English Education Journal
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English as a Foreign Language (EFL) teachers teach English for deaf students
Get PDFThis research is motivated by the fact that deaf students have the samerights to get education and access to learn English. However, they needsupport and specific accommodation designs according to their abilities.Teaching English to deaf students is still a problem and varies based onthe situation. Therefore, this research aims at describing how Englishteachers teach deaf students, what problems teachers face in teachingEnglish for deaf students, and the strategies they use. The method usedin this research was qualitative, while the subject was English teachers.The instruments used to collect the data for this research wereobservation, interview and documentation. Besides, the data wereanalyzed using the qualitative data analysis procedures by Yin (2011).The results indicated that there were several problems faced by EFLteachers in teaching the deaf students. It can be categorized into linguisticand nonlinguistic. Likewise, each strategy is implemented based on theproblems and depends on the teachers teaching experiences. It issuggested to provide an extensive training program for English teachersand facilitate the learning media to get the success of teaching andlearning process for the deaf students
Implementing clustering technique in writing descriptive texts
Get PDFThis experimental research was conducted to find out the effect of using clustering technique on the students writing skills at Senior High School No. 1 Delima, Pidie District. It also has several sub-focuses, namely figuring out the students writing content, organization, and language use. The subjects of the study were the 10th grade students that were divided in random sampling into the experimental and the control groups. This procedure was carried out through homogeneity of the selected samples. To expose the focuses of answers, the pretest and post-test instruments were applied to both groups. The result showed that the students in experimental group had an improved quality of writing a descriptive text than that of the control-group students. At a level of significance 0.05, the ttestscore was higher than ttablescore (8,441,684). In addition, the mean score of the experimental group (78,79) was higher than the mean score of the control group (53,75). This figure has corresponded with the results of the three writing aspects of the students work, which also brought a relatively positive achievement. This means that there were significant improvements regarding the students writing aspects of content, organization, and language use in descriptive texts respectively
The use of point counterpoint strategy in teaching EFL students writing skill at Madrasah Aliyah Negeri (MAN) 5 Bireun
Get PDFThis study aimed to find out the use of point-counterpoint strategy to improve students writing skills on discussion text for the second-grade students of Madrasah Aliyah Negeri (MAN) 5 Bireuen. This research used a quantitative method. The research subjects were 42 students from XI MIPA 1 and MIPA 2. Class XI MIPA 1 was an experimental group and Class XI MIPA 2 was a control group. Both classes were selected for students equal ability. The instruments used to collect the data were tests; pretest and posttest and questionnaire. The writing test was used for pretest and post-test. The data collected were analyzed using descriptive statistic to find the mean scores of the two classes. The mean score of the pretest in the experimental class was 63.61 and the mean score of the posttest in the experimental class was 77. Meanwhile, the mean score of the pretest in the control class was 63.80 and the mean score of the posttest in the control class was 74.47. The mean score of the experimental class was higher than the control class. Accordingly, the hypothesis of this research was accepted. In the questionnaire, the researchers found that almost all students choose agree toward the Point-Counterpoint strategy in writing discussion text
The strategies used by post-graduate students to avoid plagiarism in thesis writing
Get PDFThis study aims to find out the perception of post-graduate students on plagiarism, the influenced factors, and the strategies used by the students to avoid plagiarism in thesis writing. To collect the data, 10 post-graduate students of Graduate Study of English Education at University of Syiah Kuala (USK) were chosen randomly based on the predetermined criteria: the students in the academic year 2016 and 2017 who have written their thesis. The data were collected through interviews. The result of data analysis shows that the post-graduate students of English Education at USK have the same perception about the issue of plagiarism in thesis writing. The factors contributing to plagiarism are limited time, the deadline, technological development and ease of accessing online sources, students' laziness, lack of understanding to paraphrase, and poor understanding of plagiarism. Furthermore, two main strategies can be used to avoid plagiarism in thesis writing. The first is paraphrasing and quoting other peoples' ideas. The second is reading a lot of sources from many articles and journals to learn how the authors develop their idea in their writing and how to put citations and references appropriately
Teachers' strategies in teaching speaking skill to junior high school students
Get PDFImproving the speaking skill of the students requires creativity in strategies. Therefore, this research aims to describe the kind of strategies as well as the obstacles. This research used observation sheet and interview guide as the instruments. The subjects of this research were two English teachers who teach the junior high school students at SMP Inshafuddin Banda Aceh. The data were collected by observing and interviewing the teachers. Then, the procedure of data analysis for this research involved data condensation, data display and drawing the conclusion. The result of the first research question of this research described that there are five strategies used by the teachers in teaching speaking skills, namely role play, drilling, games, picture describing, and storytelling. Meanwhile, the result of the second research question described the obstacles faced by the teachers related in applying the strategies. It is suggested for the teachers to be creative in applying several strategies to improve students speaking skill. In conclusion, in order to be succeed in applying the strategies, the teachers need to find the solution in overcoming the obstacles while applying the strategies
An investigation of English student-teachers constraints during teaching internship program
Get PDFThe teaching internship is designed to smooth the transition from teacher to student. At the same time the teaching internship assignment gives the teachers training institutions an opportunity to evaluate the students teaching capabilities. It is one of the most important components of the teacher training program. It is an opportunity for student teachers to put their theoretical studies into practice. The objective of this study is to investigate the constraints faced by student teachers during teaching internship program. The qualitative method was employed in this study. The study involved 26 students who participated in the teaching internship program in 2016/2017 session, Faculty of Teacher Training and Education, University of Syiah Kuala. Covenience sampling technique was used to select the sample. The instruments used to collect data was questionnaire. The data collected was analyzed by using Miles and Hubermans qualitative data analysis. Based on the questionnaire the result showed that there were fourteen constraints faced by student teachers during teaching internship program. The constraints were mainly in the domains of personal, class participation, class management, instructional, emotional, adjusting to students, and supervision. As teaching practice is an important component of teachers training program, considerable attention must be given to make it more effective and fruitful. Therefore, this study suggests that the cooperation of the faculty and schools in terms of supervision need to be improved in order to optimize the outcome of the program
The obstacles faced by the junior lecturers of Syiah Kuala University in achieving the required TOEFL scores
Get PDFThe Test of English as a Foreign Language (TOEFL) is an examination used to evaluate a non-native English speakers proficiency in the English language. This study was conducted to investigate the obstacles faced by the junior lecturers of Syiah Kuala University in achieving the required TOEFL scores. This research applied a focused description as a method of collecting the data and was located within qualitative research. The population of this research was 23 junior lecturers of Syiah Kuala University who were participating in a training class at the Language Centre of Syiah Kuala University and are in preparation for further study in either home country or overseas universities. The instrument of data collection is a questionnaire guide with google form that was sent to 23 junior lecturers. The questionnaire was used to find out the obstacles faced by the junior lectures in achieving the required TOEFL scores. The collected were analysed by using compiling the percentage, adopting the formula proposed by Sudjono. The finding shows that junior lecturers faced obstacles in answering listening to long conversations with a percentage of 93.3% and avoiding similar sounds with a percentage of 80%. The specific obstacles in the structure written expression section were the skill in answering coordinate connectors, agreement after certain words, and parallel structure with coordinate conjunctions questions with the percentage 60%. The other obstacles were skills in answering agreement after prepositional phrases and skill in agreement after prepositional phrases questions with the percentage 67.7%. Then, the obstacles faced by them in reading comprehension were in recognizing main ideas and determining meanings of difficult words questions with the percentage of 67.7%. It is suggested that the junior lecturers should improve their English proficiency before they take the TOEFL test