Articles
Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh
Zulfikar Zulfikar
ELT Worldwide: Journal of English Language Teaching Vol 8, No 1 (2021)
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/eltww.v8i1.19349
This study is entitled “Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh”. The objective of this study is to identify to what extent Indonesia’s teacher certification program affects English as a Foreign Language (EFL) teachers’ instructional performance. The data were collected through in-depth interview and observations in a prominent state senior high school in Aceh Besar, Aceh, involving three certificated EFL teachers, fifteen EFL learners and the vice principal of curriculum affairs as participants. The data were subsequently analyzed by thematic analysis with the results distributed into separate themes. The results showed that even though all the teachers were knowledgably well-versed in their ability to devise well-elaborated lesson plans, two of them still exhibited a relatively strict adherence to the whole-class and teacher-centered instructions, with limited use of medias and varied learning sources, causing concern for both EFL learners and the school’s vice principal of curriculum affairs.
Exploring Acehnese EFL College Students’ Perceptions on Collaborative Writing
Zulfikar Zulfikar;
Cut Tarri Aulia
Wanastra: Jurnal Bahasa dan Sastra Vol 12, No 2 (2020): September
Publisher : LPPM Universitas Bina Sarana Informatika
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31294/w.v12i2.8579
Applying collaborative approaches in teaching writing has been shown to have a myriad of advantages. Most of the studies on collaborative writing in language teaching, however, have focused on second language rather than foreign language contexts. This study investigated perceptions of Acehnese EFL college students toward the implementation of collaborative writing in their EFL classrooms at Ar-Raniry State Islamic University, Banda Aceh, Indonesia. The general design of the research was qualitative in nature since the study used narrative inquiry as the research instrument and emphasized on each participant’s learning experiences with collaborative writing strategy. In order to understand the participants’ perceptions of collaborative learning, the researcher observed, took notes and recorded each of their interview responses. The overall results revealed that collaborative writing was perceived as beneficial for not only improving accuracy and clarity of the EFL students’ writing, but also providing the opportunity for them to pool their ideas, reduce their apprehension, and increase their self-confidence. Results also showed that the EFL students believed that collaborative project writing was not always feasible due to their different writing style, social loafing, as well as time pressure. These findings could function as important intellectual resources for more effective collaborative writing implementation. The study concludes with recommendations for further pedagogical explorations on different aspects of collaborative writing in EFL context in the future.
BENEFITS OF WEB-BASED OR ELECTRONIC PORTFOLIO ASSESSMENT IN ESL CLASSROOM
Zulfikar Zulfikar
Englisia: Journal of Language, Education, and Humanities Vol 4, No 1 (2016)
Publisher : Universitas Islam Negeri Banda Aceh
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v4i1.752
The effective implementation and use of electronic portfolios in educational institutions confirm their value as an essential teaching and learning instrument. An electronic portfolio is a digital documentation or collection of artifacts (audio/video clips, text, visuals, and coursework) that represent its owner, whether it is an individual, group, or organization. Personal reflection on one’s work, achievement, or thoughts is a key component in many electronic portfolios. Some still question whether electronic portfolios are actually beneficial to the educational process. This piece of work overviews recent literature related to the use of electronic portfolios and examines the issues and challenges of effectively implementing and using electronic portfolios in educational institutions.
RETHINKING THE USE OF L1 IN L2 CLASSROOM
Zulfikar Zulfikar
Englisia: Journal of Language, Education, and Humanities Vol 6, No 1 (2018)
Publisher : Universitas Islam Negeri Banda Aceh
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v6i1.2514
Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.
EXPLORING EFL STUDENTS’ PROBLEMS IN LISTENING TO ENGLISH NEWS BROADCASTS
Zulfikar Zulfikar;
Cut Tarri Aulia;
Saiful Akmal
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 4, No 2: December 2020
Publisher : Universitas Islam Sumatera Utara (UISU)
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (567.031 KB)
|
DOI: 10.30743/ll.v4i2.2940
Listening is central for language learning and for daily communication. However, in foreign language learning, students still encounter problems in understanding listening materials. This present study is aimed to reveal the students’ problems in listening English news broadcasts. The subjects of this study were two classrooms at the Department of English Language Education at an acknowledged university in Banda Aceh. The samples were made of 50 students in their third semester. This study employed a quantitative analysis approach. A close-ended questionnaire was used as the instruments in collecting the data. The findings showed that the difficulties faced by the students in listening to English news broadcast were mainly caused by unfamiliar topics, unfamiliar vocabulary, different accents, fast speech rate, unintelligible pronunciation, difficulty in inference making, excessively long passages, complicated grammatical structure, as well as complex ideas.
GRAMMATICAL ERRORS IN INDONESIAN-ACEHNESE EFL LEARNERS’ DESCRIPTIVE ESSAYS
Zulfikar Zulfikar
Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56874/jeel.v1i2.242
This study was carried out to analyze the types and the sources of grammatical errors encountered in Acehnese EFL learners’ essays. It focused on finding out the most dominant type of errors and the most plausible explanation for the source of errors the students made in their writing. Twenty (20) learner’s essays were collected to be analyzed by referring to Azar’s error classification as well as Richard’s theory on learners’ sources of the errors. The results showed that the most frequent type of errors in the learners’ essays were incomplete sentences and verb tenses, making up more than a third (36.7%) of the total 392 errors. The findings also showed intralingual errors are the major causes of the learners’ grammatical errors, followed by interference errors and developmental errors respectively. The findings suggest that in teaching essay writing, teachers of Indonesian-Acehnese EFL learners need to adopt and devise more appropriate techniques in both grammar and writing instructions, focusing on complete sentence structure and tenses in order to minimize the possible errors made by the learners in their writing.
