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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 2 (2018): English Education Journal (EEJ)" : 10 Documents clear
Analysis of Motivations to Study English and Arabic Yuyun Nailufar
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was done to find out the major types of motivation used by students majoring in either English or in Arabic at the National Islamic University (UIN) Ar-Raniry in Banda Aceh when learning their chosen L2 language. Furthermore, this study tried to find out if there were similarities or differences in the main type of motivation used by students of each of these majors. The results of study were based on a questionairre survey and used qualitative research procedures to obtain the data. In collecting the data, the questionnaire was given to 30 English major students and also to 30 Arabic major students of UIN Ar-Raniry selected by random sampling. The results from this study showed that the English students at UIN Ar-Raniry were more influenced by high integrative motivation in choosing English as their major than by instrumental motivation. In addition, based on the questionnaire result, the students predominantly used integrative motivation in learning English, rather than instrumental motivation: This result was based on the mean score for instrumental motivation being lower than that for integrative motivation, viz: 3.15 vs 4.19. Similarly, the Arabic students at UIN Ar-Raniry were also predominantly influenced by integrative motivation to learn Arabic: This result was based on the  mean score for instrumental motivation  being lower than that for integrative motivation, viz: 3.09 vs 4.29. Based on these results, it can be concluded that both the English major students and the Arabic major students at UIN Ar-Raniry have similarities in the types of motivation that drives them to learn their chosen L2, target language. Students of both majors  were  predominantly driven by integrative motivation  rather than by instrumental motivation.
Using The Participation Point System in Teaching Speaking Skills Muhammad Ihsan
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was aimed to investigate if there would be a significant difference in achievement between students who were taught EFL speaking skills by using the Participation Point System (PPS) technique and those who were taught by using the discussion technique at UIN Ar-Raniry Banda Aceh. It was also aimed at finding out the response of the students’ towards the use of the PPS in learning speaking skills in a conversation class at UIN Ar-Raniry Banda Aceh. The participants for this research were 30 non-English first year students  in an EFL conversation class at UIN Ar-Raniry Banda Aceh. Tests and a questionnaire were used to collect the data. The findings from the research showed that the PPS can help the students improve their speaking skills more than the discussion technique in pronunciation, grammar, vocabulary, fluency, and expression. The PPS technique encourages the students to participate more in the classroom situation by asking and answering questions, expressing opinions and volunteering for classroom activities. It also creates a better teaching-learning atmosphere in the classroom.
Imperatives in English and Acehnese Putri Nurhayati
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The objective of this study is to explain the differences between imperatives in English and Acehnese and also to scrutinize the types and functions of imperatives in English and Acehnese. To achieve the objective of this study, the writer designed a qualitative study. The subject of this study was the people of Acehnese and the books of English and Acehnese, and the object of this study was imperative sentences. The writer collected some theories and opinions of experts from different resources to support the research. To collect the data, the writer used the following instruments: documentation and interview. The data were analyzed by applying a contrastive analysis to compare and find out the differences and similarities of imperatives in English and Acehnese. Based on the result, it was found that the types of imperatives in English and Acehnese are comparatively the same, i.e. positive imperative and negative imperatives. There are seven functions of imperative in English. They are as command, request, suggestion, prohibition, advice, invitation and direction. Meanwhile in Acehnese, there are nine functions of imperative. They are as command, prohibition, request, suggestion, invitation, advice, direction, compulsion and let imperative. Acehnese imperative sentence always use prefix of personal pronoun neu, ta, ka. From this fact, it can be concluded that there are slight differences of imperatives between English and Acehnese.
