English Education Journal
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Implementation of Parents Teacher Conferences for English Lessons
Get PDFThis research focused on analyzing teachers implementation of parents-teacher conference assessment at SD Teuku Nyak Arif Fatih Bilingual School. The objectives of this study were to specify the implementation of recommendations from a parents-teacher conference by the English teacher in the English lessons. The method used in this research was a qualitative research design. The instruments used to collect the data were observation sheets from the parents-teacher conference made by the teacher plus an interview guide. The collected data was analyzed using descriptive qualitative analysis. The findings showed that the teacher used three steps with the parents-teacher conference: (1) before the conference (2) during the conference and (3) after the conference. The teacher adopted all the steps recommended by experts. The researcher suggests that English teachers and students use parents-teacher conferences as part of their assessment in their teaching-learning processes since the results from parent-teacher conferences are very useful for the teachers and their students
Analysis of English Entrance Tests at Senior High Schools
Get PDFThis study was aimed to find out how English teachers understand the concept of analysis of test items and apply it in constructing test items in Senior High Schools Harapan Persada and Tunas Bangsa Abdya. The targets were two sets of entrance test documents for 2016 and 2017. This research was conducted from 22 to 28 of July 2017. Descriptive analysis design was used as the research method. Interview and checklist were used as the research technique. The results showed that Senior High School Harapan Persada for the year 2016 test has 20 test items: 14 (revised), 6 (utilized), and 0 (changed). For 2017 test it has 30 test items: 3 (revised), 27 (utilized), and 0 (changed). Senior high school Tunas Bangsa for the year 2016 has 10 test items: 0 (revised,) 10 (utilized), and 0 (changed). For the 2017 test, it has 15 test items: 15 (utilized), 0 (revised), and 0 (changed). In assessing students at both schools, the maximum score for multiple-choice section is 100; as well as for interview. The final result was gained by calculating both of the sections, devided by two. Meanwhie, in interview test, personal introduction, school domain, daily activities, hobbies and interests, and purpose/decision were used as the measurement. There were differences and similarities in constructing test items of both schools. Senior high school Harapan Persada for the test of 2016 only implemented vocabulary and communicative skills, without including genres and short functional texts. However, for the test of 2017 it has implemented the integrated unit: transactional, interpersonal, short functional texts and genres. Meanwhile, Senior High School Tunas Bangsa (in 2016 and 2017) has implemented integrated unit in arranging English entrance test. It is suggested that the appropriate test construction procedure before providing tests be highly considered by the test developers, particularly English teachers
A Needs Analysis in Learning English for Airline Staff Program
Get PDFNeeds analysis is necessary for the institutions to design or develop the English curriculum to find out a set of competencies needed by the students. Needs analysis to find specific needs for the students in the institution may direct the institution to an English program called English for Specific Purposes (ESP). This study was aimed (1) to find out the students of Airline Staff Program need in learning English at International Tourism College and (2) to investigate in what extent the existing English syllabus appropriate to the students needs. A purposive sampling technique was used to choose the sample. The subjects were 71 students of Airline Staff Program, the lecturer and the manager of International Tourism College. The instruments were close ended-questionnaire, documentation, and interview guide. The collected data were analyzed and interpreted through qualitative and quantitative procedures, by using data reduction, presentation, verification and conclusion drawing. The first finding showed that students need to learn English because English is an international language that is used at airline industry. The students need to learn four skills; speaking, listening, reading and writing. However, communication and speaking skill are the main priorities skill for them. The second was from documentation. It is found that the syllabus is appropriate with the students need related to duration of the course, material, and context. The study also showed some aspects of teaching material should be upgraded in developing a communicative syllabus. Finally, by analyzing students need helped teachers and institution in designing an appropriate syllabus
Teaching EFL Speaking Using The Information Gap Technique
Get PDFThe aim of this study was: (1) to examine whether there could be a significant positive difference between the speaking achievements of students who are taught by using the Information Gap Technique and those who are taught through the traditional method, and (2) to explore the response of students to learning to use the Information Gap Technique in teaching-learning for EFL Speaking. This experimental study was conducted with second grade (year 11) students at SMAN 5 Takengon in the 2016/2017academic year. There were two classes taken for the sample: one as an experimental group (EG) and the other as the control group (CG). The sample classes were selected by using random sampling. The data was analyzed by using a T-test with SPSS processing for the speaking test and percentages for the questionnaire. The findings showed that the Information Gap Technique was more effective than the traditional method (teacher-centered) for teaching-learning speaking; this was proven by the results from the T-test, in which the findings showed that the T-test from the pre-test of the EG the CG was 1.3 (t count t table) which meant that there was no significant difference between the two scores from both classes. However, the post-test T-score for the EG the CG was 5.1 (t count t table) which indicated that there was a significant difference between the EG the CG post-test. Also the EG students had a very positive response (95%) to the use of the Information Gap Technique for their teaching-learning of EFL speaking. It can be concluded that the use of the Information-Gap Technique made a positive contribution for the development of the EFL speaking skills of the EG students
Podcast With Peer Assisted Learning: Does It Really Affect Students Listening Comprehension Skills?
Get PDFIntegrating Podcasts with Peer-Assisted Learning into English classes might be able to improve the listening abilities of EFL students. This system is ideal for senior high school students, who mostly still experience difficulties with listening comprehension, to be more enthusiastic in the learning process. This research aimed at determining the effect of using Podcast with Peer-Assisted Learning on students listening comprehension, discovering the possible difference between male and female students in achieving better results in learning listening comprehension and figuring out their motivation in learning with this treatment
Implementation of Constructivism Model to Improve Reading Ability to The Second Year Students of MAS Al Zahrah Bireuen
Get PDFThe objectives of this research are to know how Constructivism Model can be implemented in Reading Comprehension, to know the students response toward the implementation of Constructivism Model in teaching reading ability and to identify whether the Constructivism Model can improve the students reading ability to the second year students of Mas Al Zahrah. The subject of this research was an English teacher who teaches at the second year students and students of XI/B in the 2016/2017 academic year. This is a kind of action research which employs qualitative method in nature. Two cycles were conducted in this research. Each of this cycle consisted of the activities namely planning the action, implementing the action, observing the action, and reflecting. The instruments used in data collection were observation, questionnaire, and test. The result showed that the implementation of Constructivism Model was successful in improving the students reading ability. The result of the test in cycle 1 was 66.85 and in cycle 2 was 84.25. It means that the Constructivism Model can be used to improve the students reading ability. In addition, the students gave positive response toward the implementation of this model in improving their reading comprehension. It can be concluded that the Constructivism Model can be used in the teaching reading and also give positive effect to the students in learning reading comprehension
