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[Students’ Learning in Corona Virus Diseases 2019 (Covid-19) Situation ]]>
<![CDATA[Eka Sustri Harida]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2675
<![CDATA[Online learning is a learning that support the new era of 4.0 industries. Unfortunately, it happens in the bad condition of situation in Indonesia, not because of the needs of learning. Because of the broad case of Corona Viruses Disease 2019 (Covid-19), the students forced to study using online learning, although they are not ready to use it, they must follow the rules to support their learning becomes run as usual. This writing is in order to explore the confiding of the students in online learning in the Covid-19 situation. The data were taken by taking notes for Whats-App chatting, and analyzed by reading, grouping, and interpreting. After analyzing the data, it found that some students felt unconfident with this kind of learning, some are enthusiastic, and the others felt boring. They hope that this situation can be passed soon, so they can come to class to meet their lovely lecturers and friends. If they need to use online learning, it is in the real situation, safe, and peace, without any worries and fright.]]>
<![CDATA[Varying Interaction Patterns to Create Communicative Teaching and Learning ]]>
<![CDATA[Rambe, Sokhira Linda Vinde]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2684
<![CDATA[This article has purposes to determine types and variations of interaction patterns that the lecturers applied in teaching. It is also to describe advantages of the interactions in students’ learning process. A qualitative research was implemented where 10 lecturers who teach English at Language Development Center of IAIN Padangsidimpuan involved in the study. To collect the data, interview were given to lecturers and observation was done in ten classrooms. Then, descriptive data analysis was implemented in analyzing the data that were collected. The study revealed that all lecturers had tried hard to vary the interaction patterns in teaching. Several interaction patterns were seen dominantly used by lecturers, i.e. group work, full-class interaction, close and open-ended questioning, choral responses, and individual work. Moreover, there are some advantages that students can take from the variations of interaction patterns, namely; (1) students can share ideas with friends and lead them to be active, (2) students have lots of chances to practice English skills, (3) and interaction patterns makes the learning interesting and fun.]]>
<![CDATA[Students’ Difficulties in Pronouncing Fricative Consonant ]]>
<![CDATA[Imam Tarmizi Situmeang]]>;
<![CDATA[Rayendriani Fahmei Lubis]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2676
<![CDATA[The article aims to identify the students’ difficulties in pronouncing fricative consonants and the factors that impede their pronouncing those consonants. A descriptive qualitative method was employed where 9 students at the fourth semester of TBI-2 in Tarbiyah and Teacher Training Faculty IAIN Padangsidimpuan involved in this study. The data present that the students’ difficulties in pronouncing English fricative consonant sounds are; the different elements between native language and the target language (/q/,/ð/,/ò/), the same phonetic feature in both language but differ in their distributions (/v/,/f/,/ჳ/,/z/,/s/and/h/). The study found that the dominant difficulty in producing English Fricative sounds are sound /ð/- voiced dental fricative in initial word position and /q/- voiceless dental fricative in initial word position. 9 out of 9 students mispronounce sound /ð/ and 9 out of 9 students mispronounce sound /q/. All of the students pronounce sound /ð/ and /q/ inappropriately. Whereas, the factor of its difficulties are the effect of mother tongue or first language, unsuccessful in using borrowed English words, lack of knowledge about English fricative sounds, prefers to speak Batakness rather than English and less of pronunciation practice.]]>
<![CDATA[Anagram Game to Enhance Students’ Vocabulary Mastery ]]>
<![CDATA[Wardah Mutiah Nasution]]>;
<![CDATA[Yusni Sinaga]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2685
<![CDATA[This research is focused on the effect of Anagram Game on the Students’ Vocabulary Mastery at VII Grade MTs N 2 Padangsidimpuan. This research aims to know the suitable and effective technique in teaching vocabulary. The research was an experimental research that uses one group pre-test and post- test design consist of 39 students in experimental class and 39 students in control class. The data were collected from students’ vocabulary test in the experimental class and control class. The result of this research have found from the t-test, which is tcount was higher than ttable (3.921.666). It was concluded that there was a significant effect of anagram game on the students’ vocabulary mastery. It means that the alternative hypothesis was accepted which indicates that anagram technique was significantly effective in teaching vocabulary. Additionally, anagram is a good vocabulary learning technique. It is an interesting game for learners. Thus, it is strongly suggested that teachers apply this technique to help enrich students’ vocabulary.]]>
<![CDATA[Using Application Based on Smartphone Android “Hello English” To Increase Students’ English Competency ]]>
<![CDATA[Syamsiah Depalina Siregar]]>;
<![CDATA[Siti Meutia Sari]]>;
<![CDATA[Diena Fitria Simamora]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2677
<![CDATA[This research was conducted in increasing the students’ English comprehension. They are not English department the students. The using of Hello English Application Based on Android Smartphone available in online or offline, the students can use it in everywhere. The research use action research. Plans made such as the use of Android-based Hello English Application and research instruments as learning support. This action research starts from planning, acting, reflecting and evaluating. It consists of six meetings with 3 cycles. The implementation of learning goes well with starting activities, core activities (introduction and use of Hello English Application(and closing activities (giving posttest question). The first cycle, the students still confused with the app, it might them got low score. At the second cycle, the researcher gave the video tutorial about the app, therefore the students more relax and they got good score. In the third cycle, the students enjoyed with the app and got better score and brave follow the online match in the app. The result showed that there is improvement on the students’ comprehension with English in every meeting. This showed that the use of Hello English Application has an effect of increasing the students’ competency in learning English.]]>
