English Education Journal
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LANGUAGE SHIFT BY THE JAVANESE IN PULO LOIH VILLAGE, PIDIE
Get PDFThis 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
Get PDFThis 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 questionnaires 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
THE USE OF MIME MEDIA TO ENHANCE WRITING OF THE TENTH GRADE STUDENTS OF ISLAMIC SENIOR HIGH SCHOOL ON RECOUNT TEXT
Get PDFThis study was aimed at finding out the implementation of the mime media to enhance students writing skills on recount text at the tenth-grade students of Islamic Senior High School Langsa. This study is quantitative research which used some numerical data that were analyzed statistically. The subjects of this study were 42 students who were taken from X MIA 3 as an experimental group and X MIA 4 as a control group. The instruments used to collect the data were pretest, posttest, and questionnaire. The result of the pretest score in the experimental class was 63.61, and the result of the posttest score in the experimental class was 77. The result of the pretest score in the control class was 63.80, and the result of the posttest score in the control class was 74.47. The test of the hypothesis using the t-test formula showed that the t-count was higher than the t-table. The score of the t-value was 1.72, while t-table on = 5% with df 40 was 1.68, which means the hypothesis was accepted. It could be concluded that there was a different result between the students who were taught by using mime media and those who were not, where the students who were taught by using mime media gained better scores. In the questionnaire, the researchers found that almost all the students choose agree toward mime media in writing recount text processes
USING INTERACTIVE APPROACH IN ENHANCING STUDENTS READING COMPREHENSION
Get PDFEnglish 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
THE USE OF YOUTUBE MEDIA THROUGH GROUP DISCUSSION IN TEACHING SPEAKING
Get PDFPossessing adequate English speaking ability is required for senior high school students in Indonesia as shown with the minimum passing criteria of 75 in the National Curriculum (2013). However, the teaching techniques used by teachers are commonly unattractive and monotonous, which therefore affects students opportunity to enhance their speaking ability. This study aimed at finding out whether the use of YouTube videos through group discussion assisted students to improve their speaking skills (pronunciation, grammar, vocabulary, fluency and comprehension). The subject of this study was second grade students of two classes of SMA Inshafuddin Banda Aceh, who were chosen by using random sampling technique. The method used in this study was quantitative method with experimental design. The results of this study showed that using YouTube videos through discussion group assisted the students to improve their speaking skills (p0.05), with the most significant improved skill was comprehension. It is, therefore, suggested that teachers consider using YouTube videos in their teaching techniques in an attempt to attract students motivation to improve their speaking ability
MACROSTRUCTURE OF CLASSROOM SPOKEN DISCOURSES PRODUCED BY ENGLISH TEACHERS
Get PDFFor English teaching practice, it is important to deliberate productive talks that spur students comprehension, creativity, and problem solving ability. This research aimed at finding out the spoken discourse based on six phases of macrostructure in English classrooms. In this study, the writers employed observation guide sheets to collect the data and it was employed to 2 English teachers in Aceh Besar. The guide was developed based on Van Dijk (1980) on macrostructure in discourse society. The theory was adopted and adjusted based on the classroom spoken discourse. The data were analyzed using the interactive model analysis by Miles, Huberman, and Saldana (2014). The steps were data condensation, data display, and data verification by using a percentage formula. The findings indicate that two teachers conducted the process of teaching and learning activities according to the lesson plans that they had previously designed. Even though both of them had different teaching strategies, but the lesson plans had a complete structure with 6 steps in macro-phases
