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Competency-based curriculum, relevant second language learning theories, and its language assessment Hendra Heriansyah; Pharisaa Darni; Rahmat Fajri; Rosnani Sahardin
English Education Journal Vol 12, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i3.21631

The complexity of problems encountered in today’s world has forced educational institutions to re-envision their mission in order to successfully prepare a competent and skilled alumna who is able to face the future challenges on a global scale. To achieve this goal, a strategic policy and management, which involves different stakeholders and other parties, are needed. To prepare a competent human resource that is able to face each of the challenges and changes, a curriculum is required that meets the established standards as well as the job market demands. In this regard, this paper addresses the implementation of competency-based curriculum (CBC) in Indonesia. The introduction explains the overview of CBC, its aim and implementation, the relationship between English curriculum and environment, and English language syllabus. The second part discusses the main principles of the curriculum, the theoretical approach that relates to language description and some theories of second language learning that underpin the curriculum. Additionally, other factors that relates to curriculum such as the context and the assessment system including language curriculum innovation are also explored. The third part is the conclusion and identification which reports some of the unsolved issues that relates to the implementation of the curriculum.

The Comparison between Realia and Discovery Learning Techniques to Improve Students’ Vocabulary in Reading Comprehension Khusnul Zakiah; Rosnani Sahardin
Research in English and Education Journal Vol 7, No 1 (2022): February 2022
Publisher : Universitas Syiah Kuala

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This study aimed to investigate the comparison between the use of Realia and Discovery Learning Techniques in improving the junior high school students’ vocabulary in reading comprehension. The sample was the second grade students of SMPN BUNGA BANGSA Nagan Raya consisting of 60 students from class VIII-1 and VIII-2. The research design used in this study is an experimental one in which there were two classes designed, one class used Realia and the other used Discovery Learning technique. The data were obtained from a pre-test and a post-test given to the students. The findings show that by using Realia technique, the mean score of the pre-test for vocabulary is 23.89 %and the mean score of the post-test is 72.22%. In addition, the mean score of the pre-test for comprehension is 21.67% and the post-test is 71.14%. While by using Discovery Learning, the mean score of pre-test for vocabulary is 24.46% and the post-test is 67.84%. Whereas, for the comprehension, the mean score of the pre-test is 20.28% and the post-test is 68.06%. Therefore, based on the complication, there is significant difference in reading comprehension score of students before given treatment using Realia and Discovery Learning techniques and after treatment. Thus, it can be said that Realia and Discovery Learning techniques improved students’ in reading comprehension and hence Ha is accepted because after given treatment by Realia and Discovery Learning techniques, the students had better achievement in reading comprehension.

Improving Students' Writing Skills by Using Audio-Visual Media Fadhila Humaira; Rosnani Sahardin; Diana Fauzia Sari
Research in English and Education Journal Vol 7, No 3 (2022): August 2022
Publisher : Universitas Syiah Kuala

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This study aims to determine the result of using audio-visual media on writing skills in the experimental class and control class. In this study, the researcher focuses on writing skills that lead to 3 aspects, organization, vocabulary, and grammar. In this study, the researcher used audio-visual media in the form of animal animation videos as a form of treatment. The researceher used report text in the form of animal explanations. This study focused on the use of audio-visual media at SMPN 2 Masjid Raya by using a random sampling technique. The researcher used a population from class 9 with a total of 5 classes and a sample of 2 classes as the experimental class and the control class. The number of students in both classes was 31 students. This study collects data using tests and interviews. The data is processed by descriptive statistics. The results show that the result of the t-test is 10.950 and with df = n-2 or df = 31-2 = 29, the t-table is 2.045. With test criteria tcount from ttable or 10.950 2.048 at a significance level of (a) 5%. This means, there is a significant effect on improving students' writing skills in using audio-visual media. The use of audio-visual media is recomemded for improving student’s writing skills.

YouTube teaching materials with peer support to improve students' mastery of subject content learning Asnawi Muslem; Rosnani Sahardin; Hendra Heriansyah; Ika Apriani Fata; Yulianti Djalaluddin; Emma Hankinson
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

This study investigated the effectiveness of using YouTube teaching materials with peer support on students’ mastery of subject content learning, motivation, obstacles, and benefits they acquired in learning through this media. This study involved 60 undergraduate students attending the English Language Teaching Method Course (ELTMC) at a university in Banda Aceh, Indonesia. The study used mixed methods: quantitative and qualitative. A quasi-experimental with pre-test and post-test design was used to see the effectiveness of using YouTube teaching materials with peer support and without peer support on students’ mastery of the course. The instruments used to collect the data were tests and an open-ended questionnaire. The findings revealed that using YouTube teaching materials with peer support significantly improved students’ mastery of the subject content of ELTMC compared to those without peer support. The study also reported that only 13 of 30 students had problems learning the subject via the media in the experimental group with peer support. The problems were the speed of speaking by the native speakers, lengthy videos, different English accents that were difficult to absorb, and unclear video sounds. Meanwhile, the benefits include the presence of the native speakers in the videos who are creative and accurate in the language being learned (i.e., English), the joy and positive challenges they got from watching the videos and having discussions afterward with peers. The availability of peer assistance enabled students to comprehend the teaching material delivered through actual media on YouTube on a deeper level.

