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
200 Documents
<![CDATA[STUDENTS’ PERCEPTION TOWARD WRITTEN CORRECTIVE FEEDBACK IN WRITING CLASSROOM ]]>
<![CDATA[Rosdiana]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 1 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i1.697
<![CDATA[The way to respond to students’ drafting is still a controversial topic in Second Language Writing training and premise. Giving written corrective feedback in the process of teaching writing is a common practice by writing teachers because it is believed to be able to help students write better. The feedback may be given directly or indirectly. The feedback may be given in the form of comments, questions, suggestions, and or corrections. It seems to be no dispute about the first three kinds of feedback. But for the corrections as the feedback in the process of teaching writing, there are two opposing views; one view believes that correction is counter-productive while the other view believes that correction is helpful. This Study aimed to explore English Department Students’ perception, beliefs, and attitude toward Written Corrective Feedback in writing classroom. Data were obtained from questionnaire and from follow up interview. The findings of an investigation on English Department Student of UIN Ar-Raniry showed that students’ preferences for feedback and error correction on their writing. Most students wished their teacher to mark and correct errors for them and believe that Written Corrective Feedback was primarily the teacher’s responsibility. Written Corrective Feedback definitely help the students in writing academic pieces better and more easily as they go through the writing process.]]>
<![CDATA[THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE IN TEACHING SPEAKING : (An Experimental Study To The First Year Students Of SMP N 8 Nagan Raya) ]]>
<![CDATA[Maulizan ZA]]>;
<![CDATA[Nurfajri Safalinda]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 1 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i1.698
<![CDATA[This study study aimed to examine whether there is a significant difference in the speaking mastery of students between those who are taught using role play and traditional technique. The subjects of the study were all students of First grade students of SMPN 8 Nagan Raya. The population in this research is the first grade students which consist of 42 students from two classes. In this research, the researcher does not take any sample. The subject of this researcher is the population; 42 students. The population was divided into two groups; 21 students were experimental group and 21 students were control group. The data collected through pre-test and post-test. The pre-test was given to control and experimental group. The scores were obtained to know whether the means of the two groups were not significantly different. From the result of data analysis on the students’ score in pre-test found that the mean score of experimental group was 50.71, the mean score of control group was 49.61, the t-value was 0.64, and the t-critical was 1.684. From the result above, it is found that there is no significant difference between two mean because t-value is smaller than t-critical. Therefore, it can be concluded that experimental and control groups had same English ability at the time of the test. The result of data analysis on the students’ score of post-test, it was found that the mean score of experimental group was 70.14, the mean score of control group was 54.67, t-value was 18.31 and t-critical was 2.021. From the result above, it is found that there is a significant difference between two means because t-value is greater than t-critical. Therefore, it can be concluded that the students who were taught by using role play gave better result compared the using speaking through traditional technique.]]>
<![CDATA[A STUDY ON COMPARISON BETWEEN THE DIALECTS OF WEST SIMEULUE AND MIDDLE SIMEULUE ]]>
<![CDATA[Sariakin]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 1 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i1.699
<![CDATA[This study is about a comparative study between the dialect of West Simeule and Middle Simeulu. The aim of this study is to find out the differences between the dialects of west Simeulue and middle Simeulue.The subject of this study is all of the utterances of West Simeulue and Middle Simeulue dialects. While the sample of the study is taken from twenty adult informants who are native speakers form the two dialects. The data needed are collected through interview. Meanwhile the data gotten are analyzed by describing the difference between dialects which are used by people of West Simeulu and Middle Simuelu. The result of the study shows that there are three different dialects that are used in West Simeulu and Middle Simeulu; differences in morphology, differences in preposition, differences in vocabulary.]]>
<![CDATA[THE USE OF REPORT SCRIPT IN IMPROVING STUDENTS’ WRITING ABILITY : (A Descriptive Study at The Second Year Students of STKIP Bina Bangsa Getsempena Banda Aceh) ]]>
<![CDATA[Regina Rahmi]]>;
<![CDATA[Muhammad Abrar]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 1 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i1.700
<![CDATA[This study which was conducted at the second year of English students of STKIP Bina Bangsa Getsempena Banda Aceh in academic year 2013/2014 which consists of 6 female students and 1 male student, intended to figure out “The use of report script in improving students’ writing ability”. The writers use students’ writing sheet as instrument. Based on the analyzed data the writers infer conclusion that the use of report script toward students’ writing ability conveys the student to decide themain idea in the general classification, the facts about topic as a supporting sentence in the description, and the result of the topic in the conclusion. The students are able to write related to the characteristics of writing such as coherence, cohesion, and unity. Although, the student’s writing still have the errors, malformation and disordering in paragraph.]]>
<![CDATA[AN ANALYSIS OF TEACHING LEARNING PROCESS ]]>
<![CDATA[Salwa Chaira]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 1 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i1.701
<![CDATA[This article is about an analysis of teaching and learning process in an English classroom. it also gives an explanation of the presence of Input-Interaction-Output (IIO). In the article, there are details of the type of input and role applied by the teacher, the type and role of interaction built, and the type of output and its lead. Besides, other elements such as English talk and lesson explanation, the feedback given by the teacher, language view, materials, and activity in the classroom, etc will include in the essay. The method applied in the article is document analysis. The result is that the way the teacher teaches, the method she applies, and the approach she implements can offer and encourage them to obtain the knowledge in a good way. These factors seem agreeable as the students can perceive her teaching style well. However, the material or the subject provided by the teacher seems much lower for the students’ capacity. Thus, the writer suggests that Monique offer a little bit higher input.]]>
