English Education Journal
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English student teachers' constraints during their teaching internship programs with the English Department of FKIP at Unsyiah in Aceh
Get PDFTeaching internship programs are designed to smooth the transition from student to teacher. At the same time the teaching internship assignment gives the teacher training institutions an opportunity to evaluate the teaching capabilities of their soon-to-graduate students. It is one of the most important components of the teacher training program; an opportunity for student teachers to put their theoretical studies into practice. The objective of this study was to investigate the constraints faced by student teachers during their teaching internship programs. A qualitative method was employed in this study, which involved 26 students from the 2016/2017 teaching internship program at the Faculty of Teacher Training and Education, University of Syiah Kuala. A convenient random sampling technique was used to select the sample and a questionnaire was used as the instrument to collect the data which was analyzed using the Miles and Huberman method. Based on the results there were fourteen constraints faced by the student teachers during their teaching internship programs. The constraints were mainly in the domains of personal matters, class participation, class management, instructional methods, emotional issues, adjusting to students and quality of supervision. As teaching practice is an important component of a teacher training program, considerable attention must be given to make it highly effective and fruitful. Therefore, this study suggests that more co-operation from the faculty and the schools is needed in terms of supervision to improve and optimize the outcomes from this program
First Language (L1) Use in the EFL Classroom: Perceptions of Students and Teachers
Get PDFThis study was aimed to find out the perceptions of teachers and of students about the use of their L1 (Bahasa Indonesia) in their EFL classroom in the teaching-learning processes. A quantitative method was used for this study which used a questionnaire as the instrument. This study was conducted at the MAN High School at Darussalam with 94 respondents, consisting of three teachers and ninety one students from grade two from the three different departments (XI IPS, XI IPA and XI IAG). The results from the questionnaires showed that the respondents predominantly used their L1 rather than the L2 in their English EFL Classes for teaching-learning activities such as when explaining materials which were hard to understand, giving instructions on materials and tasks to explaining new vocabulary and for helping students to feel more comfortable and more confident in learning English. In this regard, the use of their L1 in their English classes was aimed at having good communications between the teachers and their students and between students and students. In addition, the use of their L1 was very helpful for students to understand their English lessons and to improve the students' motivation in learning English EF
Imperatives in English and Acehnese
Get PDFThe objective of this study is to explain the differences between imperatives in English and Acehnese and also to scrutinize the types and functions of imperatives in English and Acehnese. To achieve the objective of this study, the writer designed a qualitative study. The subject of this study was the people of Acehnese and the books of English and Acehnese, and the object of this study was imperative sentences. The writer collected some theories and opinions of experts from different resources to support the research. To collect the data, the writer used the following instruments: documentation and interview. The data were analyzed by applying a contrastive analysis to compare and find out the differences and similarities of imperatives in English and Acehnese. Based on the result, it was found that the types of imperatives in English and Acehnese are comparatively the same, i.e. positive imperative and negative imperatives. There are seven functions of imperative in English. They are as command, request, suggestion, prohibition, advice, invitation and direction. Meanwhile in Acehnese, there are nine functions of imperative. They are as command, prohibition, request, suggestion, invitation, advice, direction, compulsion and let imperative. Acehnese imperative sentence always use prefix of personal pronoun neu, ta, ka. From this fact, it can be concluded that there are slight differences of imperatives between English and Acehnese
Teaching Narrative Text by Using Preview, Question, Read, State, and Test (PQRST) Technique
Get PDFThis study was aimed to investigate the effects of Preview, Question, Read, State, and Test (PQRST) technique in teaching reading at the first grade students of MAS Insan Qurani Aneuk Batee, Aceh Besar. A quasi experimental research was used and the data were collected through tests and questionnaire. The sample of the research was two classes; religious class as the control class and the science class as the experimental class. The sampling technique used was random sampling. The data were analyzed by utilizing Mann-whitney test and Levene test for t-test while percentage calculation for questionnaire. Based on the mean score, the experimental groups students had higher reading scores (79) than those of control group (55.5). The students reading achievement in both groups was different as indicated by t-score. The result of t-score between two groups is 4.425 with the significant difference score is 0.000 which is lower than = 0.05. Therefore, it could be concluded that the PQRST technique effectively improved the students achievement in reading skill such as main idea, inference, reference, vocabulary and stated detail as well as gave many advantages to the students
The Effect of Using the Two Stay Two Stray Technique to Develop Young Learners Speaking Skills and Motivation