An Analysis of College Entrance Test Anni Fazlina
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research is aimed at analyzing the quality of entrance test conducted by STKIP Bina Bangsa Getsempena year 2016-2017 in terms of validity, reliability, difficulty index, discrimination index, and the effectiveness of distractors. Content analysis was employed as research method in this study. Document analysis is a technique carried out to collect the data. The objects of this study were 25 multiple-choice items used in entrance test, with five options for each item. The data were analyzed manually. The result showed that English entrance test of STKIP Bina Bangsa Getsempena year 2016-2017 has a low predictive validity with correlation coefficient 0.044. Secondly, the r-value was 0.664, which is higher than r-table = 0.396. It is considered that the test has good reliability. Thirdly, the difficulty index was obtained that 4% of the test was easy with index 0.71-1.00, 64% was moderate with index 0.31-0.71, and 32% was difficult with index 0.00-0.31. Fourthly, most of items considered has perfect discrimination index, with the percentage is 84%, while there were also 4% with zero discriminaton and 12% with negative discrimination. Finally, 97% of distractors of STKIP Bina Bangsa Getsempena English entrance test were effective since they were chosen by more than 5% of the whole participants. There were 3% distractors that were considered ineffective as they were chosen by less than 5% of the whole participants. It means that the items in STKIP Bina Bangsa Getsempena English entrance test particularly in their difficulty index, discrimination index, and effectiveness of distractors are needed to be revised if the items will be used in next years’ entrance test.
Indonesian Word Awareness in Children First Language Acquisition from Their Linguistic Models Sarrah Verida Clarissa
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study describes the children’s way to develop their word awareness of first language acquisition from their linguistic models, and teachers’ way to encourage children word awareness at early childhood of preschool. The data obtained from 30 children of group B1. The instruments used for collecting the data were observation, Anecdotal Records and interview. The data collection was preceded in several phases of research execution; class observation, taking the teacher’s document of Anecdotal Records and children’s language achievement, and interview for validity check. The results of the instruments were analyzed by exploration and interpretation using observation and analysis way to find a description how children develop their word awareness from teachers and peers. The result shows that children’s way to speak and interact is quite different with adult’s speaking.  Preschool teachers used motherese register to speak with children. They speak more slowly, clearly, at a higher pitch, and with exaggerated intonation. Children developed their word awareness from teachers were facilitated with multimedia, sources, references, and explanation they needed to know a word and its meaning. By having good facilitation, children may pronounce everything around with teachers as a model. Meanwhile, the children interaction with peer tended to adopt some error words usage and pronunciation.
Improving Students’ Speaking Skill and Motivation by Using Hand Puppets Show Media Hayatun Fauza
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was conducted to investigate whether the use of Hand Puppet Show Media enhances the students’ speaking skill and motivation in learning at the second year students of SMPN 1 Krueng Mane, North Aceh. The research employed quasi experimental design. The population of the research was all nine classes of the eighth grades of SMPN 1 Krueng Mane. The samples of the research were taken two customize classes from the population by using nonramdom sampling technique. Each class consists of 24 students. The experimental group was class VIII/2 and class VIII/3 as the control group. The method use in this research was descriptive quantitative in nature. The instruments used to collect the data were test and questionnaire. The data were analyzed by using SPSS 17 to find t-test score between the two groups. From the statistical result, it is found the significance value of both the experimental and control groups in the post-test is 0.01 which is lower than α=0.05. It means that Ha is accepted and H0 is rejected. It means the use of Hand Puppet Media in teaching speaking skill is more effective to enhance the students’ speaking skill than teaching speaking without using Hand Puppet Show Media. Furthermore, to know the students’ motivation toward the use of Hand Puppet Media in teaching speaking skill, a set of questionnaire was given for 24 students at experimental group. The results of this research shows the use of Hand Puppet Show Media improve students’ speaking skill and motivation.
