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Using Small Group Discussion in Teaching Reading Comprehension Muhammad Ilham Muslim; Asnawi Muslem; Diana Fauzia Sari
Research in English and Education Journal Vol 7, No 1 (2022): February 2022
Publisher : Universitas Syiah Kuala

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The research is conducted to find out whether the use of Small Group Discussion is effective to improve students’ reading comprehension. It also investigates the type of motivation used by the students in learning English. This research employs quantitative method in nature. The population of this research is all the second grade students of State Junior High School 2 Ingin Jaya Aceh Besar. The samples of the research are 30 students of the Second Grade selected purposively from the previously mentioned population. The instruments used in this research are test and a set of questionnaire. Pre-test of reading comprehension is given before the treatment, while post-test was conducted after the treatments were completed.. Lastly, a set of questionnaire is distributed to the students to see their types of motivation in learning English. The data collected were analyzed using statistical inference. The results suggested that the use of Small Group Discussion was effective to improve students’ reading comprehension. It was discovered that the Small Group Discussion method is effective in improving the students’ reading comprehension of descriptive text (P-Value of 0,002 (P0,05)). The results also revealed that the students had a stronger integrative motivation (4,10) compared to instrumental motivation (3,76). It can be concluded that Small Group Discussion can improve the students’ reading comprehension and motivation.

Analyzing Students’ Perceptions of English Language Learning Through Online Learning Implementation Asnawi Muslem; Ika Apriani Fata; Lathifah M.Nur
Jurnal Pendidikan Indonesia Vol 11 No 3 (2022): September
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

E-Learning also known as online learning became fully established during previous school year. This study aims to analyses students' perceptions of the usefulness of the E Belajar platform as a medium in the English online classroom, as well as the presences of English teachers. The method use is qualitative, consisting of a questionnaire and an interview. In a questionnaire, 56 students from one schools were asked to rate 20 statements on a five-point Likert scale. This school was chosen through purposive sampling because it used the E-belajar platform designed by ministry of education. In interview, there are five respondents through purposive sampling method to explore in depth usefulness of E-belajar and teachers presences. For the analysis, questionnaire data were analyzed using SPSS IBM Version 22, while the interview data were analyzed using thematic analysis. The result show that students preferred offline classes because the explanation of the learning materials was more obvious. In a face-to-face class, students can ask the teacher direct questions; they can maintain the offline class; they can gain more lessons in an offline class; they can understand more easily; they can enjoy themselves; the time in an offline class is more efficient; the explanation is clearer, and they can interact with the teacher. In summary, they acknowledged that E Belajar was beneficial in learning English and that teachers should consider using the digital platform during English online classes; however, teachers must guide and teach students accordingly.

Strategies employed by EFL doctoral candidates in dissertation writing completion Saiful Marhaban; Nur Mukminatien; Utami Widiati; Teguh Sulistyo; Wardani Dwi Suhastyanang; Yunita Puspitasari; Asnawi Muslem
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing. This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.

Why Do We Learn English? Investigating the First Year Students’ Motives to Learn English in Aceh Nurbaiti Nurbaiti; Yunisrina Qismullah Yusuf; Asnawi Muslem; Nurul Inayah
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.6015

Integrative and instrumental motivation both play crucial roles in language learning, so it is crucial for teachers to determine which students' motivations are predominant in a classroom. The motivation of first-year students to learn English was examined in this study. It involved 77 first-year students from the Department of English Education at Universitas Syiah Kuala in Banda Aceh, 56 of whom were females and 21 of whom were males. The research tool utilized to gather the data was a questionnaire. The Attitude/Motivation Test Battery served as its model. The acquired data were analyzed using the Statistical Package for Social Science version 23. The results demonstrated that instrumental motivation's mean score (M=44.18) is higher than integrative motivation's (M=43.38). However, there was little difference (at 0.92 percent ). Therefore, it can be said that these students were driven by both integrative and instrumental motivations. Both of these types of motivations are closely related, and they both function as learning objectives with a lot of value. They benefit by way of the students’ learning outcomes as they become more proficient and successful in the target language.

