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The Analysis of Negotiation of Meaning Strategy Used by English Teacher in Classroom Interaction Lidya Rahmah; Endang Komariah; Iskandar Abdul Samad
Research in English and Education Journal Vol 5, No 3 (2020): August 2020
Publisher : Universitas Syiah Kuala

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This paper reports on analysis the negotiation of meaning strategy employed by English teacher in classroom interaction. This qualitative research conducted at SMAN 3 Banda Aceh. The result of the research showed that the second-grade English teacher used negotiation of meaning strategy in which appeared in different amount and frequency. Trigger appeared as the most frequent component of negotiation of meaning strategy produced by the teacher during the interaction, meanwhile, self-modification of response (SMR) is the most significance way the teacher response the students’ signal in negotiating the conversation. In the wake of conducting this research, bringing negotiation of meaning strategy in dealing with communication impasses in the classroom in exceptionally proposed for both teacher and EFL students.

Teaching Reading Skill by Using Think Pair Share Model Marvira Aulia Harvianda; Endang Komariah
Research in English and Education Journal Vol 4, No 2 (2019): June 2019
Publisher : Universitas Syiah Kuala

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The objective of this study is to figure out whether Think Pair Share based on cooperative learning improves the students’ ability in reading comprehension skill or not. Experiment quantitative is used as the research design in this study. The population of this study is the third year students at SMA 6 Banda Aceh. The writer chose one class as the sample in this study. The data was collected by using tests and the results are analyzed by using statistical formula. The result showed that the use of Think Pair Share in the teaching reading to the third year students of SMA 6 Banda Aceh was successful. The result showed that the t-score (5.79) was higher than t-table (2.021). It indicates that the students in the experimental class who are taught by using Think Pair Share get better improvement than before they were taught by using Think Pair Share.

The Use of Dictogloss Technique to Improve Students’ Writing Ability Dian Mega Putri; Endang Komariah; Arifin Syamaun
Research in English and Education Journal Vol 5, No 4 (2020): December 2020
Publisher : Universitas Syiah Kuala

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This research is a library study which aims at analyzing how Dictogloss technique improves students writing ability based on the literature analysis. This research focused on Nunan’s theory with his 4 steps of dictogloss, which are preparation, dictation, reconstruction, analysis and correction. The data were collected using investigation technique of discourses from textbooks, articles, journals, papers and other relevant data sources. This research was re-analyzed the relationship between all data and raw data previously obtained in data collection technique. Such results were reviewed by the author look for similarities or association between one source and another source, as well as to search for strengths and limitations from both sources. The result of the analysis showed that the use of dictogloss technique could improve students writing ability in terms of all aspects of writing based on four steps of dictogloss procedure. The reason is in every step of dictogloss make students work together in a group, and then in the step of dictogloss students can ask a teacher what they do not understand, and also students are involved in a restructure stage and analysis correction stage. It makes students easier in writing English and improves the students writing ability. It can be concluded that this technique can be used to improve students writing ability.

An Investigation of EFL Classroom Interaction by Using Flanders Interaction Analysis Category System (FIACS) Ari Ayunda; Endang Komariah; Diana Achmad
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

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Flanders Interaction Analysis Category System (FIACS) is a three-category system of communication possibilities inside the classroom. The aim of this study is to find out the percentage of teacher talk, direct and indirect, and students talk for second grade high school student. This study was conducted at SMA Labrotarium Unsyiah Banda Aceh. An English teacher from SMA Labroratorium Unsyiah was selected as the subject of this study while the object of this study was the teacher talk and the students talk during the classroom interaction in the teaching and learning process inside the classroom. The method of this study was qualitative study. The writer used observation sheet and video recording as instruments of this study. The result of this study showed that the percentage of indirect teacher talk category was 9.7%, direct teacher talk category was 40,32%, and the percentage of students’ talk was 50% for the first meeting. However, there was a different percentage for the second meeting. More than 50% of verbal behavior inside the classroom for the second meeting was spent by students’ talk category, followed by direct teacher talk category, 32,21%, and indirect teacher talk category, 16.8%. There was a little improvement between the first meeting and the second meeting in the category of students talk category and indirect teacher talk category.

The Effectiveness of Authentic Assessment in Assessing Students’ Writing Skill Windi Arianda; Endang Komariah; Burhansyah Burhansyah
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

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The aim of this study is to find out the effectiveness of authentic assessment in assessing students’ writing skill and which kind of authentic assessment is effective in assessing students’ writing skill. This study was in the form of library research. Thus, the source of data for this study is related theories about authentic assessment. In addition, previous studies and research are also included into the data sources. The instrument of this research was in the form of documents such as journals, books, scripts, and others which discuss authentic assessment. In term of data analysis, the writer used a conclusion drawing technique to analyze the available data from the source of data. Based on the document analysis, the implementation of authentic assessment is categorized as effective in the process of assessing students’ writing skill because of several reasons namely; contextual, objectivity rather than subjectivity, student-centered rather than teacher-centered, and stimulating needed skills for students’ real-life. The analysis also showed that the implementation of portfolio technique overcomes the problems faced by teacher in the teaching writing skill.

