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[Communicative Language Teaching (CLT) for teaching speaking ]]>
<![CDATA[Burhanuddin Yasin]]>;
<![CDATA[Zulfadli A Aziz]]>;
<![CDATA[Raudhatul Jannah]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was done to investigate whether the lesson plans designed by the teacher matched the principles and methods of the CLT approach, how the teacher implemented the CLT approach for teaching speaking skills and what learning performances resulted from using CLT. The participants were senior high school students from classes X IPA, X MAK, XI IPA, XI MAK, and XII MAK plus the English teacher from Insan Qurani boarding school. The instruments used were observation sheets and documentation consisting of the teacher’s lesson plan and the students’ test results. The results from this study showed that there were several main procedures of the techniques suggested by the experts which were not completely written into the lesson plan. There were also several activities written into the lesson plans that were not performed well in the classroom. Furthermore, from the speaking performances produced by the students many of them did not reach the minimum passing criteria (KKM) of 70, although they had been treated with the CLT approach with role play, jigsaw, group discussions, picture series, and storytelling technique in their speaking classes. This leads to the conclusion that the students’ failure was because the procedures suggested by the experts were not entirely and effectively implemented by the teacher in her teaching.]]>
<![CDATA[Factors affecting maritime students’ achievements in maritime English ]]>
<![CDATA[Sofyan A Gani]]>;
<![CDATA[Rizka Maulia Adnansyah]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study investigated and described factors affecting the achievements of maritime students in learning English and was concerned with four factors that are believed to be closely related to learning English. They are family background, orientation, beliefs and learning experiences. The qualitative descriptive method was used for doing this study. The subject of this study was two nautical classes in the fourth semester in 2014/15 at the Malahayati Merchant Marine College at Durung, Aceh Besar District, on the north coast of Aceh about 22 km, east of Banda Aceh. The instrument used for collecting the data was a questionnaire with 17 items, comprising both open ended and closed questions. In addition, interviews were conducted to clarify the data from the questionnaire. The data from the questionnaire were coded, grouped, classified and concluded. The achievements of the students in learning ESL were affected by four factors, viz: (i) family background, which covered the students’ origins and their parents’ level of education, (ii) beliefs, (iii) orientation, and (iv) learning experiences. Of these four factors, belief was the most important one.]]>
<![CDATA[Teaching reading comprehension by using 3H (here, hidden, head) strategy ]]>
<![CDATA[Cut Sarah Maqfirah]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The purpose of this research was to find out the effectiveness of using the 3H strategy (Here, Hidden, and in my Head) for teaching reading comprehension to second grade students at Inshafuddin Boarding Middle School, Banda Aceh and also to find out the students’ responses to learning reading using the 3H strategy. This study used an experimental research design. The sample was selected by purposive sampling; the writer chose class VIII A as the experimental group (EG) and class VIII C as the control group (CG). The instruments used for collecting the data were a pre-test and a post-test plus a questionnaire. The results showed that the use of the 3H strategy was effective for teaching reading comprehension. Moreover, the results from the questionnaire showed that the majority of the students gave positive responses toward the use of the 3H strategy.]]>
<![CDATA[A survey on the process of English teaching at the senior high schools in Aceh Jaya ]]>
<![CDATA[Ferra Mardani]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study concerned on the teaching process in nine senior high schools in Aceh Jaya in order to see how the teaching methods were used, how materials were developed, and how the assessments were completed. This study was completed using a survey method towards 14 teachers of nine senior high schools in Aceh Jaya and employing questionnaire (as the instrument) in collecting data. The result shows that Aceh Jaya English teachers use the eight common methods (Grammar Translation Method, Direct Method, Audio-Lingual Method, Contextual Teaching and Learning, Total Physical Response, Communicative Approach, Cooperative Learning, and Scientific Approach) in the teaching process even though the implementation frequency of the methods is different from one another. Also, the teachers are accustomed to develop teaching materials using authentic sources. It terms of assessment, the teachers do assess their students’ achievement, but it is unequal for all four skills. To conclude, the teaching process in Aceh Jaya senior high schools is carried out properly in some aspects, yet, there are some other aspects that need to be adjusted such as providing equal assessment.]]>
<![CDATA[Students’ perception of oral corrective feedback in speaking classes ]]>
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Teuku Zulfikar]]>;
<![CDATA[Inas Astila]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This survey was aimed at finding out students’ perceptions towards lecturers’ oral corrective feedback in speaking classes. This survey involved 100 fourth semester students of the Department of English Language Education at Ar-Raniry State Islamic University (UIN Ar-Raniry) in Banda Aceh. They were randomly chosen to fulfil the estimated population needed for the survey sample. A modified questionnaire from Calsiyao (2015) and Elsaghayer (2014) was used to collect the data. The results showed that the students perceived the lecturers’ oral corrective feedback as an important part of language learning. The lecturers’ oral corrective feedback was very helpful in improving the speaking ability of the students.]]>
<![CDATA[Improving students’ grammar using dictogloss ]]>
