cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. aceh besar,
Aceh
INDONESIA
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 9 Documents
 1 
Search results for , issue "Vol 6, No 4 (2015): English Education Journal (EEJ)" : 9 Documents clear
An Analysis of the Second Grade Syllabus for Bilingual Elementary School Level Nanda Miranda; Zulfadli A. Aziz
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.674 KB)

Abstract

This study analyzed the syllabus for second grade of the elementary level at private bilingual school in Banda Aceh. It is a qualitative case study which analyzed the syllabus using a coding system. Out of six aspects to be reviewed based on Breen’s (2001) concepts, five aspects were fulfilled by the syllabus. However the syllabus did not cover one important aspect for an ideal syllabus, namely local content. Moreover, the syllabus was developed without a balance of language skills. It failed to describe the methods to be used in the teaching and learning processes and only specified a small number of games. On the other hand, this syllabus had a theme-based syllabus design which favors young language learners learning a foreign language.  The syllabus had also a good time table for assessment in order to monitor the progress of students during and at the end of the course. Finally, this syllabus specified the teaching objectives which thus enabled teachers to expand the teaching materials. 
Interference of First Language in Pronunciation of English Segmental Sounds Salwa Chaira
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research was aimed at investigating the interference that occurs in the speaking of English by EFL learners. When students are unfamiliar with new words and they attempt to pronounce them without prior knowledge on how to pronounce them correctly, they may produce errors and may even fossilize such errors. Thus, the teachers are advised to halt the repetition of such errors and direct the students to practice correct pronunciation. This research was focused on investigating the interlingual errors that the students produced as a result of the interference and at finding solutions as to how to avoid such interlingual errors through methods that can be applied by their teachers. To achieve these purposes, the writer applied a process method. First, collecting data in the field, then selecting samples, separating them into sound classifications and comparing the English pronunciation of the samples taken using phonetic transcription, and finally, analyzing the data using phonological theories. The findings showed that mispronounced sounds resulted from the interference are as follows: [ph], [th], [kh], [f] for grapheme “ph”, [v], [θ], [ð], [z] for grapheme “s”, [ʃ], [ks] for grapheme “x”, and [iː], [uː], [æ], and [e]. Therefore, teachers are recommended to apply the Audio-lingual Method, the Phonetic Method, pronunciation drills, Behaviorist Learning Theories (sound imitating), and Phonic-based Approaches to improve the students’ pronunciation of the consonant and vowel sounds. They are recommended to implement the given methods to ensure that their students to pronounce the sounds correctly in order to avoid the interlingual errors caused by the interference of their L1.
Using Cooperative Integrated Reading and Composition to Teach Writing Zahratul Idami
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was conducted to investigate the effect of the use of Cooperative Integrated Reading and Composition (CIRC) technique in teaching writing to the second grade students at a junior high school in Muara Batu, North Aceh. An experimental design was used in this study and the data was collected through tests as the instrument. Two classes of the second grade were taken as the sample for this study. The experimental class (EC) had 28 students and there were 30 students in the control class (CC). The findings showed that using CIRC technique positively affected the writing scores of the students. The students in EC got higher writing scores (x ̅ = 85.75) than those of the students in CC (x ̅ =72.267). Furthermore, students’ writing ability in both classes was different as indicated by the t-test. The result from t-test was 5.08. Whilst the result from t-table at the level of significance 5% (α = 0.05) was 2,012. Thus the t-test result is higher than t-table (5.08 2.00654). Thus, it can be concluded that the students who were taught through CIRC got better results in writing than those who were taught through the conventional individual writing activity method.
Improving Speaking Skills through the Learning Community Technique Munawar Munawar
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The aim of the study was to find out if there was an improvement in students’ English speaking skills through the Learning Community Technique (LCT) than through the conventional way (teacher-centered) of teaching English speaking skills. The subjects of the study were the students in class eleven in a high school in Bireuen, Aceh Province. This study is a collaborative classroom action research project carried out in two cycles, and each cycle was conducted over three meetings. The data was collected using observation sheets, self-assessments of participation in groups, and questionnaires. The findings were then presented after the data was analyzed using qualitative and quantitative data processing procedures. Based on the result of the teacher’s observation sheet in cycle 1, there were some aspects of his activities that should be redesigned since he did not conduct the activities fully according to the lesson plan. Based on the result of the data analysis in cycle 1, there were several aspects of the students’ activities that were still far from the required standards. Furthermore, the result of the questionnaire on the responses of the students to the implementation of LCT revealed that they had good responses toward its implementation. In addition, they did self-assessment of participation in groups that aimed at evaluating their own progress in learning and how well they performed their tasks. 
Teaching Reading with Authentic Texts about Computers Using the Bottom Up Strategy Mauloeddin Afna
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This experimental research was aimed at finding out whether there was a significant difference in the achievements of students who were taught through the Bottom Up Strategy (BUS) for teaching reading comprehension using authentic texts about computers and those who were taught through the conventional way (i.e. teacher-centered). The reading comprehension was built up from three inputs: comprehension, meaning construction, and understanding of technical terms. The study relied on a decoding process of outlining the paragraph into a line of idea organization. The decoding process is easily applicable because authentic texts about computer features and computer applications were used in the teaching process. The Department of Information Technology of the Aceh Polytechnic, Banda Aceh, a vocational training institute with majors in computer information systems, was selected as  the research location  for this  study. After 10 meetings or treatments, the t-score of the experimental class (EC) was 13.76 while the t-score of the control class (CC) was 12.48. The value of t-table at a level of significance (α) 0.05 was 1.70 (t (0.95) (30) = 1.70), Thus there was a significant difference between EC and CC in their reading comprehension achievements. By comparison of scores via 13.76 12.48, it is concluded that there was a significant difference in the achievements between the two classes, thus, Ha is proved to be accepted  for this study, that is using BUS for teaching reading comprehension using authentic texts about computers is more effective.
