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English Education Journal
ISSN : -     EISSN : 20853750     DOI : -
Core Subject : Education,
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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Articles 203 Documents
SENIOR HIGH SCHOOL STUDENTS’ DIFFICULTIES IN READING COMPREHENSION Zuhra, Zuhra
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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Abstract

This study aims at finding out the most difficult types of reading comprehension questions faced by students in reading tests and why they face these difficulties in the national examinations. Purposive sampling was used and the sample selected was 24 12th grade students of senior high school Lhokseumawe. The instruments used were a test, a questionnaire, and an interview guide. Based on the results from the test, the researcher found that the most difficult type of reading comprehension question faced by the students was an inference question, and this type of question was also classified into the difficult questions based on the index of difficulty formula. After analyzing the data from the questionnaire, it was found that most of students failed to answer the inference questions correctly because they did not fully understand what was being asked and because of weakness in understanding  the reading comprehension questions. From the interview, the researcher found that the students had an inadequate knowledge of vocabulary and sentence structure but they lacked knowledge about different types of reading comprehension questions. It can be concluded that there were some factors that caused difficulties for the students in answering these tests. First, the students did not comprehend the questions asked due to their weaknesses in differentiating between the natures of different types of reading comprehension questions. Their difficulties were also influenced by their weaknesses in mastering a wide range of vocabulary and sentence structures.
Using Cooperative Integrated Reading and Composition to Teach Writing Idami, Zahratul
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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Abstract

This study was conducted to investigate the effect of the use of Cooperative Integrated Reading and Composition (CIRC) technique in teaching writing to the second grade students at a junior high school in Muara Batu, North Aceh. An experimental design was used in this study and the data was collected through tests as the instrument. Two classes of the second grade were taken as the sample for this study. The experimental class (EC) had 28 students and there were 30 students in the control class (CC). The findings showed that using CIRC technique positively affected the writing scores of the students. The students in EC got higher writing scores (x ̅ = 85.75) than those of the students in CC (x ̅ =72.267). Furthermore, students’ writing ability in both classes was different as indicated by the t-test. The result from t-test was 5.08. Whilst the result from t-table at the level of significance 5% (α = 0.05) was 2,012. Thus the t-test result is higher than t-table (5.08 2.00654). Thus, it can be concluded that the students who were taught through CIRC got better results in writing than those who were taught through the conventional individual writing activity method.
THE USE OF KNOW, WANT TO KNOW AND LEARNT (KWL) STRATEGY TO IMPROVE READING COMPREHENSION Khaira, Ummul
English Education Journal Vol 6, No 3 (2015): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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Abstract

This Classroom Action Research (CAR) was conducted to find out how KWL strategy is applied in English reading class and the students’ responses towards it. It was done in 2 cycles, in which each cycle consisted of planning the action, implementing the action, observing the action, and reflection. The instruments used in collecting the data were tests, observation sheets for the researcher and students, and questionnaires for the students. The results showed that KWL strategy gave better result in improving the students’ reading comprehension skills in finding out the main idea, detailed information, word meaning, and references. The results from tests showed that students’ mean score from pre-test was 62.8 and this increased to 68.2 at the end of  cycle 1, and reached 80.4 at the end of cycle 2. Furthermore, the percentage of students’ participation in the teaching and learning process gradually increased. This is shown from the observation checklist where the percentage of students’ involvement is 57% (in the enough category) in cycle 1 and increased up to 80% (in the very good category) in cycle 2. It means that they worked well in conducting all activities.  Furthermore, the results of questionnaire showed that 80% of the students responded positively towards the implementation of KWL. This strategy was found to help overcome problems encountered by teachers in getting the students to be more active to participate in the process of learning, expanding knowledge, learning about their needs and their interests, and activating their background knowledge.
Interference of First Language in Pronunciation of English Segmental Sounds Chaira, Salwa
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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Abstract

