Articles
<![CDATA[Implementation of portfolio assessment in teaching English writing ]]>
<![CDATA[Zuhri Efendi]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 8, No 2 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objectives of this study were to investigate whether the implementation of portfolio assessment improved students’ writing skills and responses. The method used in this research is pre-experimental with a one-group pre-test and post-test design and descriptive analysis of the students’ responses after the implementation of portfolio assessment for teaching English writing. The population for this research was all students from grade X at SMKN 1, in Banda Aceh and the sample was 30 students chosen by a purposive sampling technique. The data was collected through tests (a pre-test and a post-test) and a questionnaire. The questionnaire was distributed after the post-test to find out the responses of the students after the teaching-learning process using portfolio assessment for writing. The data collected from the tests was analyzed using a t paired sample test through SPSS 16. The results showed that implementation of portfolio assessment improved the’ writing skills and the responses of the students. Therefore, the hypotheses of this study were accepted. There was a significant improvement in the students’ writing skills and their responses after teaching by using portfolio assessment. It was concluded that the use of portfolio assessment can increase students’ writing skills and their responses.]]>
<![CDATA[Analysis of Reading Comprehension Questions by Using Revised Bloom’s Taxonomy on Higher Order Thinking Skill (HOTS) ]]>
<![CDATA[Febrina Febrina]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[The objective of this research was to investigate the three up levels of cognitive domain of revised Bloom’s Taxonomy used in the textbook entitled Bahasa Inggris SMA/MA/SMK/MAK grade 11 th semester 1, namely analyzing level (C4), evaluating level (C5), and creating level (C6). Using the descriptive qualitative method and content analysis, this study examined the questions in the reading comprehension tasks only to determine to what extent the reading comprehension questions emphasize on Higher Order Thinking. This research focused on analyzing the Bahasa Inggris SMA/MA/SMK/MAK textbook grade 11 th semester 1 published by the Ministry of Education and Culture. The researcher collected and listed the questions in the reading comprehension tasks and then calculated the percentage and frequencies of each level of cognition in each separate book chapter and in all five combined book chapters. The results showed that the most dominant level in the textbook was higher order thinking skills HOTS). It was 66.8 % of 100 % while it was 33.4 % for lower order thinking skills LOTS). It indicated that this textbook concentrated more on higher –level thinking questions than lower lever thinking.]]>
<![CDATA[Non-Native Speakers’ Rhetorical Commonalities in Writing Script Introduction Section ]]>
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Novalia Rizkanisa]]>;
<![CDATA[Siti Sarah Fitriani]]>
<![CDATA[ Lingua Cultura Vol. 12 No. 2 (2018): Lingua Cultura Vol. 12 No. 2 ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v12i2.2475
<![CDATA[This research analyzed the rhetorical pattern (RP) of script Introduction section written by undergraduate students at four selected universities in Aceh. Information about the RP of introduction section had been found in literature, including the work of Indonesian students in general. However, specific information about the RP of the work of EFL students in Aceh was not determined yet. The main aim of the study was to explore whether Acehnese studentsperformed the exact pattern of written Academic English. Understanding the RP of this section was important because it helped readers to have a description of the whole script. A qualitative method was applied in this study to draw the RP through the content analysis. The data were taken from twenty undergraduate students’ scripts at four selected universities. CARS model was used to analyze all the data. In general, the result shows a unique RP of the Introductionsection by Acehnese students where RP of introduction section maintains the circular way of thinking.]]>
<![CDATA[TEACHERS’ ELICITATION: INVITING STUDENTS TO SPEAK ]]>
<![CDATA[Bustami Usman]]>;
<![CDATA[Nour Ayouni]]>;
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Siti Sarah Fitriani]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.3.1.51-65
<![CDATA[This study describes the implementation of teachers’ elicitation in speaking class of English Department of Ar-raniry Islamic State University. It attempts to investigate types of elicitation used by the lecturers in speaking class and the most frequent type. The participants of this study were five lecturers of speaking classes and hence ten teaching sessions were video-recorded and transcribed in order to analyze lecturers’ utterance that indicates teachers’ elicitation. Quantitative and qualitative method were employed where the data were obtained from observation and interview by means of video recorder, field-notes, observation sheet and interview guide. Technique of data analysis was followed Miles’s & Huberman’s (1992) model including data reduction, data display, and conclusion. The results of this study revealed six types of elicitations; elicit:inform, elicit:confirm, elicit:agree, elicit:commit, elicit:repeat, and elicit:clarify were used by the lecturers in teaching speaking. It is also found elicit:inform was the most frequent type of elicitation used which reached 72.23%. This indicates that the lecturers frequently used elicitation to invite students to speak.]]>
<![CDATA[Standing, Active vs Sitting, Torpid: a Management Decision ]]>
<![CDATA[Bustami Usman]]>;
<![CDATA[Ibrahim Champion]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Iskandar Abdul Samad]]>
<![CDATA[ AT-TA'LIM Vol 25, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Imam Bonjol Padang ]]>
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DOI: 10.15548/jt.v25i1.378
<![CDATA[The aim of the study is to investigate the pros and cons of standing while working and studying. A qualitative research was employed where the data taken from education practitioners and students interested to learn and support the introduction of standing desks. The finding of the study show that students and sedentary workers now spend up to 85% of their waking hours,(+/-13.5 hrs/day), sitting viz: sitting at meals, sitting in transportation, sitting in schools or offices, sitting watching TV or looking at a handphone or an i-pad plus sitting whilst watching sport or playing computer games. Even if standing in classes became the default behaviour in all classes it could only result in a maximum of about 20 extra hours of standing per week during semesters and thus could only reduce the amount of time spent sitting by a maximum of 14% of waking hours to 71% of waking hours. The height of Standing Desks should be at the elbow height of the person concerned ie about 1.00m for senior high school and university students and adults. For primary school students the desk height for the standing desk is about 75cm – ie. the same as the desk height for normal sitting desks for adults. The study also did a small survey of educators, 66% of whom would support the introduction of standing desks. Finally the study found that 72 % of the students and their teacher supported the introduction of standing desks. It is hoped that some schools and offices will take the initiative to introduce standing desks on a larger scale.]]>
