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[The Obstacles Faced by the English Teacher in Assisting Students to Win Storytelling Contest at Methodist Senior High School, Banda Aceh ]]>
<![CDATA[Mulyadi Syahputra]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Bukhari Daud]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The aims of this research were to find out the teacher’s obstacles in preparing their students to win storytelling contest. This study was designed using the descriptive qualitative method. The results of the study were collected through interviewing the teacher in Methodist Senior High School who was purposely selected by their achievement in preparing the students in some storytelling contests. The conclusion of the study that the teacher’s obstacles in preparing students for storytelling those obstacles are students’ lack of vocabulary and mis-pronunciation, lack of motivation, lack of time, lack of discipline and the challenge to the diversity of students’ personality. Moreover, the solutions to those problems are also presented.]]>
<![CDATA[Code-switching among EFL Teachers ]]>
<![CDATA[Veni Nella Syahputri]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study examined the utilization of code switching used by teachers in English classes. The motivation behind this investigation is to discover the condition that acts as the baseline of code-switching use. This study was merely a qualitative investigation where the data are based on the quality, not quantity. The subjects of this study were 2 English teachers in SMP IT Az-Zahra, Takegon in two English classes in 2015. The data collection process was done by recording the teachers’ speech during teaching using a voice recorder to see in what condition the teachers employed code-switching. The result demonstrates that the recurrence of code switching for topic switch is what happened all the time for 30.4% in the highest rate. While the least used condition to employ code-switching is addressee specification which is only 7% usage from both teachers. Conclusively, the teachers assumed that utilizing code switching to facilitate the educating and learning process can help students grow their understanding, enable them to stick on the point, and help the students certain about conveying meaning.]]>
<![CDATA[Techniques for ESP Students in Teaching English ]]>
<![CDATA[Fatmawati Fatmawati]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Iskandar Abdul Samad]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The purposes of this study are to find out the lecturers’ technique in teaching English to Information Technology and Computer, describe the lecturers’ material development, and the way of assessing to Information Technology and Computer students at State Polytechnic of Lhokseumawe. This is a descriptive qualitative study. Two English lecturers at the Information Technology and Computer Department were selected as the participants in this study. Instruments were employed by the researcher to obtain the real data. Observation, interview and documentation were used as the instruments of data collection.The data were analyzed by using descriptive analysis. The results show that varieties of strategies were used by the lecturers in teaching English including communicative language teaching, Contextual Teaching Learning, Problem Based Learning and Learner Centered Approach. The lecturers modified the strategies in the teaching depended on the materials, such as applied the discussion model and used the video as media in teaching. Then, they connected the strategies with students’ experience; prior knowledge as well as the context of Polytechnic students such as the development of computer technology or others technology. The materials were developed by the lecturers to motivate students in learning English by referring to the syllabus and lesson Plan. The materials were developed from books, magazines, newspapers and internet, that involving four language skills: listening, reading, speaking and writing to suit the students’ need of State Polytechnic of Lhokseumawe. Both written and oral test were used by the lecturers for evaluating the learning achievement as a formal assessment. The continuous assessment type was applied as the lecturers’ way assessment to assess the Information Technology and Computer students. The students were not only given score but also feedback continuously.]]>
<![CDATA[A Needs Analysis in Learning English for Airline Staff Program ]]>
<![CDATA[Rahmat Hidayat]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Needs analysis is necessary for the institutions to design or develop the English curriculum to find out a set of competencies needed by the students. Needs analysis to find specific needs for the students in the institution may direct the institution to an English program called English for Specific Purposes (ESP). This study was aimed (1) to find out the students of Airline Staff Program need in learning English at International Tourism College and (2) to investigate in what extent the existing English syllabus appropriate to the students’ needs. A purposive sampling technique was used to choose the sample. The subjects were 71 students of Airline Staff Program, the lecturer and the manager of International Tourism College. The instruments were close ended-questionnaire, documentation, and interview guide. The collected data were analyzed and interpreted through qualitative and quantitative procedures, by using data reduction, presentation, verification and conclusion drawing. The first finding showed that students need to learn English because English is an international language that is used at airline industry. The students need to learn four skills; speaking, listening, reading and writing. However, communication and speaking skill are the main priorities skill for them. The second was from documentation. It is found that the syllabus is appropriate with the students’ need related to duration of the course, material, and context. The study also showed some aspects of teaching material should be upgraded in developing a communicative syllabus. Finally, by analyzing students’ need helped teachers and institution in designing an appropriate syllabus.]]>
<![CDATA[Applying English Video Learning Materials in Teaching Listening ]]>
<![CDATA[Kamarullah Kamarullah]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Abdul Manan]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was designed to discover the use of English video learning materials in teaching listening to the second year students of the State Vocational High School (VHS) for Fishery of Ladong in 2018. The main goal of this study was to find out significant differences of the students’ listening achievement taught by applying the media (experimental group) and those taught with audiotape (control group). Each group selected, which was consisted of 24 students, brought the data through pre-test and post-test, which became as the research instrument. The result of which was then analyzed quantitatively. It was found that the mean score of the post-test of the experimental group (78.79) was higher than the mean score of the post-test of the control group (53.75). Moreover, both scores were analyzed by comparing ttest with ttable. The result of ttest was 8.44 while the ttable score at the level of significant degree α = 0.05 was 1.684. Therefore, the ttest score is higher than ttable (8.44 1.684). In other words, there was a significant difference in students’ listening achievement between the experimental and control groups. It can be taken into account that English video learning materials in listening class are helpful learning media.]]>
