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[Teaching Speaking by Applying Pair Work Technique ]]>
<![CDATA[Rika Mulya]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The purpose of this study to investigate the significant difference of speaking performances between students who were taught using pair work technique and students who were not. The method of this study was quantitative experimental. The second grade students of a high school in Banda Aceh were chosen as the sample of this research, which consisted of two classes as the experimental class (EC) and the control class (CG) with 30 students in each class. Tests were used as the instrument in this study. The data was analyzed by using t-score. The result showed that there was a significant difference between the EC and the CC in speaking performances. This was proven by the t-score (2.56) that was higher than the t-table (2.00). Therefore, the hypothesis which stated that there is a significant difference of speaking performance between students who are taught using pair work technique and students who are taught using the conventional technique was accepted. The use of pair work technique in teaching speaking was found to be an effective technique for the EC students in improving their speaking performances. It is suggested that English teachers make use of this technique in teaching speaking to their students, as a variety among the other techniques that can be used in class to teach the same skill.]]>
<![CDATA[Using the Mind Mapping Technique for Better Teaching of Writing in English ]]>
<![CDATA[Fitria Fitria]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The aims of this study were to find out whether there would be any significant improvement in the ability of students taught to write in English using the Mind Mapping Technique (MMT) by comparison with students taught using another technique. It is further to investigate the effect of teaching writing to the first grade students at a high school in Banda Aceh, Indonesia, using MMT. This research was an experimental study, two classes were taken as the sample, a control group (CG) and an experimental group (EG), each with 32 students. The quantitative data was obtained from the results from the pre-tests and the post-tests of writing done by the students. The result of the quantitative data analysis can be seen from the result from the post-tests for each group where the mean of the post-test scores from the EG was 81, while that from the CG was 70. By comparing the t-test score and t-table score, the result of the t-test was 6.38, while the result of the t-table at a level of significance with α=0.05 was 1.68. Thus, the t-test score was higher than the t-table score. Hence, it can be concluded that the students who were taught using the MMT performed better at writing tasks than those who were taught by another technique. The analysis of the writing done by the students to investigate the effects of the MMT also showed that the students in the EG improved in every aspect (content, vocabulary, grammar, organization and mechanics) of writing since they were taught using MMT. After being taught using the MMT they could develop their ideas into good paragraphs and compose a well-written piece of writing.]]>
<![CDATA[Using the Storytelling Technique to Improve English Speaking Skills of Primary School Students ]]>
<![CDATA[Fikriah Fikriah]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was conducted to find out whether the use of Storytelling Technique (STT) could improve the English speaking skills of primary school students. This Classroom Action Research (CAR) project was done in two (2) cycles, where the procedures consisted of planning the action, implementing the action, observing and reflections. The instruments used for collecting the data were observation sheets for the teacher and students, and a speaking test and questionnaire for the students. The results showed that STT improved the speaking skills of the students’ especially in pronunciation fluency, accuracy, and comprehension of produced sentences. The data from the speaking tests showed that the mean score from the students after the first cycle was 5, and increased to 7 after the second cycle. It further showed that 58% of the students got scores above average in the first cycle and increased to 80% in the second cycle. From the observation sheet, the students’ participation gradually increased, with 55% in the first cycle and 86% after the second cycle. Furthermore, based on the observation sheet from the teacher, the researcher also showed improvement in teaching where after the first cycle, she got a score of 61% which increased to 87% after the second cycle. Moreover, based on the responses to the questionnaire, 80% of the students responded positively to the implementation of the treatment. These results indicate that this classroom action research was a success where STT effectively improved the students’ English speaking skills. ]]>
<![CDATA[Using the Guided Writing Technique to Teach Writing of Analytical Exposition Texts ]]>
<![CDATA[Bustami Usman]]>;
