English Education Journal
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THE EXAMPLES, NON-EXAMPLES TECHNIQUE FOR TEACHING SPEAKING IN ENGLISH
Full text linkThe objective of this study is to find out whether there is a significant difference in speaking performance between students who are taught using the Examples Non-Examples Technique (ENET) and those who are taught using the Grammar Translation Method (GTM). To achieve the goal of this study, the experimental design method was used with an experimental class and a control class. The sample of study was a class of 45 students as the experimental class and another class of 45 students as the control class. The instruments used for the study were tests. The data was analyzed through statistical formula including finding the frequency distribution, range (R), class of data (K), class of interval (I), mean, standard deviation, and Z-score. The results showed that the Z-score pre-test of experimental and the control classes was 1.3 (Z countZ table) in which the Z table was 2.04. This means that there was no significant difference between the scores of both classes in pre-treatment. However, in post-treatment the Z-score for the experimental class and control classes was 5.1 (Z countZ table) which indicated that there was a significant difference between the experimental class and the control class in post-treatment. In conclusion, ENET can be applied as an alternative technique in teaching speaking. The research hypothesis (Ha) is also proven that the use of ENET provides a positive contribution for the development of students speaking performance
A CLASSROOM ACTION RESEARCH: IMPROVING SPEAKING SKILLS THROUGH INFORMATION GAP ACTIVITIES
Full text linkThe research was based on a preliminary study on the causes of problems related to the students inability to speak English. One of the research objectives is to describe the atmosphere in improving speaking by using activities in the Information Gap Technique (IGT). The researcher and the collaborator worked together in designing the lesson plans, implementing the actions, making observations and reflecting on the results. The subjects of this research study were second semester students from the English Department at Almuslim University. This study was conducted in three cycles following the procedures for action research, namely planning, implementing, observing and reflecting. To collect data, the researcher used instruments of observations, lists, tests and questionnaires. The data obtained was presented in two ways, qualitatively and quantitatively. The findings showed that IGT activities were effective in improving the speaking abilities of the student in class. This can be seen from the improvements after each cycle. This can be seen by the rise in the students mean scores in the test results: 58.8 in the first cycle, 68 in the second cycle and 81.3 in the third cycle. Improvement was also seen based on the results from the observations that showed positivity, and good responses from the students. From the questionnaire results, it was found that the mean score for the students perception was 3,616. This means that the students responded positively to the implementation of this technique
AN EVALUATIVE DESCRIPTIVE STUDY ON ENGLISH TEACHING AT A JUNIOR HIGH SCHOOL IN BANDA ACEH
Full text linkThe aim of this evaluative descriptive study is to describe the real life teaching of English at a junior high school in Banda Aceh. This research described the procedures used in teaching English including how the teacher taught English from the beginning to end, the teachers methods and techniques, and the difficulties faced by the teacher. The instruments used in collecting the data for this study were an observation sheet, an interview guide, and document analysis of the syllabus and lesson plans. The results of this study showed that: (1) the teacher applied various procedures in teaching: (a) in opening the lesson, i.e. brainstorming students ideas related to the topic, stimulating the students to think creatively, and reviewing the previous lesson, (b) in the instructional processes, i.e. integrating the four skills namely listening, speaking, reading, and writing in the teaching process, and (c) in closing the lesson, i.e. giving opportunities to the students to ask questions, concluding the lesson, motivating and appreciating the students. (2) The methods and techniques used by the teacher were various in order to make the teaching process interesting. (3) There were some difficulties faced by the teacher in teaching including the noisy classroom and students coming in and out of the classroom. Finally, this research suggests that the teacher should be more creative and innovative in creating the lesson, should mix methods in order to create a more effective teaching-learning process and should control the students from coming in and out of the classroom too freely
SENIOR HIGH SCHOOL STUDENTS DIFFICULTIES IN READING COMPREHENSION
Full text linkThis 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