English Education Journal
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Using Cooperative Integrated Reading and Composition to Teach Writing
Get PDFThis study was conducted to investigate the effect of the use of Cooperative Integrated Reading and Composition (CIRC) technique in teaching writing to the second grade students at a junior high school in Muara Batu, North Aceh. An experimental design was used in this study and the data was collected through tests as the instrument. Two classes of the second grade were taken as the sample for this study. The experimental class (EC) had 28 students and there were 30 students in the control class (CC). The findings showed that using CIRC technique positively affected the writing scores of the students. The students in EC got higher writing scores (x = 85.75) than those of the students in CC (x =72.267). Furthermore, students writing ability in both classes was different as indicated by the t-test. The result from t-test was 5.08. Whilst the result from t-table at the level of significance 5% ( = 0.05) was 2,012. Thus the t-test result is higher than t-table (5.08 2.00654). Thus, it can be concluded that the students who were taught through CIRC got better results in writing than those who were taught through the conventional individual writing activity method
CONTENT ANALYSIS OF THE NEW CUTTING EDGE INTERMEDIATE: ITS COMPATIBILITY WITH THE NEW SCHOOL BASED CURRICULUM SYSTEM
Get PDFIt is not necessary to point out that no textbook is flawless. Each and every textbook has a number of potential strengths as well as limitations within its contents or its application in the teaching learning process. This research covers the analysis of several features of the New Cutting Edge Intermediate (NCEI) textbook and highlights a number of strong and weak points of this new textbook. In order to obtain the data for this study, the contents, layout and design, activities and tasks, grammar and skills presented in the textbook were scrutinized according to the School Based Curriculum (SBC) approach (Depdiknas, 2005), which is recently introduced into the Indonesian education system. More importantly, the distinctive approaches and principles underlying NCEI textbook design and also those of the SBC were analyzed to ascertain the extent of their compatibility
Teaching Speaking in English by Using the Picture Series Technique
Get PDFThis study is aimed at finding out if there are any significant differences in achievement between the students who are taught speaking by using the Picture Series Technique (PST) and those who are taught by using the Drill Technique (DT), and to find out which speaking sub-skills are better taught by using PST. This study was an experimental research project using quantitative and qualitative methods, which employed a true experimental design of two classes: one as the experimental group taught using PST, and the other was the control group taught using the typical DT. There were 30 students in each group of the second-year at SMKN 1 Lhokseumawe. The instruments were a questionnaire sheet and a speaking test sheet. The data from tests were analyzed by using the Statistical Package for the Social Sciences (SPSS). Meanwhile, the data from questionnaire was analyzed by using the percentage system. The findings indicate that PST used in teaching speaking affected the students speaking score. The experimental group students had higher speaking scores (x=80.10, S1=10.29) than the control group (x=67.67, S1=12.86). The students speaking ability in both groups was significantly different as indicated by the t-test (the t-obtained (4.136) t-table (2.00)). This showed that the students who were taught speaking skills by using PST got better results in speaking than those who were taught speaking by using DT. Furthermore, the students were seen to be more active and creative in expressing their ideas, and more confident in speaking
Teaching Reading with Authentic Texts about Computers Using the Bottom Up Strategy
Get PDFThis experimental research was aimed at finding out whether there was a significant difference in the achievements of students who were taught through the Bottom Up Strategy (BUS) for teaching reading comprehension using authentic texts about computers and those who were taught through the conventional way (i.e. teacher-centered). The reading comprehension was built up from three inputs: comprehension, meaning construction, and understanding of technical terms. The study relied on a decoding process of outlining the paragraph into a line of idea organization. The decoding process is easily applicable because authentic texts about computer features and computer applications were used in the teaching process. The Department of Information Technology of the Aceh Polytechnic, Banda Aceh, a vocational training institute with majors in computer information systems, was selected as the research location for this study. After 10 meetings or treatments, the t-score of the experimental class (EC) was 13.76 while the t-score of the control class (CC) was 12.48. The value of t-table at a level of significance () 0.05 was 1.70 (t (0.95) (30) = 1.70), Thus there was a significant difference between EC and CC in their reading comprehension achievements. By comparison of scores via 13.76 12.48, it is concluded that there was a significant difference in the achievements between the two classes, thus, Ha is proved to be accepted for this study, that is using BUS for teaching reading comprehension using authentic texts about computers is more effective
An Error Analysis of EFL Students English Writing