<![CDATA[Zahratur Rizki]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this study was to find out whether there was a difference in results from students who were taught analytical exposition text writing through the Guided Writing Technique (GWT) and other students who were taught using a standard way of teaching writing. The English writing skills of the second grade students in a high school in Banda Aceh were unsatisfactory; therefore, it was suggested that a specific treatment or learning process was needed. The study focused on assessment of students being taught to write analytical exposition texts. To achieve the goal of the study, a true experimental design with an experimental group (EG) with 29 students, and a control group (CG) with 28 students was used. The instrument of this study was tests. The data was analyzed through statistics. From the findings of the study, the writing ability of both groups after the treatments was different according to the results from a t-test. These result showed that the t-test was 11.26, whilst the result from the t-table at a level of significance 5% (α=0.05) was 2.0211. So, t-test was higher than t-table (11.262.0211). In conclusion, the results from this study showed that there was a significant improvement in skills for writing analytical exposition texts from the EG students taught using the GWT whilst the CG taught by a standard teaching technique for writing did not show such improvement.]]>
<![CDATA[Assessing Unity, Coherence and Word Usage in Students’ Writing ]]>
<![CDATA[Nurul Fajri]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was done to find out whether unity, coherence, and word usage were used appropriately by students in writing paragraphs in English, the error made most by these students in constructing their paragraphs and the lecturer’s insight in her students’ writing errors. This study uses a qualitative research format, where all the data are described in a systematic way based on the research questions. A number of 21 second year students from the English Department in a university in Banda Aceh were the sample of this research. To obtain the data, the writer used a test. She also interviewed the lecturer to gain more understanding on her students’ writing errors. The findings showed that some students did not use unity, coherence, and word usage appropriately in writing their paragraphs. Most errors were made in word usage (137 errors or 79%). Students made errors in spelling and also omitted words and letters. There were 30 errors of unity (17%) and 9 errors of coherence (5%). It was found that many errors they made were influenced by their mother tongue, and were also caused by their difficulties in learning English. Thus, it can be concluded that many of the students made errors because of interlingual and intralingual transfers. Furthermore, the lecturer believed that her students made errors because they lacked enthusiasm, motivation and rarely did their writing exercises. For that reason, lecturers should know and understand the errors in their students’ writing so that they can provide appropriate remedies to resolve the problems faced by their learners.]]>
<![CDATA[Implementation of the Semantic Mapping Strategy for Teaching Reading Comprehension ]]>
<![CDATA[Usman Kasim]]>;
<![CDATA[Sri Wahyuni]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research studies the implementation of Semantic Mapping Strategy (SMS) in teaching reading comprehension to second year students from a junior high school in Aceh Besar. The objectives were to find out whether students taught reading comprehension through SMS would get better results than those who were taught using the Grammar Translation Method (GTM), the types of reading sub-skills that they would master better by using the SMS, and their responses towards the use of the SMS in reading comprehension classes. The sample for this research was two classes, one as the control group (CG) and another as the experimental group (EG). The classes were selected using a random sampling technique. The research instruments used to collect the data for this research were reading comprehension tests (pre-tests and post-tests) and a questionnaire. The result of this research showed that the students in the EG who were taught reading comprehension using the SMS got better results than the students in the CG who were taught using the GTM. Furthermore, the reading sub-skills where the students got better results through using SMS were ‘main idea’, and ‘specific information’. Finally, the students responded positively to the implementation of SMS in their reading comprehension classes. Thus, it can be said that the SMS was proven an effective strategy to be used for teaching reading comprehension to the second year students of the school.]]>
<![CDATA[Use of the Snowball Throwing Technique for Teaching Better ESL Speaking ]]>
<![CDATA[Henny Susanty]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was to investigate the effect of Snowball Throwing Technique (STT) application in teaching speaking to the eleventh grade students of a senior high school in Banda Aceh. The topic given to the students was the expression of asking and giving opinion and suggestion. A number of 29 students were randomly selected for the experimental class (EC) and another 29 students for the control class (CC). The data of this research was collected by giving the pre-test and post-test, and analyzed using statistical formula including mean, standard deviation, and t-test. The results showed that the mean of the post-test of EC was 48.51, while the mean of CC was 42.43. The mean score of the pre-test of EC was 38.58, and the mean score of CC was 38.89. In order to prove the hypothesis, the t-test score of EC was compared with the t-table score, and the result of t-test of the post-test of EC and CC was 1.38 while the result of t-table at a level of significance with α=0.05 is 2.048. It indicates that the t-test scoret-table, 2.048. It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It can be concluded that the students who were taught by using the STT have a better performance than those who were not. As a follow up for this research, it is suggested that English teachers should use various techniques in teaching. In teaching speaking, the STT can be an alternative technique to be applied by the teachers.]]>