<![CDATA[Students’ Learning Anxiety ]]>
<![CDATA[Fitri Rayani Siregar]]>;
<![CDATA[Winda Siska Perwana]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2681
<![CDATA[The aim of this research was to know students’ learning anxiety at VIII grade students of SMPN 2 Padangsidimpuan. Learning anxiety is one of the negative factors that affect the language learning process. This research employed descriptive method. The population of this research was the eighth grade students of SMPN 2 Padangsidimpuan. The total sample is 74 students taken by using random sampling. The researcher used 33 items of questionnaire for learning anxiety which adopted from Foreign Language Classroom Anxiety Scale (FLCAS) was developed by Horwitz and Cope. Questionnaire items were analyzed based on several indicators namely communication apprehension, fear of negative evaluation, test anxiety, English classroom anxiety. The score determined whether the anxiety level is very anxious level, anxious, midly anxious, relaxed and very relaxed level. The result showed that the VIII grade students of SMPN 2 Padangsidimpuan was in very anxious category. It was proved by the students’ acquisition score which the highest score was 158, the lowest score was 98 and mean score was 130,45. The finding could be conclude that generally students categorized into very anxious level.]]>
<![CDATA[Mind Mapping to Improve Students’ Speaking Skill ]]>
<![CDATA[Dina Syarifah Nasution]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2673
<![CDATA[This research aims to measure the implementation of mind mapping on improving students` speaking skill. The method of this research was Classroom Action Research. The participant in this classroom action research was 44 students of grade X-2 TKJ of SMK N 1 Panyabungan, Mandailing Natal - Sumatera Utara. The instrument consisted of mind mapping practice, speaking test, observation sheet, and interviews. The data of this research was analyzed two methods of data analysis. Quantitative data analysis was used to examining and interpreting data from Mind Mapping practice and speaking test. The data taken from observation and interview was used qualitative data analysis. The result shows that (1) Mind Mapping better improves the students` Speaking Skill. This can be evidence from the students` means which better gradually improved in cycle one, and (2) the researcher found that the changes of students` speaking skill are influenced by six factors, namely, interesting teaching media, interesting material, attractive classroom activities, enjoyable classroom management, attractive teacher`s approach, teacher strategy. ]]>
<![CDATA[Mood Structure of Male and Female Teacher’s Talk in the Classroom ]]>
<![CDATA[Resdilla Pratiwi]]>;
<![CDATA[Hanifah Oktarina]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2674
<![CDATA[The aim of the study is to describe how mood structures are realized in male and female teachers’ talk in the classroom. A qualitative research was applied where male and female teacher who teach in SMA N I Batahan involved in this research. The data was collected through audio video recording, observation sheet, and taking note. The finding of this study revealed that there are two ways that have been found in realization of mood structure of male and female teachers talk, namely, typical clause mood, and non-typical clause mood. In typical clause mood, there are three ways that have been found, namely statement that realized in declarative mood, then, command that realized in imperative mood, after that question that realized in interrogative mood. Besides that, in non-typical clause mood, it just found two ways in realization of mood structures of male and female teachers’ talk, namely question that realized by modulated declarative, then command is realized by declarative. Based on those, it can be conclude that there is no differences between male and female teachers in realizing mood structure in the classroom.]]>
<![CDATA[Students’ Ability in Writing Descriptive Text ]]>
<![CDATA[Sri Rahmadhani Siregar]]>;
<![CDATA[Nursahara Dongoran]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2683
<![CDATA[The aim of this research was to find out the students’ ability in writing descriptive text at grade VII SMP N 11 Padangsidimpuan. This research was descriptive quantitative method that was conducted at SMP N 11 Padangsidimpuan. The population of this research was the grade VII students of SMPN 11 Padangsidimpuan consist of 70 students from 3 classes as the sample of the research. The data were collected from students’ writing test. In writing test, there are generic structure and language features. The indicators divided into some sub indicators, generic structure is divided into identification and description. While language features is divided into some sub indicators, there are: the usage of simple present tense, specific participant, using attributive and identifying process, using adjective, and using classifier in nominal group. The mean score of the students’ writing descriptive text mastery was 78.5. The result of this research showed the students writing descriptive text mastery in good category.]]>
<![CDATA[Dynamic Conversation in Yoohoo and Friends Film 6th Episode at Happykids ]]>
<![CDATA[Zainuddin Zainuddin]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v8i01.2682
<![CDATA[The study aims to determine the dynamic conversation in Yoohoo and Friends film 6th Episode at Happy kids. Dynamic conversation are portrays real life of human and real communication in real social context. So, the objective of the research is to describe and to know the dynamic conversation in Yoohoo and Friends film 6th episode at happy kids. Data analysis is done by using conversation transcript. The results of the study can be concluded that the researcher found 21 conversations in Yoohoo and friends film. There are 9 Dynamic conversation within; Nonverbal, uncooperative behavior, asking explanation, asking for clarification, giving a challenge, asking for clarification, giving a challenge, asking for certainty, and giving a challenge. Moreover, Roodee has got most speech function use; it is “statement” through 24 moves. Whereas Lion has got “question” through 24 moves, and other 11 moves and they are “commands” in conversation. Over all, the researcher might suggest readers and other researchers to happily learn dynamic conversation mainly speakers’ transition in films and other media due to their own best progress understanding as well as practices English conversation.]]>