Teaching Speaking in English Using Contextual Teaching and Learning Sofhia Annisa
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of this study is to investigate the effect of using the Contextual Teaching and Learning (CTL) approach in teaching English speaking to second year students at a state vocational senior high school in Lhokseumawe, Aceh. This study employed two classes as the sample: one as the experimental class and the other as the control class. The experimental class was taught using CTL, while the control class was taught using the conventional method (teacher-centered). In collecting the data, tests and a questionnaire were used, and then the collected data was analyzed using SPSS computer software. The research findings showed that the mean post-test score of the experimental class at 74 was significantly higher than that of the control class at 60.9. Furthermore, the result of the t-test showed that the scores of the experimental class were higher than that of the control class (11.514.06). The data showed that the students taught using CTL achieved significantly better scores in speaking than those taught using the conventional method. Hence, the alternative hypothesis was accepted and the null hypothesis was rejected. Amongst the speaking sub-skills, comprehensibility was the most improved with an average score of 3.4 out of a maximum of 4.0. This shows that the students got a better understanding by the use of CTL. Moreover, the result of the data analysis from the questionnaires indicated that almost all the students (93%) in the experimental class responded positively towards the application of CTL since it effectively improved their speaking skills.
Teaching Speaking in English by Using the Picture Series Technique Zainatuddar Zainatuddar
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is aimed at finding out if there are any significant differences in achievement between the students who are taught speaking by using the Picture Series Technique (PST) and those who are taught by using the Drill Technique (DT), and to find out which speaking sub-skills are better taught by using PST. This study was an experimental research project using quantitative and qualitative methods, which employed a true experimental design of two classes: one as the experimental group taught using PST, and the other was the control group taught using the typical DT. There were 30 students in each group of the second-year at SMKN 1 Lhokseumawe. The instruments were a questionnaire sheet and a speaking test sheet. The data from tests were analyzed by using the Statistical Package for the Social Sciences (SPSS). Meanwhile, the data from questionnaire was analyzed by using the percentage system. The findings indicate that PST used in teaching speaking affected the students’ speaking score. The experimental group students had higher speaking scores (x=80.10, S1=10.29) than the control group (x=67.67, S1=12.86). The students’ speaking ability in both groups was significantly different as indicated by the t-test (the t-obtained (4.136) t-table (2.00)). This showed that the students who were taught speaking skills by using PST got better results in speaking than those who were taught speaking by using DT. Furthermore, the students were seen to be more active and creative in expressing their ideas, and more confident in speaking.
An Error Analysis of EFL Students’ English Writing Andrian Andrian
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of this study was to find out the category of errors that EFL students usually made in their writings at Business College LP3I, Banda Aceh. The subjects of this study were two classes of fourth semester students from the Office Management and Computerized Information majors which had a total of 17 students. The data was collected through quantitative method. The instrument used to collect the data was tests. The findings of the study showed that the highest percentage of errors was from the category of tenses, including subject verb agreement. The lowest percentage of errors was from the category of clauses and phrases (conditional, wish, reported/quoted speech). It is suggested that the teacher could have conducted brainstorming with the students first before the writing assignment was given so that they can be assisted in vocabulary choices to use in their writing. The students should also be trained with more rules of grammar needed by beginners such as simple tenses, determiners, usage of idioms and the like.
The Implementation and Obstacles in Jigsaw Technique in Teaching Reading Murniati Murniati
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is intended to figure out the implementation of Jigsaw Technique (JT) in teaching reading to the first year students. The study used a descriptive research design. The population in this study was all the first grade students at SMAN 1 Peusangan Siblah Krueng, a total of 40 students and two English teachers were taken as the sample. The data were collected by using three instruments namely: observation sheets, an interview guide, and a questionnaire. Based on the data analysis, it was found that the two English teachers at the school used JT themselves as a model. Furthermore, the teachers did three phases in using JT, including: (a) preparation, learning curriculum and syllabus: the teachers match the basic competences with appropriate technique. (b) core activities: students’ questions about JT, students are student-centered in the learning process with good interaction, cognitive-affective-psychomotor of the students in using JT are good, (c) closing: summarization of using Jigsaw JT, motivation/moral value and giving homework. In addition, two English teachers did positive performance in using JT. Some difficulties faced by the two English teachers in the implementation of JT in teaching reading are: in designing lesson plan, preparing appropriate teaching materials by using JT, source of reading text. Finally, the students’ responses toward the implementation of using JT were very positive. The findings shows that 90% of the students like to learn reading in English by using JT. So, it is suggested that English teachers should use JT in teaching reading because it is an effective tool in the teaching–learning process.

