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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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Analysis of Instructional Questions in an English Textbook For Senior High Schools Usman Kasim; Teuku Zulfikar; Zaiturrahmi Zaiturrahmi
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed to analyze the extent of instructional questions for listening, reading, speaking, and writing activities in the course book, Bahasa Inggris SMA/MA/SMK/MAK Kelas 1 Semester1 emphasizing HOTS (High Order Thinking Skills) or LOTS (Low Order TS); and to investigate the most dominant cognitive dimension of the instructional questions in that textbook. Content analysis was applied for all 9 chapters of the textbook in order to answer the research questions.  All the activities in the form of listening, reading, speaking and writing in the textbook became the object of analysis. Additionally, every instructional question defined as wh- question, yes/no question, multiple choice question, statement question, and true/ false question was taken as the units for analysis. The instructional questions were collected, listed, and analyzed according to Bloom's Taxonomy of cognitive domains. The researcher then calculated the percentage and frequencies of the questions on every level of cognition that appeared in each chapter of the textbook. Descriptive statistics was used to describe the basic features of the data in this study. The results showed that there were 227 instructional questions for listening, reading, speaking, and writing activities. Listening activities had the least instructional questions (11 questions); while the most dominant ones were found for reading activities (125); speaking and writing were in the middle with average frequencies (45 and 46). After the instructional questions in all the activities were categorized, it revealed that most of those instructional questions emphasized LOTS (198 questions).
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.
THE USE OF CARTOON FILMS AS AUDIO-VISUAL AIDS TO TEACH ENGLISH VOCABULARY Zulfadli A. Aziz; Rina Sulicha
English Education Journal Vol 7, No 2 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The aims of this research are to study the use of cartoon films as an instructional media for teaching vocabulary to fifth grade students in an elementary school in Banda Aceh and to find out the responses of the students towards the use of this media. Two classes were taken as the sample, one as the control group (CG) and another as the experimental group (EG). Each group had 32 students. Data were collected through quantitative and qualitative methods. The quantitative data were the scores from the pre-tests and the post-tests of the students. The qualitative data were the questionnaire results used to identify the responses of the EG students to the use of cartoon films as an audio-visual aid in teaching vocabulary. The results from the quantitative data show that the mean of post-test scores of the EG is 94 whilst the mean of post-test scores of the CG is only 66. A comparison of the t-test score and the t-table score shows that the result of t-test is 2.35 whilst the result of t-table at a level of significance with α=0.05 and 95% probability is 1.67. This means that the score of t-testt-table, hence it could be concluded that the students who were taught by using cartoon films as an audio-visual aid got a better result than those who were taught by using other traditional visual aids. Furthermore, the responses from the students to the use of the cartoon film were highly positive. The use of cartoon films as an audio-visual media aid also resulted in a positive impact to the cognitive, affective, and psychomotor aspects of the students as it enhanced their vocabulary. 
Experiencing English: A Textbook Evaluation on the Cultural Loads Yunita Dewi Wahyuni; Novalia Rizkanisa; Bukhari Daud; Iskandar Abdul Samad
English Education Journal Vol 10, No 3 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research aimed at investigating the cultural contents implied in an English textbook. A qualitative method was used in this research which analyzed this English textbook. The data source of this research was the English textbook for junior high school students entitled “Experiencing English”. The instrument used for collecting data was documentation in the form of textbook. The data were analyzed by using Byram (1994) framework to investigate the aspects of culture. In this research, the nine aspects that have to be included in the EFL textbook were analyzed. The result showed that stereotypes and national identity was more frequently used in “Experiencing English” textbook. This aspect represents the target culture stereotypes and national identity commonly focused on the British and American cultures. In the other words, “Experiencing English” textbooks frequently used target language culture. Notwithstanding this fact, the source/local culture values as drafted in the 2013 curriculum was still implied in the textbook as intended to enable the students to reflect their own culture in English.
Communicative Language Teaching (CLT) for teaching speaking Burhanuddin Yasin; Zulfadli A Aziz; Raudhatul Jannah
English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research was done to investigate whether the lesson plans designed by the teacher matched the principles and methods of the CLT approach, how the teacher implemented the CLT approach for teaching speaking skills and what learning performances resulted from using CLT. The participants were senior high school students from classes X IPA, X MAK, XI IPA, XI MAK, and XII MAK plus the English teacher from Insan Qurani boarding school. The instruments used were observation sheets and documentation consisting of the teacher’s lesson plan and the students’ test results. The results from this study showed that there were several main procedures of the techniques suggested by the experts which were not completely written into the lesson plan. There were also several activities written into the lesson plans that were not performed well in the classroom. Furthermore, from the speaking performances produced by the students many of them did not reach the minimum passing criteria (KKM) of 70, although they had been treated with the CLT approach with role play, jigsaw, group discussions, picture series, and storytelling technique in their speaking classes. This leads to the conclusion that the students’ failure was because the procedures suggested by the experts were not entirely and effectively implemented by the teacher in her teaching.
