English Education Journal
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Writing Recount Text to Senior High School Students via FB Group: Whats on their mind?
No full textThis study is conducted to investigate the students use of Facebook (FB) in teaching English writing recount text. The research method employed was an exploratory case study. The number of participants involved in this study was 15 students purposively taken from IPS (Study in Social Sciences/Ilmu Pengetahuan Sosial) class, Al-Manar Islamic Boarding School. To explore their experiences on using FB in writing a recount text, Yunus and Salehis (2012) Facebook questionnaire and interview were adopted. The findings elucidated that the majority of respondents believed that FB group helped them in the writing process, especially in using correct vocabulary, brainstorming and the necessity to write in Standard English and Grammar. Their affective domain was influenced through engaging in peers feedback via FB group comment and like features. One of the formidable challenges is to write legibly in English formal language and grammar. Thus, teachers are advised to give their maximum attention on teaching writing recount text via FB group with specific instructions
Teachers Strategies in Teaching Speaking for Cadets
Get PDFThis study aims at finding the strategies used in teaching speaking and the problems faced by the teacher during a teaching process at BP2IP Malahayati Aceh. It also investigated the students responses toward the teachers strategies by involving two English teachers and two classes of 58 students. To gain the needed data, the writers used classroom observation, interview and questionnaire as research instruments. Classroom observation and interview were used to identify the teachers challenges and also strategies in teaching speaking, and questionnaire was utilized to collect the data about students responses towards the strategies. The results showed that the teachers used five strategies in teaching speaking for cadets in BP2IP Malahayati Aceh, namely: role play, drilling, games, describing picture, and also discussion group. Moreover, three common obstacles were found during teaching process; limited vocabulary, improper pronunciation, and less confident of the students. This study also showed that students responses towards the strategies were positive
Use of The Three-Step Interview Technique in Teaching ESL Speaking
Get PDFThe objectives of this study were to examine: (1) Whether there will be a significant difference in speaking achievements between year 11 students taught ESL speaking using the Three-Step Interview technique and those taught through the teacher-centered approach. (2) What will be the response of the students taught ESL speaking using the Three-Step Interview technique towards its use. This study, using an experimental study method, was done with second year (year 11) students at MAS Tgk. Chiek Oemar Diyan, Indrapuri, Aceh Besar District in the academic year 2016/2017. The sample for the research was two classes; XIIPA2 was the experimental class (EG)and XIIPA1 was the control class (CG). The sampling technique used was random sampling. The data was collected from speaking tests and a questionnaire. The data were analyzed by using the t-test for the speaking tests and percentage analysis for the questionnaire. After the treatment ,the results from the data analysis showed that: (1) The Three-Step Interview technique was more effective than the teacher-centered approach for teaching ESL speaking, this was proven by the result from the t-test, in which tcount (3.41) was higher than ttable (2.00); (2) the EG students concerned had quite a positive response (81%) toward the use of the Three-Step Interview technique for use in their speaking class. Therefore, it can be concluded that the Three-step Interview technique effectively improved the students achievements in ESL speaking skills as well as providing many other benefits for the students
Code-switching among EFL Teachers
Get PDFThis study examined the utilization of code switching used by teachers in English classes. The motivation behind this investigation is to discover the condition that acts as the baseline of code-switching use. This study was merely a qualitative investigation where the data are based on the quality, not quantity. The subjects of this study were 2 English teachers in SMP IT Az-Zahra, Takegon in two English classes in 2015. The data collection process was done by recording the teachers speech during teaching using a voice recorder to see in what condition the teachers employed code-switching. The result demonstrates that the recurrence of code switching for topic switch is what happened all the time for 30.4% in the highest rate. While the least used condition to employ code-switching is addressee specification which is only 7% usage from both teachers. Conclusively, the teachers assumed that utilizing code switching to facilitate the educating and learning process can help students grow their understanding, enable them to stick on the point, and help the students certain about conveying meaning
Teaching Speaking by Using Student Facilitator and Explaining Strategy
Get PDFThis study was aimed to investigate the effect of Student Facilitator and Explaining Strategy in teaching speaking in terms of fluency and grammar at the second grade students of MAS Al Zahrah Bireuen in academic year 2017/2018. The research is an experimental research. The sample of the research was two classes; experimental (xib) and control classes (xic). Both classes consisted 25 students. The technique of choosing the samples was random sampling. The data were collected through tests and questionnaire. The data were analyzed by using SPSS 23 to find t-test score between two classes and the data from questionnaire to find the students responses toward the use Student Facilitator and Explaining Strategy of experimental class. Based on data analysis, the result of t-test of fluency is 2.48 and grammar is 3.84 are higher than t-table (2.01). Than, students had a quite positive responses (80%) toward the use of Student Facilitator and Explaining Strategy in terms of fluency and grammar. Therefore, it could be concluded that Student Facilitator and Explaining Strategy effectively improved students achievement in speaking skill in terms of fluency and grammar
Using FB to Investigae Teachers Strategies in Teaching English: A Case of Simeulue Alumni
