English Education Journal
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Teaching speaking using the Fishbowl Technique
Get PDFThis research was intended to improve students speaking ability by using the Fishbowl Technique. It was done at MAS Misbahul Ulum in Lhokseumawe, Aceh. The subject of the research was the second year students of class XI-IPA C consisting of 33 students. It was done as a form of classroom action research. Some problems in speaking classes are: 1) the teachers way of teaching is still not effective to stimulate and motivate students to speak up in the classroom; 2) students tend to get bored easily and lose their interest in trying to speak well; 3) the teacher often gets frustrated when many students do not want to speak in front of the class; 4) many students are afraid to make mistakes, to be laughed at or to be identified as stupid. The results were presented and analyzed as qualitative data. The mean score of the students in cycle 1 was 68, in cycle 2 it increased to 73, and in cycle 3 it rose to 82.54% of students were activities in cycle 1, 69% in cycle 2, and 94% in cycle 3. The activities of the researcher was 55% in cycle 1, 75% in cycle 2, and 88% in cycle 3. The students had positive responses which was proved by the overall mean score of 3.56 for the five factors measured
The effect of task-based language teaching on students reading comprehension
Get PDFThe aim of this research study was to find out whether there could be a significant improvement in students taught reading comprehension using Task-Based Language Teaching (TBLT) and those taught using the Grammar Translation Method (GTM). In this experimental research, the sample was divided into an experimental group and a control group. The population for this study was 162 second grade students from SMA Negeri 1 Gandapura from which 2 classes were chosen by random sampling. The experimental group had 21 students, while the control group had 23 students. Data was collected through reading comprehension tests. The data was analysed by using an independent t-test assisted by SPSS 22. Based on the t-index from the analysis, it was found that there was a significant difference between the two groups as 0.73 was higher than = 0.05. Moreover, the t-count was 3.12 which was higher that the t-table which was 2.01. These findings showed that there was a significant difference in achievement between the students who were taught reading comprehension by TBLT and those who were taught by GTM. Hence, the alternative hypothesis was accepted
Performance of Learning Processes in a Micro Teaching Class at Ar-Raniry Islamic National University
Get PDFMicro teaching, one of the most frequently used methods in the pre-service education of teachers, is used by many lecturers from the teacher training and education faculty at Ar-Raniry Islamic National University. The micro- teaching program is aimed to train prospective teachers with systematic trials of their teaching abiity. The purpose of this study was to examine the performances of students during the learning processes in the micro-teaching classes. The objectives of this study were to see how the students performed in their micro-teaching classes, to find out the opinions of the students about their teaching performances and to find out the opinions of their lecturer about their performances. This qualitative study focused on 6 students and their lecturer in a Micro-Teaching Class at Ar-Raniry Islamic National University in June 2016. These 6 students and their lecturer were observed using the research instruments that were developed based on the micro-teaching methods under the guidance of the lecturer. The instruments used in this study were observations and interviews which were used for recording the performances of the students with additional thoughts from their lecturer. The result of this study showed that in their first presentation, the students felt anxious performing in front of their friends and their lecturer due to their lack of prior experience . While in the second performance, their efforts in putting on their best performance such as preparing their lesson plans plus better style in opening and closing the class were apparent. They felt more comfortable in their teaching practice and performing professionally in front of their colleagues. The interview results showed that the students believed that the micro-teaching class gave them a chance to evaluate their strengths and weaknesses in teaching, plusadvice received from their lecturer and colleagues had some positive impact to improve the quality of their teaching performances. The findings revealed that these six students had positive attitudes towards the application of micro-teaching with regard to its effectiveness for professional development, self-assessment, self-confidence, material production, and linguistic levels
Classroom Practice: Applying The Scientific Approach Based on The 2013 Curriculum
Get PDFThis study was done to find out about the implementation of the scientific approach based on the 2013 Curriculum. The subjects of this research were two English teachers of second year classes at SMA Negeri 1 Bireuen. The implementation of the scientific approach follows five learning experience called observing, questioning, associating, experimenting, and communicating. The classroom activities must accomodate all 5 items actualized in three dimensions viz: the dimension of teaching plans, the dimension of teaching processes, and the dimension of teaching evaluation. Data was collected through classroom observations and interviews and was analyzed descriptively. Related to the dimension of teaching plans, the teachers did not prepare well before running the teaching processes. Their lesson plans did not match the frame work recommended by the rule of Minister of Education and Culture/Permendikbud no.81.A 2013 as required by the 2013 curriculum. Related to the dimension of teaching process: The teachers used the steps of the scientific approach viz: observing, questioning, associating, experimenting, and communicating. But the conduct was not perfect, the teachers missed some aspects, and they did not run the teaching process according to the rules that are in Permendikbud no.81.A 2013. In relation to the dimension of evaluation, the evaluations used non-authentic assessments that gave the biggest emphasis to the cognitive domainwhich differred from the mandate for the 2013 curriculum in Permendikbud no. 81A 2013
