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Contact Name
Yusrawati JR Simatupang
Contact Email
yusrawati090992@gmail.com
Phone
+6285260106663
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intankemalasari00@gmail.com
Editorial Address
Jalan Tanggul Krueng Aceh, Nomor 34, STKIP Bina Bangsa Getsempena, Rukoh Darussalam, Banda Aceh
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Kota banda aceh,
Aceh
INDONESIA
Getsempena English Education Journal
ISSN : 2355004X     EISSN : 25026801     DOI : https://doi.org/10.46244/geej.v7i1
Core Subject : Education,
Getsempena English Education Journal (e-ISSN: 2502-6801 and p-ISSN 2355-004X) is a periodical scientific publication dedicated to lecturers, students and educational observers to disseminate relevant research, thought and research results in the field of English. Any visitor to this site can browse abstracts, read journal contents and download PDF files. Getsempena English Education Journal (GEEJ) is published twice a year, May and November.
Articles 133 Documents
THE IMPLEMENTATION OF COMMUNICATIVE APPROACH IN TEACHING READING COMPREHENSION Maulizan ZA
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (206.389 KB) | DOI: 10.46244/geej.v1i1.666

Abstract

This Study is talk about ?The Implementation Of Communicative Approach In Teaching Reading Comprehension (an experimental study in the second year student of SMP Negeri 18 Banda Aceh). The aim of this study is to Know the improvement of students? achievement through the application of communicative approach than the grammar-translation method in reading comprehension. The sample of this study was two classes taken from the second year students of Sekolah Menengah Pertama Negeri 18 Banda Aceh. The total samples from both of second year student from SMPN 18 who took part when the data taken ware 54 students. In collecting data, the writer gave a set of test to the two groups. The test was provided by a passage titled Charity Day taken from English book for Junior High School Student. The test consisted 10 WH questions, five multiple choice and five True- False questions. In analyzing the data the writer used t-test to see the significant different between the two groups in reading comprehension.  The mean and standard deviation score for group A (experimental group) was 62,64 and 13,50. While the mean and standard deviation for group B (control group) was 60,96 and13,23. The result of t-test of the two groups was 1,697. It was considered higher than t value on the table of significance at level 0,05 and 52 for the degree of freedom which was stated 1,684. So the research hypothesis (H1) was accepted and null hypothesis (Ho) was rejected. The writer concluded that the application of communicative approach is more effective than grammar translation method in teaching reading comprehension to the second year students of Junior High School (SMP) Negeri 18 Banda Aceh.    
APPLYING TWO STAY - TWO STRAY STRATEGY TO IMPROVE STUDENTS' READING COMPREHENSION Sukmayati
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (417.271 KB) | DOI: 10.46244/geej.v1i1.667

Abstract

This study aims to improve students? reading comprehension of review text using Two Stay-Two Stray strategy. The subject of this study was 23 students of the twelfth year of SMA Laboratorium Unsyiah; thai is XII-IPS. This study was a collaborative action research design which consists of four main steps: planning, acting, observing, and reflecting. It was conducted in two cycles and each cycle consists of two meetings. The data was taken from quiz, observation checklist and field notes. The findings indicate that using Two Stay-Two Stray strategy can improve the students? comprehension of review text as well as the students' participation. The number of students that reach the minimum standard score in cycle 1 is 64% while in cycle 2 increases to be 87%. The average of students? involvement in Cycle 1 was 71% (16  students were actively involved) and the average of students? involvement in Cycle 2 was 86% (19 students were actively involved). It means that the success indicator was reached in cycle 2. Based on the findings, it can be concluded that Two Stay Two Stray strategy is effective in improving students' reading comprehension and active participation. Therefore, it is recommended that this strategy can be used as an alternative strategy in teaching reading.
AN ANALYSIS OF ENGLISH AND INDONESIAN IDIOMS AND PROVERBS Syarfuni
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.284 KB) | DOI: 10.46244/geej.v1i1.668

