English Education Journal
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The Beliefs of English Teachers and Their Impacts
Get PDFSince teaching is a profession that is affected by individual beliefs, so a teachers beliefs toward her own profession can affect her teaching performance. The aim of this study was to find out and explain the impacts of the beliefs of teachers of English in Bireuen District. towards their teaching profession. This is a quantitative study which involved thirty English teachers, teaching at high schools in Bireuen as the respondents. The data was collected using two sets of questionnaires and was analyzed using SPSS descriptive statistics. The results showed that the teachers mostly agreed with overall job-related beliefs; they were satisfied with their jobs; they had high self-efficacy and they received satisfying appraisals and feedbacks. Concerning impacts of beliefs, three namely: overal job-related beliefs, job satisfaction, and self-efficacy -gave big impacts while the last principle, appraisals and feedbacks, only had a small impact. In conclusion, teahers in Bireun have positive beliefs and this gives positive impacts as well. So, the suggestion that can be made is that because of this positivity, the teachers are suggested to focus on self-improvement as educators such as participating in more teacher development program
Plagiarism in English Academic Writing: Students Perceptions
Get PDFThis study aimed at investigating students views on plagiarism in English academic writing and the factors that lead them to plagiarize. A descriptive quantitative method was used to describe and explain the phenomenon of student plagiarism. A questionnaire was used as an instrument to obtain some data. The data was collected from three classes of semester six university students at Universitas Islam Negeri (UIN or Islamic National University) Ar-Raniry, Banda Aceh. The result of the first analysis demonstrated that students perceive some types of plagiarism as more serious than others, ranging from using another authors whole document, another authors sentences/paragraphs, another authors phrases or another authors ideas. Furthermore, students said acts of plagiarism included: 1) copying statements (from books, websites and/or electronic journals without using inverted comas to show they are quotes, 2) combining and changing various statements from published works of others, 3) buying assignments from senior students/others, 4) using the work of others and using research findings from electronic journals without attribution, and 5) copying all or part of another persons assignment without proper citations and references. Acts they saw as not plagiarism included copying statements from books, websites and electronic journals using inverted commas, translating sentences from the internet in another language and then constructing ones own sentences while acknowledging original authors that were the source of ideas. The secondary results showed that students perceived the five major factors of why plagiarism was committed were (i) efficiency gains, (ii) lack of understanding, (iii) temptation and opportunity, (iv) time management and in particular, last but not least (v) LACK OF DETERRENCE POLICIES. Finally, the opinion of students on the factors of why plagiarism is committed is also related to many factors such as students past experiences, bad examples from others, thinking no one will know, laziness and wanting to appear clever
Think-Aloud Strategy for Teaching EFL Reading
Get PDFOne of the English language skills that has to be mastered by Senior High School Students in Indonesia is skill in EFL reading. This research was aimed at investigating the effectiveness of using the Think-Aloud Strategy in teaching EFL reading. It also investigated the students responses to the implementation of the Think-Aloud Strategy in teaching EFL reading. A quasi-experimental design with pre and post-tests was used for this research. Two classes, each with 25 second grade students from SMA Lab school in Banda Aceh were chosen as the sample for the research using a random sampling technique. The reading tests (pre and post-tests) and a questionnaire were used as the instruments for the research. The data collected was analyzed using descriptive statistics with SPSS 20.The results showed that the use of the Think-Aloud Strategy improved the experimental group (EG) students reading scores and then, these students also gave positive responses to the use of the strategy in teaching-learning EFL reading. Therefore, the hypothesi of this research were accepted. This means that the use of the Think Aloud Strategy significantly improved the students EFL reading scores as compared with those students who were taught EFL reading by using a conventional EFL reading strategy. The EG students also gave positive responses to the implementaion of the strategy in teaching EFL reading. It can be concluded that the use of this strategy significantly improved the second grade, year 11, students EFL reading ability
Cultural Values Analysis in English Textbook Bahasa Inggris
Get PDFThis research is aimed at investigating and describe the cultural values of English Textbook Bahasa Inggris published by Kemendikbud by analyzing texts and visual images material based on seven elements of culture proposed by Brown (2001). To analyze the data, the researcher used descriptive qualitative analysis. The data of the research were collected from texts and visual images in the English textbook for senior high school entitled Bahasa Inggris.To reveal what cultural values are represented in the textbook, the cultural elements are categorized into Social Organization, Custom and Tradition, Language, Religion, Art and Literature, Form of Government, and Economic System. The result obtained was the content of Indonesian culture that accommodating Indonesian students. Furthermore the most frequent element appear in eleven texts and eight visual images being analyzed is Custom and Tradition which found nine times, continued by Art and Literature found seven times, Economic System found six times, Language found three times, as well as Social Organization and Form of Government. The least frequent element appears is Religion; twice. Finding that only thirty three times of the placement of culture elements appeared in the two books, realizing that improvement of cultural content in English textbooks for Senior High School is needed. On the basis of this findings the students, teachers, and author of the book are recommended to pay more attention on adding cultural content in order to have communicative competence of culture
How Do Teacher and Students Interact and Communicate during The Instructional Process in The Classroom?