This research was aimed at investigating the interference that occurs in the speaking of English by EFL learners. When students are unfamiliar with new words and they attempt to pronounce them without prior knowledge on how to pronounce them correctly, they may produce errors and may even fossilize such errors. Thus, the teachers are advised to halt the repetition of such errors and direct the students to practice correct pronunciation. This research was focused on investigating the interlingual errors that the students produced as a result of the interference and at finding solutions as to how to avoid such interlingual errors through methods that can be applied by their teachers. To achieve these purposes, the writer applied a process method. First, collecting data in the field, then selecting samples, separating them into sound classifications and comparing the English pronunciation of the samples taken using phonetic transcription, and finally, analyzing the data using phonological theories. The findings showed that mispronounced sounds resulted from the interference are as follows: [ph], [th], [kh], [f] for grapheme “ph”, [v], [θ], [ð], [z] for grapheme “s”, [ʃ], [ks] for grapheme “x”, and [iː], [uː], [æ], and [e]. Therefore, teachers are recommended to apply the Audio-lingual Method, the Phonetic Method, pronunciation drills, Behaviorist Learning Theories (sound imitating), and Phonic-based Approaches to improve the students’ pronunciation of the consonant and vowel sounds. They are recommended to implement the given methods to ensure that their students to pronounce the sounds correctly in order to avoid the interlingual errors caused by the interference of their L1.
Culture Analysis in Mohja Kahf’s the Girl in the Tangerine Scarf Sulaiman, Nurfadhlina; Gani, Sofyan A.; Thalib, Kismullah A.
English Education Journal Vol 10, No 4 (2019): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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Abstract

This research investigates the elements of culture implied in The Girl in the Tangerine Scarf, a novel by Mohja Kahf. This research focused on three aspects: the five cultural elements found in the novel, the Kahf’s description of social and religious common facts, and her description of problems faced by Khadra, the main character as a result of cultural differences. A qualitative method was used to analyze the novel. The data of this research was mainly the novel’s content, Kahf’s narration in the novel. To collect the data, documentation in form of quotation was used. The data were analyzed by using data reduction, data display, and data verification. The result of this research shows that five elements of culture are prominently used in the novel: symbol, language, norm, ritual, and value. Social and religious fact also became the important aspects of this novel. It is also found that attachment of the main characters who are Syrian immigrants to Islamic value became the author’s emphasis throughout the novel. Kahf’s juxtaposition of these Islamic values and the Protestant values held in the part of America where Khadra’s family resided seems to be source of the conflict in the novel. Another elements portrayed in the novel is the contrast between the Syrian’s appreciation of communality and the American’s appreciation of individualism. Lastly, the researcher found that Khadra faced obstacles living in American society.  She is insulted, bullied, attacked, and one of Khadra’s friends was killed by American extremists. It means the culture is very influential in social life especially to adapt in a new environment.
USING INTERACTIVE APPROACH IN ENHANCING STUDENTS’ READING COMPREHENSION Hayati, Nurul; Kasim, Usman; Muslem, Asnawi
English Education Journal Vol 11, No 2 (2020): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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Abstract

English is one of the compulsory subjects at schools in Indonesia, including at junior high schools. This study was conducted to investigate the effectiveness of implementing an interactive approach in teaching reading comprehension. It also investigated the students' responses toward the implementation of an interactive approach in teaching reading. The true-experimental design was carried out in this study along with the pretest and post-test. Two classes of the first-grade students of SMPIK Nurul Quran in Aceh Besar were chosen as the sample of the research with total population sampling technique. This sampling technique was employed because of the limited individuals to be randomized as samples. Each group consisted of 20 students for the experimental class and 20 students for the control class. The instruments used in this study were test and questionnaire. The data collected were analyzed using descriptive statistics through SPSS Version 20. The results show that the use of an interactive approach improved students’ reading scores and they also gave positive responses toward the use of interactive approach in teaching reading. Therefore, the alternate hypotheses of this research was accepted. It means that the implementation of interactive approach could increase students’ reading scores significantly as compared with the students who were taught by using the bottom-up approach. The students also had positive responses to the implementation of interactive approach during teaching and learning reading comprehension. It can be concluded that interactive approach is one of the effective approach for teaching reading comprehension.
PROMOTING STUDENTS’ READING FLUENCY AND MOTIVATION THROUGH SHARED-READING WITH ANIMATED-VIDEO STORY Martia, Cut Iqa; Muslem, Asnawi; Fitriani, Siti Sarah
English Education Journal Vol 11, No 1 (2020): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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Abstract

