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All Journal Ahmad Dahlan Journal of English Studies BASIS (BAHASA DAN SASTRA INGGRIS) Getsempena English Education Journal Getsempena English Education Journal Teaching and Learning Journal of Mandalika (Teacher) Journal of Language, Literature, and English Teaching (JULIET)
Elsa Ernawati Nainggolan
Universitas Maritim Raja Ali Haji (UMRAH)
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Journal : Getsempena English Education Journal

 1 
THE TEACHING OF READING COMPREHENSION BASED ON 2013 CURRICULUM AT SENIOR HIGH SCHOOL Elsa Ernawati Nainggolan
Getsempena English Education Journal Vol. 5 No. 2 (2018)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (591.868 KB) | DOI: 10.46244/geej.v5i2.837

Abstract

This study aimed at describing how the English teachers of SMA N 1 Raya applied 2013 curriculum in the teaching of reading comprehension. The study employed descriptive qualitative research. The data were collected through observation, in-depth interview, and documentation. The results showed that there were five ways used by the teachers in teaching reading comprehension. They were; asking for students’ knowledge, correcting students’ pronunciation, asking for the students’ comprehension of text, highlighting the moral value of the text, and asking the students to translate the text. However, in reference to 2013 curriculum and the concept of teaching reading, the teaching ways presented by the teachers seemed to be misperceived. The misperception was due to the teachers’ lack of knowledge and skill to realize the concept of curriculum and teaching reading into practice. To achieve one of the final purposes of 2013 curriculum in making students independent reader, the teachers are supposed to master the conceptual knowledge of curriculum and teaching reading to produce the better quality of teaching and learning process. Hence, the teachers would have skills to realize the concept into real teaching behavior to run effective teaching and learning reading in classroom.
UNIVERSITY STUDENTS’ CRITICAL THINKING ABILITY IN LISTENING SKILL Elsa Ernawati Nainggolan; Hanifah
Getsempena English Education Journal Vol. 7 No. 2 (2020)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v7i2.1022

Abstract

The present study analysed university students’ critical thinking ability on their listening skills. With this purpose in mind, 25 students taking listening subject participated in the study were chosen as the sample of this study. To gather the data, the essay test of critical thinking skill developed by Facione were administered to the participants after they had listened to related audio of conversation and/or monologue. The obtained data were then analysed using holistic critical thinking scoring rubric. The results showed that the core critical thinking skill of interpretation possessed by the students is 61% categorized as low, analysis skill is 65% classified as medium, inference skill holds 68% ranked as medium, evaluation skill gets 56% categorized as low, explanation skill is 54% classified as low, and self-regulation is 68% classified as medium. To add, the total average of students skill related to critical thinking is 62% and is categorized as low. Considering that students in higher education is faced with complex problem and decision making, education practitioner are called to develop critical thinking in language teaching particularly listening skill. Thus, the development of critical thinking in listening would contribute to successful communication.
Co-Authors Benni Satria Candra, Muhammad Diah Khotimah Ruba'i Dongoran, Adelina Syakinawaty Hanifah hanifah hanifah Hanifah Hanifah Juliatri Goretti Simamora Muhammad Candra Satria Agust Vera, Veranika Dewi Panca Hotmarito Manalu