Get PDFThe objective of this study was to find out the category of errors that EFL students usually made in their writings at Business College LP3I, Banda Aceh. The subjects of this study were two classes of fourth semester students from the Office Management and Computerized Information majors which had a total of 17 students. The data was collected through quantitative method. The instrument used to collect the data was tests. The findings of the study showed that the highest percentage of errors was from the category of tenses, including subject verb agreement. The lowest percentage of errors was from the category of clauses and phrases (conditional, wish, reported/quoted speech). It is suggested that the teacher could have conducted brainstorming with the students first before the writing assignment was given so that they can be assisted in vocabulary choices to use in their writing. The students should also be trained with more rules of grammar needed by beginners such as simple tenses, determiners, usage of idioms and the like
The Implementation and Obstacles in Jigsaw Technique in Teaching Reading
Get PDFThis study is intended to figure out the implementation of Jigsaw Technique (JT) in teaching reading to the first year students. The study used a descriptive research design. The population in this study was all the first grade students at SMAN 1 Peusangan Siblah Krueng, a total of 40 students and two English teachers were taken as the sample. The data were collected by using three instruments namely: observation sheets, an interview guide, and a questionnaire. Based on the data analysis, it was found that the two English teachers at the school used JT themselves as a model. Furthermore, the teachers did three phases in using JT, including: (a) preparation, learning curriculum and syllabus: the teachers match the basic competences with appropriate technique. (b) core activities: students questions about JT, students are student-centered in the learning process with good interaction, cognitive-affective-psychomotor of the students in using JT are good, (c) closing: summarization of using Jigsaw JT, motivation/moral value and giving homework. In addition, two English teachers did positive performance in using JT. Some difficulties faced by the two English teachers in the implementation of JT in teaching reading are: in designing lesson plan, preparing appropriate teaching materials by using JT, source of reading text. Finally, the students responses toward the implementation of using JT were very positive. The findings shows that 90% of the students like to learn reading in English by using JT. So, it is suggested that English teachers should use JT in teaching reading because it is an effective tool in the teachinglearning process
TEACHING ENGLISH FOR SPECIFIC PURPOSES TO STUDENT NURSES
Get PDFThis research is about Teaching English for Specific Purposes [ESP] to student nurses at an academy in Banda Aceh. It is an evaluative descriptive study that describes preparations by the lecturer, the teaching techniques used, the teaching activities, the teaching materials and resources, and the assessment of the students achievements. The subjects of this research were the English lecturer and all the third semester students at the academy. The instruments used for collecting data were observations, interviews, and document analysis of the English lecturers syllabus and lesson plan. The findings of this research are in three parts. The findings from the observation concerned on (a) the syllabus and lesson plan, (b) the materials and learning resources, and (c) the scheduling of the lessons. The findings from the interviews were on (a) the academic administrator who did not ask the English lecturer to prepare lesson plans before starting the lessons, and (b) the English lessons were focused only on speaking. Finally, the findings from the document analysis were on (a) the English syllabus that did not fully cover the subjects as set-out in the curriculum, and (b) the assessment of achievements of the students was well done by the English lecturer
Teaching Speaking in English Using Contextual Teaching and Learning
Get PDFThe objective of this study is to investigate the effect of using the Contextual Teaching and Learning (CTL) approach in teaching English speaking to second year students at a state vocational senior high school in Lhokseumawe, Aceh. This study employed two classes as the sample: one as the experimental class and the other as the control class. The experimental class was taught using CTL, while the control class was taught using the conventional method (teacher-centered). In collecting the data, tests and a questionnaire were used, and then the collected data was analyzed using SPSS computer software. The research findings showed that the mean post-test score of the experimental class at 74 was significantly higher than that of the control class at 60.9. Furthermore, the result of the t-test showed that the scores of the experimental class were higher than that of the control class (11.514.06). The data showed that the students taught using CTL achieved significantly better scores in speaking than those taught using the conventional method. Hence, the alternative hypothesis was accepted and the null hypothesis was rejected. Amongst the speaking sub-skills, comprehensibility was the most improved with an average score of 3.4 out of a maximum of 4.0. This shows that the students got a better understanding by the use of CTL. Moreover, the result of the data analysis from the questionnaires indicated that almost all the students (93%) in the experimental class responded positively towards the application of CTL since it effectively improved their speaking skills