<![CDATA[Cultural Values Analysis in English Textbook ‘Bahasa Inggris’ ]]>
<![CDATA[Auliana Rahmah]]>;
<![CDATA[Usman Kasim]]>;
<![CDATA[Siti Sarah Fitriani]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research is aimed at investigating and describe the cultural values of English Textbook ‘Bahasa Inggris’ published by Kemendikbud by analyzing texts and visual images material based on seven elements of culture proposed by Brown (2001). To analyze the data, the researcher used descriptive qualitative analysis. The data of the research were collected from texts and visual images in the English textbook for senior high school entitled ‘Bahasa Inggris’.To reveal what cultural values are represented in the textbook, the cultural elements are categorized into Social Organization, Custom and Tradition, Language, Religion, Art and Literature, Form of Government, and Economic System. The result obtained was the content of Indonesian culture that accommodating Indonesian students. Furthermore the most frequent element appear in eleven texts and eight visual images being analyzed is Custom and Tradition which found nine times, continued by Art and Literature found seven times, Economic System found six times, Language found three times, as well as Social Organization and Form of Government. The least frequent element appears is Religion; twice. Finding that only thirty three times of the placement of culture elements appeared in the two books, realizing that improvement of cultural content in English textbooks for Senior High School is needed. On the basis of this findings the students, teachers, and author of the book are recommended to pay more attention on adding cultural content in order to have communicative competence of culture.]]>
<![CDATA[Using FB to Investigae Teachers’ Strategies in Teaching English: A Case of Simeulue Alumni ]]>
<![CDATA[Rahmat Junaidi]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study is conducted to explore students’ perception and their suggestions on teachers’ teaching strategies in teaching English. In so doing, a qualitative research design was employed and 19 Students were purposively selected. Those respondents are current university students who are studying at various universities in Banda Aceh. To gather the respondents’ perspective, Facebook (FB) group chat was used as a means to describe their past experiences in learning English. Their gathered responses have been processed in accordance with thematic analysis procedures. The findings of this study revealed that Senior High School teachers in Simeulue have used particular strategies in teaching English. It was indicated that using textbook, engaging in sentence formula and word memorization, doing sentence translation, repeating words after teacher, reading aloud, and working the task in pairs and groups are among the most commonly utilized strategies as perceived by the respondents. In response to teachers’ teaching strategies, the majority respondents recommended a new model in their teachers’ teaching strategies; which are a shift to communicative teaching strategy incorporating media and ICTs based language teaching. Hence, it is recommended that the senior high school teachers pinpoint the use of integrated teaching technique employing technology in their school.]]>
<![CDATA[A Discussion of Learning Maritime English by Utilizing Authentic Video in Speaking Skill ]]>
<![CDATA[Hayatun Nufus]]>;
<![CDATA[Usman Kasim]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study describes the utilization of authentic video by maritime English teachers in speaking class, the challenge often faced by the teacher in utilizing authentic video and students’ responses toward utilizing authentic video. The participants of this study were 100 cadets and four maritime English teachers. Quantitative and qualitative methods were employed and obtained from observation sheet, interview and questionnaire. The data result found that: (1) four observed teachers implemented the same way in utilizing video; (2) the teachers did the three phases in video application, such as Pre-Viewing, Viewing and Post-Viewing Activity; (3) there are still lack of activities toward the video material; and (4) there are several problems faced by the teacher in utilizing authentic video are as follows: selecting the video that fits the topic, the limitation of video archive, audio-visual tools and avoiding the ‘nothing new” video syndrome among the students. (5) the students’ responses toward authentic video application was very positive. There are 55 students who chose strongly agree option by means authentic video can give them example of working scope later. 56 students stated that learning English by using video can make their knowledge stay longer. 51 students like learning English by using video. Besides, 69 students stated that their teacher often uses authentic video while teaching English. It is suggested that the teachers should be more creative in utilizing authentic video and participate in workshops related to learning material.]]>
<![CDATA[Teaching Speaking by Using Student Facilitator and Explaining Strategy ]]>
<![CDATA[Nelly Mursyidah]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Siti Sarah Fitriani]]>
<![CDATA[ English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was aimed to investigate the effect of Student Facilitator and Explaining Strategy in teaching speaking in terms of fluency and grammar at the second grade students of MAS Al Zahrah Bireuen in academic year 2017/2018. The research is an experimental research. The sample of the research was two classes; experimental (xib) and control classes (xic). Both classes consisted 25 students. The technique of choosing the samples was random sampling. The data were collected through tests and questionnaire. The data were analyzed by using SPSS 23 to find t-test score between two classes and the data from questionnaire to find the students’ responses toward the use Student Facilitator and Explaining Strategy of experimental class. Based on data analysis, the result of t-test of fluency is 2.48 and grammar is 3.84 are higher than t-table (2.01). Than, students had a quite positive responses (80%) toward the use of Student Facilitator and Explaining Strategy in terms of fluency and grammar. Therefore, it could be concluded that Student Facilitator and Explaining Strategy effectively improved students’ achievement in speaking skill in terms of fluency and grammar.]]>
