English Education Journal
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Analysis of summative tests for English
Get PDFThis study aimed to analyze the quality of summative tests for English at MAN Boarding School Meulaboh I in terms of validity, reliability, difficulty index, discrimination index, and the effectiveness of distractors. Content analysis was employed in this study. Two techniques were carried out to collect the data, namely a checklist and document analysis. The data from the checklist was analyzed using statistical procedures and the data from the document analysis was analyzed using Anates software version 4. The results showed that the validity of the English summative tests at MAN Meulaboh I was on average either sufficient or poor since the percentages were below 72%. Secondly, the tests had a high and consistent degree of reliability. The index of difficulty was above 70%. Thirdly, 60% of the difficulty index in the test of the first grade, 48% in the second grade, and 8% in the third grade test were accepted. Fourthly, more than half of the discrimination index was good. In detail, good in the discrimination index of the test was 76% in the first grade, 56% in the second grade and 72% in the third grade. Finally, the effectiveness of distractors in the English summative test in the first grade was 53%, in the second grade was 67% and in the third grade was 50%
THE USE OF AUDIO VISUAL MEDIA IN TEACHING SPEAKING
Get PDFThis study focused on teaching speaking skills using Audio Visual Media to year eight students at SMP T. Bustanul Arifin, in Bener Meriah District, Aceh Province. This study compared results of the students achievements in speaking before and after using the Audio Visual Media (AVM) method of teaching. The population of this study was 154 students and the sample was 18 students from class VIII-1. The data were analyzed, and the results showed that the average score from the pre-test was 58, while the post-test score was 67, an improvement of 9 points. There was an improvement in four aspects of speaking: Pronunciation improved from 12 to 16, grammar from 12 to 14, vocabulary from 12 to 15, whilst fluency hardly increased at all and comprehension did not improve. Based on the data, pronunciation was the most improved by the AVM method. There was an improvement of the students in speaking after the students were taught by using the AVM method. The results indicate that the students had a positive response to using the AVM as 92% of the responses were positive towards the use of the AVM method for teaching speaking. Therefore, it is suggested that English teachers who have similar problems should try using AVM for teaching speaking
Using the Mind Mapping Technique for Better Teaching of Writing in English
Get PDFThe aims of this study were to find out whether there would be any significant improvement in the ability of students taught to write in English using the Mind Mapping Technique (MMT) by comparison with students taught using another technique. It is further to investigate the effect of teaching writing to the first grade students at a high school in Banda Aceh, Indonesia, using MMT. This research was an experimental study, two classes were taken as the sample, a control group (CG) and an experimental group (EG), each with 32 students. The quantitative data was obtained from the results from the pre-tests and the post-tests of writing done by the students. The result of the quantitative data analysis can be seen from the result from the post-tests for each group where the mean of the post-test scores from the EG was 81, while that from the CG was 70. By comparing the t-test score and t-table score, the result of the t-test was 6.38, while the result of the t-table at a level of significance with =0.05 was 1.68. Thus, the t-test score was higher than the t-table score. Hence, it can be concluded that the students who were taught using the MMT performed better at writing tasks than those who were taught by another technique. The analysis of the writing done by the students to investigate the effects of the MMT also showed that the students in the EG improved in every aspect (content, vocabulary, grammar, organization and mechanics) of writing since they were taught using MMT. After being taught using the MMT they could develop their ideas into good paragraphs and compose a well-written piece of writing
The application of Picture Series to improve writing skills
Get PDFThe objective of this study was to investigate the effect of teaching writing by using the picture series technique with second grade students of MTsN Kuta Baro, Aceh Besar. This research was an experimental study. There were two classes selected randomly as the sample of the study, namely the experimental (EG) and the control group (CG). The EG consisted of 26 students whereas, the CG consisted of 24 students. The quantitative data were obtained from the results of the pre-tests and post-tests of the students writing. To analyze the data, the means, standard deviations and t-tests were used. The results of the data analysis can be seen from the results of the post-test for each group in which the mean of the post-test scores of the experimental group was 72, while the mean of the post-test scores of the control group is 59. The t-test showed that there was a significant improvement in the students writing achievements of the EG compared to the CG. Thus the students taught by using the picture series technique gave a significantly better writing performance than those who were taught by the traditional technique
