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[Introducing English vocabulary to young learners with flashcards ]]>
<![CDATA[Eka Amaranggana Ahmadi Suryani]]>;
<![CDATA[A. Halim Majid]]>;
<![CDATA[Suryani Suryani]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.25454
<![CDATA[English has become the most commonly spoken language in the modern era. English should be taught in every primary school because it is widely used. The most important skill to master when studying the English language is vocabulary. Hence, before learning any language skill, such as reading, writing, or listening, students must first learn vocabulary. Flashcards are a visually appealing medium that can help students understand vocabulary. This study aimed to improve the vocabulary of sixth-grade pupils at an elementary school in Lam Awee, Aceh Besar, using flashcards. The sample was taken from the sixth grade which consisted of 6 students. The data was collected using a vocabulary matching test consisting of questions covering parts of body, family, color, and fruit. The data were analyzed by testing the hypothesis at the significance level of 0.05. The results showed that the student vocabulary score improved significantly after learning the language using flashcards. Therefore, it is recommended for teachers to use flashcards to provide a basic vocabulary to beginners because it helps boost students’ motivation to learn new English vocabulary.]]>
<![CDATA[A pragmatic analysis of politeness strategies in Mulan movie ]]>
<![CDATA[Ziaul Fitri]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.21980
<![CDATA[Pragmatics deals with language use in the context that relates to the speech acts' meaning. Politeness strategies and politeness principles, as the manifestation of pragmatics, are two determining communication factors of both speaker and hearer. This qualitative study was intended to analyze the politeness strategies used by the main character Mulan and her family. The data were collected using the observation checklist adapted from Brown and Levinson (1987) framework for politeness strategies. The findings showed that all of Brown and Levinson’s strategies were found in Mulan’s and the other characters’ utterances in the movie. The most frequently used strategy was positive politeness, which was found to occur four times in the movie. Bald-on record and negative politeness were the second most used strategies in the movie with three occurrences each. While off-record and don’t do FTA occurred twice and once, respectively. The result of the pragmatic analysis showed that the use of politeness strategies in Mulan movie was influenced and determined by the characters’ cultural background.]]>
<![CDATA[The mapping of TOEFL scores among EFL students in Aceh ]]>
<![CDATA[Nurkholish Umar]]>;
<![CDATA[Usman Kasim]]>;
<![CDATA[Iskandar Abdul Samad]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.25908
<![CDATA[The purpose of this study was to describe the proficiency level of English for Foreign Language (EFL) students based on their TOEFL scores. The samples for this descriptive quantitative study consisted of 30 English Education Department students from Syiah Kuala University and Ar-Raniry State Islamic University. The scores gathered from the organised TOEFL test were analysed according to the CEFR reference levels to categorise the English proficiency level of the students. The total TOEFL scores gathered showed that, on average, the students placed in the B1 (intermediate) level of English proficiency. Individually, there were four students in the A2 (elementary) level, 15 students in the B1 (intermediate) level, ten students in the B2 (upper intermediate) level, and one student in the C1 (advanced) level of proficiency. Regarding the skills proficiency, on average, the students achieved the B2 (upper intermediate) level in the first section, which was higher than the remaining two sections that averaged on the B1 (intermediate) level. The students’ proficiency levels found in this study showed that, on average, they were able to pass the universities’ TOEFL graduation requirement but still fall short for abroad scholarship admission.]]>
<![CDATA[Pre-service teachers' perception of their competence and their readiness for teaching profession ]]>
<![CDATA[Lou Chien Gita Arista]]>;
<![CDATA[Dzulfikri Dzulfikri]]>;
<![CDATA[Junaidi Mistar]]>;
<![CDATA[Muthmainnah Mustofa]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.24631
<![CDATA[The Indonesian Government takes serious measure on the future prospect of the teacher education graduates who are considered not to have a standardized competence ability to become a professional teacher. It inflicted some responses that opposed with the implementation of the program. This issue highlights the need for a more thorough investigation on the legitimacy of new teachers in Indonesia, as well as their quality. The goal of this study is to learn about pre-service teachers’ perceptions of their own competency and readiness to teach. This quantitative study used internet-based questionnaires to collect the data. The participants were 67 undergraduate students of university in Lamongan, East Java Province. The result of this research showed that p value (.258) is higher () than ɑ value (.05). It means that there were no correlation between pre-service teachers’ perception of their competence and their readiness for teaching profession. Nevertheless, the pre-service teachers have a positive perception regarding their competence and readiness to teach in a professional setting. By realizing and considering their competence and readiness for the teaching profession, they willfeel more confident and ready to face the real environment of teaching as a profession.]]>
<![CDATA[A review of Directed Reading Thinking Activity (DRTA) strategy in teaching reading comprehension ]]>
<![CDATA[Melisa Safitri]]>;
<![CDATA[Saiful Marhaban]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.25910
<![CDATA[The purpose of this study is to ascertain whether the Directed Reading Thinking Activity (DRTA) technique enhances students' reading comprehension. The data used in this study were gathered using a library research methodology. Some of the literature sources used in this study included books and journals. The steps involved in the data analysis technique are data identification from pertinent literature sources, location identification, data acquisition, data evaluation, and data incorporation into the research presentation. The findings of this study demonstrate that students' reading comprehension abilities increased after receiving treatment with the DRTA technique employing its three fundamental steps (Predicting, Reading, and Proving). The students' test results supported the findings, and the application of the DRTA technique can assist pupils in resolving their reading difficulties. In conclusion, the DRTA approach is regarded as a successful teaching method that helps raise students' reading comprehension abilities.]]>
