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All Journal English Education Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Indonesian Journal of Applied Linguistics (IJAL) AL-TA´LIM IJEE (Indonesian Journal of English Education) Islam Futura Englisia Journal EDULITE: Journal of English Education, Literature and Culture Jurnal Ilmiah Peuradeun Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran IJoLE: International Journal of Language Education SAMARAH: Jurnal Hukum Keluarga dan Hukum Islam BUAH HATI EduReligia : Jurnal Pendidikan Agama Islam Jurnal Respirologi Indonesia Al-Ta'lim English Language Teaching Educational Journal Journal of Indonesian Social Sciences and Humanities Journal of Innovation in Educational and Cultural Research Sustainable: Jurnal Kajian Mutu Pendidikan Ulumuna Narra J Journal of Comparative Study of Religions (JCSR) Journal of Medical Science; Jurnal Ilmu Medis Rumah Sakit Umum Daerah dr. Zainoel Abidin, Banda Aceh Journal Evidence Of Law JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education ITQAN: Jurnal Ilmu-ilmu Kependidikan ICONESTH Jurnal Manajemen Pendidikan Islam An-Nadzir : Jurnal Manajemen Pendidikan Islam Infolitika Journal of Data Science Indonesian Journal of Case Reports Dinika: Academic Journal of Islamic Studies.
Teuku Zulfikar
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Journal : Studies in English Language and Education

 1 
Looking inside an EFL classroom: Promoting productive learning through teachers’ questioning strategies Teuku Zulfikar; Khairiah Syahabuddin; Khamisna Maulidia; Emawati Emawati; Amiruddin Amiruddin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (909.029 KB) | DOI: 10.24815/siele.v9i3.26072

Abstract

Engaging students to participate in productive learning is a prerequisite for successful instruction. Teachers as instructional leaders should be creative and proactive in finding the best ways to enable effective learning to take place. One of the most well-known strategies is the use of appropriate ‘questioning’ during the instructional process. Teachers’ questioning strategies can encourage learning, but at the same time, they can also discourage learning when they are not carried out effectively. As teachers’ ways of posing questions are paramount for effective learning, it is timely to research this issue, teachers’ ways of asking questions during classroom instruction, and their students’ responses. The participants were two English teachers and their students at a secondary school in Aceh Province, Indonesia. The data were collected through classroom observations, in-depth interviews, and questionnaires. The study found that teachers used various questioning strategies, such as designing icebreaking activities and giving simple quizzes as attention grabbers. In addition, some types of questioning strategies, such as repetition, simplification, decomposition, structuring the questions, reacting to the students’ answers (giving a reward, complimenting, and motivating the students), using native language, and giving students some wait time to think about the answers were among the many strategies applied in the classroom. These questioning strategies were considered effective by the teachers and students in the study to promote productive language learning.
Effects of formative tests and communicative grammar instruction on EFL students’ oral response ability Hadeli Hadeli; Martin Kustati; Teuku Zulfikar; Hidayat Al Azmi; Nalini Arumugam
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.v10i2.29544

Abstract

This study investigates the effect of formative exams and communicative grammar teaching strategies on the students’ oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students’ ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students’ verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students’ oral-response ability by adopting appropriate assessments using more deductive learning are discussed.
Looking inside an EFL classroom: Promoting productive learning through teachers’ questioning strategies Teuku Zulfikar; Khairiah Syahabuddin; Khamisna Maulidia; Emawati Emawati; Amiruddin Amiruddin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.26072