<![CDATA[CHILDREN'S LANGUAGE DEVELOPMENT ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 1 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i1.702
<![CDATA[The objective of this article is to describe how children's language is developed. The development of child's language actually begun when a child was born with language or a simple talk. First language is the language that is the primary language that is acquired which is called native language or mother tongue. This study is intended to children's language development and their social interaction. To get the data, four children asked to speak about everything of their interest. The process of recording was made as naturally as possible. All the data obtained were then used to facilitate the researcher in describing children's talk. As the result, children direct his attention to thing that language is easy to understand and they used primary interest to help them learn the language related to their interest. They also enjoyed the repetitive events of their life and used it strategies to help them in learning a language. Children can quickly acquire new words if they always heard a new language around them and automatically the development of their language will increased faster. Children learn language through their natural desire to call an object by its name and almost all of the words their produced were not clear enough. They often used a piece of dismembered words.]]>
<![CDATA[THE EFFECT OF USING STORYTELLING TECHNIQUE IN TEACHING GRAMMAR FOR EFL CLASSROOM : (An Experiment study at STKIP BinaBangsaGetsempena Banda Aceh) ]]>
<![CDATA[Siti Fachraini]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 2 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i2.704
<![CDATA[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.]]>
<![CDATA[THE USE OF GUESSING GAME TO IMPROVE STUDENT’S SPEAKING SKILL ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Fitri Yulianti]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 2 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i2.705
<![CDATA[Speaking is activity of two or more people in sending and receiving information or messages in oral communication. The reason for teaching speaking to students is because it belongs to the basic language skill in English. In speaking classes, the teacher usually give a dialogue of a certain topic, then the students are being to practice and memorize the dialogue with their friends and finally present the dialogue in front of the class in turn. It means that to understand the dialogue, the students must have the ability in vocabulary, grammar and pronunciation. Because of that, speaking is very important to be taught to the students.This study aimed to find out whether the use of guessing game is effective. The sample of the study consist of 27 students in one class. The data in this research were conducted by using pre-test and post-test. The result from the research showed that there is significant difference between the students who are taught speaking by using guessing game and those who are taught speaking by using traditional approach. The finding indicated that there is a significant difference between the score of pre-test was 53, 6 and post-test was 82, 9. From this research it was known that t – score is highest than t – table. It’s mean that this alternative hypothesis (Ha) is accepted. Thus clear that the difference of the two means gained score was significant.]]>
<![CDATA[TEACHING WRITING TO EFL UNIVERSITY STUDENTS: SOME IMPORTANT ISSUES : (Reducing Writer’s block and Breakthrough to Better Teaching) ]]>
<![CDATA[Hijjatul Qamariah]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 2 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i2.706
<![CDATA[This article discussed that the students’ difficulties in writing can be triggered by a lot of factors, but to solve those difficulties is never ending story. While correction of piece of writing is believed can helped students improve their writing, but the fact that the implementation of correction still cannot solve the problem. Moreover, students tend to be apprehensive. Writing apprehensive is dealing with the anxiety about writing. Students feel fear when they are assigned to write a piece of writing. This nevertheless, is a problematical issue that needs to be solved by the writing instructor or teacher. Some experts stated that writing apprehension can be caused by several factors, such as lack of writing strategies, inappropriate teachers’ writing teaching techniques, inappropriate contain of writing textbooks, and the students’ cognitive. Therefore, a better teaching instruction perhaps will minimize students’ apprehension in writing. This article tries to give an insight for a better teaching writing and how to deal with the problem that the students face when writing.]]>
<![CDATA[APPLYING REALIA TO IMPROVE STUDENTS’ WRITING ON A DESCRIPTIVE TEXT ]]>
<![CDATA[Rosdiana]]>
<![CDATA[ Getsempena English Education Journal Vol. 3 No. 2 (2016) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v3i2.707
<![CDATA[In learning process, a teacher is required to be able to select the appropriate method for teaching students to write text. One of the texts that should be learned by students is descriptive text. The purpose of this research is to improve students' writing descriptive text. It is an experimental study that employed One – Group Pretest-Posttest Design in which there was one class as an experimental class which was taught using Realia. The subject of this study conducted in class VII at SMPN 18 Banda Aceh. There were 21 students taken as sample of this research. Technique of data collection in this research is using test. While to analyze the data, the writer used quantitative analysis by using some statistical formulas. After the writer applied the media, the writer looked at a positive improvement on the students’ writing. It was turned out that this media really help students in writing descriptive text. The result of data analysis demonstrated that there was a significant difference on students’ achievement from both tests proved by average of the pre-test and post-test’s score. As a result, the post-test’s mean score (84, 07) is higher than pre-test’s mean score (60, 7), which the score of t-test was 18,45 and the value for t-table was 2,08 at a level of significance 0,05. It can be concluded that the students who were taught by using realia had a better performance in learning writing especially on descriptive text. In brief, realia enables to increase the students’ achievement in learning writing and it gave a positive effect on writing teaching and learning process. It helps students’ in writing a descriptive text by looking directly the object that they would describe.]]>