The use of Round Robin technique to improve students' speaking skill Rosnani Sahardin; Hendra Heriansyah; Mutia Dara Authari
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

This study aims to find out whether the use of Round Robin Technique can improve the speaking skill of junior high school students. This research was conducted in one class and applied the pre-experimental design that was one group pre-test and post-test design. There were four meetings in this research including pre-test and post-tests. The sample is students in one class that consisted of 32 students, with 15 females and 17 males. The instruments used to obtain the data were pre-test and post-test. The mean of the student speaking score of the pre-test was 43.71 and the mean of the post-test was 79.2. The improvement from pre-test to the post-test was 35.49 points. The average score of the students was 79.2, it was higher than the Criteria Mastery of Learning (or KKM, Kriteria Ketuntasan Minimal) of a junior high school in Banda Aceh, which is 70.00. The result of this study can be shown in the t-test that there was an improvement of students’ speaking skill, with the t-test of 25.3, the degree of freedom is 31 and t-table is 1.696. Based on the result of the test, it can be concluded that the use of Round Robin Technique improved the students’ speaking skills. This technique offered the students’ chances to share ideas and opinion with their peers, speak up and express their argument in class.

The impact of vocabulary instruction on vocabulary achievement Anisa Mutia; Rosnani Sahardin; Geunta Mardika Putra
English Education Journal Vol 13, No 4 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i4.30005

Students must have a sufficient vocabulary size in order to improve other English skills, as vocabulary is one of the most crucial aspects of language acquisition. Therefore, it is necessary to teach vocabulary when teaching a language. This study seeks to determine the effect of vocabulary instruction on vocabulary achievement among senior high school students. This study was a quantitative study, the sample was 30 students, and the data was collected using a pre-test and post-test. Between the assessments, a seven-hour vocabulary education was provided. Using the paired sample t-test and Wilcoxon signed rank test, it was determined whether there was a statistically significant difference between students' scores before and after the vocabulary training was implemented. The results indicate a significant increase in vocabulary scores among students. The results of the research indicate that explicit vocabulary instruction should be incorporated into the teaching and learning process since it has been shown to increase students' vocabulary.

YouTube teaching materials with peer support to improve students' mastery of subject content learning Asnawi Muslem; Rosnani Sahardin; Hendra Heriansyah; Ika Apriani Fata; Yulianti Djalaluddin; Emma Hankinson
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.25236

This study investigated the effectiveness of using YouTube teaching materials with peer support on students’ mastery of subject content learning, motivation, obstacles, and benefits they acquired in learning through this media. This study involved 60 undergraduate students attending the English Language Teaching Method Course (ELTMC) at a university in Banda Aceh, Indonesia. The study used mixed methods: quantitative and qualitative. A quasi-experimental with pre-test and post-test design was used to see the effectiveness of using YouTube teaching materials with peer support and without peer support on students’ mastery of the course. The instruments used to collect the data were tests and an open-ended questionnaire. The findings revealed that using YouTube teaching materials with peer support significantly improved students’ mastery of the subject content of ELTMC compared to those without peer support. The study also reported that only 13 of 30 students had problems learning the subject via the media in the experimental group with peer support. The problems were the speed of speaking by the native speakers, lengthy videos, different English accents that were difficult to absorb, and unclear video sounds. Meanwhile, the benefits include the presence of the native speakers in the videos who are creative and accurate in the language being learned (i.e., English), the joy and positive challenges they got from watching the videos and having discussions afterward with peers. The availability of peer assistance enabled students to comprehend the teaching material delivered through actual media on YouTube on a deeper level.

The use of Round Robin technique to improve students' speaking skill Rosnani Sahardin; Hendra Heriansyah; Mutia Dara Authari
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i2.14787

This study aims to find out whether the use of Round Robin Technique can improve the speaking skill of junior high school students. This research was conducted in one class and applied the pre-experimental design that was one group pre-test and post-test design. There were four meetings in this research including pre-test and post-tests. The sample is students in one class that consisted of 32 students, with 15 females and 17 males. The instruments used to obtain the data were pre-test and post-test. The mean of the student speaking score of the pre-test was 43.71 and the mean of the post-test was 79.2. The improvement from pre-test to the post-test was 35.49 points. The average score of the students was 79.2, it was higher than the Criteria Mastery of Learning (or KKM, Kriteria Ketuntasan Minimal) of a junior high school in Banda Aceh, which is 70.00. The result of this study can be shown in the t-test that there was an improvement of students’ speaking skill, with the t-test of 25.3, the degree of freedom is 31 and t-table is 1.696. Based on the result of the test, it can be concluded that the use of Round Robin Technique improved the students’ speaking skills. This technique offered the students’ chances to share ideas and opinion with their peers, speak up and express their argument in class.

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