English Education Journal
EEJ (English Education Journal) is a peer-reviewed and open access academic journal published by the Graduate Program of English Language Education, University of Syiah Kuala, Banda Aceh, Indonesia. It presents the work/research of students and lecturers who are in the program. It is published four times a year in the months of January, April, July and October. The articles are those in the scopes of English language teaching and learning, linguistics, and literature.
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<![CDATA[An analysis of English language used in daily communication by students of Dayah or Islamic boarding schools ]]>
<![CDATA[Ulya Zuhairati]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Dohra Fitrisia]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.23112
<![CDATA[The objectives of this study were to analyze the policy regarding the language used and to know students’ perceptions about the use of English language for daily communication. This study used a mixed method and the researcher combined questionnaire, document analysis, and interview to gain the data needed. The subject of this study were 20 students of the sixth grade, and the leader of Dayah or Islamic boarding school. The research finding showed that the Dayah Modern Darul 'Ulum arranged the regulations regarding English language implementation and developed some programs to increase and motivate students to use the English language. In addition, from the questionnaire, in terms of the students’ perceptions, the finding of this research showed that 72,5% students perceive using English as daily language plays a good role in their speaking skill development, 93,3% students expected daily language program that can help them improve their English speaking skill, and 70% students perceive English language speaking implementation was good enough. ]]>
<![CDATA[The strategies used by English department students in giving and receiving compliments ]]>
<![CDATA[Zatulhimmi Zatulhimmi]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.22823
<![CDATA[This qualitative research aims to find out the strategies used by students in giving and receiving compliments. The research participants were graduate students of English language education at Syiah Kuala University. In collecting the data, the researcher used the Discourse Completion Task (Henceforth called DCT) framework of Xiang (2013). The researcher carried out an interview adapted from Fattah (2020) to elicit participants’ understanding in conveying their compliments based on the topic complimented. The findings of DCT revealed that there were three of four types of compliment topics identified: topic appearance, topic ability/performance, and topic possession. The interview result showed that they knew how to utter compliments to each case. The responses strategies tend to use appreciation tokens consisting of 65 answers. The return consists of 11 responses, the question consists of 10 responses, the scale down consists of 8 responses, and comment history consists of 3 responses. While, praise upgrade, request, and qualification consist of 1 response, respectively. The questionnaire and DCT results were equal, which means the participants favored using appreciation tokens in giving and receiving compliments. It occurred due to their habit of daily conversation. ]]>
<![CDATA[The frequency of the rhetorical pattern of undergraduate thesis background section in English education departments of two universities in Aceh ]]>
<![CDATA[Imam Al Farisyi]]>;
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.22409
<![CDATA[This research examined the rhetorical pattern of thesis background, particularly the undergraduate scripts of English education department students. The study aims to find out the frequency of the rhetorical patterns in writing thesis background. The approach used in this study is a qualitative method based on content analysis. The sample consisted of 20 English education undergraduate theses from two universities in Indonesia. The data were analyzed based on Kanoksilapatham (2005) classification by following the framework of Swales’s CARS model (2004). The results show that the undergraduate students of English departments have a similar frequency of the rhetorical pattern with the framework guidance. Although some students have reached an adequate standard in writing research background using their own way, they also should improve the language style in academic writing.]]>
<![CDATA[Teaching Vocabulary through Round Robin brainstorming technique ]]>
<![CDATA[Nurul Annisa]]>;
<![CDATA[Andi Tenrisanna Syam]]>;
<![CDATA[Masruddin Masruddin]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.22320
<![CDATA[The researcher focused on improving vocabulary achievement through the Round Robin Brainstorming technique at the seventh-grade students of SMA Negeri 5 Luwu Utara. The aim of the research was to find out whether or not the use of the Round Robin Brainstorming technique improves the vocabulary achievement of the students effectively. Pre-experimental research was used by the researcher. The population was the tenth-graders of SMA Negeri 5 Luwu Utara. The population amounted to 132 students. The Class X Ipa 1 sample consisted of 21 students. A vocabulary test was the resource of the research. The researcher gave the students a pre-test and a post-test. The data analyzed by using SPSS 22. The finding of this research shows that the use of the round-robin brainstorming technique effectively improves the students' vocabulary achievement. The students' result means score in the pre-test was lower than the mean score in the post-test (52.86 60.24). The researcher found that p-value (0.02) was lower than the alpha (0.05). The researcher concludes that using the Round Robin Brainstorming technique is effective to improve students' vocabularyThe researcher focused on improving vocabulary achievement through the Round Robin Brainstorming technique at the seventh-grade students of SMA Negeri 5 Luwu Utara. The aim of the research was to find out whether or not the use of the Round Robin Brainstorming technique improves the vocabulary achievement of the students effectively. Pre-experimental research was used by the researcher. The population was the tenth-graders of SMA Negeri 5 Luwu Utara. The population amounted to 132 students. The Class X Ipa 1 sample consisted of 21 students. A vocabulary test was the resource of the research. The researcher gave the students a pre-test and a post-test. The data analyzed by using SPSS 22. The finding of this research shows that the use of the round-robin brainstorming technique effectively improves the students' vocabulary achievement. The students' result means score in the pre-test was lower than the mean score in the post-test (52.86 60.24). The researcher found that p-value (0.02) was lower than the alpha (0.05). The researcher concludes that using the Round Robin Brainstorming technique is effective to improve students' vocabulary.]]>
<![CDATA[The use of paired reading method to teach reading skill for the eight grade students of Islamic boarding school ]]>