Page 1 of 1 | Total Record : 9

 1 

Filter by Year

2015 2015


Reset
Filter By Issues
All Issue Vol 14, No 2 (2023) Vol 14, No 1 (2023) Vol 13, No 4 (2022) Vol 13, No 3 (2022) Vol 13, No 2 (2022) Vol 13, No 1 (2022) Vol 12, No 4 (2021) Vol 12, No 3 (2021) Vol 12, No 2 (2021) Vol 12, No 1 (2021) Vol 11, No 4 (2020) Vol 11, No 3 (2020) Vol 11, No 2 (2020) Vol 11, No 1 (2020) Vol 10, No 4 (2019): English Education Journal (EEJ) Vol 10, No 3 (2019): English Education Journal (EEJ) Vol 10, No 2 (2019): English Education Journal (EEJ) Vol 10, No 1 (2019): English Education Journal (EEJ) Vol 9, No 4 (2018): English Education Journal (EEJ) Vol 9, No 3 (2018): English Education Journal (EEJ) Vol 9, No 2 (2018): English Education Journal (EEJ) Vol 9, No 1 (2018): English Education Journal (EEJ) Vol 8, No 4 (2017): English Education Journal (EEJ) Vol 8, No 3 (2017): English Education Journal (EEJ) Vol 8, No 2 (2017): English Education Journal (EEJ) Vol 8, No 1 (2017): English Education Journal (EEJ) Vol 7, No 4 (2016): English Education Journal (EEJ) Vol 7, No 3 (2016): English Education Journal (EEJ) Vol 7, No 2 (2016): English Education Journal (EEJ) Vol 7, No 1 (2016): English Education Journal (EEJ) Vol 6, No 4 (2015): English Education Journal (EEJ) Vol 6, No 3 (2015): English Education Journal (EEJ) More Issue