Improving reading comprehension using metacognitive strategies
Get PDFThis research discusses the use of metacognitive strategies to improve students reading comprehension. The data was obtained from 50 students from two classes, one an Experimental Group (EG) and the other a Control Group (CG). The instruments used for collecting the data were tests (a pre-test and a post-test) and a questionnaire. The data collection was divided into four different phases of the research; the pre-test, the treatment, the post-test and the questionnaire. The results of the test were analyzed quantitatively to find any significant differences between the two groups. The results showed that there was a statistically significant difference after using metacognitive strategies in the reading comprehension of the EG students compared to those in the CG, who did not use metacognitive strategies for reading comprehension. The t-value (6.03) t-table (2.01) meant that the alternative hypothesis was accepted. Further, the results from the questionnaires also showed the positive impact, viz: the positive classroom atmosphere, the improved motivation to learn, the improvements in students knowledge and so on
A survey on the process of English teaching at the senior high schools in Aceh Jaya
Get PDFThis study concerned on the teaching process in nine senior high schools in Aceh Jaya in order to see how the teaching methods were used, how materials were developed, and how the assessments were completed. This study was completed using a survey method towards 14 teachers of nine senior high schools in Aceh Jaya and employing questionnaire (as the instrument) in collecting data. The result shows that Aceh Jaya English teachers use the eight common methods (Grammar Translation Method, Direct Method, Audio-Lingual Method, Contextual Teaching and Learning, Total Physical Response, Communicative Approach, Cooperative Learning, and Scientific Approach) in the teaching process even though the implementation frequency of the methods is different from one another. Also, the teachers are accustomed to develop teaching materials using authentic sources. It terms of assessment, the teachers do assess their students achievement, but it is unequal for all four skills. To conclude, the teaching process in Aceh Jaya senior high schools is carried out properly in some aspects, yet, there are some other aspects that need to be adjusted such as providing equal assessment
Implementation of portfolio assessment in teaching English writing
Get PDFThe objectives of this study were to investigate whether the implementation of portfolio assessment improved students writing skills and responses. The method used in this research is pre-experimental with a one-group pre-test and post-test design and descriptive analysis of the students responses after the implementation of portfolio assessment for teaching English writing. The population for this research was all students from grade X at SMKN 1, in Banda Aceh and the sample was 30 students chosen by a purposive sampling technique. The data was collected through tests (a pre-test and a post-test) and a questionnaire. The questionnaire was distributed after the post-test to find out the responses of the students after the teaching-learning process using portfolio assessment for writing. The data collected from the tests was analyzed using a t paired sample test through SPSS 16. The results showed that implementation of portfolio assessment improved the writing skills and the responses of the students. Therefore, the hypotheses of this study were accepted. There was a significant improvement in the students writing skills and their responses after teaching by using portfolio assessment. It was concluded that the use of portfolio assessment can increase students writing skills and their responses
Teaching reading comprehension by using 3H (here, hidden, head) strategy
Get PDFThe purpose of this research was to find out the effectiveness of using the 3H strategy (Here, Hidden, and in my Head) for teaching reading comprehension to second grade students at Inshafuddin Boarding Middle School, Banda Aceh and also to find out the students responses to learning reading using the 3H strategy. This study used an experimental research design. The sample was selected by purposive sampling; the writer chose class VIII A as the experimental group (EG) and class VIII C as the control group (CG). The instruments used for collecting the data were a pre-test and a post-test plus a questionnaire. The results showed that the use of the 3H strategy was effective for teaching reading comprehension. Moreover, the results from the questionnaire showed that the majority of the students gave positive responses toward the use of the 3H strategy
Students perception of oral corrective feedback in speaking classes
Get PDFThis survey was aimed at finding out students perceptions towards lecturers oral corrective feedback in speaking classes. This survey involved 100 fourth semester students of the Department of English Language Education at Ar-Raniry State Islamic University (UIN Ar-Raniry) in Banda Aceh. They were randomly chosen to fulfil the estimated population needed for the survey sample. A modified questionnaire from Calsiyao (2015) and Elsaghayer (2014) was used to collect the data. The results showed that the students perceived the lecturers oral corrective feedback as an important part of language learning. The lecturers oral corrective feedback was very helpful in improving the speaking ability of the students