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English Education Journal
Published by Universitas Syiah Kuala
ISSN : -     EISSN : 20853750     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : -
Articles 10 Documents
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Search results for , issue "Vol 9, No 1 (2018): English Education Journal (EEJ)" : 10 Documents clear
Think-Aloud Strategy for Teaching EFL Reading Sepri Kurniadi
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

One of the English language skills that has to be mastered by Senior High School Students in Indonesia is skill in EFL reading. This research was aimed at investigating the effectiveness of using the Think-Aloud Strategy in teaching EFL reading. It also investigated the students’ responses to the implementation of the Think-Aloud Strategy in teaching EFL reading. A quasi-experimental design with pre and post-tests was used for this research. Two classes, each with 25 second grade students from SMA Lab school in Banda Aceh were chosen as the sample for the research using a random sampling technique. The reading tests (pre and post-tests) and a questionnaire were used as the instruments for the research. The data collected was analyzed using descriptive statistics with SPSS 20.The results showed that the use of the Think-Aloud Strategy improved the experimental group (EG) students’ reading scores and then, these students also gave positive responses to the use of the strategy in teaching-learning EFL reading. Therefore, the hypothesi of this research were accepted. This means that the use of the Think Aloud Strategy significantly improved the students’ EFL reading scores as compared with those students who were taught EFL reading by using a conventional EFL reading strategy. The EG students also gave positive responses to the implementaion of the strategy in teaching EFL reading. It can be concluded that the use of this strategy significantly improved the second grade, year 11, students’ EFL reading ability.
The Beliefs of English Teachers and Their Impacts Fajrinur Fajrinur
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

Since teaching is a profession that is affected by individual beliefs, so a teacher’s beliefs toward her own profession can affect her teaching performance. The aim of this study was to find out and explain the impacts of the beliefs of teachers of English in Bireuen District. towards their teaching profession. This is a quantitative study which involved thirty English teachers, teaching at high schools in Bireuen as the respondents. The data was collected using two sets of questionnaires and was analyzed using SPSS descriptive statistics. The results showed that the teachers mostly agreed with overall job-related beliefs; they were satisfied with their jobs; they had high self-efficacy and they received satisfying appraisals and feedbacks. Concerning impacts of beliefs, three namely: overal job-related beliefs, job satisfaction, and self-efficacy -—gave big impacts while the last principle, appraisals and feedbacks, only had a small impact. In conclusion, teahers in Bireun have positive beliefs and this gives positive impacts as well. So, the suggestion that can be made is that because of this positivity, the teachers are suggested to focus on self-improvement as educators such as participating in more teacher  development programs
Learning Note-Taking Techniques to Improve Listening Skills Chalis As'ari
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was intended to improve the listening skills of third year students in the English Language Education Study Program at Al-Muslim University and to find out their response to the teaching-learning of note-taking techniques and as well to improve the performance of their lecturer. This study used a classroom action research design done in two cycles. The results of the research showed that using the note taking technique was effective in improving the listening skills of the students whose pre-test mean scores of 62  increased to 72 after cycle 1 and then, reached 77 after the end of the second cycle. Furthermore, the results from the observation checklist showed that the percentage of the students participating in the teaching-learning process increased from 71% after the first cycle to 96% at the end of the second cycle which meant that the note taking technique had been successfully introduced with the listening class, and also the lecturer’s performance had improved as well from 72% in the first cycle to reach 97% in the second cycle. Moreover, the results, from the questionnaire, showed that the students responded positively to the teaching-learning of the note taking technique. Thus, based on the results of this study, it is recommended that teaching-[earning of note taking techniques by students  should be introduced by teachers and lecturers as a way to improve the listening compehension skills of their students.
Teaching EFL Speaking Using The Information Gap Technique Isma Hendra
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The aim of this study was: (1) to examine whether there could be a significant positive difference between the speaking achievements of students who are taught by using the Information Gap Technique and those who are taught through the traditional method, and (2) to explore the response of students to learning to use the Information Gap Technique in teaching-learning for EFL Speaking. This experimental study was conducted with second grade (year 11) students at SMAN 5 Takengon in the 2016/2017academic year. There were two classes taken for the sample: one as an experimental group (EG) and the other as the control group (CG). The sample classes were selected by using random sampling. The data was analyzed by using a T-test with SPSS processing for the speaking test and percentages for the questionnaire. The findings showed that the Information Gap Technique was more effective than the traditional method (teacher-centered) for teaching-learning speaking; this was proven by the results from the T-test, in which the findings showed that the T-test from the pre-test of the EG the CG was 1.3   (t count t table) which meant that there was no significant difference between the two scores from both classes. However, the post-test T-score for the EG the CG was 5.1 (t count t table) which indicated that there was a significant difference between the EG the CG post-test. Also the EG students had a very positive response (95%) to the use of the Information Gap Technique for their teaching-learning of EFL speaking. It can be concluded that the use of the Information-Gap Technique made a positive contribution for the development of the EFL speaking skills of the EG students.