Improving students speaking skills with the Numbered Heads Together technique
Get PDFThis research was done to find out whether the Numbered Heads Together (NHT) technique can improve students speaking skills, and find out the students responses toward the implementation of the NHT technique for teaching speaking. This research was a Classroom Action Research (CAR) study and was done in 2 cycles with year 11 students at SMA 1 Darul Imarah at Lampeuneurut in Aceh Besar. The procedure of the research consisted of planning the actions, implementing the actions, observing the actions, and reflections. The instruments used in collecting the data were tests, observation sheets for the researcher and the students and a questionnaire. The results from the research showed that the NHT technique gave better results in improving the students speaking skills, in sharing information and in delivering ideas. This can be seen in the results from the tests, where the mean score was 60 before the actions which increased to 67 at the end of cycle 1 and to 82 at the end of cycle 2. Furthermore, the percentage of students participation in the teaching-learning processes increases significantly. This was shown by the results from the observation sheets where the percentage of the students involved was 67% (criteria of enough) in the first cycle and increased to 98% (criteria = very good) in the second cycle. This meant that the students then worked well in running all of the activities. Furthermore, based on the result from the questionnaire, the mean score obtained by the students was 3.01 (agree). This showed that the students responded positively toward the implementation of the NHT technique. Thus, it is suggested that teachers who have problems in teaching speaking try to implement the NHT technique
Using make a Match Technique to teach vocabulary
Get PDFThis research was done to see if the use of the Make a Match technique could improve the mastery of vocabulary of eighth grade students at Junior High School (SMP) Negeri 18 Banda Aceh. The main purpose was to find out if students taught using the Make a Match technique would get better scores for vocabulary compared to those who were taught the usual way. The material given to the students was vocabulary in the context of a narrative text. The population and sample for the study was two classes of year eight students at Junior High School Number 18 (SMP Negeri 18), Banda Aceh which had 58 students, 29 in each class. The data for this research was collected from a pre-test and a post-test that were analyzed using SPSS 15.0. The mean of the post-test of the experimental group (EG) was 49 which was significantly higher than that of the control group (CG) at 42. The mean from the pre-test of the EG was 39 the same as that from the CG which was also 39. The result of the t-test concluded that the students taught using the Make a Match technique got better scores in vocabulary than those in the CG. However the results from the tests of the parts of vocabulary were not conclusive. As a follow up from this research, it is suggested that English teachers should try using the Make a Match technique for teaching reading as an alternative to be applied in teaching reading in English
STORYTELLING TO IMPROVE SPEAKING SKILLS
Get PDFThe 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
Use of the Snowball Throwing Technique for Teaching Better ESL Speaking
Get PDFThis research was to investigate the effect of Snowball Throwing Technique (STT) application in teaching speaking to the eleventh grade students of a senior high school in Banda Aceh. The topic given to the students was the expression of asking and giving opinion and suggestion. A number of 29 students were randomly selected for the experimental class (EC) and another 29 students for the control class (CC). The data of this research was collected by giving the pre-test and post-test, and analyzed using statistical formula including mean, standard deviation, and t-test. The results showed that the mean of the post-test of EC was 48.51, while the mean of CC was 42.43. The mean score of the pre-test of EC was 38.58, and the mean score of CC was 38.89. In order to prove the hypothesis, the t-test score of EC was compared with the t-table score, and the result of t-test of the post-test of EC and CC was 1.38 while the result of t-table at a level of significance with =0.05 is 2.048. It indicates that the t-test scoret-table, 2.048. It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It can be concluded that the students who were taught by using the STT have a better performance than those who were not. As a follow up for this research, it is suggested that English teachers should use various techniques in teaching. In teaching speaking, the STT can be an alternative technique to be applied by the teachers