<![CDATA[Board Game in Speaking Skill ]]>
<![CDATA[Cut Ratna Putri]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Chairina Nasir]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This quantitative study is about Board Game to develop students’ speaking skill on expressing their ideas on descriptive text especifically on describing people. The speaking tests were used as the instrument, which are divided into pretest and post-test. A number of 25 students of SMPN 11 Banda Aceh participated in this study that chosen randomly from eight grader. The scores were tabulated statistically by using t-test. The result showed the hypothesis testing of the students’ pronunciation performance is significantly improved (19.7 t-count 1.71 t-table). It was found that this technique improved students’ speaking skill in the target language and their acuracy. It also could give positive reinforcement on fluency vocabulary and accuracy while learning within this technique. The finding suggested to use Board Game as a technique in improving speaking skill. The study has demonstrated that the treatment activities have improved the students’ interest to speak the target language.]]>
<![CDATA[Numbered Head Together Technique on Improving Students’ Reading Comprehension ]]>
<![CDATA[Fahmi Risnaldi]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Diana Achmad]]>
<![CDATA[ Research in English and Education Journal Vol 1, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims at investigating the impacts of the implementation of Numbered Heads Together technique perceived by the students on their reading comprehension and the impacts of the implementation of Numbered Heads Together technique perceived by the teacher on her students and the difficulties. Descriptive qualitative study design was undertaken by using purposive sampling. The instruments of this study were questionnaire items and interview guide. The collected data were analyzed by presenting them in the form of narration and three steps proposed by Miles and Huberman. The result of this study showed that the implementation of Numbered Heads Together technique gave positive impacts perceived by the students and the teacher. Their enthusiasm in learning can be higher, easier in accomplishing the difficult questions, more interested in group working, and easier in accomplishing the difficult questions. Thus, Numbered Heads Together technique can be used by the English teacher as one of the alternative teaching techniques in English particularly teaching reading in EFL classroom.]]>
<![CDATA[Teachers’ view in improving students’ speaking ability through pictures ]]>
<![CDATA[Muflihatun Muflihatun]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Nira Erdiana]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[In curriculum 2013, students are expected to use English in oral communications related to the skill pictures are frequently use teaching. Descriptive is a text that often use in speaking. Unfortunately, student lack of vocabulary, no ideas, and not enough information to describing something in detail; based on the problems, teachers’ try to solve it in classroom activity. One of them is media picture that used by teacher to attract student’s attention and motivations. This study was descriptive qualitative. To find the data the researcher ask teachers’ view’ on the impact of media picture in improving students speaking ability; by using interview and recorded. The researcher found that positive view of teachers’ related to pictures. In addition, pictures are easy to obtain, colorful is better to attract students’ attentions. It was give many contributions in field of education.]]>
<![CDATA[Teacher’s and students’ effort in overcoming the students’ speaking problems ]]>
<![CDATA[Cut Damba Nabila]]>;
<![CDATA[Bustami Usman]]>;
<![CDATA[Hendra Heriansyah]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information. It means the information is included in speaking, people can get information about something they look for by speaking or communicating. However, learning English as a foreign language in fact is still a problematic thing for Indonesian students. This study was aimed at investigating the teacher’s and students’ efforts in overcoming the speaking problems at SMA Negeri 12 Banda Aceh. The research is intended to find out the speaking problems that the teacher’s and students’ faced through interview and document analysis. In order to investigate the efforts of the teacher and students in overcoming speaking problems in this study, the researcher uses qualitative study. The data were analyzed in accordance with Ali (2000) for the data of interview and Miles and Huberman (1984) for the data of document analysis. From the result of interview shows that there were 5 efforts (taking English course, reading English books, memorizing vocabularies, speaking English, and learning English in school) made by students in solving speaking problems and teacher’s effort was in increasing students vocabularies. Meanwhile, the result of document analysis shows that, the students got low score in speaking.]]>
<![CDATA[Using Role, Audience, Format, and Topic (RAFT) in Teaching Writing ]]>
<![CDATA[Ratih Anggraini]]>;
<![CDATA[Bustami Usman]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study was a quantitative research about the implementing of Role, Audience, Format, and Topic (RAFT) strategy used in teaching writing descriptive text. The participant of this study was the students from second grade of Junior High School: SMP 10 which divided into the experimental group and the control group. They were chosen by using simple random sampling. The reason for conducting this study was due to the fact that students’ writing skill was still low. Moreover, the design used in this study was true experiment with pre-test-post-test control group design. The data was collected through pre-test, treatment, and post-test. The findings showed that mean of post-test of experimental class (=62.35) was higher than mean of post-test of control class (=44.3). The result of t-score of experimental class (=9.16) was higher than t-score of control class (=4.87) with the level of significance (=0.05). Hence, it can be concluded that Role, Audience, Format, and Topic (RAFT) can improve the students’ writing skill in descriptive text.]]>