Assessment of Readability Level of Reading Materials in Indonesia EFL Textbooks Ika Apriani Fata; Endang Komariah; Andira Riski Alya
Lingua Cultura Vol. 16 No. 1 (2022): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v16i1.8277

The research aimed to assess the readability of reading material in two different English textbooks published by different publishers. Many pieces of research have been conducted to examine the reading materials in English textbooks, and it had been discovered that the reading materials were insufficiently adequate for the levels of students. The research applied a descriptive content analysis method to analyze, interpret, and describe the data. The Flesch Reading Ease formula was as an instrument. The research’s data were derived from the English textbook “Pathway to English” by Erlangga grade X and the English textbook “Bahasa Inggris” by The Ministry of Education and Culture grade X. Based on the findings of the research, five reading texts out of 15 match with students’ level (fairly difficult level) of grade X in the first textbook, while three texts out of 13 equal with students’ level (fairly difficult level) of grade X in the second textbook. Furthermore, the first textbook’s average readability score indicates that the texts are ‘standard’, whereas the second textbook indicates that the texts are ‘fairly difficult’. Based on the study findings, some recommendations for teachers are to use the readability formulas to provide appropriate reading material for students, as well as for other researchers to conduct a larger context about readability.

A Content Analysis on English Textbook for Seventh Graders: When English Rings A Bell Riska Ramadhani; Endang Komariah; Nira Erdiana
Research in English and Education Journal Vol 7, No 3 (2022): August 2022
Publisher : Universitas Syiah Kuala

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The textbook is one of the media used in English language learning. A great number of EFL textbook evaluations have been done to find the most suitable textbook for English language teaching. The present study was aimed to determine the suitability of materials in the textbook “When English Rings a Bell” with the criteria of a good English textbook by Curriculum 2013. Besides that, the researcher also studies the feasibility of content, language, and presentation aspects of the textbook. This study uses a descriptive qualitative approach. The data collected for this study will be gathered from the English textbook “When English Rings a Bell” semester 1 published by the Ministry of Education and Culture of Indonesia. The data were gathered by evaluating the textbook using the checklist containing the criteria of textbook evaluation. In the data analysis technique, the percentage of criteria fulfillment was calculated by dividing the total of criteria points that were met in a textbook for each sub aspect with the total of criteria points in each sub aspect. It was then multiplied by 100%. The result showed that the English textbook entitled “When English Rings a Bell” semester 1 for Grade VII Junior High School has fulfilled the criteria of content, language, and presentation. The result showed that “When English Rings a Bell” semester 1 for Grade VII Junior High School have fulfilled the criteria of a good textbook by achieving the average fulfillment score of 86,36% with the fulfillment of 95% for content aspect, 100% for language aspect, and 86% for presentation aspect.

The practice of authentic assessment in an EFL speaking classroom Nurul Inayah; Endang Komariah; Abdin Nasir
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

The implementation of Curriculum 2013 has inserted the authentic assessment as the measurement method to evaluate students’ learning objectives and achievements in the classroom. In this curriculum, the application of authentic assessment requires teachers to evaluate students’ in three competencies: attitude, knowledge, and skill. Most teachers claim that speaking is the most difficult skill to be assessed by using the authentic assessment, considering the complex features of the assessment. This research was aimed at describing the application of authentic assessment in a speaking classroom which relates to the types of the assessment and the scoring rubric. The subjects of the study were an English teacher and 28 students of a class at one of the junior high schools in Banda Aceh. Under the descriptive qualitative approach umbrella, the data in this study was obtained from observation and document analysis. The results of the study revealed that the teacher used several types of activities to assess students’ speaking skills: (1) attitude assessment (teacher observation), (2) knowledge assessment (teacher interview/short answer question), and (3) skill assessment (narrating sequences). The result of this study indicates that authentic assessment is a feasible way to assess students’ speaking skill and it should be employed in assessing other skills as well for learning languages.

The practice of authentic assessment in an EFL speaking classroom Nurul Inayah; Endang Komariah; Abdin Nasir
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i1.13069

The implementation of Curriculum 2013 has inserted the authentic assessment as the measurement method to evaluate students’ learning objectives and achievements in the classroom. In this curriculum, the application of authentic assessment requires teachers to evaluate students’ in three competencies: attitude, knowledge, and skill. Most teachers claim that speaking is the most difficult skill to be assessed by using the authentic assessment, considering the complex features of the assessment. This research was aimed at describing the application of authentic assessment in a speaking classroom which relates to the types of the assessment and the scoring rubric. The subjects of the study were an English teacher and 28 students of a class at one of the junior high schools in Banda Aceh. Under the descriptive qualitative approach umbrella, the data in this study was obtained from observation and document analysis. The results of the study revealed that the teacher used several types of activities to assess students’ speaking skills: (1) attitude assessment (teacher observation), (2) knowledge assessment (teacher interview/short answer question), and (3) skill assessment (narrating sequences). The result of this study indicates that authentic assessment is a feasible way to assess students’ speaking skill and it should be employed in assessing other skills as well for learning languages.

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