Get PDFThis study is conducted to explore students perception and their suggestions on teachers teaching strategies in teaching English. In so doing, a qualitative research design was employed and 19 Students were purposively selected. Those respondents are current university students who are studying at various universities in Banda Aceh. To gather the respondents perspective, Facebook (FB) group chat was used as a means to describe their past experiences in learning English. Their gathered responses have been processed in accordance with thematic analysis procedures. The findings of this study revealed that Senior High School teachers in Simeulue have used particular strategies in teaching English. It was indicated that using textbook, engaging in sentence formula and word memorization, doing sentence translation, repeating words after teacher, reading aloud, and working the task in pairs and groups are among the most commonly utilized strategies as perceived by the respondents. In response to teachers teaching strategies, the majority respondents recommended a new model in their teachers teaching strategies; which are a shift to communicative teaching strategy incorporating media and ICTs based language teaching. Hence, it is recommended that the senior high school teachers pinpoint the use of integrated teaching technique employing technology in their school
Techniques for ESP Students in Teaching English
Get PDFThe purposes of this study are to find out the lecturers technique in teaching English to Information Technology and Computer, describe the lecturers material development, and the way of assessing to Information Technology and Computer students at State Polytechnic of Lhokseumawe. This is a descriptive qualitative study. Two English lecturers at the Information Technology and Computer Department were selected as the participants in this study. Instruments were employed by the researcher to obtain the real data. Observation, interview and documentation were used as the instruments of data collection.The data were analyzed by using descriptive analysis. The results show that varieties of strategies were used by the lecturers in teaching English including communicative language teaching, Contextual Teaching Learning, Problem Based Learning and Learner Centered Approach. The lecturers modified the strategies in the teaching depended on the materials, such as applied the discussion model and used the video as media in teaching. Then, they connected the strategies with students experience; prior knowledge as well as the context of Polytechnic students such as the development of computer technology or others technology. The materials were developed by the lecturers to motivate students in learning English by referring to the syllabus and lesson Plan. The materials were developed from books, magazines, newspapers and internet, that involving four language skills: listening, reading, speaking and writing to suit the students need of State Polytechnic of Lhokseumawe. Both written and oral test were used by the lecturers for evaluating the learning achievement as a formal assessment. The continuous assessment type was applied as the lecturers way assessment to assess the Information Technology and Computer students. The students were not only given score but also feedback continuously
The Obstacles Faced by the English Teacher in Assisting Students to Win Storytelling Contest at Methodist Senior High School, Banda Aceh
Get PDFThe aims of this research were to find out the teachers obstacles in preparing their students to win storytelling contest. This study was designed using the descriptive qualitative method. The results of the study were collected through interviewing the teacher in Methodist Senior High School who was purposely selected by their achievement in preparing the students in some storytelling contests. The conclusion of the study that the teachers obstacles in preparing students for storytelling those obstacles are students lack of vocabulary and mis-pronunciation, lack of motivation, lack of time, lack of discipline and the challenge to the diversity of students personality. Moreover, the solutions to those problems are also presented
Improving Speaking Sub-Skills by Using The Attention, Relevance, Confidence and Satisfaction (ARCS) Model
Get PDFThis research focussed on the use of the ARCS model to improve the speaking sub-skills of students. The sample for this research was 70 students in two groups; an Experimental Group (EG) and a Control Group (CG). The instruments used for collecting the data were tests (a pre-test and a post-test) and a questionnaire. The findings revealed that: (1) There was a significantly higher improvement in the scores of students who were taught using the ARCS model compared to the students who were taught using the Grammar Translation Method. The first hypothesis was proven by the z-test result (4.18); ie. That the difference was significant. The results from the data analysis proved that there were significantly better improvements in the post test scores of the EG, in terms of pronunciation, vocabulary, fluency and comprehension. The z-score for pronunciation was 3.29, grammar was 1.55, vocabulary was 2.35, fluency was 4.65 and comprehension was 2.25. Except for grammar, those z-scores were all outside the limits from -1.96 to +1.96. And (2) The results from the questionnaires showed the positive impact, viz: decrease in students nervousness plus enhancing students confidence and satisfaction in speaking in public
Teaching Reading by Using Cooperative Integrated Reading and Composition
Get PDFThis experimental study was done with the third-semester, Grade 11, Accounting students at SMKN 3 in Lhokseumawe to investigate differences in reading comprehension learning ability between students who were taught reading, using the Cooperative Integrated Reading and Writing Techniques (CIRC) and those who were taught using the Grammar Translation Method. This study also aimed to find out the students perceptions toward the use of the CIRC technique for teaching-learning reading comprehension. Two classes were selected as the research sample, an experimental class (EG) and a control class (CG). Each class had 22 students so the total sample was 44 students. The research data was obtained through tests (i.e. a pre-test and a post-test) and a questionnaire with the EG. SPSS version 17 was used to analyze the data. The results showed that the mean score of the EG in the post-test at 81 was significantly higher than that of the CG at 72. The value of significance for the EG and the CG in the post-test was 0.031, lower than = 0.05. Hence Ha was accepted, indicating that there was a significant difference in reading comprehension ability between the students taught by using the CIRC technique and those taught by using the Grammar Translation Method. Therefore, it can be concluded that teaching reading comprehension using the CIRC technique is more effective than by using the Grammar Translation Method