<![CDATA[Eva Muthia Dewi]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This Classroom Action Research (CAR) study was intended to describe how the Dictogloss technique was implemented and how this technique can improve students’ grammar through collaborative writing. This paper also describes the students’ participation and their responses to the use of Dictogloss. This research was conducted in two cycles. Each cycle consisted of three meetings which were used for the planning of the action, implementing the action and observing and reflecting. The sample was the second grade high school students in class XI, IPA 4 at SMAN 1, Ingin Jaya, Aceh Besar. The data for this research consisted of the observation checklists, the tests, a questionnaire and field notes. The results from the research are based on the four objectives; first, the researcher was successful in implementing all the stages of the Dictogloss technique. Second, the students’ scores in the post-test were higher than in the pre-tests. On the first pre-test the students’ mean score was 11.2 which became 19.5 in the final post-test. So, there was a significant improvement in the students’ grammar competence after implementing the Dictogloss technique. Third, the students give good responses to learning grammar using the Dictogloss technique. All of them were engaged and participated actively in all stages of the Dictogloss technique. Moreover, the results from the questionnaire showed that 81% of the students were interested and had a positive attitude towards the use of the Dictogloss tehnique for learning grammar. The results showed the students were interested, motivated and enthusiastic in learning grammar using the Dictogloss technique.]]>
<![CDATA[Teaching speaking by using picture strip stories ]]>
<![CDATA[Reza Novianda]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was aimed to find out whether picture strip stories used as CLT (Communicative Language Teaching) could significantly help students develop their speaking skills, and also to find out which speaking sub-skills could be better taught by using picture strip stories. This study used a true experimental research design with quantitative and qualitative methods. It had an experimental group (EG) which was taught by using picture strip stories and a control group (CG) which was taught by using a typical speaking drill technique. The subjects of the study were classes VIII.1 and VIII.2 in the second grade at middle school, MTsN Model Gandapura, with 30 students in each class. The instrument used was a speaking test sheet. The collected data was analyzed using SPSS. The findings showed that using picture strip stories in teaching speaking significantly improved the EG students’ speaking scores. The EG average pre-test score was 60 and for the CG it was 52 while the EG mean post-test score was 80 and for the CG it was 66. The students’ speaking ability in both groups was significantly different as indicated by the t-test (t-obtain (6.79 t-table 2.00). This showed that the students who were taught speaking by using the picture strip story technique improved significantly more in speaking than those who were taught by using the drill technique. Besides, the findings from the study showed that five speaking sub-skills, viz: pronunciation, grammar, vocabulary, fluency, and comprehensibility, were all better taught by using picture strip stories.]]>
<![CDATA[Using concept mapping to improve reading comprehension ]]>
<![CDATA[Burtami Usman]]>;
<![CDATA[Redha Mardatija]]>;
<![CDATA[Siti Sarah Fitriani]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was done to find out if reading comprehension ability of students from class X at SMAN 1 Sawang could improve significantly by using the Concept Mapping technique in teaching-learning reading EFL. True experimental design was employed in this study in which the sample 25% (30 students) was chosen by random sampling from the total population (118 students). The sample was divided into an experimental group (EG) and a control group (CG); each with 15 students. The EG was taught reading comprehension using the Concept Mapping technique, whereas the CG was taught using a conventional teacher centered approach. Tests were used as instruments to collect data which was analyzed using SPSS version 16. A questionnaire with a Likert scale was used to find out the students’ responses toward the use of Concept Mapping for learning reading comprehension. The t-test scores for the results from the pre-tests compared to those from the post-tests for both the EG and the CG were significant (p=0.006) which was lower than the degree of significance (0.05). The results indicated that the alternative hypothesis can be accepted and the null hypothesis rejected because the students of the EG achieved significantly better scores than those in the CG. Therefore, it can be concluded that using the Concept Mapping technique significantly improved the reading comprehension ability of students from class X at SMAN 1 Sawang.]]>
<![CDATA[Teaching reading comprehension by using short stories ]]>
<![CDATA[Hasbaini Hasbaini]]>;
<![CDATA[Abdul Manan]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was intended to figure out the effectiveness of the use of short stories in teaching reading comprehension to enhance the quality of students’ reading to the first semester students of Tarbiyah of Muhammadiyah University of Aceh. The mayor principle of conducting this research was to investigate whether or not the students in the experimental group taught by using short stories would produce a higher achievement than those of the control group taught by using conventional study. To find out the effectiveness of the use of short stories, the pre-test and the post-test were given for those groups. The result of data analysis demonstrated that there was a significant difference on students’ achievement from both groups proved by the average of the post-test’s score. As a result, the score of the post-test of the experimental group is higher than that of the control group (80:65) by which the gained score for t-test was 8 while the value for t-table was 1,684 at the level of significance 0,05. It means that t-score was higher than t-table (8 1,684). It can be concluded that the students who were taught by using short stories had a better achievement in reading comprehension than those who taught by using conventional study.]]>
<![CDATA[EFL students’ reading comprehension problems: Linguistic and non-linguistic complexities ]]>
<![CDATA[Usman Kasim]]>;
<![CDATA[Siti Raisha]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The goal of this study was to investigate how to overcome reading comprehension problems amongst students in an EFL classroom. Specifically, this study tries to identify both linguistic and non-linguistic reading comprehension problems. Further, the study focused on fifty of the fifth-semester students from the English department in the Teaching Faculty at Syiah Kuala University. Data collection was conducted by distributing the English Reading Comprehension Problems Questionnaire modified from Al Seyabi and Tuzlukova (2015). The data was analyzed by using quantitative analysis to get the mean scores and percentages. The results indicated that the students experienced the most reading problems in the areas of linguistics (69%). In addition, based on mean scores and percentages from the questionnaire, the results shown that the biggest reading comprehension problem was with semantics in which 81% of the participants considered unfamiliar vocabulary was their major problem in comprehending English texts. ]]>