Abstract

This study described a study about an analysis of English and Indonesian idioms and proverbs. This research purposed to analyze the differences and similarities between English and Indonesian idioms and proverbs that used in daily life. Idiom is a set of word that have different meaning from the basic word. Proverb is a speech that can be used in everyday life for many situation that containing parable, comparison, and advice to that can apply as the way of life. The researcher used some research methodology such as research design, source of data, collecting data, data analysis and research instrument. The methodology of this study is library research. Based on researcher analysis English and Indonesian idioms and proverbs actually almost the same in meaning, but they have their own culture to deliver ideas about idioms and proverbs. It is misunderstanding among the people when they have to deliver the proverb in different culture and socities. So the writer concluded that there are similarities and differences between idioms and proverbs of English and Indonesian but it is depended on their culture.
THE IMPLEMENTATION OF VISUAL PRINTED MEDIA IN ENGLISH LANGUAGE TEACHING Regina Rahmi
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (334.922 KB) | DOI: 10.46244/geej.v1i1.669

Abstract

This study which was conducted at SD Islam Laboratorium Neuhen, Mesjid Raya is intended to figure out how the implementation of visual printed media in English language teaching to the six levels. The study was conducted case study research design. The population was 44 and the sample was taken by using nonprobability sample that is convenience sampling was 22 students and 1 English teacher. The research problems are: (1) what kinds of visual printed media are used by the teacher in teaching English? (2) how does the teacher implement visual printed media in teaching English? (3) what are the obstacles faced by the teacher in teaching English by using visual printed media The data were collected by using instruments, namely: observation checklist sheets, interview guidelines, and documentations. Based on the data analysis, it was found that (1) the English teacher at SD Islam Laboratorium used book, magazine and newspaper as printed media. (2) the teacher did three phases in using visual printed media. They are: (a) preparation; learning curriculum and syllabus, the teacher matches the basic competences with appropriate visual printed media, preparing the visual printed media, bring the media to the class, recognizing the types of the students (b) core activity; students? question about media, student-centered in learning process while using media, good interaction in using visual printed media, cognitive-affective-psychomotor of the student in using visual printed media (c) closing; summarization of using visual printed media, motivation/moral value of using visual printed media, giving homework. In addition the teacher did positive performance in using visual printed media (3) some difficulties faced by the teacher in the implementation of visual printed media in English language teaching, they are: designing lesson plan and preparing appropriate teaching materials as visual printed media. So, it is suggested that English teacher should use the visual printed media, because they are the effective tools in English teaching-learning process.
AN OVERVIEW OF THE IMPLEMENTATION OF PRE-QUESTIONING STRATEGY IN TEACHING READING Rusmiati
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.918 KB) | DOI: 10.46244/geej.v1i1.670

Abstract

In reading, to comprehend the text the readers should be able to manage every part of the text, because it is easy to gain the comprehension in reading when the readers are able to organize the text. Sometimes, they may find form of pre-questioning and it is important for them to comprehend a reading text with having knowledge in general view of the text. Theoretically, pre-questioning itself can build the students? interest and motivation before students read the whole text. Moreover, the students can predict what will be discussed on the text. In line with this study, students may improve their reading comprehension if they know about pre-questioning and it is very important to understand about pre-questioning in order to get good comprehension in reading. Based on the explanation above, it is interested to figure out an overview of the effect pre-questioning in teahing reading comprehension and to know the rule of pre-questioning that tends to build the students? interest and motivation to read the text.
THE EFFECTIVENESS OF ERROR CORRECTION FEEDBACK IN IMPROVING STUDENTS’ WRITING SKILL: ( AN EXPERIMENTAL STUDY AT ENGLISH DEPARTMENT OF UIN-AR-RANIRY) Rosdiana
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.999 KB) | DOI: 10.46244/geej.v1i1.671

