English Education Journal
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Frequency of questions in an EFL conversation class
Get PDFThis qualitative study was conducted to investigate the types and the purposes of questions used by the teacher in an EFL conversation class. The subject of this study was the English teacher at SMA Lab School Banda Aceh who taught the second graders of XI classes; XIp1, XIp2, XIp3, XIs. Observation form, a set of interview questions and field note were used as the instruments. The questions posed by the teacher in the classroom were then categorized and described in accordance with Browns theory (2001) on the two types of questions: display and referential questions. Data from interview were coded in relation to the purpose of asking each question type. The findings showed that apart from Browns types of questions, three additional question types were also found. Therefore, a total of five types of question were found viz: display, referential, comprehension check, confirmation check and procedural question. The data from the observations showed that the teacher used more display questions than referential questions. From a total of 259 questions posed by the teacher in the classroom, 120 were display questions (46%), 101 were referential (39%), 17 comprehension checks (6.5%), and 20 procedural questions (8%). Only one confirmation check question (0.4%) was found during the teaching- learning processes. Furthermore, the data from interview exposed the purposes of the teacher asking these questionsviz: to encourage the participation of students in the lesson, to get feedback from them, to encourage them to think and focus, to create a good classroom atmosphere, to stimulate and maintain their interest, and to emphasize certain points in the lesson
A study of teaching listening
Get PDFThe objectives of this study were to investigate the process of teaching- learning listening at the English Language Education Department of UIN Ar-Raniry in terms of (a) preparation, (b) teaching materials and media used, (c) teaching method/technique/strategy, (d) and evaluation. The subjects of this study were two lecturers who taught listening II classes. The data wase collected through observations, interviews and documentation. The collected data was analyzed and interpreted through qualitative procedures by using data reduction, data presentation, verification and drawing conclusions. The results showed that the two lecturers organized and prepared the lesson plans well before starting the lessons in terms of preparing the listening lessons. However, they did not do the same preparation. The teaching materials were selected from various sources and taken from authentic resources with appropriate media. The teaching methods and techniques used by the English lecturers were various and in accordance with theories for the teaching of listening. In addition, only one lecturer used a scoring guide to evaluate the listening assignments. Meanwhile, the other one used percentage scoring to evaluate the listening tests. Moreover, both lecturers conducted formative and summative assessments when teaching listening
Communicative Language Teaching (CLT) for teaching speaking
Get PDFThis research was done to investigate whether the lesson plans designed by the teacher matched the principles and methods of the CLT approach, how the teacher implemented the CLT approach for teaching speaking skills and what learning performances resulted from using CLT. The participants were senior high school students from classes X IPA, X MAK, XI IPA, XI MAK, and XII MAK plus the English teacher from Insan Qurani boarding school. The instruments used were observation sheets and documentation consisting of the teachers lesson plan and the students test results. The results from this study showed that there were several main procedures of the techniques suggested by the experts which were not completely written into the lesson plan. There were also several activities written into the lesson plans that were not performed well in the classroom. Furthermore, from the speaking performances produced by the students many of them did not reach the minimum passing criteria (KKM) of 70, although they had been treated with the CLT approach with role play, jigsaw, group discussions, picture series, and storytelling technique in their speaking classes. This leads to the conclusion that the students failure was because the procedures suggested by the experts were not entirely and effectively implemented by the teacher in her teaching
Student objectivity in peer assessment in an EFL speaking class
Get PDFThis research was aimed to investigate to what extent students doing peer assessment can be objective when they assess their friends in speaking and to find out their perceptions toward peer assessment. Peer assessment is an interesting teaching and learning technique. Teachers rarely use it as a final assessment because of doubts about the objectivity of peer assessment itself. Thus, the writer was interested to find out the objectivity of peer assessment. The subjects were students in a Public Speaking Class at UIN Ar-Raniry in Banda Aceh. The results from document analysis showed that peer assessment was objective as proven by the SPSS analysis. There was no significant difference between the results from peer assessment and the value assessed by the teacher which proved that the peer assessment done by the students was objective. In addition, the interview results showed that the students supported doing peer assessment in the classroom. As a result of this research teachers are recommended to implement peer assessment in their classrooms as a teaching technique as well as doing it for final assessments
Using the Dictogloss technique to enhance listening ability
Get PDFThis research was done to study the use of the Dictogloss technique for teaching-learning listening. The objective of this research was to see if this technique would be an efficient way to teach-learn English listening with 12th grade students from SMAN 5, Banda Aceh. The study used experimental research methods with =0.05. The sample for this study was 32 students from the 12th grade at SMAN 5 Banda Aceh. These students were grouped into an Experimental group and a Control group. Before the treatment, each group was given a pre-test; and after the treatment a post-test was again administered to both groups. The pre-test and the post-test each consisted of ten questions which the students had to answer after listening to a dialogue. The data was analyzed statistically. All the data was normal and homogenous. From the t-test, the critical area was -2.03 to +2.03. The t-test value from the post-test between the Experimental and the Control groups was 0.92 which was within the critical area. Hence the null hypothesis was rejected and the alternative hypothesis was accepted which meant that Dictogloss was found to be an effective technique to use for improving the listening ability of 12th grade students
Using authentic teaching materials to improve reading comprehension of Islamic Economic Law students
