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The magic of storytelling: Does storytelling through videos improve EFL students’ oral performance? Tgk Maya Silviyanti; Diana Achmad; Fathimath Shaheema; Nurul Inayah
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

This study aimed to examine the EFL (English as a foreign language) students’ oral presentation of storytelling. The students performed retelling of narratives such as fables, legends, myths, and fairy tales using their smartphones and video recorder. The participants of the study were 19 students enrolled in the Drama in ELT (English Language Teaching) course at Universitas Syiah Kuala, Banda Aceh, Indonesia. It employed participant observation and interviews to collect data. The results of the study revealed that for non-language aspects, the lowest score was for ‘dress code’ (M=2.1), meaning that the students did not make any efforts to dress and use props that were related to the stories they were telling. While for the language aspects, the lowest score was for ‘communicative abilities with the audience’ (M= 1.2). This shows that even though the participants recorded their performance, and there was no audience watching them directly, they still faced barriers and a lack of confidence when presenting the storytelling. The interviews further supported the findings from the observation such as not being able to use appropriate props for their performance, lack of eye contact, switching voices, use of gestures, difficulty in remembering the script, and needing somebody else to do the recording for them. Therefore, the students need more practice in front of audiences to overcome the problems in the future to ensure that the use of storytelling can improve their oral performance.

INVESTIGATING STUDENTS’ EXPECTATIONS OF THE LECTURERS’ STYLES IN TEACHING ENGLISH Diana Achmad; Asnawi Muslem; Tia Rahmanita; Humaira Irfan Khan
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7972

The teaching style is the way the lecturer delivers material and controls students’ activities in the classroom. Teachers have their own teaching style depending on personal and students’ needs. Meanwhile, the students have their own expectations regarding the teachers’ styles of teaching English as well. This research investigated the university students’ expectations of the lecturers’ styles in teaching English. It used descriptive quantitative and qualitative methods as the research design. The data were collected by distributing a questionnaire to 45 students and interviewing 9 of them who were randomly chosen from the students majoring in English at one of the universities in Banda Aceh, Indonesia. The quantitative data were analyzed statistically, while the qualitative data were analyzed through data condensation, data display, and conclusion. The results of the research revealed that the dominant lecturer’s style expected by the students in teaching English is the combination of facilitator, personal model, and expert styles. The students favored the lecturers who facilitate students’ learning activities, give personal examples, and provide detailed information that students need. If the lecturers used only one teaching style, the students said they would get bored and learning would not reach maximum results. The combination of the three styles is a form of the student-centered model in which students play an active role in the learning activity in the classroom.

An analysis of slang words in the “Green Book”, a movie directed by Peter Farrelly Diana Achmad; Nira Erdiana; Syamsul Bahri; Fany Fadilla
English Education Journal Vol 14, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v14i2.31203

This paper aims to describe types of slang words, meanings, and reasons for using slang words in the Green Book movie directed by Peter Farrelly. The characters in the Green Book movie use slang words in their daily or informal contexts. The researchers used qualitative methods in this research process. The technique used in the data collection part was by using the observational method where the researchers observed the data collection in the form of scripts in the Green Book movie. Based on the data collection, there are 118 slang words found in this movie. The researchers concluded that there are three findings. The first finding is type of slang word where there are 4 types of slang words used by characters in the Green Book movie, such as fresh and creative, imitative, flippant, and clipping. Then, the second finding is the meaning of each slang word used by the characters in the Green Book movie. While, the third finding is the reason for using slang words where there are 7 reasons for using slang words, such as to address, to form intimate atmosphere, to initiate relax conversation, to express impression, to show intimacy, to reveal anger, and to express humiliation. This research is expected to broaden our knowledge about the slang words used in America and to widen our understanding about the application or use of slang words slang for daily life for speakers who are interested in using and learning slang words.