Abstract

Writing is the way of expressing ideas or opinions in written words. Teaching how to write effectively is one of the most important life-long skills educators impart to their students. When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write. As the last stage of writing process, rivising designed to reexamine and reevaluate the students? error in a piece of writing. In this case, error correction feedback become on of important steps to applied in teaching English Writing in order to improve students? writing proficiency. Therefore, this study attempts to identify the effectiveness of error correction feedback in improving students? writing skill at English Department of UIN Ar-Raniry Banda Aceh. The correction focused on the five aspects of writing; content, organization, grammar, word choice and mechanics. This study employed an experimental design. It is intended to find out any significant difference on the students? writing before and after they are taught by applying error correction feedback. The technique of data analysis is using T-test. Having analyzed the statistical computation, it can be concluded that the difference between the two means is significant. By those facts, Ho is rejected and Ha is accepted. Thus, Error Correction Feedback is effective in improving the students? writing ability.
MENINGKATKAN KEMAMPUAN MENULIS TEKS NARATIF BAHASA INGGRIS DENGAN MENGGUNAKAN VIDEO KLIP: FOKUS PADA PENGATURAN IDE : (SEBUAH PENELITIAN PADA STKIP BINA BANGSA GETSEMPENA) Rahmi Fhonna
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (746.099 KB) | DOI: 10.46244/geej.v1i2.672

Abstract

Penelitian ini difokuskan pada upaya untuk Meningkatkan kemampuan menulis teks naratif Bahasa Inggris dengan menggunakan video klip. Tujuannya adalah untuk mengetahui apakah penggunaan video klip dapat meningkatkan kemampuan mahasiswa dalam menulis teks naratif Bahasa Inggris, untuk mengetahui sejauh mana efektifitas dari penggunaan video klip untuk meningkatkan kemampuan mahasiswa dalam menulis teks naratif, serta untuk mengetahui pendapat mahasiswa tentang menulis teks naratif dan faktor apa saja yang menyebabkan mereka sulit menghasilkan ide untuk menulis teks tersebut. Data yang diperoleh dalam penelitian ini melalui 2 (dua) tehnik; tes dan questionnaire. Tes digunakan untuk mengukur kemampuan mahasiswa dalam menulis teks naratif dengan menngunakan video klip. Sementara questionnaire didistribusikan untuk mengetahui sejauh mana efektifitas penggunaan video klip dalam membantu mahasiswa meningkatkan kemampuan menulis teks naratif serta untuk mengetahui kesulitan ? kesulitan yang dihadapi mahasiswa xdalam menghasilkan teks naratif, yang dapat diketahui melalui tanggapan atau jawaban dari mahasiswa tersebut. Penelitian ini dilaksanakan di Jurusan Bahasa Inggris STKIP Bina Bangsa Getsempena Banda Aceh. Populasi penelitian adalah seluruh mahasiswa pada program studi (Prodi) Bahasa Inggris, sementara sampel yang digunakan untuk penelitian adalah mahasiswa Prodi Bahasa Inggris semester III angkatan tahun 2012, sebanyak 17 orang. Hasil penelitian menunjukkn bahwa nilai rata-rata pre-tes memiliki perbedaan yang besar dengan nilai rata-rata post-tes, dimana 56,2 untuk pre-tes dan 75,5 untuk post-tes. Hal ini membuktikan bahwa penggunaan media video klip dapat meningkatkan kemampuan mahasiswa dalam menulis teks naratif Bahasa Inggris.
ERROR ANALYSIS OF STUDENTS’ FREE WRITING : (A DESCRIPTIVE STUDY AT THE ENGLISH DEPARTMENT OF STKIP BINA BANGSA) Sri Wahyuni
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (447.567 KB) | DOI: 10.46244/geej.v1i2.673

Abstract

This study was conducted to identify the types of errors that made by the second year students of English Department of STKIP Getsempena Bina Bangsa in their writing-I and to analyze what factor causes the students make errors in their writing. There are about 16 students who have taken the writing class. This qualitative study was conducted by document analysis and interview. The document analysis was done by collecting students? writing papers; it was taken from the lecturer who taught academic writing class. The paper became the primary source supported by related references as the secondary sources. The whole primary data were classified based on the types of errors, and then they were explained. The writer also used interview protocol to cross check the data got from document analysis. This was important technique to gather the information about the factor causes the students make errors in their academic writing. The research finding shows the type of error that the students often made many errors in tenses. These errors occurred due to their lack of understanding about tenses and their usage. The other minor errors are considered mistakes because they know the rules, especially in using capital, punctuation, and determiners. Based on the interview protocol, the errors were made because of the influence of the first language; the students often think in Indonesian then write in English. The process of transferring the language infected the errors. This also was influenced by the students? habit that seldom read the writing product after they write it. Actually, the errors can be revised if the students can pay much more attention to their writing product. From this evidence, the writer suggested that teachers teach and train their students in constructing sentences in many forms of tenses as prewriting activity. Other suggestion for the teachers is that they remind students about minor mistakes to prevent repeated mistakes. The teacher also has to plan valuable and effective feedback in order to enhance students? development in writing skill.
IMPROVING SPEAKING ABILITY OF THE ELEVENTH YEAR STUDENTS OFSMA LABORATORIUM UNSYIAH BANDA ACEH BY USING TIMETOKEN ARENDS TECHNIQUE Sukmayati
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (448.683 KB) | DOI: 10.46244/geej.v1i2.674

