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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 286 Documents
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LANGUAGE SHIFT BY THE JAVANESE IN PULO LOIH VILLAGE, PIDIE Zulfikar Zulfikar; Zulfadli A. Aziz; Kismullah Abdul Muthalib
English Education Journal Vol 11, No 2 (2020)
Publisher : Universitas Syiah Kuala

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Abstract

This research dissects the shift of Javanese into Acehnese in Pulo Loih village, Pidie. The Javanese live in the Pulo Loih village they followed the transmigration program which was not extended by the government and then moved to Pulo Loih village. This community is the focus of the researchers to conduct research that includes factors shifting Javanese into Acehnese and patterns of language shifting. Qualitative descriptive is a method applied in this study to collect data from 12 participants (eight adults and four children). After analyzing it, it was revealed that Javanese language users have disappeared among children while parents still interact with Javanese. There two factors that the researchers found in this study, namely internal factors and external factors. As for internal factors, parents do not teach Javanese and never interact in Javanese with their children. External factors include safety factors, economic factors, and social factors. These factors have proven that the Javanese language shift into the Acehnese language happened in Pulo Loih village, Pidie. There were four patterns of language shift when interacting, namely monolingual, subordinate bilingual, equal bilingual, and monolingual interaction patterns. Three patterns of language shift occurred in Javanese parents in the first generation who arrived in Pulo Loih village. The pattern is monolingual, subordinate bilingual, and equal bilingual. In the third generation, Javanese children, they have lost the fourth patterns, and the patterns of language shift directly to the fifth language shift pattern is monolingual.
EMPLOYING GENRE BASED APPROACH WITH AUDIO DIALOGUE TO ENHANCE STUDENTS’ SPEAKING PERFORMANCE Rahmi Rahmi; Asnawi Muslem; Bukhari Daud
English Education Journal Vol 11, No 1 (2020)
Publisher : Universitas Syiah Kuala

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Abstract

This study was aimed at investigating whether the implementation of Genre-Based Approach through Audio Dialogue can significantly enhance students’ speaking performance of SMPN 2 Muara Tiga and finding out the students’ responses toward the implementation of Genre Based Approach with Audio Dialogue. To achieve the purposes, the present study employed a quasi experimental research design. The population of the study is 100 students. By employing random sampling technique, 40 students were selected to be the sample of the study, comprising 20 students in class VIII-1 as an experimental class, and 20 students in class VIII-3 as a control class. To collect the data, the instruments employed were a series of tests, namely, pre-test and post-test, and also questionnaire. The data obtained from pre-test and post-test were analysed by employing SPSS 23 to find out t-test value of two classes, namely, experimental and control class. In addition, the data obtained from the questionnaire’s result were also analysed by employing SPSS 23 to examine the students’ responses of experimental class toward the use of Genre Based Approach with Audio Dialogue. The result of t-test showed that ttest (4.269) is higher than ttable  (2.086). Employing independent samples t test, the sig. 2-tailed value (0,007) (0.05) revealed that Ha is accepted and H0 is rejected. Additionally, the students gave a very positive responses (90%) toward the use of Genre Based Approach with Audio Dialogue. To sum up, the implementation of Genre based Approach with audio dialogue is effective in enhancing students’ speaking performance in terms of accuracy, comprehensibility, and fluency and motivation. It is recommended that future related research conduct a study with integrated skills.
Students’ Satisfaction Level on Eenglish Day Program at Darul Ulum Islamic Boarding School Banda Aceh Rahmatullah Rahmatullah; Sofyan A. Gani; Bustami Usman
English Education Journal Vol 10, No 4 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The purpose of this study were to measure the level of students’ satisfaction on teachers’ supervision, assessment sessions, and the skills and learning experiences students’ got from English Day program at Darul Ulum Islamic Boarding Banda Aceh. Besides that it also want to find out whether there is a significant different between male and female students’ satisfaction toward English Day program at Darul Ulum Islamic Boarding School Banda Aceh. The data were gathered at Darul Ulum Islamic School Banda Aceh. The respondents of this study were the third year students of Darul Ulum who are enrolled in Dayah program. There were 114 students who involve as the respondents of this research. This study found that students’ at Darul Ulum Islamic School were satisfied toward English Day program at their schools (Mean = 3.71, SD = 1.06). Furthermore, there was no significant different between male and female students’ satisfaction toward the program (p-value = 0.09 0.05). However, this research found that students at Darul Ulum Islamic Boarding School felt that the grammar leaning and training in English Day program still need a lot of improvement.
USING KWL (KNOW-WANT TO KNOW-LEARNED) STRATEGY IN IMPROVING STUDENTS’ READING COMPREHENSION Nirwan Nirwan
English Education Journal Vol 11, No 2 (2020)
Publisher : Universitas Syiah Kuala

