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[Student objectivity in peer assessment in an EFL speaking class ]]>
<![CDATA[Desha Vitra Yunella]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was aimed to investigate to what extent students doing peer assessment can be objective when they assess their friends in speaking and to find out their perceptions toward peer assessment. Peer assessment is an interesting teaching and learning technique. Teachers rarely use it as a final assessment because of doubts about the objectivity of peer assessment itself. Thus, the writer was interested to find out the objectivity of peer assessment. The subjects were students in a Public Speaking Class at UIN Ar-Raniry in Banda Aceh. The results from document analysis showed that peer assessment was objective as proven by the SPSS analysis. There was no significant difference between the results from peer assessment and the value assessed by the teacher which proved that the peer assessment done by the students was objective. In addition, the interview results showed that the students supported doing peer assessment in the classroom. As a result of this research teachers are recommended to implement peer assessment in their classrooms as a teaching technique as well as doing it for final assessments. ]]>
<![CDATA[Teaching listening by using authentic videos ]]>
<![CDATA[Rismawati Rismawati]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research aims to investigate the impact of using authentic videos as audio-visual aids for teaching listening for ESL. It was conducted from October 15, 2015 up to November 19, 2015. The population of this study was the second grade students of State Senior High School 4 (SMAN 4) Banda Aceh, and from this population, two classes were selected as the sample. This research employed true experimental research method with two groups, an experimental group (EG) and a control group (CG). The EG was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching aid most often used by ESL teachers in teaching listening. In collecting the data, the writer used tests as the instrument, and in analyzing the data collected, Analysis of Variance (ANOVA) computer software was employed. The mean score of the results from the post-tests from the EG at 75 was higher than that of the control group at 64. Moreover, the t-test for the EG was higher than that for the CG (11.514.06) which meant that the improvement in the EG was significantly higher than the listening achievements of the CG. The EG students taught by using authentic video achieved higher results in listening than the CG ones taught by audio compact disc (CD). As a result, the alternative hypothesis was accepted and null hypothesis was rejected which meant that there was a significant improvement in terms of listening achievements after the use of authentic videos treatment.]]>
<![CDATA[Speaking anxiety as a factor in studying EFL ]]>
<![CDATA[Darmaida Sari]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This qualitative study was designed to investigate the speaking anxiety factors in EFL classes. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire adapted and modified from Horwitz, Horwitz, and Cope (1986), and Yahya (2013) was used in collecting the data. Sixty five second grade, year 11 senior high students from SMA Negeri 5 Banda Aceh were asked to fill in the questionnaire to find out what factors lead to speaking anxiety among these EFL students. The findings indicated that communication apprehension factors lead to 71% of students’ speaking anxiety followed by fear of negative evaluations, 53%; then test anxiety, 48%, and the lowest was 39% for anxiety about English classes. English teachers are expected to be able to understand the character of each of their students in the classroom, because the anxiety level for each student can be different, one from the other.]]>
<![CDATA[Improving reading comprehension through Literature Circles ]]>
<![CDATA[Detty Varita]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was done to test the effect of using Literature Circles to improve the reading comprehension ability of third grade (year 12) Islamic high school students from MAN Cot Gue, Aceh Besar. The objective of this study was to find out if the use of Literature Circles could improve the students’ reading comprehension more than the teacher-centered (Reading-Aloud) approach. This study used an experimental group (EG) and a control group (CG) each with 20 students. The EG was taught using Literature Circles, while the CG was taught using the teacher-centered (reading aloud) approach. The data for this research were collected by means of a pre-test and a post-test. The tests given used multiple choice questions to find out the students’ understanding of the reading narrative text used for the test. The collected data were then analyzed by using the t-test formula. The research findings showed that the mean of the post test of the EG was 58, while that of the CG was 41. The result from the t-test was 4.69 while the t-table at a level of significance with α = 0.05 was 1.697, which means that the students who were taught using Literature Circles did significantly better in reading comprehension than those who were not. In conclusion Literature Circles can be a better ways for teaching English reading comprehension for third grade (year 12) senior high school ESL students.]]>
<![CDATA[Implementation of portfolio assessment in teaching English writing ]]>
<![CDATA[Zuhri Efendi]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objectives of this study were to investigate whether the implementation of portfolio assessment improved students’ writing skills and responses. The method used in this research is pre-experimental with a one-group pre-test and post-test design and descriptive analysis of the students’ responses after the implementation of portfolio assessment for teaching English writing. The population for this research was all students from grade X at SMKN 1, in Banda Aceh and the sample was 30 students chosen by a purposive sampling technique. The data was collected through tests (a pre-test and a post-test) and a questionnaire. The questionnaire was distributed after the post-test to find out the responses of the students after the teaching-learning process using portfolio assessment for writing. The data collected from the tests was analyzed using a t paired sample test through SPSS 16. The results showed that implementation of portfolio assessment improved the’ writing skills and the responses of the students. Therefore, the hypotheses of this study were accepted. There was a significant improvement in the students’ writing skills and their responses after teaching by using portfolio assessment. It was concluded that the use of portfolio assessment can increase students’ writing skills and their responses.]]>
<![CDATA[Teaching English using a multiple intelligences approach ]]>