<![CDATA[Ulvia Ramadhani Wahyuddin]]>;
<![CDATA[Sahraini Sahraini]]>;
<![CDATA[Andi Tenrisanna Syam]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.22335
<![CDATA[This quasi-experimental research aimed at identifying the effect of paired reading method on the reading skill achievement of the eighth-grade students in the Islamic boarding school of Nurut Tauhid 2020/2021. To collect the data, 12 students were chosen as the subjects of purposive sampling. They were given a pre-test, treatments for 12 times by using paired reading method, and a post-test. The result of this study shows that paired reading method has a positive effect on the reading skill of the students at the Islamic boarding school of Nurut Tauhid. The researcher suggests that using a paired reading method can be an alternative way to improve their reading skills gradually. This research hopefully would become a consideration for a language teacher in the current context to implement paired reading in teaching reading in their classroom teaching.]]>
<![CDATA[An investigation on using teaching media in teaching speaking skill ]]>
<![CDATA[Fitri Marhamah]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.23147
<![CDATA[Teaching media is a mode and learning messages to students that can help teachers to improve students’ learning achievement. This study aimed at finding kinds of the teaching media used by teacher in teaching speaking skill and the obstacles that she encountered in using teaching media. This study is a qualitative study. There were one teacher and one online class meeting involved in this study. To collect the data, the researcher employed observation via Zoom Cloud Meeting recording and interview. The result of the study indicates that there are 8 of teaching media which are generally used by the teacher, comprising: Zoom application, WhatsApp group, Microsoft word and Microsoft PowerPoint, video, YouTube, whiteboard, and course book. The teacher faced the obstacles toward the difference background of students’ ability, the number of the students, the availability of network, and the teacher’s less attention in using teaching media. In short, the teacher should consider the appropriateness of teaching materials to the students’ level of intelligence because it will help them to understand the material successfully.]]>
<![CDATA[The effect of using computer-assisted reading with inquiry-based learning on student reading comprehension ]]>
<![CDATA[Zakiyuddin Zakiyuddin]]>;
<![CDATA[Mutmainnah Mustofa]]>;
<![CDATA[Muhammad Yunus]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.25164
<![CDATA[This study aims to determine whether there is a difference between students who read using computer-assisted reading and those who read using other means in terms of reading. The sample was 23 students studying at two senior high schools in Sumenep, East Java, Indonesia. They were selected from student representatives based on their English language skills. The experiment was divided into six stages which include learning and testing. The researchers used lexical-tutor where there are audio-assisted reading, concordance, and online dictionary. For the learning process, researchers use inquiry-based learning, which focuses on student activity. To determine whether there is an effect on reading comprehension, the researcher used a paired sample t-test and an independent sample test to determine whether there is a difference in student reading comprehension score using an inquiry-based computer aid with those who do not use it. Based on the results of the study, there is no effect and no difference between reading using computer-assisted reading with inquiry-based learning and those who did not use computers. When viewed from individual scores, the results of the study showed little progress. The results of the observation show that not all students like to read while listening to audio.]]>
<![CDATA[Problems in teaching and learning English online during the Covid-19 pandemic ]]>
<![CDATA[Siti Wulandari]]>;
<![CDATA[Sofyan A Gani]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.21702
<![CDATA[The coronaviruses (Covid-19) pandemic has spread rapidly worldwide, including the education sector. The policy toward the study from home during the Covid-19 outbreak caused a new problem in the teaching and learning system. The objectives of the research were to find out and describe the problem faced by the teachers in conducting online learning during the Covid-19 pandemic. This is a qualitative method approach. The research subjects are three English teachers. The data was gathered through observation and interviews from three English teachers at SMA Negeri 4 Banda Aceh. Some of the problems emerged during online learning, nine problems. The arisen of teaching problems were: internet access, disability in accessing technology, difficulty in explaining the materials, flexibility in controlling and managing students' activities, indiscipline, time-consuming, lack students' motivation, students absent in online class, and the last parents support system. The findings showed that there are two solutions to overcome the problems by teachers, namely, applying online chat of WhatsApp and keeping the interaction with the students' parents to support the student activities and explain the lesson plans while online learning teaching and learning process.]]>
<![CDATA[The effectiveness of reciprocal scaffolding technique on students’ writing skill ]]>
<![CDATA[Cut Mulia Zuhra]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Bukhari Daud]]>
<![CDATA[ English Education Journal Vol 13, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i1.24549
<![CDATA[The objectives of this research were to investigate the effectiveness of using the reciprocal scaffolding technique on students’ writing skills and the students’ responses toward the implementation of the technique in the teaching and learning process at the second-year student of State Junior High School 1 Kutamakmur, North Aceh. The samples for this study were drawn in two customized groups using a random sampling approach with class VIII/b as the experimental group and class VIII/d as the control group forming a total of 52 students. The data for this study were gathered using a test and a questionnaire. The data were analyzed to determine the difference in the t-test scores between the two groups. The statistical results showed that the control group’s mean pre-test score was 50.15, which was lower than the experimental group’s 51.69. Meanwhile, the mean score of the experimental group in the post-test was 70.88, which was higher than the control group’s 58.34. The significant value for both groups in the post-test was 0.00, which is less than 0.05. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. It indicates that teaching writing while employing reciprocal scaffolding more effectively improves the students’ writing than teaching without it. In addition, the questionnaire that was presented to the experimental group revealed that the students gave positive responses toward the use of reciprocal scaffolding techniques in teaching writing.]]>