Get PDFThis was a quantitative experimental study with the aim of finding out the result of using the Two-staytwo-stray (TS-TS) technique to develop young learners speaking skills, and motivation. The method used was a one group pre-test and post-test design: The instruments were the pre-test, the post-test and a questionnaire. The population was all the middle school students at SMPN2 in Idi Timur, East Aceh and the sample was the second grade students at SMPN2 Idi Timur chosen by using purposive sampling. The students achievements were tested by using a test and their motivation was measured by using a questionnaire. A pre-test and a post-test were given before and after the treatment. The results showed that the mean score from the pre-test was 54 and from the post-test it was 66. The result from the t-score was 9.37, while the critical value from the t-table was 2.06 at the level of significance of 0.01 it was 2.78 with 25 degrees of freedom. Since the result from the t-test was higher than the t-table, the alternative hypothesis was accepted. This proved that using the Two-stay-two-stray technique improved the speaking skills of the sample young learners. Regarding motivation, the students opinion about motivation in speaking English and the results from their pre-test were contradictory. Based on the answers to some questions in the questionnaire, the students showed lack of interest in developing their English speaking skills: Yet more than 50% of the students said that they practiced continuously so that their English speaking ability would get better. This means that these, students may still not be aware whether they are motivated or not in speaking English
Learning Note-Taking Techniques to Improve Listening Skills
Get PDFThis study was intended to improve the listening skills of third year students in the English Language Education Study Program at Al-Muslim University and to find out their response to the teaching-learning of note-taking techniques and as well to improve the performance of their lecturer. This study used a classroom action research design done in two cycles. The results of the research showed that using the note taking technique was effective in improving the listening skills of the students whose pre-test mean scores of 62 increased to 72 after cycle 1 and then, reached 77 after the end of the second cycle. Furthermore, the results from the observation checklist showed that the percentage of the students participating in the teaching-learning process increased from 71% after the first cycle to 96% at the end of the second cycle which meant that the note taking technique had been successfully introduced with the listening class, and also the lecturers performance had improved as well from 72% in the first cycle to reach 97% in the second cycle. Moreover, the results, from the questionnaire, showed that the students responded positively to the teaching-learning of the note taking technique. Thus, based on the results of this study, it is recommended that teaching-[earning of note taking techniques by students should be introduced by teachers and lecturers as a way to improve the listening compehension skills of their students
A Discussion of Learning Maritime English by Utilizing Authentic Video in Speaking Skill
Get PDFThis study describes the utilization of authentic video by maritime English teachers in speaking class, the challenge often faced by the teacher in utilizing authentic video and students responses toward utilizing authentic video. The participants of this study were 100 cadets and four maritime English teachers. Quantitative and qualitative methods were employed and obtained from observation sheet, interview and questionnaire. The data result found that: (1) four observed teachers implemented the same way in utilizing video; (2) the teachers did the three phases in video application, such as Pre-Viewing, Viewing and Post-Viewing Activity; (3) there are still lack of activities toward the video material; and (4) there are several problems faced by the teacher in utilizing authentic video are as follows: selecting the video that fits the topic, the limitation of video archive, audio-visual tools and avoiding the nothing new video syndrome among the students. (5) the students responses toward authentic video application was very positive. There are 55 students who chose strongly agree option by means authentic video can give them example of working scope later. 56 students stated that learning English by using video can make their knowledge stay longer. 51 students like learning English by using video. Besides, 69 students stated that their teacher often uses authentic video while teaching English. It is suggested that the teachers should be more creative in utilizing authentic video and participate in workshops related to learning material
Applying English Video Learning Materials in Teaching Listening
Get PDFThis study was designed to discover the use of English video learning materials in teaching listening to the second year students of the State Vocational High School (VHS) for Fishery of Ladong in 2018. The main goal of this study was to find out significant differences of the students listening achievement taught by applying the media (experimental group) and those taught with audiotape (control group). Each group selected, which was consisted of 24 students, brought the data through pre-test and post-test, which became as the research instrument. The result of which was then analyzed quantitatively. It was found that the mean score of the post-test of the experimental group (78.79) was higher than the mean score of the post-test of the control group (53.75). Moreover, both scores were analyzed by comparing ttest with ttable. The result of ttest was 8.44 while the ttable score at the level of significant degree = 0.05 was 1.684. Therefore, the ttest score is higher than ttable (8.44 1.684). In other words, there was a significant difference in students listening achievement between the experimental and control groups. It can be taken into account that English video learning materials in listening class are helpful learning media