<![CDATA[The Use of Cooperative Integrated Reading and Composition Method for Better Quality Writing of Middle School Students ]]>
<![CDATA[Nadia Nadia]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was intended to find out whether the Cooperative Integrated Reading and Composition (CIRC) method would be effective for improving the quality of writing in English for second grade students in a middle school in Jakarta. The major purpose for doing this research was to find out whether students in a class taught using the CIRC method would produce better writing, especially recount texts, than students taught with the Grammar Translation Method (GTM). The subjects for this study were the students in a class as the experimental group (EG) and another class as the control group (CG). These classes were chosen to ensure the homogeneity of the participants. To find out the effectiveness of the CIRC method, pre-tests and post-tests were given to all the students in those groups. Data analysis of the results showed that there was a significant difference in the mean scores from the post-test results from the two groups. The mean score of the post-tests from the EG was higher than that from the CG, that is 61 to 39, while the gained score for the t-test was 5 and the value for t-table was 1.68 at a level of significance of 0.05. Hence it can be concluded that the students who were taught using the CIRC method had better performances in writing recount texts than those who were not. In brief, the CIRC method resulted in a better quality of writing by students and gave a positive effect for the teaching-learning process. ]]>
<![CDATA[An Analysis of Students’ Errors in Writing Descriptive Texts ]]>
<![CDATA[Afifuddin Afifuddin]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of the research was to reveal the types of grammatical errors made by 25 college students who were taking the course of Writing III on descriptive writings. Furthermore, it attempted to identify and describe the error types and then to find out the grammatical error type made the most by those students. To get the data from the field, the researcher asked the students to write about “STAIN Malikussaleh Lhokseumawe”. To analyze the data, the researcher used the model by Miles and Huberman (1994) of qualitative analysis. The data were analyzed through analyzing the grammatical incorrect form of the sentences by marking the errors, reconstructing the correct sentences, classifying the types of errors and counting the errors in order to know the most common type of grammatical error. As the result, the researcher found that the students made 288 errors in their descriptive writings. The errors occurred in all types of errors investigated. They are verb tense, verb form, subject-verb agreement, plural, possessive inflection, definite article, indefinite article, word order, run-on, and fragment. And, the students made the most errors (77 occurrences or 26%) in fragment. The source of errors was also mostly due to interlanguage transfer. Therefore, English teachers should be aware of these findings as an input in their teaching of writing. Teachers can teach students to avoid these common errors in their future writing.]]>
<![CDATA[Using The Group Investigation Technique in Teaching Reading Comprehension ]]>
<![CDATA[Abdul Gani Asyik]]>;
<![CDATA[Zaiyana Putri]]>
<![CDATA[ English Education Journal Vol 7, No 1 (2016): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was conducted to investigate the effect of Group Investigation Technique (GIT) for teaching reading to second grade students of private high school in Pidie Jaya. An experimental design was used and the data were collected through a test as the instrument. Two sets of tests (pre-test and post-test) in the form of multiple choice items were administrated. The population of this study was all the second grade students of the school, and two classes were taken as samples, one for the experimental class (EC) and one for the control class (CC), with 36 students in EC and 32 students in CC. The findings showed that the GIT used for teaching reading improved the reading comprehension scores of the students concerned. The EC students had higher reading scores (=77) than those from the CC (=64). The reading abilities of the students in the different classes were different as indicated by the z-score. The z-score showed that the result of the z-count was 4.29, while the result of z-table at the level of significance 5% (α=0.05) was around -2.04+2.04. This means that the z-count was higher than the z-table (4.29-2.04+2.04). Therefore, the alternate hypothesis was accepted and the null hypothesis was rejected. In other words, it was concluded that the students taught with GIT got better results in reading than those who were taught using the standard individual reading activity method. English teachers are suggested to apply this technique in teaching reading.]]>