Get PDFThis research was conducted to revise teaching materials for reading comprehension for the study of Islamic Economic Law at Al-Hilal College, Sigli. During teaching English, the writer (as the lecturer) presented reading materials taken from the textbook and they were less connected to the need of students of Islamic Economic Law Department. Thus, she decided to use up to date authentic materials taken from websites and online newspapers. The subjects for this research were 37 students in their first semester in the Department of Islamic Economic Law. The instruments used were observation check-lists, a test, a questionnaire, and field notes. The data was analysed qualitatively and quantitatively. Furthermore, there were three cycles in this research. The result of observation checklists showed that the writer reached the improvements from first to last cycle, respectively marked by 76%, 86% and 88%. Moreover, observation check-lists also exposed the students improvements - they increased significantly from 74% to 87% and 89% after each cycle. Additionally, the students average test results increased positively from 38% to 75%. The questionnaire result proved that the students perceptions on significance of using authentic materials were 91%, while 97% agreed with the useful of the texts presented during teaching learning. Lastly, through the document- i.e. field notes; the writer noticed that the students vocabulary related to Islamic Economic Law increased
Using the Process Approach for teaching English descriptive writing
Get PDFThis study focused on the application of the Process Approach for teaching English descriptive writing. The purpose of this study was to find out whether this approach would work well for the teaching-learning of EFL descriptive writing by 10th grade students at MAN 1 Takengon. An experimental research method was used for this study. The subjects of this study were 61 students of the 10th grade at MAN 1 Takengon that were divided into an experimental group of 31 students and a control group of 30 students. The experimental group was treated by teaching using the Process Approach. Each group was given a pre-test and a post-test. The pre-test and post-test each consisted of one task which asked them to describe their family and Indonesia, respectively. The data were analyzed using SPSS. Before the data were processed, the normality and the homogeneity of the data were tested. The results of the normality and homogeneity tests showed that the data was normal and homogenous. Based on the t-test results the alternative hypothesis Ha was accepted hence the study concluded that there was a positive improvement in the results for writing a descriptive text from the students taught with the Process Approach
Teaching vocabulary to third grade students through videotaped childrens songs
Get PDFThe purpose of this research was to find out if there would be any significant difference in the vocabulary of third grade students taught English vocabulary through videotaped childrens songs and other third grade students who were taught vocabulary in the standard way at MIN Lambaro in Aceh Besar. The method used in this research was experimental research with research instruments to get the data, via: a pre-test, experimental teaching and a post-test. The tests were used as the instruments in order to see if there was any difference in the results from the experimental group compared to the control group sample. The sample for this research was 30 students from the academic year 2014-2015. The research finding showed that there was a significant difference in the results from the tests given to the students who were taught English vocabulary through videotaped children songs and those who were not. This was proved by the results from the Z-test (0, 24) and the level of Z-table which was (1,224). Thus it could be concluded that the use of videotaped childrens songs could motivate students to memorize vocabulary better than the traditional way of teaching vocabulary to young students. From this result it is suggested that English teachers should use more suitable techniques in the process of teaching-learning in order to improve the students vocabulary, such as the use of videotaped childrens songs, so that the students can find learning more enjoyable and be more active in learning and thus find it easier to memorize new vocabulary
Teaching critical reading to third year English students
Get PDFThis study concerns the teaching of Critical Reading in an Academic Reading class for third year students in the Department of English Education at UIN Ar-Raniry Banda Aceh. A purposive sampling technique was used to choose the sample. The subjects of this study were the lecturer and 25 students who were in the Academic Reading class. The instruments used to collect the data were observation sheets, an interview guide, and field notes. The collected data were analyzed and interpreted through qualitative procedures, by using data reduction, data presentation, verification and drawing of conclusions. The first finding of this research was that the lecturer implemented the teaching of Critical Reading by implementing four activities during the teaching-learning process. The lecturer further assessed the process of students Critical Reading learning achievement by asking them each to answer Open-Response Questions during the learning process in the classroom and also he assessed the results of the students Critical Reading learning by asking them each to write a reflective essay as a response towards the text after the class session finished. Each students writings were collected together as their own portfolio. Therefore, it is recommended that teaching Critical Reading as observed in this study can be done at other higher education institutes. Critical thinking can be taught separately or infused with the teaching of reading even in the teaching of writing and speaking
TEACHING SPEAKING WITH THE TEAMS-GAMES TOURNAMENTS TECHNIQUE
Get PDFThe teams-games-tournaments technique (TGTT) used in this study are based on the difficulties that students have in mastering the skills of speaking ESL. This technique aims to involve the students in speaking in real life situations. The objective of this study was to investigate if in the mastery of speaking of the students improved after they practiced speaking through TGTT. In order to find out this study used two groups from one sample, an experimental group (EG) and a control group (CG). The EG was taught using TGTT, while the CG was taught by using a traditional technique. Experimental study procedures were followed to collect data for the study with pre-tests and post-tests to collect data. The research findings show that the mean score from the post-test from the EG, 79, was higher than that from the control group, 53. Furthermore, the result of the Z-score revealed that the score of the EG was significantly higher than that from the CG. Thus the data indicated that the students taught by using TGTT achieved significantly better scores in speaking than those taught by using a traditional technique