This research was conducted to investigate whether there was a significant difference in achievement between students who were taught by using Shared Reading with Animated Video Story and those who were not taught by using Shared Reading with Animated Video Story in reading fluency in terms of accurate reading, reading speed and reading expression, and the motivation toward the use of Shared Reading with Animated Video Story in reading fluency. This research was an experimental research. The population of the research comprised 129 students; samples of the research were 41 students from population by using  random sampling, 21 students in class 7C as experimental group, and 20 students in the class 7F as control group. The instruments used to collect the data were test and questionnaire. The data obtained from both instruments were analyzed by using SPSS 23 The post-test result of the experimental group showed that ttest (2.680) was higher than ttable (1.67). Further, utilizing independent samples t test, the sig. 2-tailed value (0,004) (0.05) confirmed that Ha was accepted and H0 was rejected. Moreover, the students had a quite positive responses (85%) toward the use of Shared Reading With Animated Video Story. To sum up, the implementation of shared reading strategy with animated video story is effective in improving students’ reading fluency and motivation. It is recommended that future related research should be conducted in more diverse educational settings to see how shared reading with animated video story is implemented.
TABOO LANGUAGE ON PHYSICAL AND MENTAL LIMITATIONS IN THE PIDIE RAYA COMMUNITY Harun, Mohd.; Junaidi, Junaidi; Fajrina, Dian
English Education Journal Vol 10, No 4 (2019): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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The purpose of this study is to describe types of taboo language with regard to physical and mental limitations in the Pidie Raya community, which includes Pidie Regency and Pidie Jaya Regency. This field research with a qualitative approach used a descriptive-analytical method. The data of this research were taboo languages in a spoken form related to physical and mental limitations in the Pidie Raya community. The data were obtained from 16 informants who settled in eight villages within the sub-districts of Muara Tiga, Padang Tiji, Trienggadeng and Meureudu, in the regency of Pidie and Pidie Jaya. The data were collected using structured interview techniques supported by inducement techniques. The data were analyzed qualitatively through several stages (a) selecting data, (b) describing the whole data, (c) grouping data based on their types, and (d) analyzing data followed by drawing conclusions. The results showed that the taboo languages related to physical limitation include a) inherited physical deficiencies/abnormalities, and (b) physical limitations due to illness. While taboo languages related to mental limitation includes (a) mental disorders, (b) weak-minded, and (c) psychological disorders. Some taboo words about one's physical and mental limitations in the Pidie Raya community can be expressed in the form of refinement or euphemism. This is intended to prevent social inequalities among the members of the community.
EXPLORING MARITIME CADETS’ ANXIETY IN ENGLISH SPEAKING Fathiah, Desy Intan; Kasim, Usman; Fitriani, Siti Sarah
English Education Journal Vol 11, No 1 (2020): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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Abstract

This research was aimed at measuring the level of cadets’ anxiety in speaking English and finding out the dominant aspects of speaking anxiety faced by maritime cadets at Malahayati Merchant Marine College. To obtain this objective, the study was conducted at Malahayati Merchant Marine College. The participants of this study were 174 second-semester cadets at Malahayati Merchant Marine College and 15 English teachers. The data were obtained through questionnaires. Descriptive quantitative was used in describing the data. The data demonstrated that Maritime cadets’ level of speaking anxiety was moderate level, with average percentage of 58%. Furthermore, communication apprehension was dominant aspect in cadets’ speaking anxiety. Lastly, both the teachers and the students should be aware about English speaking anxiety because somehow it can be a barrier in learning English.
Surveying Metacognitive Reading Strategies Awareness of Fifth-Semester English Department Students Damayanti, Dina; Gani, Sofyan A.; Zulfikar, Teuku
English Education Journal Vol 10, No 4 (2019): English Education Journal (EEJ)
Publisher : University of Syiah Kuala

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Abstract

This article serves result on the survey for metacognitive awareness level of reading strategies use in academic reading by English department students of Syiah Kuala University (Unsyiah), Banda Aceh. The research measured their the respondents’ use and preferences of strategies in academic reading by using the inventory designed by Mokhtari and Sheorey (2002) called SORS (Survey of Reading Strategies). A total of 46 fifth semester students of Unsyiah English Department became the respondents. Analysis from the data collection showed that the respondent’s possessed a medium level overall tendency of metacogntive reading strategy awareness. Meanwhile strategies such as “getting back concentration” and “re-reading” when text is difficult achieved high use frequencies.The result revealed that the problem-solving reading strategies was the most preferred subscales among the other two subscales, indicating the respondents’ preference to use during-reading strategies.

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