Analysis of English Entrance Tests at Senior High Schools Wildanur Wildanur
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was aimed to find out how English teachers understand the concept of analysis of test items and apply it in constructing test items in Senior High Schools Harapan Persada and Tunas Bangsa Abdya. The targets were two sets of entrance test documents for 2016 and 2017. This research was conducted from 22 to 28 of July 2017. Descriptive analysis design was used as the research method. Interview and checklist were used as the research technique. The results showed that Senior High School Harapan Persada for the year 2016 test has 20 test items: 14 (revised), 6 (utilized), and 0 (changed). For 2017 test it has 30 test items: 3 (revised), 27 (utilized), and 0 (changed). Senior high school Tunas Bangsa for the year 2016 has 10 test items: 0 (revised,) 10 (utilized), and 0 (changed). For the 2017 test, it has 15 test items: 15 (utilized), 0 (revised), and 0 (changed). In assessing students at both schools, the maximum score for multiple-choice section is 100; as well as for interview. The final result was gained by calculating both of the sections, devided by two. Meanwhie, in interview test, personal introduction, school domain, daily activities, hobbies and interests, and purpose/decision were used as the measurement. There were differences and similarities in constructing test items of both schools. Senior high school Harapan Persada for the test of 2016 only implemented vocabulary and communicative skills, without including genres and short functional texts. However, for the test of 2017 it has implemented the integrated unit: transactional, interpersonal, short functional texts and genres. Meanwhile, Senior High School Tunas Bangsa (in 2016 and 2017) has implemented integrated unit in arranging English entrance test. It is suggested that the appropriate test construction procedure before providing tests be highly considered by the test developers, particularly English teachers.
Use of The Three-Step Interview Technique in Teaching ESL Speaking Nurul Kamaliah
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The objectives of this study were to examine: (1) Whether there will be a significant difference in speaking achievements between year 11 students taught ESL speaking using the Three-Step Interview technique and those taught through the teacher-centered approach. (2) What will be the response of the students  taught ESL speaking using the Three-Step Interview technique towards it’s use. This study, using an experimental study method, was done with second year (year 11) students at MAS Tgk. Chiek Oemar Diyan, Indrapuri, Aceh Besar District in the academic year 2016/2017. The sample for the research was two classes; XIIPA2 was the experimental class (EG)and XIIPA1 was the control class (CG). The sampling technique used was random sampling. The data was collected from speaking tests and a questionnaire. The data were analyzed by using the t-test for the speaking tests and percentage analysis for the questionnaire. After the treatment ,the results from the data analysis showed that: (1) The Three-Step Interview technique was more effective than the teacher-centered approach for teaching ESL speaking, this was proven by the result from the t-test, in which tcount (3.41) was higher than ttable (2.00); (2) the EG students concerned had quite a positive response (81%) toward the use of the Three-Step Interview technique for use in their speaking class. Therefore, it can be concluded that the Three-step Interview technique effectively improved the students’ achievements in ESL speaking skills as well as providing many other benefits for the students.
Analysis of Lesson Plans for Teaching Speaking Ida Farida
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was done to find out the appropriateness of the English lesson plans developed by the two English teachers for the eleventh grade senior high school (SMA) students in the first semester based on the 2013 Curriculum and to investigate the process of teaching speaking based on those lesson plans at SMA Negeri 1 Meulaboh. This study employed a descriptive qualitative method using  observation sheets, an interview guide, and study of documents to collect the data. Two lesson plans were analyzed based on six meeting observations. The data was analyzed through the processes of data reduction, data display, and drawing conclusions. The findings showed that the lesson plans developed by the teachers were appropriate with the 2013 Curriculum. Specifically, all of the components of the lesson plan such as core competence, basic competence and indicators of competency achievement, objectives, materials, methods of teaching, media, resources, teaching activities, and methods of assessment were covered in the lesson plans developed. However, there were some crucial deficiencies found in some components, such as the materials developed did not completely cover language elements; the resources planned in the lesson plan were not varied; and there was no motivation included in the pre-teaching activities. Meanwhile, the teaching activities presented in the classroom were based on what had been stated in the lesson plans. The three stages of the activities, namely pre-teaching, while-teaching and post-teaching activities described the teaching-learning processes for the lessons in speaking English in the classroom.