Abstract

Engaging students to participate in productive learning is a prerequisite for successful instruction. Teachers as instructional leaders should be creative and proactive in finding the best ways to enable effective learning to take place. One of the most well-known strategies is the use of appropriate ‘questioning’ during the instructional process. Teachers’ questioning strategies can encourage learning, but at the same time, they can also discourage learning when they are not carried out effectively. As teachers’ ways of posing questions are paramount for effective learning, it is timely to research this issue, teachers’ ways of asking questions during classroom instruction, and their students’ responses. The participants were two English teachers and their students at a secondary school in Aceh Province, Indonesia. The data were collected through classroom observations, in-depth interviews, and questionnaires. The study found that teachers used various questioning strategies, such as designing icebreaking activities and giving simple quizzes as attention grabbers. In addition, some types of questioning strategies, such as repetition, simplification, decomposition, structuring the questions, reacting to the students’ answers (giving a reward, complimenting, and motivating the students), using native language, and giving students some wait time to think about the answers were among the many strategies applied in the classroom. These questioning strategies were considered effective by the teachers and students in the study to promote productive language learning.
Effects of formative tests and communicative grammar instruction on EFL students oral response ability Hadeli, Hadeli; Kustati, Martin; Zulfikar, Teuku; Azmi, Hidayat Al; Arumugam, Nalini
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.v10i2.29544

Abstract

This study investigates the effect of formative exams and communicative grammar teaching strategies on the students oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students oral-response ability by adopting appropriate assessments using more deductive learning are discussed.
Co-Authors Abdullah, Musrizal Ahmad, Shukri Akbar, Syarial Al-Fairusy, Muhajir Amiruddin Andhika Jaya Putra Arifin Syamaun Armiadi Musa Arnanda, Rifian Arumugam, Nalini Asep Rusyana Asnawi Muslem Asnawi Muslem Astilla, Inas AYI TEIRI NURTIANI Basri Besral Besral Bismi Khalidin Br. Perangin-angin, Alemina Budiyanti Budiyanti Bustami Usman Cherry Julida Panjaitan Cut Barlianti Taufiqiani Dina Damayanti Elismawati Elismawati Emawati Emawati Emawati Emawati Emawati Emawati emawati Enitan, Seyi Samson Eviyuliwati, Ismalianing Fadhilah Wiandari Ferry Dwi Kurniawan Ferry Dwi, Kurniawan Ghazi Mauer Idroes Habiburrahim Habiburrahim Hadeli Hadeli Hadeli Hadeli, Hadeli Hasibuan, Apriyanti Hasnul Arifin Melayu Hendra Heriansyah Herliana Herliana Hidayat Al Azmi Hidayat Al Azmi Hidayat, Didin Nuruddin Ikhram, Ikhram Inas Astila Inas Astila INDAH MAYANGSARI Iskandar Iskandar Isma, Heliyana Ismayana, Vera Jasafat Julie Amalliah Khairiah Syahabuddin Khairil Razali Khamisna Maulidia Kurniawan, Ferry D. M. Duskri M. Ikhwan Mahdi Mahdi, Mahdi Marhaban, Saiful Martin Kustati Martin Kustati Maulana, Aga Mislinawati Mohamad Syafri Muhammad Alif Rahmadi Muhammad Alif Rahmadi Muhammad Fathinuddin Muhammad Fuadi Muhammad Furqan, Muhammad MUHAMMAD RIZAL Muhammad Safwan Safrul Muhammad, Mufakhir Mujiburrahman Mujiburrahman Muslem, Asnawi Nalini Arumugam Nasriati Nasriati Nasriyanti Nasriyanti Nidawati Nidawati Nurhamsi Deswila Nurrahmah Yusuf Permana, Sudarya Priyanto, Herry Pulungan, Nurhajjah Rahmantun Nisa Rahmatun Nisa Ravi, Muhammad Rinaldi Idroes Riska Amelia Sari Safrul Muluk Saiful Akmal Saiful Saiful Sari, Riska Amelia Sehat Ihsan Shadiqin Septiawan, Yudi SH, Hendra Silahuddin Silahuddin Siti Helmyati Siti Khasinah Soebekti, Wahyu Sofyan A. Gani Sofyan A. Gani Sri Dianova Sundusiyah, Anis Syabuddin, Syabuddin Syarifah Dahliana Teuku Rizky Noviandy Tri Sulisdawati Usman Kasim Usman Kasim Wahidah Yanifitri, Dewi Behtri Yanti, Budi Yuhardi Yuhardi Yuhardi Yuhardi Yuliza Yuliza Yunita Arliny Yusuf, Nurrahmah Zahratul Idami Zaiturrahmi Zaiturrahmi Zulfikar Zulfikar Zurriyati, Zurriyati