English Education: English Journal for Teaching and Learning
English Education: English Journal for Teaching and Learning which is later called EEJ is a journal published by Tarbiyah and Teacher Training Faculty IAIN Padangsidimpuan every June and December. EEJ focuses on teaching and learning of English as a foreign language. English Education : English Journal for Teaching and Learning related into some scopes on English Teaching Methodology, Structure and Grammar, Speaking Skill, Listening Skill, Reading Comprehension, Writing Skill, Morphology, Semantic Pragmatic, Discourse Analysis, Syntax, Translation, Phonology, Pronounciation, Language Acquisition, Vocabulary, Linguistics, Psycholinguistics, Sociolinguistics and Literature.
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<![CDATA[The Students’ Ability in Analyzing Metafunction ]]>
<![CDATA[Siregar, Sri Rahmadhani]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1655
<![CDATA[This research aimed to know the category of students’ ability in analyzing metafunction that was a subject in discourse analysis. This research included into quantitative research. The population were all the students of TBI seventh semester in 2018/2019 academic year counted 90 students. Random sampling was used to get 60 students. The instrument to collect data was used test. The finding of the research was the students’ ability in analyzing metafunction included into very good category.]]>
<![CDATA[Analysis on Students’ Error in Comprehending Elliptical Construction ]]>
<![CDATA[Tanjung, Khoiriyah Sofiyah]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1649
<![CDATA[The purpose of this study is to analyze student errors in comprehending Elliptical Construction material and to explore the most dominant types of errors made by students. The population of this study was first semester of Constitutional Law students at STAIN Gajah Putih Takengon; it consists of two classes and 40 students. The writer takes one class as a sample, namely HTN A. Samples are taken by Random Sampling because both have the same quality and are taught by the same lecturer. Data is collected from students’ answer sheets of English final test. The result of the tests then was analyzed using quantitative descriptive methods. The results showed that there were 122 errors made by students in answering the question of Elliptical Construction. 41% of these errors occur in Disordering, 32% in Misinformation, 19.67% errors in Addition and 13.11% in Omission.]]>
<![CDATA[Fostering Lecturers’ Teaching Creativity through Games ]]>
<![CDATA[Sokhira Linda Vinde]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1656
<![CDATA[The purpose of this study is to see and analyze the use of games in fostering lecturers’ creativity at Language Development Center of IAIN Padangsidimpuan. The investigation in this study covers several points i.e. what games do the lecturers apply in teaching, how do they create the games, and what are the advantages of using games in teaching? This is a type of qualitative descriptive study in which it focuses on analyzing the data in depth in a form of data elaboration and generalization. This study was done at Language Development Center of IAIN Padangsidimpuan. Ten lecturers were chosen as participants of this study. Then, in collecting the data, interview and observation were used. After that, the data were analyzed descriptively in form on data elaboration and narration. Moreover, it was found that games could foster lecturers’ creativity in teaching, and there were many kinds of games that were applied by lecturers such as True/False, Cards, Pictures and Drawing, Guessing, and Miming. Finally, it was also found that there were many advantages derived from using games i.e. (1) It improves lecturers’ confidence, (2) It also can create communicative teaching and learning, and (3) It can increase the use of media and make the media more interesting.]]>
<![CDATA[Contextual Guessing Technique in Reading ]]>
<![CDATA[Syamsiah Depalina Siregar]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1650
<![CDATA[This research aimed to know whether students’ reading comprehension can improve with use Contextual Guessing Technique and to know how the implementation of this method in reading class. This research used action research classroom. The finding of the research was the students more enthusiast in answering the reading’s question. The test result came from first cycle and second cycle. It showed improvement. The conclusion was the students need learning technique relate with their learning level. Contextual Guessing Technique is one of the appropriate techniques in reading class for senior high students. This case proved by the students more motivated and spirit in learning English especially in reading. Therefore the students got good score.]]>
<![CDATA[Error Translation in Public Sign ]]>
<![CDATA[Sri Minda]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1657
<![CDATA[This research aims to analize error translation found in public signs written in English such billboard, shops name, and so on. This research also investigates the reasons of the error. This reserach was designed based on descriptive analysis. The data were taken by taking photosof billboard and shops name in Padangsidimpuan for three weeks. After analyzing the data it was found that there are three types of error translation on public signs they are, spelling error, grammatical error, and wrong choice of word. The data showed that 70% of the total error is spelling error, followed by grammatical error which is 20% and the lowest percentage is wrong choice of word which is 10%. The reason of these errors due to lack of English knowledge. Most of the owner who made the public signs do not know correct spelling or diction in English.]]>
