Articles
<![CDATA[QAR Strategy for Effective Teaching of Reading Comprehension ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Abdul Manan]]>
<![CDATA[ English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (575.279 KB)
<![CDATA[The objective of study was to investigate the effect of implementation of Question Aswer Relationship(QAR) strategy on teaching reading comprehension at the third year students of MTsN 7 Aceh Besar.This study employed true experimental in which there were two classes taken as the sample, namely a control group which consisted of 21 students and an experimental group that consisted of 23 students. They were taken through random sampling tehnique. In addition, the data were collected through quantitative (pre-test and post-test) and qualitative method (questionaire). The result shows that the mean of the post-test score of the experimental group was 73.69, while the mean of the post-test scores of control group is 65.64. By comparing t-test score with t-table score, it shows that the result of t-test was 3.08, while the result of t-table at a level of significance with α = 0,05 was 2,021. It means that t-test score is higher than t-table score.The results indicate that alternative hypothesis was accepted and the null hypothesis was rejected. Moreover, the students’ responses toward the use of QAR strategy in learning reading comprehension were quite positive(80.9%). Finally, it can be inferred that QAR strategy is an effective strategy in teaching reading comprehension at the third year students of MTsN 7 Aceh Besar.]]>
<![CDATA[Students’ perception of oral corrective feedback in speaking classes ]]>
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Teuku Zulfikar]]>;
<![CDATA[Inas Astila]]>
<![CDATA[ English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (447.245 KB)
<![CDATA[This survey was aimed at finding out students’ perceptions towards lecturers’ oral corrective feedback in speaking classes. This survey involved 100 fourth semester students of the Department of English Language Education at Ar-Raniry State Islamic University (UIN Ar-Raniry) in Banda Aceh. They were randomly chosen to fulfil the estimated population needed for the survey sample. A modified questionnaire from Calsiyao (2015) and Elsaghayer (2014) was used to collect the data. The results showed that the students perceived the lecturers’ oral corrective feedback as an important part of language learning. The lecturers’ oral corrective feedback was very helpful in improving the speaking ability of the students.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (619.171 KB)
<![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[The Use of Information and Communication Technology (ICT) Amongst EFL Teachers: Perceptions and Challenges ]]>
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Rena Juliana]]>
<![CDATA[ English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (125.555 KB)
<![CDATA[The purpose of this research was to investigate the perceptions and challenges of English teachers to the implementation of Information and Communication Technology (ICT) in ELT classrooms. The objectives of this study were to find out their perception of ICT and the challenges they face when using it. This study used mixed methods, qualitative and quantitative in nature. Purposive sampling was used to select the subjects of this study who were 26 English teachers at senior state high schools in Banda Aceh. The instruments used to collect data were a questionnaire and interviews. The data was analyzed and interpreted through qualitative and quantitative procedures. The results showed that these English teachers agreed that ICT was very helpful in teaching. However, limited time and insufficient equipment coupled with poor internet connections as well as a lack of knowledge and experience and lack of ICT training became obstacles that the teachers face in using ICT. Through this study, the teachers are expected to further deepen their knowledge of ICT so as to improve their skills in teaching English using ICT.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (700.608 KB)
<![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[An Exploration of Students’ Difficulties in Using Critical Thinking Skills in Reading ]]>
<![CDATA[Nidar Velayati]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Siti Sarah Fitriani]]>;
<![CDATA[Iskandar Abdul Samad]]>
<![CDATA[ AT-TA'LIM Vol 24, No 3 (2017) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Imam Bonjol Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (44.544 KB)
|
DOI: 10.15548/jt.v24i3.298
<![CDATA[This study intends to explore students’ difficulties in using critical thinking skills in reading. The subject of this study was second year undergraduate students of Ar-Raniry State Islamic University, Banda Aceh. This qualitative study analysed students’ difficulties in using critical thinking skills in term of interpretation, analysis, evaluation, inference, explanation, and self-regulation. A personal interview was conducted to find the data from the students. The result indicates that students’ lack of practicing let them difficult in using critical thinking skills in reading. The other difficulties found were lack of language mastery, implied meaning, background knowledge, repetition and lack of vocabulary. Among six problems discovered above, lack of practicing, background knowledge and language mastery had made the students felt that critical thinking was difficult to be applied.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1574.62 KB)
|
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[Teaching students’ writing skill through Stay and Stray Technique ]]>
<![CDATA[Putri Rizki]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Dian Fajrina]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (252.014 KB)
<![CDATA[The objective of this research was to investigate whether the use of stay and stray technique improved students writing skill in recount text. This study was conducted at State Junior High School 13 (SMPN 13) Banda Aceh. The study used pre-experimental of one group pre-test – post-test design. The sample of this study was class VIII-5 with 21 students, which consists of 13 male and 8 female. The research instrument used in this study was the written test. For pre-test, the students were asked to write a recount text with the topic “memorable day” which consists of 70 words. For the post-test, they were asked to write a recount text with the topic “holiday” which consists of 70 words. The data was collected from the pre-test and post-test result. The data was analyzed by using t-test and statistical formula to prove the hypothesis. The result showed that the students’ mean score in writing result of post-test is better than pre-test, which is 81.3 67. Based on the hypothesis, Ha is accepted since t-test is higher than t-value at the level of significant 0.05 (8.75 2.086). It proves that the use of stay and stray can improve the students’ writing skill in recount text.]]>
<![CDATA[The students’ perceptions toward teacher’s way in teaching reading comprehension ]]>
<![CDATA[Syiar Muhammad]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Diana Fauzia Sari]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (221.702 KB)
<![CDATA[The objective of this qualitative study was to find out students’ perceptions toward teacher’s way in reading comprehension. The subjects of this study were 28 second grade students chosen by using purposive sampling technique. The data were collected by conducting interview and distributing questionnaire which were designed based on Likert Scale. The data of questionnaire were analyzed by using formula suggested by Sudijono (2010). The result of this study showed that most students gave positive response toward teacher’s way in teaching and learning reading comprehension process. There were only 6 students who have negative response that teacher’s ways in teaching reading comprehension which can not help, motivate and attract them in learning many reasons namely; they did not get explanation before the class begins, they did not aware of class properly and they were not excited in learning English. The classroom circumstances were not good that can make them not focus to study appropriately. Briefly, the teacher’s ways in teaching process can help, motivate, and attract them in learning English particularly the materials given related to their daily life and simple ways and detailed explanation that can ease the students grasping the lesson properly.]]>
<![CDATA[The Role of English Teachers in Guiding Students to Win the English Debat Competition ]]>
<![CDATA[Wiradarsia Wiradarsia]]>;
<![CDATA[Potjut Ernawati]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ Research in English and Education Journal Vol 2, No 1: February 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (197.961 KB)
<![CDATA[This study aims at investigating empirical data on the role of the English teachers in guiding the students to win the English competition in the form of qualitative study. The study was carried out at SMPN 19 Percontohan Banda Aceh in February 2016. The objective of this study was to identify the roles the English teachers. The roles of the teacher were adapted from Harden and Crosby those roles include information provider, model, facilitator, assessor, planner, and resource material creator. The sources of the data were from informants and classroom observation and the data were collected through observation and interview. In analysing the data, the writer used interactive model analysis including reducing the data, presenting the data, and drawing conclusion. The results of this study indicate that the roles of the English teacher of Percontohan Junior High School play a big contribution on students’ success in winning the English contest competition. Besides, this school provided extracurricular clubs which help students to improve and increase their skill.]]>
