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All Journal Indonesian Journal of Applied Linguistics (IJAL) PIONIR: Jurnal Pendidikan Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Englisia Journal Gender Equality: Internasional Journal of Child and Gender Studies Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran PEJ (PRIMARY EDUCATION JOURNAL) Jurnal Ilmiah Bina Bahasa Studies in English Language and Education Jurnal Pengembangan Profesi Guru dan Dosen Jurnal Kolaborasi Akademika
Siti Khasinah
Universitas Islam Negeri Ar-Raniry Banda Aceh
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Englisia Journal

 1 
THE PERCEIVED INFLUENCE OF PART-TIME TEACHING ON STUDENTS’ PERFORMANCE IN MICRO-TEACHING CLASS Siti Khasinah; Yuliar Masna; Anita Siregar
Englisia: Journal of Language, Education, and Humanities Vol 7, No 1 (2019)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v7i1.5205

Abstract

The main objective of this study was to examine the perceived influence of part-time teaching on students’ performance in Micro-Teaching class. A quantitative research approach using questionnaire was carried out to get the view of thirty students of 2014 intake year of Department of English Language Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri (UIN) Ar-Raniry Banda Aceh. The findings indicated that students were helped by having part-time teaching through developing skills and confidence, reducing anxiety and fear, developing ability of managing classroom, increasing ability in selecting teaching goals and in preparation of lesson plans, proper worksheet, assessment tools, instructional media, and teaching methods. In addition, it supported them to improve their ability in asking questions and speaking in front of groups as well as to use time effectively. To conclude, part-time teaching has increased students’ skills in micro-teaching class.
MANAGING DISRUPTIVE BEHAVIOR OF STUDENTS IN LANGUAGE CLASSROOM Siti Khasinah
Englisia: Journal of Language, Education, and Humanities Vol 4, No 2 (2017)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v4i2.1661

Abstract

This article describes students’ disruptive behaviors in language classroom that may greatly affect language teaching and learning process, especially in ESL or EFL classes. Teachers should know what disruptive behavior is to enable them to deal with problems occurred in their classroom or to take preventive actions to keep their students well-behaved during the class. This can reduce the occurrence of misbehavior of students in their classroom. To prevent disruption in the classroom, teachers should establish behavioral expectations in the first day of the semester and the expectations can be based on students attendance, arrivals and departures, class participation, full English speaking, and other appropriate conducts in the syllabus and discuss them at the outset of the term. The agreement is then assigned as a learning contract or a code of conducts with which bounds the whole class. Consequently, whenever students are misbehaved, teachers and other students will directly know and recognize that the behaviors are out of the code. There are factors reasoning students to behave badly, so teachers as trouble solvers have to find appropriate strategies that are effective in helping students keep the code. Otherwise, the disruptions will escalate quickly and the problems will increase in numbers rapidly and finally, teachers will have to work very hard to avoid teaching failure and “losing face” when they cannot manage the disruption as listed in the expectation.
FACTORS INFLUENCING SECOND LANGUAGE ACQUISITION Siti Khasinah
Englisia: Journal of Language, Education, and Humanities Vol 1, No 2 (2014)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v1i2.187

Abstract

Motivation, attitude, age, intelligence, aptitude, cognitive style, and personality are considered as factors that greatly influence someone in the process of his or her second language acquisition. Experts state that those factors give a more dominant contribution in SLA to learners variedly, depend on who the learners are, their age, how they behave toward the language, their cognitive ability, and also the way they learn.
Co-Authors Amiruddin Amiruddin Anita Siregar Bahri , Syamsul Elviana Elviana Elviana Elviana Elviana Elviana, Elviana Fajarina, Nabila INDAH MAYANGSARI Izza, Khairul Khairiah Syahabuddin Muhammad Farhan Mutia Ulfa Nidawati Nidawati Panjaitan, Annisa Mardia Raden Mohamad Herdian Bhakti Ridwan M. Daud Saiful Akmal Sa’i, Sa’i Syahidan Nurdin, Syahidan Teuku Zulfikar Yuliar Masna Yuni Setia Ningsih