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Getsempena English Education Journal
ISSN : 2355004x     EISSN : 25026801     DOI : -
Core Subject : Education,
Getsempena English Education Journal (e-ISSN 2502-6801) 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.
Arjuna Subject : -
Articles 87 Documents
AN ANALYSIS OF ENGLISH AND INDONESIAN IDIOMS AND PROVERBS Syarfuni, Syarfuni
Getsempena English Education Journal Vol 1, No 1 (2014)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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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. . Key Words: Analysis, Idiom, Proverb, English and Indonesian.
THE EFFECT OF FLASH CARD AND PICTURE STORY IN VOCABULARY TO THE SEVENTH GRADER Hidayat, Khoirul; Habibi, Fajri
Getsempena English Education Journal Vol 5, No 1 (2018)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

AbstractBased on the content standard, junior high school students are hoped to master vocabulary about 1000 words, and in this case, flash card with picture story is two of media that can be used to transfer vocabulary material for the students. The objective of this research is to find the significant differences of using flash card with picture story in vocabulary, and to find which medium is more effective to use as media in vocabulary. This research was true experiment design. Pre test and post test were use to collect the data. Study problems; (1) are there any significant differences between flash card with picture story in vocabulary mastery for the seventh grade students?, (2) which one is more effective media in vocabulary learning process, is it flash card or picture story?. As a source of data, the researcher utilized flash card with picture story to teach vocabulary for the students. The media help students to learn vocabulary easier and more interesting to understand the subject, so their vocabulary would increase. The result of the research, it was found the mean score of picture story in pre test is 53,86, in treatment is 81, and in post test 85,33. Meanwhile the mean score of the flash card media in pre test 59,33, in treatment is 73,5, and in post test is 80,66. It means that the student’s vocabulary has increased, and significant difference of using picture story and flash card in vocabulary, and picture story was more effective to use. Keywords: Flash Card, Picture Story, Vocabulary
AN ANALYSIS OF TEACHING LEARNING PROCESS Chaira, Salwa
Getsempena English Education Journal Vol 3, No 1 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This article is about an analysis of teaching and learning process in an English classroom. it also gives an explanation of the presence of Input-Interaction-Output (IIO). In the article, there are details of the type of input and role applied by the teacher, the type and role of interaction built, and the type of output and its lead. Besides, other elements such as English talk and lesson explanation, the feedback given by the teacher, language view, materials, and activity in the classroom, etc will include in the essay. The method applied in the article is document analysis. The result is that the way the teacher teaches, the method she applies, and the approach she implements can offer and encourage them to obtain the knowledge in a good way. These factors seem agreeable as the students can perceive her teaching style well. However, the material or the subject provided by the teacher seems much lower for the students’ capacity. Thus, the writer suggests that Monique offer a little bit higher input. Key words:  English Teaching, Input-Interaction-Output (IIO), Language Acquisition
ANALYZING HOMOGRAPHS IN ACEHNESE AND ENGLISH LANGUAGES Tursina, Puan; Rahmatan, Eka
Getsempena English Education Journal Vol 4, No 2 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

The aims of this study were to figure out the number of homographs in Acehnese and English languages and the examples of homographs. Qualitative approach was used to conduct the study. Both Acehnese dictionary and Oxford dictionary were used to collect the data. The results of the study indicated that there were 157 words found between Acehnese and English languages. In addition, those words were written in the same spelling but those are different from the meanings and pronunciation. It was clear that interlingual homograph can be found between Acehnese and English words.Keywords: Language, Acehnese, English, Homograph
AN OVERVIEW OF NUMBER HEADS TOGETHER IN LANGUAGE TEACHING Rusmiati, Rusmiati
Getsempena English Education Journal Vol 3, No 1 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Cooperative learning strategy promotes discussion and both individual and group accountability. It offers an alternative to the competitive approach of whole-class question-answer, in which the teacher asks a question and then calls on one of the students with a raised hand. In the numbered heads together approach, the teacher has students number off (e.g. 1-4), asks a question, and then tells the students to “put their heads together” to develop a complete answer to the question. When the teacher calls out a number, the students with that number raise their hands to respond. This structure facilitates positive interdependence, while promoting individual accountability. It also gives confidence to lower achievers because they know they will have the correct answer to give to the class. This study tries to indicate some theories based on experts definition about understanding of cooperative learning, the purpose of cooperative learning, understanding of number heads together (NHT), and characteristic of NHT technique. Keywords: Number Heads Together, Language,Teaching
THE USE OF SKIMMING TECHNIQUE IN STUDENTS’ READING COMPREHENSION Rusmiati, Rusmiati; Ghafura, Arsyi
Getsempena English Education Journal Vol 4, No 1 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

