANGUAGE ANXIETY IN BUSINESS PRESENTATION IN HIGHER EDUCATION ]]>
<![CDATA[Ryani Yulian]]>;
<![CDATA[Ufi Ruhama]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1076
<![CDATA[University students must be situated in a learning repertoire situation since conventional lecture is no longer used as the best way to engage students in active learning. Students of the Faculty of Economics and Business at Universitas Muhammadiyah Pontianak are required to perform business presentation simulation collectively as one of the course requirements to pass Business English subject. Therefore, this research was aimed at examining the affective factors particularly the students’ language anxiety in simulation because the success of a presentation is not only isolated in a cognitive domain but also the affective domain as well. This research employed fifty participants from second-semester students at the Faculty of Economics and Business at Universitas Muhammadiyah Pontianak as the samples. Data from questionnaires were triangulated with direct observation and in-depth interviews. The findings indicated that students experienced High Language Anxiety (61,99), a variety of attributes of anxiety in terms of psychological state, and fears of negative evaluations from lecturer and peers. It suggests outcomes to evaluate the coursebook of Business English in the university and to have a better implementation of simulation with accommodative learning materials, instructions, and activities. The students’ language anxiety analysis in business presentation simulation is to justify the applicability of business presentation activity in the classroom for long-term use.]]>
<![CDATA[EXPLORING LEARNERS’ AUTONOMY IN ONLINE LANGUAGE-LEARNING IN STAI SUFYAN TSAURI MAJENANG ]]>
<![CDATA[Pipit Muliyah]]>;
<![CDATA[Dyah Aminatun]]>;
<![CDATA[Sukma Septian Nasution]]>;
<![CDATA[Tommy Hastomo]]>;
<![CDATA[Setiana Sri Wahyuni Sitepu]]>;
<![CDATA[Tryana]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1164
<![CDATA[The impact of the coronavirus outbreak on the education system is inevitable that higher education institutions choose to transform their instructional practices to entirely online using specific platforms. This shifting comes with challenges to students as they are demanded to be independent and autonomous. This study investigated the students’ readiness and perception towards being an autonomous learner in online language-learning. This case study investigated 25 students who joined online language learning by the WhatApps group in an English department of STAI Sufyan Tsauri Majenang. The data were gained by giving an online questionnaire, having an online interview with some students who were chosen randomly, and also assigning students self-report. The data showed that the students do not have enough autonomy in online language-learning. It means that the students are not ready to be autonomous learners in online language learning. The result of the study indicated that the students prefer having a face to face class and direct guidance from the teacher where 66.9% of the same students prefer learning in class or face to face meeting. In comparison, only 18.5 % who share no problem having an online class. 14.6% of them enjoy both options. This finding suggests that teachers need some strategies to promote and foster students’ learner autonomy to achieve learning objectives in online language learning.]]>
<![CDATA[TEACHER'S PERSPECTIVES TOWARD GOOGLE CLASSROOM AS A TOOL FOR IMPROVING ELT CLASSROOM INTERACTION ]]>
<![CDATA[Imam Tyas Sansinadi]]>;
<![CDATA[Winarko Winarko]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1174
<![CDATA[Google Classroom as a tool that connects teachers and students which encourage interaction with each other through a virtual online class that offers various features. This study was conducted to investigate the effects of using Google Classroom in the ELT class for improving classroom interaction through the teacher's perspectives. By using the phenomenological qualitative research with a sample of one private junior high school teacher in Yogyakarta, data collected were obtained using open-ended and semi-structured interviews. The analysis was done by reading each transcript, rereading, and looking for common words that fit the category. The result revealed that the use of Google Classroom in ELT class is beneficial in the learning process, it can increase students' attention. However, some students did not pay attention to the learning process, and the students used English to communicate if the teacher asked them in the learning process.]]>
