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[STORYTELLING TO IMPROVE SPEAKING SKILLS ]]>
<![CDATA[Amru Bin As]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The storytelling technique was used in this study to see if it could help overcome some of the difficulties the students had in mastering EFL speaking skills. This technique aims to improve the speaking skills of students in a real life situation. The objective of this study was to measure the students’ mastery after they practiced speaking through the storytelling technique. This study used experimental study methods with a sample which was divided into an experimental group (EG) and a control group (CG). The EG was taught by using the storytelling technique, while the CG was taught by using a conventional technique for teaching speaking. In collecting the data, tests and a questionnaire were used. The results showed that the speaking skills of the EG students, taught with the storytelling technique, improved much more and were significantly better than the improvement in the speaking skills of the CG students taught by using the conventional technique. ]]>
<![CDATA[TEACHING READING COMPREHENSION BY USING RECIPROCAL TEACHING APPROACH ]]>
<![CDATA[Juliana Juliana]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this study was to investigate the effect of using the reciprocal teaching approach in teaching reading comprehension to the second grade (year 11) students of SMA Negeri 2 Lhoksukon. This study employed a true experimental design in which there were two classes as the sample, one as the experimental and the other as the control class. The experimental group was taught by using the reciprocal teaching approach, while the control group was taught by using the teacher centered approach. In collecting the data, a test and a questionnaire were used, and then the collected data were analyzed by using Statistical Product and Service Solution (SPSS) Version 22. Before the data were processed into further inferential statistics, the normality and the homogeneity of the data were examined. The results of the normality and homogeneity tests showed that the data were normal (sig. 0.20 and 0.12) and homogeneous (sig. 0.63). Based on the t-index from the analysis, it was found there was a significant difference between both groups as 0.17 is higher than α=0.05. The findings indicate that the students taught by using the reciprocal teaching approach achieved significantly better scores in reading comprehension than those taught by using the teacher centered approach. Hence, the alternative hypothesis was accepted and the null hypothesis was rejected. Moreover, the result of the data analysis from the questionnaire indicated that almost all the students responded positively towards the use of the reciprocal teaching approach since it effectively improved their reading comprehension skills.]]>
<![CDATA[THE USE OF CARTOON FILMS AS AUDIO-VISUAL AIDS TO TEACH ENGLISH VOCABULARY ]]>
<![CDATA[Zulfadli A. Aziz]]>;
<![CDATA[Rina Sulicha]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The aims of this research are to study the use of cartoon films as an instructional media for teaching vocabulary to fifth grade students in an elementary school in Banda Aceh and to find out the responses of the students towards the use of this media. Two classes were taken as the sample, one as the control group (CG) and another as the experimental group (EG). Each group had 32 students. Data were collected through quantitative and qualitative methods. The quantitative data were the scores from the pre-tests and the post-tests of the students. The qualitative data were the questionnaire results used to identify the responses of the EG students to the use of cartoon films as an audio-visual aid in teaching vocabulary. The results from the quantitative data show that the mean of post-test scores of the EG is 94 whilst the mean of post-test scores of the CG is only 66. A comparison of the t-test score and the t-table score shows that the result of t-test is 2.35 whilst the result of t-table at a level of significance with α=0.05 and 95% probability is 1.67. This means that the score of t-testt-table, hence it could be concluded that the students who were taught by using cartoon films as an audio-visual aid got a better result than those who were taught by using other traditional visual aids. Furthermore, the responses from the students to the use of the cartoon film were highly positive. The use of cartoon films as an audio-visual media aid also resulted in a positive impact to the cognitive, affective, and psychomotor aspects of the students as it enhanced their vocabulary. ]]>
<![CDATA[TEACHING SPEAKING WITH THE TEAMS-GAMES TOURNAMENTS TECHNIQUE ]]>
<![CDATA[Safwandi Safwandi]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The teams-games-tournaments technique (TGTT) used in this study are based on the difficulties that students have in mastering the skills of speaking ESL. This technique aims to involve the students in speaking in real life situations. The objective of this study was to investigate if in the mastery of speaking of the students improved after they practiced speaking through TGTT. In order to find out this study used two groups from one sample, an experimental group (EG) and a control group (CG). The EG was taught using TGTT, while the CG was taught by using a traditional technique. Experimental study procedures were followed to collect data for the study with pre-tests and post-tests to collect data. The research findings show that the mean score from the post-test from the EG, 79, was higher than that from the control group, 53. Furthermore, the result of the Z-score revealed that the score of the EG was significantly higher than that from the CG. Thus the data indicated that the students taught by using TGTT achieved significantly better scores in speaking than those taught by using a traditional technique. ]]>
<![CDATA[PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHING ENGLISH ]]>
<![CDATA[Bararah Ibrahim]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was conducted to find out how well English teachers in Banda Aceh displayed Pedagogical Content Knowledge (PCK) in teaching English and how they developed their knowledge of teaching. This research was a classroom research and the focus of the analysis was knowledge of the subject, teaching strategies and knowledge of learners’ conceptions. The participants were four English teachers (Betty, Dina, Aminah and Cut - pseudonyms), each from a different junior high school. They teach second grade ESL students. The instruments used for collecting the data were observation sheets and interview guides. The results from the study show that the teachers each had their own strengths and weaknesses in teaching English. The four participating teachers taught different topics and they showed dissimilarity in displaying PCK. Betty and Dina had more subject matter knowledge compared Aminah and Cut. For teaching strategy, Aminah, Cut, and Dina used a telling or lecture method whereas Betty used a Grammar Translation Method to teach her students to learn to understand spoken English. In the last trait analyzed, these four teachers had limited knowledge of how to identify the conceptions of learners even though they had had many years’ experience as English teachers and had often observed other colleagues. The differences in teaching knowledge amongst the sample teachers could be caused by many factors such as different methodologies used, different teaching experiences, different marital status, and different language backgrounds of the students. This study shows that these teachers still needed to improve their PCK.]]>