Reading is a greatly necessary expertise to comprehend by English language learners. It is the ability to recognize the meaning from a text as intended by the writer. The reason for teaching reading to the students is because it belongs to the basic language skill in English. Students are expected to be able to read text book written in English because it is a foreign language for Indonesian students. It means that to understand the materials, the students must have the ability to look at and get the meaning of written text. Therefore, reading is very important to teach to students. This study aimed to find out whether the use of skimming technique in students’ reading comprehension is effective. The population of the study was 26 students, so all of them were used as the sample. The study was quantitative method which applies statistical formula in analyzing the data. The finding showed that skimming technique improved students’ reading comprehension. It can be seen from the result of t-test and t-table. The former is 12,087 and the latter is 2,06. As t-test was greater than t-table, it can be concluded that alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Ha states that skimming technique improves students’ reading comprehension.Keywords: reading comprehension, skimming technique
AN OVERVIEW OF USING COLLABORATIVE WRITING METHOD TO INCREASE STUDENTS’ WRITING ABILITY Rosdiana, Rosdiana
Getsempena English Education Journal Vol 2, No 1 (2015)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This study reviews the effectiveness of using collaborative writing method to enhance students’ writing ability. It also tries to expand the scope of collaboration in all aspects of the EFL College writing process. First of all, this article explains the operational definition of collaborative learning process based on EFL writing instruction. In what follows, the article headlights the benefits of collaborative writing process in the EFL classroom. The remaining phase of this article discusses the steps and procedures in practicing writing based on collaborative process in the classroom. Anchored in this collaborative process based writing framework, a teacher enables students to engage in collaborative and dialogic activities through the process of writing. The definite aim is to help EFL college students in writing academic pieces better and more easily as they go through the writing process from pre- writing to post-writing. Key Words: Collaborative Writing, the EFL classroom
APPLYING REALIA TO IMPROVE STUDENTS’ WRITING ON A DESCRIPTIVE TEXT Rosdiana, Rosdiana
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

In learning process, a teacher is required to be able to select the appropriate method for teaching students to write text. One of the texts that should be learned by students is descriptive text. The purpose of this research is to improve students writing descriptive text. It is an experimental study that employed One – Group Pretest-Posttest Design in which there was one class as an experimental class which was taught using Realia. The subject of this study conducted in class VII  at SMPN 18 Banda Aceh. There were 21 students taken as sample of this research. Technique of data collection in this research is using test. While to analyze the data, the writer used quantitative analysis by using some statistical formulas. After the writer applied the media, the writer looked at a positive improvement on the students’ writing. It was turned out that this media really help students in writing descriptive text. The result of data analysis demonstrated that there was a significant difference on students’ achievement from both tests proved by average of the pre-test and post-test’s score. As a result, the post-test’s mean score (84, 07) is higher than pre-test’s mean score (60, 7), which the score of t-test was 18,45 and the value for t-table was 2,08 at a level of significance 0,05. It can be concluded that the students who were taught by using realia had a better performance in learning writing especially on descriptive text. In brief, realia enables to increase the students’ achievement in learning writing and it gave a positive effect on writing teaching and learning process. It helps students’ in writing a descriptive text by looking directly the object that they would describe. Keywods: Writing, Realia
Error Analysis of Students’ Free Writing (A Descriptive Study at the English Department of STKIP Bina Bangsa) Wahyuni, Sri
Getsempena English Education Journal Vol 1, No 2 (2014)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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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. Key words: Error Analysis, Free Writing
CONTENT ANALYSIS OF ENGLISH SUBJECT IN CURRICULUM 2013 FOR JUNIOR HIGH SCHOOL LEVELS Cahyaningrum, Wida; Shofia, Ovie Kholillatus; Mahaputri, Premaria
Getsempena English Education Journal Vol 5, No 1 (2018)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

AbstractAs a framework, curriculum 2013 focuses on four aspects which are religious, attitude, knowledge, and skills. However, there are still confusions among teachers in applying their teaching practices based on it. Thus, this study is designed to provide information of the current framework, curriculum 2013, especially for English subject in junior high school level.  Furthermore, it is analysed based on components which appear in the curriculum. The result shows that the curriculum benefits English teachers because of its flexibility and detail components to carry out teaching. It accomplishes the requirements as an integrated framework. It supports a view of using English to learn new knowledge and supports learning integrated skills.  In addition, it requires skilful English teachers to carry out teaching and learning processes since it focuses on giving learners real-life experiences in their learning. Keywords: Content Analysis, English, Curriculum 2013, Junior High School Level