How Do Teacher and Students Interact and Communicate during The Instructional Process in The Classroom? Ridhayani Ridhayani
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This qualitative study is designed with the aim to investigate the teacher and students’ interpersonal communication skill, their interaction in the classroom along with their difficulties. The study focused on thirty five senior EFL students in an English class of Oemar Diyan Islamic Boarding School. Data collection was conducted by observing a teacher and the students during the instructional process using the format of observation sheet from Markovic and Axmann (2007) and British Columbia Institute of Technology; Instructional Job Aid | Developing Checklists and Rating Scales). In addition, a semi-structured interview to a teacher and five students were also conducted to investigate their difficulties in communicating and interacting during the instructional process in the classroom. The findings indicated that the teacher and students still have lack of communication and interaction. The teacher and students experienced many difficulties in communicating and interacting with each other during the instructional process. Most of the students’ difficulties are the drowsiness and friend distraction. The students often feel very exhausted when learning and they become sleepy and careless to the teacher’s teaching. Besides, students also experienced friend distraction when they are trying hard to focus and respond to their teacher. In another way, the teacher feels overwhelmed to control many students in one classroom. It becomes the teacher’s most difficulty to engage the students in a dialog to build a communication and interaction in one meeting.
Code Mixing and Code Switching in The Classroom Interaction Meristika Moetia
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This case study was carried out based on the issue of using code mixing and code switching in teaching English that specifically to find out the frequent type of code mixing and code switching and to observe the benefit and drawback of using them in the English foreign language classroom interaction.  In collecting the data for this study, observation sheet and interview guide were used as the research instruments. The teacher and 28 students were observed in one meeting by using a video recorder to record all conversations and interactions in the classroom. The teacher-interview session was done right after the observation, and this interview was also recorded by using an audio recorder. All the results were then transcribed and analyzed by using the pattern which is proposed by Musyken (2000) and Poplack (2000). The result revealed that the English teacher and students used two types of code mixing and three types of code switching in their classroom interaction. From the result of interview with the teacher it was found that the teacher did these kinds of codes to cover up the lack of target language proficiency of students and to make the process of transferring knowledge run smoothly and effectively in the class. Besides, she also admit that excessive mixing and switching in Bahasa Indonesia and less in English could make students hard to read and spell English words well and make them unaware and lazy to use English during the process of teaching and learning in the classroom.
Implementation of Constructivism Model to Improve Reading Ability to The Second Year Students of MAS Al Zahrah Bireuen Ullya Zainura
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The objectives of this research are to know how Constructivism Model can be implemented in Reading Comprehension, to know the students’ response toward the implementation of Constructivism Model in teaching reading ability and to identify whether the Constructivism Model can improve the students’ reading ability to the second year students of Mas Al Zahrah. The subject of this research was an English teacher who teaches at the second year students and students of XI/B in the 2016/2017 academic year. This is a kind of action research which employs qualitative method in nature. Two cycles were conducted in this research. Each of this cycle consisted of the activities namely planning the action, implementing the action, observing the action, and reflecting. The instruments used in data collection were observation, questionnaire, and test. The result showed that the implementation of Constructivism Model was successful in improving the students’ reading ability. The result of the test in cycle 1 was 66.85 and in cycle 2 was 84.25. It means that the Constructivism Model can be used to improve the students’ reading ability. In addition, the students gave positive response toward the implementation of this model in improving their reading comprehension. It can be concluded that the Constructivism Model can be used in the teaching reading and also give positive effect to the students in learning reading comprehension.
Teaching Narrative Text by Using Preview, Question, Read, State, and Test (PQRST) Technique Nurul Latifa
English Education Journal Vol 9, No 2 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was aimed to investigate the effects of Preview, Question, Read, State, and Test (PQRST) technique in teaching reading at the first grade students of  MAS Insan Qur’ani Aneuk Batee, Aceh Besar. A quasi experimental research was used and the data were collected through tests and questionnaire. The sample of the research was two classes; religious class as the control class and the science class as the experimental class. The sampling technique used was random sampling.  The data were analyzed by utilizing Mann-whitney test and Levene test for t-test while percentage calculation for questionnaire. Based on the mean score, the experimental groups students had higher reading scores (79) than those of control group (55.5). The students’ reading achievement in both groups was different as indicated by t-score. The result of t-score between two groups is 4.425 with the significant difference score is 0.000 which is lower than α = 0.05. Therefore, it could be concluded that the PQRST technique effectively improved the students’ achievement in reading skill such as main idea, inference, reference, vocabulary and stated detail as well as gave many advantages to the students.

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