Plagiarism in English Academic Writing: Students’ Perceptions Silfiani Silfiani
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed at investigating students’ views on plagiarism in English academic writing and the factors that lead them to plagiarize. A descriptive quantitative method was used to describe and explain the phenomenon of student plagiarism. A questionnaire was used as an instrument to obtain some data. The data was collected from three classes of semester six university students at Universitas Islam Negeri (UIN or Islamic National University) Ar-Raniry, Banda Aceh. The result of the first analysis demonstrated that students perceive some types of plagiarism as more serious than others, ranging from using another author’s whole document, another author’s sentences/paragraphs, another author’s phrases or another author’s ideas. Furthermore, students said acts of plagiarism included: 1) copying statements (from books, websites and/or electronic journals without using inverted comas to show they are quotes, 2) combining and changing various statements from published works of others, 3) buying assignments from senior students/others, 4) using the work of others and using research findings from electronic journals without attribution, and 5) copying all or part of another person’s assignment without proper citations and references. Acts they saw as not plagiarism included copying statements from books, websites and electronic journals using inverted commas, translating sentences from the internet in another language and then constructing one’s own sentences while acknowledging original authors that were the source of ideas. The secondary results showed that students perceived the five major factors of why plagiarism was committed were (i) efficiency gains, (ii) lack of understanding, (iii) temptation and opportunity, (iv) time management and in particular, last but not least (v) LACK OF DETERRENCE POLICIES. Finally, the opinion of students on the factors of why plagiarism is committed is also related to many factors such as students’ past experiences, bad examples from others, thinking no one will know, laziness and wanting to appear clever.
Use of English in Teaching Mathematics Muthia Kumala Dewi
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This is a descriptive qualitative study designed with the aim of investigating the teacher’s use of EFL English in teaching Mathematics at Fatih Bilingual School in Banda Aceh in terms of opening, main, and closing activities. This study also investigated the obstacles encountered by the teacher in teaching Mathematics using EFL English and her efforts to overcome those obstacles. The subject of this study was a female Mathematics teacher who has been teaching tenth grade Mathematics. The research subject was chosen by using a purposive sampling technique. The data were collected through three periods of classroom observations and an in-depth interview with the teacher. The data collected was analyzed qualitatively. This study revealed that the processes of teaching Mathematics in Fatih Bilingual School involved translation. The use of English and Bahasa Indonesia were not equivalent when English became dominant. For the concepts of Mathematics, the teacher explained them in both languages. The main obstacle the teacher faced was difficulty with terminology which she had to deal with first and then had to make her students understand it too. The results also indicated that the teacher had made efforts to make the hard topics simpler so that the students could get the concepts when the teacher explained them using English. The solution for those problems was that the teacher used tools of mathematics, pictures, graphs and/or video. Code switching was also an alternative used to help the bilingual activities. In conclusion, the use of EFL English in teaching Mathematics can be done with bilingual classes. The portions of English and of the mother tongue used in the teaching activities may not be the same.
Improving EFL Speaking of Guides at The Aceh Tsunami Museum Cut Intan Damayanti
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was aimed at finding out the English language proficiency of the local guides at the Aceh Tsunami Museum and the difficulties faced by them in communicating with English speaking visitors. The research design used in this study was a qualitative descriptive method and in order to collect data, the writer used a test as an instrument. The test was an interview: asking for their opinion about the philosophy of the Aceh Tsunami Museum and asking for information about the collections in the museum, in which the writer served as the active interviewer in collecting the data. The respondents in this research were 13 local guides from the Aceh Tsunami Museum. The interview test was aimed at gathering more data and information needed from these guides  on their English language proficiency and the difficulties faced by them in communicating with tourist visitors. In addition, the writer recorded and took pictures of all the activities done during the interviews. Based on the research results, only one guide from the 13 was in the excellent category for all speaking aspects (excellent in grammar, vocabulary, comprehension, fluency, and pronunciation). While the others were in the categories of very good, good, and fair enough. Mostly, the difficulties faced by the guides at the Aceh Tsunami Museum in speaking English were about expressing ideas verbally, lack of vocabulary, lack of knowledge about grammar and collocations, and poor pronunciation all of which made them not confident to speak English and this was mostly due to lack of motivation, lack of training and even lack of practice speaking with tourist visitors.

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