English Education Journal
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Perceptions of English Teachers About Lesson Plans For The KTSP and The 2013 Curricula
Get PDFThis study was aimed at investigating what the English teachers at SMAN 1 Banda Aceh felt about the KTSP (School-Based Curriculum) and the 2013 Curriculum, to find out the challenges faced by these English teachers at SMAN 1 Banda Aceh in creating lesson plans based on the KTSP and the 2013 Curriculum, and to find out what might help them to deal with these challenges. The participants in this research were two English teachers at SMAN 1 Banda Aceh who have been teaching both the KTSP and the 2013 Curriculum. Based on the interview results, the researchers found that the teachers felt that they were familiar with using English lesson plans for the KTSP but they needed more time and training in order to prepare English lesson plans for the 2013 Curriculum because it was still new to them. The researcher also found that the teachers did not face challenges in creating English lesson plans for the KTSP but they faced challenges in creating English lesson plan for the 2013 Curriculum mainly in terms of developing assessment rubrics and formulating indicators for the 2013 curriculum lesson plans. Furthermore, assistance for teachers to deal with these challenges in creating such English lesson plan could come from (i) consultation with fellow teachers, (ii) attending training and (iii) discussions with fellow English teachers at MGMP (Subject Teachers Meetings). Analysis of their English lesson plans showed that their designs had incomplete rubric assessments and they did not have time limits for their teaching-learning activities
Using dictogloss to improve listening comprehension
Get PDFThis study was an experimental one to use Dictogloss as an Interactive Technique with second Grade, year 8, students at Junior High School 1 (SMPN 1) Lhokseumawe to try to improve the teaching-learning of Listening Comprehension with narrative texts. The study used two classes as the sample: the experimental group (EG) was taught using Dictogloss, while the control group (CG) was taught by a standard technique. To collect the data, tests and a questionnaire were used, then the collected data was analyzed using SPSS. The results showed that the EG students, taught using Dictogloss, achieved significantly better scores in listening comprehension. Moreover, the results from the questionnaires indicated that almost all the students (93%) responded positively towards the use of Dictogloss since it effectively improved their listening comprehension
Teaching English to young learners: A case study at Nurul Quran Islamic School Aceh Besar
Get PDFThis study was conducted to see how English language teaching-learning for young learners was done at Nurul Quran Character Based Islamic School in Aceh Besar. This was a qualitative study in which all data were described in a systematic way based on the research questions. Observation sheets, an interview guide, other documentation, field notes and recordings were used as instruments for this study. The data was analyzed by classification, reduction, display and drawing of conclusions. The subject of this study was an English teacher at Nurul Quran Character Based Islamic School. The findings showed that the teacher made preparations including designing the syllabus and lesson plan and preparing and providing the teaching materials. The activities presented in the classroom were based on what was stated in the lesson plan. The activities were procedural and at the students level. The teacher had several problems in conducting the teaching such as problems with the curriculum, syllabus design and lesson plans. Then she had problems with students with special needs and with noisy classes, student discipline, catching students attention and even problems with the size of the class and the size of the classroom. However, the teacher was capable of solving all these problems so that the teaching-learning could run well
EFL students reading comprehension problems: Linguistic and non-linguistic complexities
Get PDFThe goal of this study was to investigate how to overcome reading comprehension problems amongst students in an EFL classroom. Specifically, this study tries to identify both linguistic and non-linguistic reading comprehension problems. Further, the study focused on fifty of the fifth-semester students from the English department in the Teaching Faculty at Syiah Kuala University. Data collection was conducted by distributing the English Reading Comprehension Problems Questionnaire modified from Al Seyabi and Tuzlukova (2015). The data was analyzed by using quantitative analysis to get the mean scores and percentages. The results indicated that the students experienced the most reading problems in the areas of linguistics (69%). In addition, based on mean scores and percentages from the questionnaire, the results shown that the biggest reading comprehension problem was with semantics in which 81% of the participants considered unfamiliar vocabulary was their major problem in comprehending English texts
Integrating Target Language Culture Into Teaching-Learning EFL
Get PDFAn important aspect of learning a language is to learn the culture of the language. The actual relationship between the two cannot be separated, because a language serves a particular culture and through the language the cultural values of a people are reflected. Therefore, the role of English teachers is very important in the teaching of language and culture that should always be linked together in the teaching-learning of language. The purpose of this study was to discover the perceptions of EFL teachers on integrating teaching-learning about English culture into EFL classrooms and to investigate whether or not the EFL teachers supported acquisition of cross-cultural understanding by their students. To get their results, the researchers collected data from observations in three English classrooms to look at the integration of teaching-learning about culture into the EFL teaching-learning processes. After the observations, the researchers interviewed the three teachers about the integration of culture into the EFL classroom. Then the researchers analyzed, condensed and displayed the data and drew conclusions. The results of this study showed that the EFL teachers were aware of the importance of studying the English culture but one of them did not yet focus on integrating English culture into teaching-learning EFL. This was due to several factors such as the lack of English language knowledge of the teacher and insufficient time for teaching theory and language structures
English teachers knowledge for implementing the 2013 Curriculum
Get PDFThe implementation of the 2013 Curriculum as a new curriculum plays an important role in the development of curricula in Indonesia. Some changes in the new curriculum require teachers to have knowledge in spesific areas such as in the standards for content, teaching-learning processes and evaluation. The purpose of this study was to find out the extent of the teachers knowledge on standards for content, standards for processes, and standards for evaluation for the 2013 curriculum. To fulfill the purpose of this study, a sample of English teachers was taken from three State Islamic Senior High Schools in Banda Aceh. The data collected was analysed by descriptive quantitative research methods; a questionnaire was used to collect the data. The results showed that the teachers level of knowledge for implementing the 2013 Curriculum was low. This can be seen in the three standards viz: teachers knowledge of the standards for content, for the 2013 Curriculum was low, only 40 %; that for standards for processes was also low, 41%, and the teachers knowledge about standards for evaluation was the lowest, only 36%. In order to resolve these problems, some recommendations have been made for improvement of the teachers knowledge of how to implement the new, 2013 Curriculum
Strategies for teaching reading comprehension
Get PDFThis research was done to find out how reading comprehension was taught at an Islamic boarding school in Pidie Jaya, the strategies that were used by the teachers for teaching reading comprehension, and the responses of the students towards the teaching-learning of reading comprehension. This study was conducted using an action research. The participants of this study were the teachers and their students. The instruments used were an interview guide and observation sheets to collect data. Based on the data collected, the researcher found several problems that needed to be solved, especially in the preparation of lesson plans even though the teachers at the school already had much knowledge of teaching. Based on these observations, the methods and strategies generally used by the English teachers at the school included individual learning, cooperative learning, using media, (games, pictures and picture series), and the grammar translation method. They modified the strategies used in teaching depending on the materials or the genre of the text. The choice of strategy was adapted by the teachers with the materials, the indicators and the purpose of learning based on the syllabus and curriculum. They chose the most appropriate strategy to help the students comprehend the text well. Their reasons for using a particular strategy was to help the students to avoid difficulties in reading the text, especially comprehending the aspects of reading such as the main idea, making inferences, noting detailed information and references. The use of appropriate strategies to reach the purposes of learning was planned in the lesson plan