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Abstract

This experimental study aimed to investigate the effects of the use of KWL (Know-Want to Know-Learned) strategy in teaching reading comprehension. The population of this study was 120 students, while the samples consisted of 60 English department students enrolled in the second semester. The sample was divided into two groups; the experimental group (EG) and the control group (CG). The sample was chosen through random sampling technique. The instruments used in collecting the data were test and questionnaire. The data were analyzed through non-parametric statistical in SPSS 20. The result of Wilcoxon test was 0.00 lower than 5%. The findings reveal that there was significant difference in reading comprehension achievement between EG and CG. The mean score of the post-test for the EG was 9.92, while the mean score for post-test of CG was 7.91. Hence, it can be concluded that the alternative hypothesis was accepted and the null hypothesis was rejected. Consequently, the use of KWL strategy has proven a significance improvement in the students’ reading comprehension. Some implications are derived for both students and teachers.
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.
STORYTELLING TO IMPROVE SPEAKING SKILLS Amru Bin As
English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The storytelling technique was used in this study to see if it could help overcome some of the difficulties the students had in mastering EFL speaking skills. This technique aims to improve the speaking skills of students in a real life situation. The objective of this study was to measure the students’ mastery after they practiced speaking through the storytelling technique. This study used experimental study methods with a sample which was divided into an experimental group (EG) and a control group (CG). The EG was taught by using the storytelling technique, while the CG was taught by using a conventional technique for teaching speaking. In collecting the data, tests and a questionnaire were used. The results showed that the speaking skills of the EG students, taught with the storytelling technique, improved much more and were significantly better than the improvement in the speaking skills of the CG students taught by using the conventional technique. 
The X Factor in Understanding Listening Comprehension Skill Bustami Usman; Chairina Nasir; Tiya Akmalia
English Education Journal Vol 10, No 3 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was aimed to find out factors affecting students’ challenges in listening comprehension as perceived by students at SMAN 1 Calang. This is a descriptive qualitative study. The samples of this research were selected by using purposive sampling. There were 75 eleventh-grade students who participated in this research. Questionnaire and interview were designed as research instruments. The questionnaire consisted of 30 items grouped into five categories, namely students’ listening comprehension challenges related to factors attributed to the content and linguistics features of the listening text, factors attributed to the speaker, factors attributed to the listener, and factors attributed to the physical setting. Moreover, the interview consisted of three questions asking students’ opinion about listening comprehension, challenges they faced in listening comprehension activity, and factors that caused those challenges. The result indicates listening texts, speaker, listener, and physical setting were the main sources of students’ listening comprehension challenges. The dominant factor affecting students’ challenges in listening comprehension was the physical setting such as the noise from environmental surroundings, with the percentage of 89.6%.
Frequency of questions in an EFL conversation class Siti Sarah Fitriani; Kadrina Amilia
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This qualitative study was conducted to investigate the types and the purposes of questions used by the teacher in an EFL conversation class. The subject of this study was the English teacher at SMA Lab School Banda Aceh who taught the second graders of XI classes; XIp1, XIp2, XIp3, XIs. Observation form, a set of interview questions and field note were used as the instruments. The questions posed by the teacher in the classroom were then categorized and described in accordance with Brown’s theory (2001) on the two types of questions: display and referential questions. Data from interview were coded in relation to the purpose of asking each question type. The findings showed that apart from Brown’s types of questions, three additional question types were also found. Therefore, a total of five types of question were found viz: display, referential, comprehension check, confirmation check and procedural question. The data from the observations showed that the teacher used more display questions than referential questions. From a total of 259 questions posed by the teacher in the classroom, 120 were display questions (46%), 101 were referential (39%), 17 comprehension checks (6.5%), and 20 procedural questions (8%). Only one confirmation check question (0.4%) was found during the teaching- learning processes. Furthermore, the data from interview exposed the purposes of the teacher asking these questionsviz: to encourage the participation of students in the lesson, to get feedback from them, to encourage them to think and focus, to create a good classroom atmosphere, to stimulate and maintain their interest, and to emphasize certain points in the lesson.
Improving English speaking ability using the Team-Games-Tournament technique Rahmawati Rahmawati
English Education Journal Vol 8, No 1 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed to study the application of the Team-Games-Tournament Technique for teaching speaking to Grade X students at SMAN 1 Suka Makmur, Aceh Besar. The research method used in this study was Classroom Action Research which is to improve the quality of the teaching performance and the learning processes of the students as well as to detect and solve problems found in the teaching-learning process. Two cycles were conducted for this research. The subjects of this study were the 24 students. These students were first given a pre-test and then a post-test at the end of each cycle. The pre-test and the post-tests were administered by asking the students to describe a picture. The data was processed manually. From the results obtained, only 12% (3 students) passed the KKM in the pre-test and 88% (21 students) did not pass. The passing percentage increased to 54% (13 students) after the 1st cycle whilst 46% (11 students) still did not pass the KKM. After the last cycle, the percentage that passed the KKM increased to 96% (23 students) and only 4% (1 student) did not pass. Thus the implementation of the TGT technique over two cycles was deemed highly successful, not only the Grade X students improved their speaking ability but also the teacher improved her ability to teach speaking English. Accordingly this study recommends that other teachers of speaking English EFL should also try using the TGT technique.
Improving students’ reading skills through Communicative Language Teaching Agussalim Agussalim
English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was conducted at MAN Beureunuen, in Pidie District, Aceh to improve the students’ reading skills through Communicative Language Teaching (CLT) which was implemented with the students from Class XII-IPA1 through a Classroom Action Research (CAR) study. The researcher employed four procedures of the CAR in each teaching–learning session. For the teaching-learning of reading, the study followed these four steps. The findings from the implementation of the CLT method for the teaching-learning of reading in Cycle 1 were not successful. The teacher’s performance in cycle 1 was 72%. There were three weaknesses in his teaching via: weak ability to explain the lesson, weak ability to answer the students’ questions and weak ability to use media. Meanwhile, the performance of the students was only 71%. They still had poor ability to understand the lesson, their participation in the group was still not good and their attention was also still low. Furthermore, the students’ mean score in the test after cycle 1 was 74%. Therefore, Cycle 2 was conducted to try to improve on these scores. As a result, the participation of the students went up to 87%; their average score for the test was 85%. The teacher’s performance also went up to 88%. Meanwhile the students’ responses toward the implementation of CLT in teaching and learning reading process were very positive. Results from the questionnaire showed that the total mean score for all five items was 3.38 (in the strongly agree criterion) or 84%. All of the problems stated above had been successfully overcome and the results from resolving the problems of the research study had met the criterion of success.

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