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Usman Kasim
Syiah Kuala University, Banda Aceh
Humanities Education Languange, Linguistic, Communication & Media

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Classroom Practice: Applying The Scientific Approach Based on The 2013 Curriculum Usman Kasim; Teuku Zulfikar; Nasriati Nasriati
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was done to find out about the implementation of the scientific approach based on the 2013 Curriculum. The subjects of this research were two English teachers of second year classes at SMA Negeri 1 Bireuen. The implementation of the scientific approach follows five learning experience called observing, questioning, associating, experimenting, and communicating. The classroom activities must accomodate all 5 items actualized in three dimensions viz: the dimension of teaching plans, the dimension of teaching processes, and the dimension of teaching evaluation. Data was collected through classroom observations and interviews and was analyzed descriptively. Related to the dimension of teaching plans, the teachers did not prepare well before running the teaching processes. Their lesson plans did  not match the frame work recommended by the rule of Minister of Education and Culture/Permendikbud no.81.A 2013 as required by the 2013 curriculum. Related to the dimension of teaching process: The teachers used the steps of the scientific approach viz: observing, questioning, associating, experimenting, and communicating. But the conduct was not perfect, the teachers missed some aspects, and they did not run the teaching process according to  the rules that are in Permendikbud no.81.A 2013. In relation to the dimension of evaluation, the evaluations used non-authentic assessments that gave the biggest  emphasis to the cognitive domainwhich  differred  from the mandate for the 2013 curriculum in Permendikbud no. 81A 2013.
Analysis of Instructional Questions in an English Textbook For Senior High Schools Usman Kasim; Teuku Zulfikar; Zaiturrahmi Zaiturrahmi
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed to analyze the extent of instructional questions for listening, reading, speaking, and writing activities in the course book, Bahasa Inggris SMA/MA/SMK/MAK Kelas 1 Semester1 emphasizing HOTS (High Order Thinking Skills) or LOTS (Low Order TS); and to investigate the most dominant cognitive dimension of the instructional questions in that textbook. Content analysis was applied for all 9 chapters of the textbook in order to answer the research questions.  All the activities in the form of listening, reading, speaking and writing in the textbook became the object of analysis. Additionally, every instructional question defined as wh- question, yes/no question, multiple choice question, statement question, and true/ false question was taken as the units for analysis. The instructional questions were collected, listed, and analyzed according to Bloom's Taxonomy of cognitive domains. The researcher then calculated the percentage and frequencies of the questions on every level of cognition that appeared in each chapter of the textbook. Descriptive statistics was used to describe the basic features of the data in this study. The results showed that there were 227 instructional questions for listening, reading, speaking, and writing activities. Listening activities had the least instructional questions (11 questions); while the most dominant ones were found for reading activities (125); speaking and writing were in the middle with average frequencies (45 and 46). After the instructional questions in all the activities were categorized, it revealed that most of those instructional questions emphasized LOTS (198 questions).
Grammatical Errors: An Analysis in Speaking Produced by EFL Undergraduate Students Safrida Safrida; Usman Kasim
Research in English and Education Journal Vol 1, No 1: Agustus 2016
Publisher : Universitas Syiah Kuala

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Many EFL learners produce many errors in their speaking regarding grammatical aspect. The present study aims to analyze the most dominant errors and causes of errors committed by the third semester students of Syiah Kuala University on their speaking in Indonesia. The data were collected from eight by asking them to produce short story about their most memorable experience orally for 5-8 minutes. Furthermore, the writer followed the error analysis procedures to analyze the data. Moreover, the errors were classified into surface strategy taxonomy as proposed by Dulay et.al. (1982). The result shows that the most dominant errors were omission (55%) followed by misformation (29%), addition (13%), and misordering (3%). The current study investigated that the causes of errors were intra-lingual and inter-lingual interference. Meanwhile, intra-lingual interference was considered as the major cause of the students’ errors. In conclusion, the students still have a serious problem in term of grammatical aspect, especially omission of noun inflections and irregular past tenses, and misformation of auxiliaries. It is suggested that the lecturers and the students do some efforts to reduce the grammatical errors in speaking, such as grammar drill and error correction.
Co-Authors Nasriati Nasriati Safrida Safrida Teuku Zulfikar Zaiturrahmi Zaiturrahmi