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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 200 Documents
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AN ANALYSIS ON STUDENTS’ ERRORS IN DISTINGUISHING BETWEEN COLLECTIVE NOUN AND PLURAL NOUN Samhudi
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (398.994 KB) | DOI: 10.46244/geej.v2i2.687

Abstract

This research was conducted to find out the students errors in distinguishing between collective and plural noun and the factors made the students errors in distinguishing between collective noun and plural noun. In collecting required data, the researcher used interview and test. The subject of this research was the students at class VII2 SMPN 1 Nisam which consisted of 29 students. The result of this research shown that the students errors were divided into three categories, namely, errors of omission, errors of addition and errors of misuse. Based on the result of test, it was found out that there were 10,7% of students made errors of omission, 67,4% errors of misuse and 21,9 % errors of addition. The result of interview shown that students made many errors caused by two factors; they are external and internal factor. External factor come from the method of teaching, because how well the students understand the material depends on the method of teaching that used by the teacher. Internal factor was the students themselves, they did not pay attention to their study, some of them were afraid and shy to ask the teacher if they do not understand the material. Some of them were did not do repetition of their lesson or lazy to study.
AN OVERVIEW OF CRITICAL READING STRATEGIES TO EFL STUDENTS Rosdiana
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.735 KB) | DOI: 10.46244/geej.v2i2.688

Abstract

This article describes about Critical Reading Strategy in teaching English, especially in reading comprehension. Critical Reading is a strategy that provides students with instructional support before, during, and after reading process. The students with critical reading skills have the ability to evaluate the credibility of a piece of writing. All writers have a purpose when they write, and usually a writer will choose or emphasize facts and details which support his or her purpose, and ignore facts which don't. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading includes the ability to evaluate ideas and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading.
THE EFFECT OF GAME THROUGH SMALL GROUPS IN TEACHING READING COMPREHENSION Rusmiati
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.384 KB) | DOI: 10.46244/geej.v2i2.689

Abstract

This article describes about the effect of game through small groups in teaching reading comprehension. Generally, teachers used to be active then their students, Yet, in some ways it has been changed, students now tend to avoid the passivity in the class. Teachers role in this phase is the fasilitator from whom students run for guidance during their lesson. Students are also encouraged to be well spirited in using their skills in English conversationally by giving and sharing ideas. Therefore, learning through games is one of the most interesting technique to reach this great atmosphere of the class.
AN OVERVIEW OF STRATEGY IN LANGUAGE LEARNING Sri Wahyuni
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.593 KB) | DOI: 10.46244/geej.v2i2.690

Abstract

This article describes about Strategy in Language Learning. Learning strategy are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence. Owing to conditioning by the culture and the educational system, however, many language students (even adults) are passive and accustomed to being spoon-fed. They like to be told what to do, and they do only what is clearly essential to get a good grade-even if they fail to develop useful skills in the process. A general overview of the system in language learning strategies are divided into two major classes: direct and indirect. These two classes are subdivided into a total of six groups (memory, cognitive, and composation under the direct class; metacognitive, affective and social under the indirect class). Direct strategies and indirect strategies support each other and each strategy is capable in connecting with and assisting for every other strategy.
ANALYZING INDONESIAN CURRICULUM OF KTSP Salwa Chaira
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.068 KB) | DOI: 10.46244/geej.v2i2.691

Abstract

This article is to explain the implementation of KTSP curriculum which is invented in 2006 and is still implemented in some schools in Indonesia. Here, the writer includes several aspects, which are the current status of the curriculum, the relationship of curriculum with the mainstream environment, the organizing principle of the curriculum, theoretical approach of the curriculum, the theory of language learning, the curriculum and its context, curriculum and syllabus assessment. The method applied here is a library analysis toward KTSP curriculum. The result shows that the curriculum suits Indonesian students in almost sides since it requires teachers to develop the curriculum based on the context of schools and students’ capacity. Besides, the students will not face huge burden learning in a school since the teachers who formally recognize their students well develop all the teaching and learning syllabi. In conclusion, KTSP is a practically appropriate curriculum which has been implemented compared to previous curriculums. Indonesian government design it since this is a better innovative curriculum to apply to the educational institutions in Indonesia. The demand of the curriculum appears neither low nor high and is definitely achieved by the students.
HOW A SENTENCE IS CONSTRUCTED: A SYNTACTIC ANALYSIS ON ESL’S WRITING TEXT Hijjatul Qamariah
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.486 KB) | DOI: 10.46244/geej.v2i2.692

