Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal English Education Journal Indonesian Journal of EFL and Linguistics
Zulfadli A. Aziz
Syiah Kuala University, Banda Aceh
Education Languange, Linguistic, Communication & Media Social Sciences

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : English Education Journal

 1 
An Analysis of the Second Grade Syllabus for Bilingual Elementary School Level Nanda Miranda; Zulfadli A. Aziz
English Education Journal Vol 6, No 4 (2015): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.674 KB)

Abstract

This study analyzed the syllabus for second grade of the elementary level at private bilingual school in Banda Aceh. It is a qualitative case study which analyzed the syllabus using a coding system. Out of six aspects to be reviewed based on Breen’s (2001) concepts, five aspects were fulfilled by the syllabus. However the syllabus did not cover one important aspect for an ideal syllabus, namely local content. Moreover, the syllabus was developed without a balance of language skills. It failed to describe the methods to be used in the teaching and learning processes and only specified a small number of games. On the other hand, this syllabus had a theme-based syllabus design which favors young language learners learning a foreign language.  The syllabus had also a good time table for assessment in order to monitor the progress of students during and at the end of the course. Finally, this syllabus specified the teaching objectives which thus enabled teachers to expand the teaching materials. 
English Teachers and Autonomous Learning Sofyan A. Gani; Zulfadli A. Aziz; Nurlayli Yanti
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (114.856 KB)

Abstract

This study investigates the understanding and beliefs of Acehnese teachers concerning autonomous learning as mandated in the 2013 curriculum and how their beliefs about the concept of learner autonomy were applied in their teaching practices. The purposes of this research were: 1) to find out what is the understanding of English Foreign Language (EFL) teachers concerning autonomous learning, and 2) to find out howwell the EFL teachers performed at implementing autonomous learning as mandaited in the 2013 curriculum. The data was obtained by studying 4 EFL teachers from two different schools. It was collected in two phases of study, utilising both a quantitative method (a survey) and qualitative methods (interviews and observations). The instruments used for collecting the data were a questionnaire, interviews and field note observation. This study found that the teachers studied generally lacked understanding about learner autonomy and there were some inconsistencies between the  beliefs of the teachers’and their actual teaching practices regarding learner autonomy, as little evidence could be found that many students regarded themselves as autonomous learners in their studies. The findings from this study will hopefully provide teachers and policy-makers with new insights into fostering learner autonomy to improve the educational system in Indonesia especially in Aceh.
Improving reading comprehension using metacognitive strategies Bustami Usman; Zulfadli A. Aziz; Nova Riska Absida
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.828 KB)

Abstract

This research discusses the use of metacognitive strategies to improve students’ reading comprehension. The data was obtained from 50 students from two classes, one an Experimental Group (EG) and the other a Control Group (CG). The instruments used for collecting the data were tests (a pre-test and a post-test) and a questionnaire. The data collection was divided into four different phases of the research; the pre-test, the treatment, the post-test and the questionnaire. The results of the test were analyzed quantitatively to find any significant differences between the two groups. The results showed that there was a statistically significant difference after using metacognitive strategies in the reading comprehension of the EG students compared to those in the CG, who did not use metacognitive strategies for reading comprehension. The t-value (6.03) t-table (2.01) meant that the alternative hypothesis was accepted. Further, the results from the questionnaires also showed the positive impact, viz: the positive classroom atmosphere, the improved motivation to learn, the improvements in students’ knowledge and so on. 
Co-Authors Bustami Usman Faisal Mustafa Fredinan Yulianda Nanda Miranda Nova Riska Absida Putri Nurul A’la Sofyan A. Gani Yanti, Nurlayli