Assessment design, learning strategies and obstacles in facing Computer-Based Madrasah Exam on the English subject Bahrun Bahrun; Rizki Maulana; Asnawi Muslem; Yulianti Yulianti
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.31954

The objectives of this study were to describe how teachers design the Computer-Based Madrasah Exam (CBME) questions for English subjects, to investigate learning strategies students use, and to explore the obstacles the students face in this exam. Questionnaires and interviews were used as the instruments to collect data for this study. A number of 95 ninth-grade students and two English teachers of Madrasah Tsanawiyah Negeri No. 1 (MTsN 1; this school level is equivalent to junior high schools) in South Aceh, Indonesia, participated in this study. The data were analyzed quantitatively and qualitatively using thematic analysis. The results revealed that in designing the assessment of CBME, the teachers used four strategies which were preparing for the change in the final exam model, selecting sources in designing the exam questions, preparing students to face the exam in the new model, and resolving obstacles in developing the exam questions. Meanwhile, the students used five strategies in facing the exam, they are managing time, motivating themselves, creating study groups, practicing, and strengthening basic abilities. Furthermore, the obstacles that the students faced in the exam are a lack of skill in using a computer for the exam, slow internet access, limited computer availability, limitation of vocabulary mastery, taking time to understand questions, and peers’ interventions. Thus, this study suggests that more training is still needed for teachers in designing the assessment model of CMBE and the school also need sufficient facilities before they enforce CMBE to their students.

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.

The Investigation of Teacher’s Questioning Strategies in Speaking Class Aulia Rusdy; Asnawi Muslem; Muhammad Aulia
Research in English and Education Journal Vol 8, No 2 (2023): June 2023
Publisher : Universitas Syiah Kuala

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This research aimed to discover the questioning strategies that English teachers used in speaking class and why English teachers used the questioning strategies in speaking class at SMP Negeri 5 Lhokseumawe. This research applied a descriptive qualitative method. The data were collected from the observation by video-recording and interview. This study focused on the theory proposed by Wragg Brown (1993, as cited in Irawati et al., 2021). The data were taken from two English teachers at SMP Negeri 5 Lhokseumawe to determine the questioning strategies. In analyzing the data, the researcher used descriptive analysis. This research showed that the teacher used questioning strategies, such as structuring, directing, distributing, prompting and probing, listening to replies and responding, and pausing and pacing. Furthermore, there were two types of questioning strategies the teachers could not use in speaking class: pitching and putting clearly, and sequencing. Moreover, the underlying reason why the English teacher used the questioning strategies to increase students' activity and to measure students' knowledge about the material.

Strategies employed by EFL doctoral candidates in dissertation writing completion Saiful Marhaban; Nur Mukminatien; Utami Widiati; Teguh Sulistyo; Wardani Dwi Suhastyanang; Yunita Puspitasari; Asnawi Muslem
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.17694

This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing. This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.

The contribution of online multimodal feedback-based weblogs toward students’ writing skills enhancement Asnawi Muslem; Saiful Marhaban; Sofyan A Gani; Siti Hamdalah; Dina Amalia; Emma Hankinson
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.31389

Writing correctly and accurately in English is essential for communicating formally with others in this 4.0 era. Various approaches, methods, techniques, strategies, and media have been used to improve students’ writing skills. However, students still require help with writing correctly and accurately in English. This study aims to investigate whether online multimodal feedback-based weblogs improve students’ writing skills and to discover the students’ perceptions of using this teaching model. Fifty students were included in this quasi-experimental study. They were divided into two groups: experimental and control groups, with 25 students in each group. The experimental group was taught writing with online multimodal feedback-based weblogs, and the control group was taught writing using the traditional method. A written test was used to collect data in both pre-test and post-test. A set of questionnaires was also used to collect information about the students’ perceptions of the teaching model used. The research results showed that online multimodal feedback-based weblogs could improve the students’ writing skills. Furthermore, students in the experimental group positively responded to the use of online multimodal feedback-based weblogs in teaching and learning writing. Hence, it can be inferred that weblogs incorporating online multimodal feedback have the potential to enhance both the writing proficiency and motivation of students.

The Implementation of 3-N (Niteni, Nirokke, Nambahi) Teaching Strategies Concept to Improve Students’ Speaking Skill Asnawi Muslem; Nur Mulia Nanda; Nira Erdiana
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Implementation of 3-N (Niteni, Nirokke, Nambahi) Teaching Strategies Concept to Improve Students’ Speaking Skill. Objectives: This study is intended to determine if using the 3-N teaching strategies significantly improves students’ speaking skills. Methods: A pre-experimental design is used to collect data from the same group of participants before and after the implementation of an intervention. This design is often used to evaluate the effectiveness of an intervention over a limited time. A pre-experimental design makes it necessary to collect data from participants before administering the intervention, administer the intervention, and collect data after the intervention to observe changes and effects. The researcher conducted treatment for students, the treatment was performed five times, including the pre-test and post-test. Findings: The treatment succeeded in improving students’, both with low and high initial understanding. The use of the 3-N teaching concept is effective in improving students’ speaking skills, especially in the vocabulary aspect. Conclusion: The use of 3-N provides benefits to students, they can get the opportunity to listen and imitate before they create their work. It can also add to the student’s creativity because they can also modify and add to what they have learned. Keywords: niteni, nirokke, nambahi, vocabulary, speaking skill.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202454

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