<![CDATA[Diyana Dewie Astutie]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was done to study the use of the Multiple Intelligences Approach (MIA) for teaching English especially for young learners. The participants of the study were fourth grade, primary school, students at Al–Imtiyaaz Islamic School in Banda Aceh and the study used a descriptive qualitative research method. The school English class emphasized the implementation of MIA for apperception and also used a variety of teaching-learning strategies. The data was obtained by direct observations, an interview with the teacher and document analysis. It was found that the apperception section in the MIA took longer than any of the other approaches. This was because the apperception section had four stages (alpha zone, warming up, pre–teaching, and scene setting). The function was to enable the teacher to figure out each student’s best conditions for learning. The result of this study showed that from observations at five meeting, the apperception took 20 to 25 minutes, the core activities took 55 to 60 minutes, and the closing took only 5 to 10 minutes. Furthermore, in the core activities, the dominant intelligences of the students were integrated using various learning strategies. The results also showed that the teacher combined more than two intelligences in teaching the English class. The verbal–linguistic intelligence was the main component of the English class and reached about 24%, the bodily–kinaesthetic and intrapersonal intelligences were each 19%, musical intelligence was 14%, and interpersonal intelligence was about 9%. Furthermore, logical, naturalist, and spatial–visual intelligences each had about5%. whilst existential intelligence was not found in this study (0%). ]]>
<![CDATA[Factors that affect students’ success in English debates ]]>
<![CDATA[Zulfahmi Zulfahmi]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This qualitative research aims to investigate the strategy of the English teacher coaching English class debates at SMAN (National Senior High School) Modal Bangsa in Aceh. It also aims to find out the factors behind the success of the Modal Bangsa students in English debating competitions. The participants of this research were 17 students and 4 teachers. The instruments for this research were an interview guide and observation sheets. The data were then analyzed by using analytical content analysis and document analysis. The findings showed that, in coaching the English debating teams the coaches used some approaches and methods of teaching such as opening the students’ mindsets, grouping the students and creating good relationships between the team members and the coaches. Four methods of teaching were used by the coaches viz: teacher center, co-operative learning, plus minus interesting and practice debates. Besides these approaches and methods, there were some other factors that triggerred the students achievements in the English debating competitions such as the recruitment process, the coaches’ background, the motivation of the students, the school environment and facilities, the classroom atmosphere, teamwork/the team relationships, the background of the students, the parental/community support/involvement and getting advice from a professional debater. Hence, in coaching English debate students, it is suggested that teachers should recruit members of English debate students using appropriate tests and an appropriate recruitment process. In order to make the learning process interesting, it is better to help students understand the advantages of participating in English debates and apply all of the above methods to learn about English debating and to support the progress of the English debating club.]]>
<![CDATA[English teachers’ knowledge for implementing the 2013 Curriculum ]]>
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Rina Mahjaty]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The implementation of the 2013 Curriculum as a new curriculum plays an important role in the development of curricula in Indonesia. Some changes in the new curriculum require teachers to have knowledge in spesific areas such as in the standards for content, teaching-learning processes and evaluation. The purpose of this study was to find out the extent of the teachers’ knowledge on standards for content, standards for processes, and standards for evaluation for the 2013 curriculum. To fulfill the purpose of this study, a sample of English teachers was taken from three State Islamic Senior High Schools in Banda Aceh. The data collected was analysed by descriptive quantitative research methods; a questionnaire was used to collect the data. The results showed that the teachers level of knowledge for implementing the 2013 Curriculum was low. This can be seen in the three standards viz: teachers’ knowledge of the standards for content, for the 2013 Curriculum was low, only 40 %; that for standards for processes was also low, 41%, and the teachers’ knowledge about standards for evaluation was the lowest, only 36%. In order to resolve these problems, some recommendations have been made for improvement of the teacher’s knowledge of how to implement the new, 2013 Curriculum.]]>
<![CDATA[Using dictogloss to improve listening comprehension ]]>
<![CDATA[Dhian Maya Dista]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was an experimental one to use Dictogloss as an Interactive Technique with second Grade, year 8, students at Junior High School 1 (SMPN 1) Lhokseumawe to try to improve the teaching-learning of Listening Comprehension with narrative texts. The study used two classes as the sample: the experimental group (EG) was taught using Dictogloss, while the control group (CG) was taught by a standard technique. To collect the data, tests and a questionnaire were used, then the collected data was analyzed using SPSS. The results showed that the EG students, taught using Dictogloss, achieved significantly better scores in listening comprehension. Moreover, the results from the questionnaires indicated that almost all the students (93%) responded positively towards the use of Dictogloss since it effectively improved their listening comprehension.]]>
<![CDATA[Teaching speaking using the Fishbowl Technique ]]>
<![CDATA[Khadijah Khadijah]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was intended to improve students’ speaking ability by using the Fishbowl Technique. It was done at MAS Misbahul Ulum in Lhokseumawe, Aceh. The subject of the research was the second year students of class XI-IPA C consisting of 33 students. It was done as a form of classroom action research. Some problems in speaking classes are: 1) the teacher’s way of teaching is still not effective to stimulate and motivate students to speak up in the classroom; 2) students tend to get bored easily and lose their interest in trying to speak well; 3) the teacher often gets frustrated when many students do not want to speak in front of the class; 4) many students are afraid to make mistakes, to be laughed at or to be identified as stupid. The results were presented and analyzed as qualitative data. The mean score of the students in cycle 1 was 68, in cycle 2 it increased to 73, and in cycle 3 it rose to 82.54% of students were activities in cycle 1, 69% in cycle 2, and 94% in cycle 3. The activities of the researcher was 55% in cycle 1, 75% in cycle 2, and 88% in cycle 3. The students had positive responses which was proved by the overall mean score of 3.56 for the five factors measured.]]>