Probing into the obstacles faced by internship student-teachers in designing lesson plans Diana Achmad; Endang Komariah; Wahyuni Miftahhul Jannah; Tgk Maya Silviyanti
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26647

This study aims to find out the problems faced by student teachers in an internship program in designing lesson plans at schools. A lesson plan is one of the essential instructional designs that should be considered to achieve a successful teaching and learning process. For teachers, a lesson plan is a guideline that will be used in teaching to achieve learning objectives. This research used a qualitative method. The participants were selected by using purposive sampling. They were seven students of the English Education Department of Universitas Syiah Kuala who were taking an internship program. The data collection was carried out through document analysis and interviews. The results showed that all student teachers strived to design their lesson plans based on the 2013 Curriculum. There were several problems faced by the students, such as (1) formulating the indicators of competency achievement, (2) writing learning objectives, (3) finding suitable materials, (4) selecting learning methods, (5) choosing learning media and resources, (6) formulating activities, and (7) creating an assessment. The results of the interview also revealed the same. Thus, it is recommended that student teachers should receive more training, both theoretically and practically, in designing the lesson plan based on the 2013 Curriculum as required by the Ministry of Education in Indonesia.

An analysis of illocutionary acts in a fantasy movie Siti Sarah Fitriani; Diana Achmad; Fitria Rasmita
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i1.13635

This study aims to find out the types and the most dominant illocutionary acts used by the main character in a fantasy movie, ‘Harry Potter and the Chamber of Secret’. A descriptive qualitative study was done by observing the utterances spoken by the main character in the movie. The spoken utterances were then analysed based on the types of illocutionary acts, namely: representative, directive, commissive, expressive and declarative. The results of the study showed that out of the five, only four types of illocutionary acts were found in the movie, they are representative, directive, expressive, and commissive. The most frequently illocutionary act used is directive (47.64%), while the least frequently used is commissive (4.19%). The directive forces used by the main character are varied. Directives are used get the hearers to do something, where in the movie, he often used asking and ordering. Meanwhile, declarative is not employed by the main character since performing declarative act needs authorities and status; this act is used to change the world through utterances. But the main character in this movie do not have any certain status or authority in any position at the magic school he attended, he is a student, still new with the magic world and do not have much power. This is why declarative was not found in the utterances of the main character.

The magic of storytelling: Does storytelling through videos improve EFL students’ oral performance? Tgk Maya Silviyanti; Diana Achmad; Fathimath Shaheema; Nurul Inayah
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.v9i2.23259

This study aimed to examine the EFL (English as a foreign language) students’ oral presentation of storytelling. The students performed retelling of narratives such as fables, legends, myths, and fairy tales using their smartphones and video recorder. The participants of the study were 19 students enrolled in the Drama in ELT (English Language Teaching) course at Universitas Syiah Kuala, Banda Aceh, Indonesia. It employed participant observation and interviews to collect data. The results of the study revealed that for non-language aspects, the lowest score was for ‘dress code’ (M=2.1), meaning that the students did not make any efforts to dress and use props that were related to the stories they were telling. While for the language aspects, the lowest score was for ‘communicative abilities with the audience’ (M= 1.2). This shows that even though the participants recorded their performance, and there was no audience watching them directly, they still faced barriers and a lack of confidence when presenting the storytelling. The interviews further supported the findings from the observation such as not being able to use appropriate props for their performance, lack of eye contact, switching voices, use of gestures, difficulty in remembering the script, and needing somebody else to do the recording for them. Therefore, the students need more practice in front of audiences to overcome the problems in the future to ensure that the use of storytelling can improve their oral performance.

AN EXPLORATORY STUDY ON STUDENTS’ ANXIETY IN THE PROCESS OF COMPOSING AN ENGLISH ESSAY Diana Achmad; Muhammad Aulia; Roni Ageng Hidayatullah; Yunisrina Qismullah Yusuf
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.8559

Writing proficiency is a crucial language skill for students to acquire, necessitating the production of compositions such as essays. This research aims to identify the manifestations of anxiety experienced by students during the composition of English essays and to ascertain the underlying factors precipitating such apprehension. Participants consisted of 34 fifth-semester students from the Department of English Education at Universitas Syiah Kuala. Employing qualitative methodology, the study utilized questionnaires and interviews as research instruments to collect data. Questionnaires were used to capture data concerning diverse forms of student anxiety, while interviews were conducted to elucidate the determinants of anxiety specifically related to composing English essays. Outcomes revealed that cognitive anxiety was predominant, afflicting 43.5% of fifth-semester students, showcasing its prevalence in this cohort. Additionally, language complexities, self-confidence deficits, fear of critical evaluation, and the pursuit of perfection emerged as pivotal sources of essay-writing apprehension. These findings underline the multifaceted nature of student anxiety during English essay composition, thereby serving as a valuable resource for educational stakeholders seeking insights to enhance students' writing competencies.

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