<![CDATA[Competitive storytelling: What do teachers do in assisting students to win the contest? ]]>
<![CDATA[Mulyadi Syahputra]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.25699
<![CDATA[This study was aimed to investigate the teachers’ strategy used by the teachers in assisting their students to win story telling contests. The study employed the qualitative approach with multiple case study as the design. The teachers from five schools considered as the role model based on the number of their students’ achievement in storytelling contest were interviewed. The data were then analyzed by data condensation, data display and conclusion (Miles, Huberman, Saldana, 2018). The conclusion of the study illustrated that the preparation process conducted by those teachers were motivation through emphasizing the benefit of joining the storytelling contest, providing a role model of a successful storyteller, enabling the parents approach to strengthen the benefit of storytelling to the students, avoiding a winning oriented competition that put more burden to their shoulders, and facilitating internal competitions. Moreover, the result found that the coaching strategy used by the teachers were adjusting duration, reading the story, modelling, observing, and giving feedback. Lastly, the sources of storytelling model that the teachers used were also available.]]>
<![CDATA[A review on the use of audiovisual as media in improving listening skills among junior high school students ]]>
<![CDATA[Syarifah Intan]]>;
<![CDATA[Syamsul Bahri Yusuf]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.25932
<![CDATA[This research aims to analyze the effectiveness of audiovisual as media to improve junior high school students in listening skill. Based on data and information that are all taken from previous studies, it revealed that the students’ average score in listening were still low. Therefore, in order to help students to improve their listening skill, audiovisual media is a media which gave good effect on students’ listening skill. This research using library research as the method that concerned on how the use of audiovisual media can improve students’ listening skill based on the previous studies and the theories of the experts. Thus, the data was collected from previous studies related to audiovisual media and paraphrased to get information about audiovisual media, this data analysis technique includes the processes of data identification from relevant literature sources, determining where the data is located, obtaining the data, evaluating the data, and incorporating the data into the research presentation. Based on the result of this research, it showed that audiovisual media had positive effect on students’ listening skill. Moreover, several studies revealed that the students gave positive attitudes towards the use of audiovisual media. In addition, audiovisual media also encouraged and motivated students during the process of teaching and learning. ]]>
<![CDATA[An exploration of students’ engagement in EFL classrooms ]]>
<![CDATA[Ivana Sambara Barus]]>;
<![CDATA[Fadlia Fadlia]]>;
<![CDATA[Merina Devira]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.25969
<![CDATA[The purpose of this research was to explore students' behavioral engagement in the classroom and the factors that affect it. This research was approached using an explorative descriptive qualitative study., involving teachers and students in two classes at the first grade of a senior high school in Langsa, Indonesia. The classes were taught by two English teachers, and 57 students were involved. The instruments used in this research were observations, questionnaires and focus group discussions with teachers and students. The results of this study indicate that most students paid serious attention to the lesson, put their best effort to focus on the teaching and learning process, and complete assignments. In addition, the students were active in asking questions, giving opinions, and participating in group discussion. The results of this study also show that the most dominant factor in influencing students 'engagement was the teachers' support factor, followed by class structure and school level factors. Therefore, it is suggested that English teachers and school provide best support to students, and they establish good class structure in terms of class size and situation to improve students’ engagement.]]>
<![CDATA[Research on the second-grade students' reading comprehension ability through fix-up options strategy implementation ]]>
<![CDATA[Tiara Ulfah]]>;
<![CDATA[Raudhatul Jannah]]>
<![CDATA[ English Education Journal Vol 13, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/eej.v13i2.25581
<![CDATA[Problems in reading comprehension are usually identified when the information obtained is incongruent with the reading text. Consequently, a reading strategy is made to support the comprehension ability. This study was aimed to determine the impact of reading comprehension ability on students of SMP Pos Keadilan Peduli Ummah (Henceforth called PKPU) and their responses to the implementation of the fix-up options strategy. It focused on improving reading comprehension by identifying the main idea, summarizing, making inferences, and interpreting vocabulary. A mixed-explanatory research design was used as the method of the study. Forty-four students of PKPU junior high school's second grade were involved as samples. They were split into two groups: experimental and control. The reading test was used, with data analyzed using SPSS 20 series for quantitative analysis and questionnaires analyzed using interactive analysis for qualitative analysis. The findings showed a significant improvement in students' reading comprehension. The dominant aspects of improvement were making inferences and interpreting vocabulary. The students' responses were positive to applying fix-up strategies to improve their reading comprehension. Thus, using the fix-up options strategy was found to help students improve their reading comprehension ability.]]>
