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Studentsâ€™ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students Muslem, Asnawi; Zulfikar, T.; Astilla, Inas; Heriansyah, Hendra; Marhaban, Saiful
International Journal of Language Education Vol. 5, No. 4, 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v5i4.19010

The objective of this study was to investigate studentsâ€™ perceptions towards oral corrective feedback from lecturers in their speaking classes. This survey involved 100 students of English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were slected using a simple random sampling technique to represent all off the population.Â A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The percentages were used to analyse the data collected from the questionnaires. The results showed that the students perceived lecturersâ€™ oral corrective feedback as an important part of language learning. Lecturersâ€™ oral corrective feedback was very helpful in improving the studentsâ€™ speaking abilities.Â It can be concluded that oral corrective feedback gave positive results towards the studentsâ€™ speaking performances. Therefore, this research was significant to highlight the studentsâ€™ perceptions towards oral corrective feedback from their lecturers during the teaching and learning of speaking in their classes. Both lecturers and students would benefit from this research so that they can realize how important it is to give and accept oral corrective feedback.

STUDENT'S PERCEPTION ON THE SECOND LANGUAGE ACQUISITION (SLA COURSE) THROGH GOOGLE CLASSROOM Wihastyanang, Wardani Dwi; Perdana, Indra; MARHABAN, SAIFUL
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.19541

The researcher was intended to meet the following objectives to know the student's perception regarding Google Classroom and Google form implementation on Second Language Acquisition online learning. Meanwhile, in this study the researchers made changes to the needs of students in using the google classroom application during the Covid-19 pandemic with the subject of the Second Language Acquisition Course using the questionnaire method. This study wil use qualitative through, it was given to both teachers and students to know their experiences. The survey used online questionaire which was adapted from Asnawi (2018), then the descriptive method used to describe the condition of existence and classifying the information. The respondents of this research is students of English Department of UNIVERSITAS PGRI JOMBANG. They were 39 respondents. The result of this study discovered learners' perception of learning using the online media during COVID 19 pandemic. Findings indicated general satisfactory among learners regarding instructional design and delivery of online learning including the provision of materials, supporting learning materials and instructions to tasks submission. Students felt the need for improvement in designing activities to engage their critical thinking. Formative assessment must also be provided timely through each courses. Teachers along with policy makers of the institution have to reshape the dynamic of online learning delivery in order to create greater participation and engagement between students, not only in independent tasks but also tasks that involve group work.

Pronunciation Errors in Speaking Committed by Non-Majoring English Students: Causes and Solution Rizki, Julia; A. Gani, Sofyan; Marhaban, Saiful
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 1 May (2024): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i1 May.9513

Errors committed by the students while studying English as a foreign language can show the studentsâ€™ difficulty and be the basis of planning the proper strategy in the teaching and learning process. Therefore, this study aimed at finding out the causes of pronunciation errors in speaking skill committed by EFL learners and discovering the solutions for both students and teachers. It focused on analyzing the causes of pronunciation errors using a diagnosis proposed by Carl James. The method used in this study was a case study. Twenty non-majoring English students from International Tourism College got involved as the subject of this research. The data were collected from documentation of speaking diagnostic test results and interviewing the participants based on the test result. The findings reported that there were three causes of pronunciation errors, namely interlingual, intralingual, and communication strategy-based error. For the solution, the learners and teachers are suggested to develop the learning quality by improving the learnersâ€™ motivation to use the target language more often everywhere. Hence, this error analysis can be a reference in designing a learning strategy in teaching speaking.

Student-teacher relationship: Written feedback provision and writing performance Sulistyo, Teguh; Dewantara, Arie; Widiastuti, Oktavia; Marhaban, Saiful
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23104

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.

Student-teacher relationship: Written feedback provision and writing performance Sulistyo, Teguh; Dewantara, Arie; Widiastuti, Oktavia; Marhaban, Saiful
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23104

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.

Pendampingan Model Pembelajaran Inovatif di Sekolah Dasar Kecamatan Simeulue Timur Kabupaten Simeulue Afriani; Saleh, Adi; Azizah; Mistiar, Wolly; Marhaban, Saiful; Zainuddin
Kawanad : Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 1 (2022): March
Publisher : Yayasan Kawanad

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56347/kjpkm.v1i1.6

This mentoring program aims to improve the ability of teachers in integrating innovative learning models in learning in elementary school (SD) 1 Kecamatan Simeulue Timeur Aceh. The ability to integrate innovative learning models in learning requires specific skills in their application. Responding to that, done by the teachers to be able to integrate innovative learning model effectively according to the demand of learning in elementary school. Methods of assistance are conducted through several stages of activity, including: preparation, implementation, evaluation and reflection, and follow-up. Outcomes generated through the mentoring program include: an innovative learning model guidebook in elementary school, teacher model of integrating innovative learning model, and scientific article published in ISSN online journal. The results of the devotion program indicate that the increasing ability of teachers in integrating innovative learning models in learning in SD1 Simeulue Timur Sub-district Simeulue. Thus, the assistance performed has been run effectively and in accordance with the expected results.

Teachers’ Questioning Strategies to Promote Students’ Engagement in EFL Classroom: The Case of Islamic Boarding Schools in Aceh Fata, Ika Apriani; Syamaun, Arifin; Maulini, Rini; Muktabar, Fadhilah; Marhaban, Saiful; Muslem, Asnawi; Dewi, Silvi Listia
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Teachers’ Questioning Strategies to Promote Students’ Engagement in EFL Classroom: The case of Islamic Boarding Schools in Aceh, Indonesia. Objective: The present study aims to investigate the use of questioning strategies during classroom interaction. There have been numerous studies on questioning strategies, however, Islamic boarding schools have received less attention. Method; There were N=106 students, Aged 14-16 years as students at Islamic boarding schools in Aceh, and English teachers (N=5) participated in this study selected through purposive sampling, documentation, observation, and interview are triangulation of instruments. The data were analyzed by using the descriptive qualitative form by Marzano's Observational Protocol Sheet (2013). Findings: The findings revealed that teacher mostly employs questioning strategies to check the students' knowledge and comprehension in the learning process by using many kinds of questions. Teachers used the questioning strategy through interview results to engage students and monitor the extent to which they met the learning indicators. Furthermore, when it happened to come to promoting children's critical thinking, teachers were ineffective because the questions were yes/no questions. In conclusion; it explicitly means that this strategy is interactive and effective and also can be a beneficial way to the students and teacher in the classroom interaction at school. Keywords: questioning strategies, Islamic boarding school, classroom interaction.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202207

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