Abstract

Constructing a sentence grammatically and syntactically correct has become a cliché but crucial problem for English as Second Language (ESL) learners. The problem is also faced by ESL teachers, significantly in correcting the students’ papers and finding the solutions for this problem. The pattern of the sentences then should be analyzed in order to find a predominant pattern normally constructed by the learners. This article tries to look and explore that point by analyzing the syntactic and grammar aspects of the sentences written by ESL Learners. Two samples of ESL learners’ writing paper are used as documents to be analyzed. The samples are taken from two different level of English proficiency called S2 and S4. The analysis is divided into two parts. Part one is the quantitative analysis which reveals the calculation of the analysis on several points such as, types of clause, sub clauses, tenses, aspects, verbs, objects, references, and antecedent of S2 and S4 writing text and it illustrates how many of each component appears in both learners’ texts. Those findings are presented in tables and they are attached in appendices. Moreover, part two, qualitatively the result of quantitative method is explained more than only numbers, by giving more details on the pattern of the sentences written by two learners and also to draw a prediction made before. Thus, it is found that the learners have problems in constructing complete sentences, such as lack of subject and verb and subject-verb agreement errors. S2 learner tends to use more personal pronouns comparing to S4 learners, it is assumed because of his lack of syntax repertoire in constructing more complex and compound sentences. The progress of syntactic system of S2 is showed by correctly used of tense, reference, and proper subject. S4 writing text is categorized as a well developed of syntactic system. The confident use of different sentence structure, vary of vocabulary and has a good persuasive sentences reflect on his writing. The sentences written by S2 and S4 learner predominantly have SVO (Np +(aux)+ Vp) pattern and mix with the compound and complex sentences, where clause sometimes can be objects and complement. For instance, I am a duck who traveled in the sea (S (Np+Vp)+S-bar) and I’m not a callous person but I’m in favour that he should have been left to die on Mount Everest for these following reasons (s(Np+Vp)CC+s(Np+Vp). This study’s findings would benefit the writer, especially for teachers, they should consider the learners’ level, and what kind of instruction should be good to apply in order to maximize learners’ comprehension.
LANGUAGE UNIVERSALS AND UNIVERSAL INPUT CONDITIONS (SIUSANA KWELDJU) Maulizan ZA
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.98 KB) | DOI: 10.46244/geej.v2i2.693

Abstract

This essay discusses about human language, human have the common system in their language. The same system of the languages is called as Language Universals. it can be assumed that Language Universals or known as Linguistic Universals is a pattern that occurs systematically across natural languages.
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
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.571 KB) | DOI: 10.46244/geej.v2i2.694

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.
A REPORT OF TEXTBOOK ANALYSIS : (Scaffolding English for Junior High School Students) Hijjatul Qamariah
Getsempena English Education Journal Vol. 3 No. 1 (2016)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (347.043 KB) | DOI: 10.46244/geej.v3i1.695

Abstract

In this paper, the textbook of junior high school entitled Scaffolding: English for Junior High School Students is analyzed. To this end, types of syllabus containing in the book are firstly explored. Then, it is argued what types of syllabus is dominantly governed the textbook by examining the content, activities and tasks in the textbook. It is revealed that the textbook predominantly instructed by structural syllabus with an approach of genre-based syllabus. However, the book is lacked of communicative approach even though the activities designed are aimed at increasing communicative competence of the students. Finally, the suggestion is made for the perfection of the textbook. It is recommended that to be more communicative in teaching and learning language, teacher can manipulate some activities in the textbook to be more expressive and real. In addition, the translation in every instruction of the task is not a good point of this textbook. It is supposed to be the learners acquire it as they are emergent in the process of learning. It will be meaningful for the learners when they understand by themselves without any translation provided.
AN OVERVIEW OF NUMBER HEADS TOGETHER IN LANGUAGE TEACHING Rusmiati
Getsempena English Education Journal Vol. 3 No. 1 (2016)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (230.612 KB) | DOI: 10.46244/geej.v3i1.696

Abstract

Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Cooperative learning strategy promotes discussion and both individual and group accountability. It offers an alternative to the competitive approach of whole-class question-answer, in which the teacher asks a question and then calls on one of the students with a raised hand. In the numbered heads together approach, the teacher has students number off (e.g. 1-4), asks a question, and then tells the students to “put their heads together” to develop a complete answer to the question. When the teacher calls out a number, the students with that number raise their hands to respond. This structure facilitates positive interdependence, while promoting individual accountability. It also gives confidence to lower achievers because they know they will have the correct answer to give to the class. This study tries to indicate some theories based on experts definition about understanding of cooperative learning, the purpose of cooperative learning, understanding of number heads together (NHT), and characteristic of NHT technique.

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