The Influence of Student Team-achievement Division (STAD) in Developing Students’ Speaking Skill Rahmat Firnanda; Sofyan A. Gani; Iskandar Abdul Samad
English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The research was implemented to find out the effectiveness of students team achievement division (STAD) as a part of cooperative learning in teaching speaking to improve the students’ speaking skill and also to know the students’ responses toward the implementation of STAD in teaching speaking at XI IA 2 class of SMAN 1 Lhoong, Aceh Besar. The population of the study was the eleventh graders of SMAN 01 Lhoong, Aceh Besar. The number of the samples was 40 students consisting of 20 students from the class XI IA 2 as the experimental group, and 20 students chosen from the class XI IS 2 as the control group. The data of this research were collected by giving tests; (pretest, posttest), and questionnaire. The data collections were analyzed by using SPSS 17. The percentage formula was used to analyze the students’ perceptions toward the implementation of STAD in the experimental group. The result shows that the mean score of experimental group was 70.95. Meanwhile the control group was 68.70. Moreover, the significant value of both the experimental and control groups in the post-test was 0.04 which is lower than α=0.05. It means that Ha was accepted and H0 was rejected and it can be concluded that the use of STAD in teaching speaking skill enhanced the students’ speaking skill, compared to the teaching speaking in conventional method. Meanwhile, the result of questionnaires shows that STAD could enhance the students’ confidence in learning speaking skill.
Using the Process Approach for teaching English descriptive writing Nyak Mutia Ismail
English Education Journal Vol 7, No 4 (2016): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study focused on the application of the Process Approach for teaching English descriptive writing. The purpose of this study was to find out whether this approach would work well for the teaching-learning of EFL descriptive writing by 10th grade students at MAN 1 Takengon. An experimental research method was used for this study. The subjects of this study were 61 students of the 10th grade at MAN 1 Takengon that were divided into an experimental group of 31 students and a control group of 30 students. The experimental group was treated by teaching using the Process Approach. Each group was given a pre-test and a post-test. The pre-test and post-test each consisted of one task which asked them to describe their family and Indonesia, respectively. The data were analyzed using SPSS. Before the data were processed, the normality and the homogeneity of the data were tested. The results of the normality and homogeneity tests showed that the data was normal and homogenous. Based on the t-test results the alternative hypothesis Ha was accepted hence the study concluded that there was a positive improvement in the results for writing a descriptive text from the students taught with the Process Approach.
Teaching listening by using authentic videos Rismawati Rismawati
English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research aims to investigate the impact of using authentic videos as audio-visual aids for teaching listening for ESL. It was conducted from October 15, 2015 up to November 19, 2015. The population of this study was the second grade students of State Senior High School 4 (SMAN 4) Banda Aceh, and from this population, two classes were selected as the sample. This research employed true experimental research method with two groups, an experimental group (EG) and  a control group (CG). The EG was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching aid most often used by ESL teachers in teaching listening. In collecting the data, the writer used tests as the instrument, and in analyzing the data collected, Analysis of Variance (ANOVA) computer software was employed. The mean score of the results from the post-tests from the EG at 75 was higher than that of the control group at 64. Moreover, the t-test for the EG was higher than that for the CG (11.514.06) which meant that the improvement in the EG was significantly higher than the listening achievements of the CG. The EG students taught by using authentic video achieved higher results in listening than the CG ones taught by audio compact disc (CD). As a result, the alternative hypothesis was accepted and null hypothesis was rejected which meant that there was a significant improvement in terms of listening achievements after the use of authentic videos treatment.
Code-switching among EFL Teachers Veni Nella Syahputri
English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

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.
The Beliefs of English Teachers and Their Impacts Fajrinur Fajrinur
English Education Journal Vol 9, No 1 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

Since teaching is a profession that is affected by individual beliefs, so a teacher’s beliefs toward her own profession can affect her teaching performance. The aim of this study was to find out and explain the impacts of the beliefs of teachers of English in Bireuen District. towards their teaching profession. This is a quantitative study which involved thirty English teachers, teaching at high schools in Bireuen as the respondents. The data was collected using two sets of questionnaires and was analyzed using SPSS descriptive statistics. The results showed that the teachers mostly agreed with overall job-related beliefs; they were satisfied with their jobs; they had high self-efficacy and they received satisfying appraisals and feedbacks. Concerning impacts of beliefs, three namely: overal job-related beliefs, job satisfaction, and self-efficacy -—gave big impacts while the last principle, appraisals and feedbacks, only had a small impact. In conclusion, teahers in Bireun have positive beliefs and this gives positive impacts as well. So, the suggestion that can be made is that because of this positivity, the teachers are suggested to focus on self-improvement as educators such as participating in more teacher  development programs

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