Abstract

This research is intended to investigate the effect of Time Token Arends Technique application in teaching speaking to the eleventh grade students of Senior High School (SMA) LaboratoriumUnsyiah Banda Aceh. The main purpose was to know whether the students who were taught by using Time Token Arends Technique would get a better performance in their speaking compared to those who were not. The topic given to the students was the expression of asking and giving opinion and suggestion. The population and sample of the study was the eleventh year students of SMA LaboratoriumUnsyiah Banda Aceh which consists of 58 students; 29 in each class. The data of this research was collected by giving the pre-test and post-test. The data was analyzed using statistical formula including mean, standard deviation, and t-test. The result of the data analysis can be seen from the result of the post-test of the experimental and the control group. The mean of the post-test of the experimental group was 48,97 while the mean of the control group was 38,10. The mean score of the pre-test of the experimental group was 35,52 and the mean score of the experimental group was 48,97. In order to prove the hypothesis, the t-test score of the experimental group was compared with t-table score, it shows that the result of t-test of the post-test of experimental group was 2,279 while the result of t-table at a level of significance with a = 0,05 is 2,048. It indicates that the t-test score is higher than the t-table 2,048. It means that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. So, it can be concluded that the students who were taught by using Time Token Arends Technique have a better performance than those who were not. As the follow up for this research, it is suggested that English teachers should use various technique in teaching. In teaching speaking, Time Token Arends Technique can be an alternative technique to be applied.
TEACHING READING COMPREHENSION BY APPLYING CLOZE PROCEDURETECHNIQUE Suryani
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (350.233 KB) | DOI: 10.46244/geej.v1i2.675

Abstract

This research is intended to investigate the effect of cloze procedure technique application in teaching reading comprehension to the eleventh grade students of Senior High School (SMA) Negeri 8 Banda Aceh. The main purpose was to know whether the students who were taught by using cloze procedure technique would get a better performance in their reading comprehension compared to those who were not. The reading material given to the students was narrative text.  The population and sample of the study was the eleventh year students of Senior High School Number 8 (SMA Negeri 8) Banda Aceh which consists of 58 students; 29 in each class. The data of this research was collected by giving the pre-test and post-test in every meeting which includes four meetings. The test given was in form of cloze procedure especially fixed-deletion technique. The data was analyzed using SPSS 15,0. The result of the data analysis can be seen from the result of the post-test of the experimental group in which that the mean of the post-test of the experimental group in the first meeting was 52,28, in the second meeting was 48,97, in the third meeting was 60,00, and in the fourth meeting was 76,38. Moreover, the mean score of the post-test of the control group was 44,14 in the first meeting, 42,59 in the second meeting, 44,83 in the third meeting, and 54,83 in the fourth meeting. By comparing t-test score of the experimental group and t-table score, it shows that the result of t-test in the first meeting  is -5,508 while the result of t-table at a level of significance with a = 0,05 is 2,048. The t-test score in the second meeting is -4,930, in the third meeting is -9,452, and the fourth meeting is -21,216. From all t-test score, it indicates that the t-test score < the t-table 2,048. It means that the alternative hypothesis is accepted. So, it can be concluded that the students who were taught by using cloze procedure technique have a better performance than those who were not. As the follow up for this research, it is suggested that English teachers should use various technique in teaching. In teaching reading comprehension, cloze procedure technique can be an alternative to be applied in teaching English.

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