Get PDFThis qualitative study is designed with the aim to investigate the teacher and students interpersonal communication skill, their interaction in the classroom along with their difficulties. The study focused on thirty five senior EFL students in an English class of Oemar Diyan Islamic Boarding School. Data collection was conducted by observing a teacher and the students during the instructional process using the format of observation sheet from Markovic and Axmann (2007) and British Columbia Institute of Technology; Instructional Job Aid | Developing Checklists and Rating Scales). In addition, a semi-structured interview to a teacher and five students were also conducted to investigate their difficulties in communicating and interacting during the instructional process in the classroom. The findings indicated that the teacher and students still have lack of communication and interaction. The teacher and students experienced many difficulties in communicating and interacting with each other during the instructional process. Most of the students difficulties are the drowsiness and friend distraction. The students often feel very exhausted when learning and they become sleepy and careless to the teachers teaching. Besides, students also experienced friend distraction when they are trying hard to focus and respond to their teacher. In another way, the teacher feels overwhelmed to control many students in one classroom. It becomes the teachers most difficulty to engage the students in a dialog to build a communication and interaction in one meeting
Indonesian Word Awareness in Children First Language Acquisition from Their Linguistic Models
Get PDFThis study describes the childrens way to develop their word awareness of first language acquisition from their linguistic models, and teachers way to encourage children word awareness at early childhood of preschool. The data obtained from 30 children of group B1. The instruments used for collecting the data were observation, Anecdotal Records and interview. The data collection was preceded in several phases of research execution; class observation, taking the teachers document of Anecdotal Records and childrens language achievement, and interview for validity check. The results of the instruments were analyzed by exploration and interpretation using observation and analysis way to find a description how children develop their word awareness from teachers and peers. The result shows that childrens way to speak and interact is quite different with adults speaking. Preschool teachers used motherese register to speak with children. They speak more slowly, clearly, at a higher pitch, and with exaggerated intonation. Children developed their word awareness from teachers were facilitated with multimedia, sources, references, and explanation they needed to know a word and its meaning. By having good facilitation, children may pronounce everything around with teachers as a model. Meanwhile, the children interaction with peer tended to adopt some error words usage and pronunciation
Code Mixing and Code Switching in The Classroom Interaction
Get PDFThis case study was carried out based on the issue of using code mixing and code switching in teaching English that specifically to find out the frequent type of code mixing and code switching and to observe the benefit and drawback of using them in the English foreign language classroom interaction. In collecting the data for this study, observation sheet and interview guide were used as the research instruments. The teacher and 28 students were observed in one meeting by using a video recorder to record all conversations and interactions in the classroom. The teacher-interview session was done right after the observation, and this interview was also recorded by using an audio recorder. All the results were then transcribed and analyzed by using the pattern which is proposed by Musyken (2000) and Poplack (2000). The result revealed that the English teacher and students used two types of code mixing and three types of code switching in their classroom interaction. From the result of interview with the teacher it was found that the teacher did these kinds of codes to cover up the lack of target language proficiency of students and to make the process of transferring knowledge run smoothly and effectively in the class. Besides, she also admit that excessive mixing and switching in Bahasa Indonesia and less in English could make students hard to read and spell English words well and make them unaware and lazy to use English during the process of teaching and learning in the classroom
Analysis of Lesson Plans for Teaching Speaking
Get PDFThis study was done to find out the appropriateness of the English lesson plans developed by the two English teachers for the eleventh grade senior high school (SMA) students in the first semester based on the 2013 Curriculum and to investigate the process of teaching speaking based on those lesson plans at SMA Negeri 1 Meulaboh. This study employed a descriptive qualitative method using observation sheets, an interview guide, and study of documents to collect the data. Two lesson plans were analyzed based on six meeting observations. The data was analyzed through the processes of data reduction, data display, and drawing conclusions. The findings showed that the lesson plans developed by the teachers were appropriate with the 2013 Curriculum. Specifically, all of the components of the lesson plan such as core competence, basic competence and indicators of competency achievement, objectives, materials, methods of teaching, media, resources, teaching activities, and methods of assessment were covered in the lesson plans developed. However, there were some crucial deficiencies found in some components, such as the materials developed did not completely cover language elements; the resources planned in the lesson plan were not varied; and there was no motivation included in the pre-teaching activities. Meanwhile, the teaching activities presented in the classroom were based on what had been stated in the lesson plans. The three stages of the activities, namely pre-teaching, while-teaching and post-teaching activities described the teaching-learning processes for the lessons in speaking English in the classroom
Why West Acehnese Shift Their Dialect to Other Acehnese Dialect
Get PDFThe aim of this study was to investigate the reasons for dialect shifting by speakers from West Aceh when they speak Acehnese outside of the West Aceh area. A qualitative method was used for this research. The data was collected using interviews following an interview guide. The researcher interviewed the informants who were all from West Aceh and living in Banda Aceh for educational purposes. Based on the results from the interviews, the researcher found that the West Acehnese shifted their dialect into other dialects when they spoke with other Acehnese outside of West Aceh. The dialect was shifted by them for various reasons, such as lacking confidence to use their own dialect, to avoid embarrassment or being ridiculed by other speakers, to make them easier to be understood, to get acceptance and respect from the community where they were and due to being influenced, unconsciously, by other, more dominant dialects