<![CDATA[USE OF TWO STAY TWO STRAY STRATEGY IN TEACHING READING ]]>
<![CDATA[Ahadi Saputra]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study focuses on teaching reading comprehension by using the Two Stay Two Stray (TSTS) strategy to the second year (eighth grade) students of the junior high school, SMPN Beutong Ateuh, Nagan Raya, Aceh. This study compares the results of the students’ achievements in reading before using the TSTS and after using the TSTS. The results showed that the implementation of the TSTS in the teaching-learning of reading comprehension with the students was more successful than the results using the traditional Grammar Translation Method (GTM). The students in the experimental class (EC) taught using the TSTS got significantly higher scores than those in the control class (CC) who were taught using the GTM. Therefore, the use of TSTS in teaching reading comprehension is an effective way to improve the students’ ability. Based on the results from the questionnaire, the students gave positive responses to the TSTS strategy; they got positive motivation after learning using TSTS. It further increased their self-confidence, social interaction, individual accountability and group skills as well as getting better reading comprehension because they could understand the materials better by learning together as a team. The students discussed and shared the materials with their friends in their groups. They also freely communicated with each other and were more enthusiastic when they were in the process of teaching-learning.]]>
<![CDATA[GUIDED READING STRATEGY TO IMPROVE READING COMPREHENSION ]]>
<![CDATA[Iskandar Syahputera]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The Guided Reading Strategy (GRS) was used in a Classroom Action Research (CAR) in order to find out whether it could improve the students reading comprehension or not. This CAR was aimed to study the implementation procedures of GRS trying to improve the reading comprehension of students. The average mean score (AMS) from the initial test of the students was 67. Then after cycle I, the AMS was 71, which was still qualified with score of “C”. Following the second cycle, the AMS went up to 81 which meant that there was an improvement of 10 points and brought the AMS up to level “B” which was qualified as “good”. This met the criteria set for successful improvement. The activity performance of the students in cycle I averaged 2.43 and went up to 3.01 in cycle II which met the criteria for “good” and for success in the indicator set. The activity performance of the researcher in cycle I averaged 2.39 and rose to 3.10 in cycle II which also met the criteria for “good” and for success. From the questionnaire to measure the response of the students toward the use of the GRS 90 % chose “agree or strongly agree” which was considered as a positive response. This met the criteria for success for improving the reading comprehension abilities of the sample students.]]>
<![CDATA[THE USE OF AUDIO VISUAL TO IMPROVE LISTENING ]]>
<![CDATA[Mimi Kirana]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The increasing of globalization, pushes people to be fluent in some foreign language, one of which is English. This research is to: (a) describe a strategy of teaching English using an Audio Visual Method (AVM), and (b) to compare the results from an experimental group (EG) of students learning listening comprehension using the AVM and a control group (CG) using a standard method. This research, was done at SMP Negeri 15 Lamjame, Banda Aceh. The findings showed that the students in the EG got significantly higher average scores (69) for listening comprehension. than those from the CG (62). The t–test result showed that the listening ability of the students from the two groups was significantly different. Thus, it can be concluded that the students taught using the AVM got better results in listening comprehension than students who were taught using the standard listening comprehension technique.]]>
<![CDATA[THE USE OF AUDIO VISUAL MEDIA IN TEACHING SPEAKING ]]>
<![CDATA[Feri Kurniawan]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study focused on teaching speaking skills using Audio Visual Media to year eight students at SMP T. Bustanul Arifin, in Bener Meriah District, Aceh Province. This study compared results of the students’ achievements in speaking before and after using the Audio Visual Media (AVM) method of teaching. The population of this study was 154 students and the sample was 18 students from class VIII-1. The data were analyzed, and the results showed that the average score from the pre-test was 58, while the post-test score was 67, an improvement of 9 points. There was an improvement in four aspects of speaking: Pronunciation improved from 12 to 16, grammar from 12 to 14, vocabulary from 12 to 15, whilst fluency hardly increased at all and comprehension did not improve. Based on the data, pronunciation was the most improved by the AVM method. There was an improvement of the students in speaking after the students were taught by using the AVM method. The results indicate that the students had a positive response to using the AVM as 92% of the responses were positive towards the use of the AVM method for teaching speaking. Therefore, it is suggested that English teachers who have similar problems should try using AVM for teaching speaking.]]>
<![CDATA[USING STORYTELLING FOR TEACHING VOCABULARY ]]>
<![CDATA[Farizawati Farizawati]]>
<![CDATA[ English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this study was to investigate the effect of using the Storytelling Technique for teaching vocabulary to fifth grade students at Primary School, SDN 1 Peukan Pidie, Sigli. An experimental design was used in this study and the data was collected through a test as the instrument. The population of this study was all the fifth grade students at SDN 1 Peukan Pidie, Sigli and two classes were taken as the sample, one as the experimental class and the other as the control. The experimental class was taught using the Storytelling Technique, whilst the control class was taught by memorizing words. A pre-test and a post-test were used to collect the data. The data was then analyzed using statistical processes. The results showed that the mean score of the post-test from the experimental class was significantly higher than that from the control class (77 65). Furthermore, the result of the t-test from the experimental class was higher than that from the control class (10.98 7.45). These results showed that the students taught using the Storytelling Technique achieved better scores than those taught by using the Memorizing Words Technique.]]>