<![CDATA[Total Physical Response ]]>
<![CDATA[Sojuangon Rambe]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1652
<![CDATA[Total Physical Response is a language teaching method emerged in 1970s, created by J.E. Asher. This method attempts to adapt the process of infants’ first language acquisition, into the teaching of second and foreign language. Asher claims that kids acquire their first language by listening to their parents commands, comprehending, executing, and then uttering the words. It implicates in the creation of language teaching material in form of lists of imperative sentences graded based on the grammatical complexity, which causes TPR seems to be a grammar based method. Attempts to imitate first language acquisition in second or foreign language classes practically requires the teacher to demonstrate at the same time as uttering commands to be acted by the student, in which the students are not required to repeat the words. It is considered as the reflection of what happens when children communicate with their parents. In spite of the deep first language acquisition adoption, J.E. Asher claims that TPR teaching practice is based on three principles which cover the relationship between physical and brain activity, involvement of left brain and right brain, and creation of free stress learning atmosphere.]]>
<![CDATA[Improving Students’ Reading Comprehension through Guessing Strategy ]]>
<![CDATA[Dewi Fatimah Sitompul]]>;
<![CDATA[Eka Sustri Harida]]>;
<![CDATA[Sojuangon Rambe]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1658
<![CDATA[The purposes of this research were: to describe the students’ reading comprehension through guessing strategy and to identify the factors which influenced students’ reading comprehension through guessing strategy at Grade XI MAS Darul Istiqomah Hutapadang - Pijorkoling. This research used classroom action research consisted of two cycles. Moreover, the participants of this research were the class of XI (19 students) and there was collaboration with an English teacher. Meanwhile, the data was derived from reading comprehension tests, observation, and interview. Students’ score in cycle 1 was 62.24 (4%) and students’ score in cycle 2 was 78.68 (79%). Based on the research result in cycle 1 and cycle 2, it showed the improvement of students’ mean score and students’ percentage. So, students’ improvement in reading comprehension through guessing strategy was good category (high).]]>
<![CDATA[Noun in “ Silly Questions” ]]>
<![CDATA[Zainuddin Zainuddin]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1653
<![CDATA[The researcher focuses the study on Noun for “Silly Questions” in English is Fun (book). The research is done through descriptive qualitative, in which the aims of the research are to describe Noun for “Silly Questions” in English is Fun (book), which is based on kinds of Concrete Noun; Proper Noun, Common Noun, Material Noun, and Collective Noun. Additionally, here the researcher tries to determine the dominant use of kinds of Concrete Noun. Consequently, the researcher takes “Silly Questions” for primary data, and then some related Journals and books about Noun. Furthermore, the researcher uses content analysis method for analyzing the data. There the technique of analyzing the data; Reading 15 Silly Questions and its answers, signing kinds of Concrete Noun in the 15 Silly Questions, and then giving found kinds of Concrete Noun explanations. Finally, having conclusion of overall discussion. In conclusion, there are 43 Concrete Nouns; They are eight Proper Nouns, 26 Common Nouns, one Material Noun, and eight Collective Nouns for 15 Silly Questions in English is Fun (book) as the result of the research.]]>
<![CDATA[Students’ Anxiety on Their Public Speaking ]]>
<![CDATA[Rini Kesuma Siregar]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1654
<![CDATA[The purpose of this research is to find out the anxiety of students when speaking in English in front of the public in SMK Teruna Padangsidimpuan. This study used qualitative research with descriptive methods. Data is taken from questionnaires and interviews with students. The results of this study indicated that students are at medium and serious level of anxiety because each student has different abilities. This shows that when a student speaks in front of the public they still feel anxious, especially because the anxiety factor is not confident, unable speak English and rarely appear in public.]]>
<![CDATA[How to Enhance Lecturers’ Speaking Skill? ]]>
<![CDATA[Fitri Rayani Siregar]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1648
<![CDATA[Speaking is a dominant skill needed by English lecturer to support their teaching learning process. P2B Lecturer (Language Development Center) at IAIN Padangsidimpuan worked with IALF (Indonesia Australia Language Foundation) BALI a Center to develop language for teachers, lecturers, students and the public. P2B and IALF BALI coordinated holding training once in one semester for lecturers to refresh their abilities and knowledge in order to remain in a very good level. One of the mentors or trainers from IALF BALI came and became a mentor for lecturers in a special class. As a result, the effectiveness of the training was indeed very useful for lecturers to be reused in their next class. Many knowledge, methods, techniques, and games (games) are fun to improve the language skills of students and lecturers.]]>