Reducing EFL Learners’ Speaking Anxiety through Selective Error Correction and Group Work
Zulfikar Zulfikar
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18592/let.v12i1.6391
This quantitative study aimed to examine the level of speaking anxiety experienced by second-year high-school Acehnese EFL learners in their oral performance in L2 classroom and to investigate the attempt to lower their anxiety through the implementation of selective error correction and group work. The Foreign Language Speaking Anxiety Scale (Horwitz et al., 1986) was used as a means to survey and evaluate the learners’ speaking anxiety, and their oral performance was assessed through speaking performance rubric as adopted from Ismailia (2021) before and after the learners’ exposure to selective error correction and group work. The findings showed that a high level of speaking anxiety was found in the majority of the learners, and that the use of selective error correction and group work for the treatment of speaking anxiety overall resulted in the learners’ improved performance in their oral task. The findings highlighted the needs to create a positive and supportive educational environment that stimulates learners to freely experiment with L2 and to establish close-knit learning communities that promote authentic interactions in L2 and provide opportunities to be more engaged in oral language use.
Exploring Refusal Strategies among Female EFL Learners: Insights from Indonesian Islamic Boarding School
Zulfikar, Zulfikar
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 13, No 2 (2024)
Publisher : Universitas Negeri Medan
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24114/reg.v13i2.58129
This study investigated the types of refusal strategies employed by female English EFL learners at Daruzzahidin Islamic Boarding School. It utilized a qualitative approach, collecting data through a Discourse Completion Task and interviews with twenty and fifteen students, respectively. The results indicated that the most frequently used refusal strategy was indirect, followed by direct and adjunct strategies. The interviews revealed that the students' choice of refusal strategy was influenced by their family and school environments. This study supports previous research on refusal strategies, but contrasts with findings that suggest a different approach to refusal. The study highlights the importance of considering the social and cultural context in which language is used, as well as the individual differences in language expression. The findings also underscore the need for further research on refusal strategies, particularly using natural speech as data and exploring the topic across various fields such as psycholinguistics and sociolinguistics.
Penggunaan Aplikasi Quillbot Untuk Meningkatkan Keterampilan Menulis Guru
Zulfikar, Zulfikar;
Nasution, Dina Syarifah;
Hasibuan, Sri Wahyuni
Mau`izhah : Jurnal Kajian Keislaman Vol 13 No 2 (2023): Volume XIII No. 2 Juli - Desember 2023
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Syekh burhanuddin
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55936/mau`izhah.v13i2.159
Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan menulis guru Sekolah Menengah Atas Negeri 1 Panyabungan Selatan, Mandailing Natal, dengan membekali mereka dengan kemampuan untuk menggunakan aplikasi QuillBot untuk membantu mereka menghasilkan teks yang jelas dan koheren. Pengabdian kepada masyarakat ini melibatkan 30 orang guru dari berbagai mata pelajaran dan dilakukan dalam beberapa tahap, meliputi persiapan, pelaksanaan, dan evaluasi. Tulisan para peserta sebelum dan sesudah pelatihan penggunaan Quillbot dievaluasi, dan dengan penggunaan Quillbot, tulisan mereka menunjukkan peningkatan kualitas dalam aspek koherensi, tata bahasa, dan struktur. Kuesioner yang diisi oleh peserta selama pelaksanaan kegiatan menunjukkan bahwa keterampilan menulis mereka rata-rata berada pada tingkat menengah dan mereka umumnya merasa tidak nyaman dalam menulis. Melalui kuesioner, informasi juga diperoleh tentang tantangan yang dihadapi para peserta dalam menulis. Harapan dan saran mereka juga diidentifikasi sebagai evaluasi pelaksanaan kegiatan pengabdian kepada masyarakat ini.
PEMANFAATAN APLIKASI MEMRISE UNTUK MENINGKATKAN KOMPETENSI BAHASA INGGRIS GURU MELALUI TOEFL
Dina Syarifah Nasution;
Sri Wahyuni Hasibuan;
Zulfikar Zulfikar
Karunia: Jurnal Hasil Pengabdian Masyarakat Indonesia Vol. 2 No. 1 (2023): Maret : Jurnal Hasil Pengabdian Masyarakat Indonesia
Publisher : Fakultas Teknik Universitas Maritim AMNI Semarang
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58192/karunia.v2i1.651
Tujuan Pengabdian Masyarakat pengenalan aplikasi Memrise ini adalah untuk membantu Peningkatan kompetensi para guru Bahasa Inggris dalam menguasai tes – tes TOEFL guna mendukung peningkatan kemampuan TOEFL mereka. Pengenalan aplikasi ini dilaksanakan di SMA Negeri 1 Panyabungan Selatan. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan kualitatif desktiptif dengan melaksanakan pre-test dan post-test TOEFL. Sample dan populasi adalah guru-guru Bahasa Inggris di SMA Negeri 1 Panyabungan Selatan. Hasil dari pengenalan aplikasi ini adalah memberikan nilai baik buat Guru – Guru terlihat dari hasil post test yang di laksanakan di akhir kegiatan. Hasil post test menunjukkan bahwa aplikasi memrise berperan signifikan dalam meningkatkan pengetahuan para guru khususnya pengajaran Bahasa.