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All Journal Jurnal Vidya Karya Vidya Karya Jurnal Ilmiah Universitas Batanghari Jambi International Journal of Language Teaching and Education Jurnal Karya Abdi Masyarakat JELT (Jambi-English Language Teaching) MATHEdunesa

Susanah Susanah

Universitas Jambi

Author-ID : 3103477

Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Teaching Of English In Superior Science Classes The Congruence Of Students’ Needs And Program Goals Susanah Susanah
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 2 No. 2 (2017)
Publisher : Universitas Jambi

English is mandatoryfor students of Superior Science Program of teacher education (PGMIPA-U) in the Faculty of Teacher Training and Education of Jambi University because science courses are expected to be taught bilingually through English and Bahasa Indonesia. Therefore, English is a must-to-achieve for students enrolled in this program. This paper focuses on identifying what the students need to achieve in the courses of Englishas EFL and EAP as well as what the program really wants the students to gain through the courses. Moreover, the paper pinpoints whether the students’ needs are congruent with the program goals. Data were taken through a questionnaire, interview with thechief of the program, Group interview with 10 students from Physics Teacher education, and program documents. The findings of this study reveal that students’ needs and program goals are aligned for developing general and discipline-related communicative practices. The Teaching of EFL course is centered on general communicative skills supported with proper linguistic knowledge. Meanwhile EAP courses are structured hierarchal which begins with constructing reading comprehension on subject-related texts to build students’ competence of writing academic compositions related to their discipline and ends in students’ pedagogic competence of teaching science in English.

WRITING SCIENTIFIC ARTICLE: ISLAMIC HIGH SCHOOL TEACHERS’ PROBLEMS AND POSSIBLE SOLUTIONS Hustarna Hustarna; Melati Melati; Radiatan Mardiah; Rachmawati Rachmawati; Susanah Susanah
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 5 No. 1 (2020): Vol 5 No 1 (2020)
Publisher : Universitas Jambi

Writing scientific article is one of the ways to develop teacher professionalism. However, writing scientific article remains a problem for some Islamic High School Teachers. To explore about the problem, a preliminary research was conducted. Focus Group Discussion was used to gather the data. The result showed that most of the Islamic High School teachers who became the participants of the research never publish a scientific article because they get difficulties not only in exploring the ideas but also in writing the article itself. The teachers admitted that writing scientifically is not their habit. Thus, encouraging those teachers to write scientifically is highly necessary and supportive atmosphere among teachers should be developed. It takes time to develop a belief that writing and publishing scientific article would help the participant teachers developing their professionalism.

KNOWLEDGE MAPPING OF THREE READING COURSES FOR UNDERGRADUATE EFLTEP STUDENTS AT ONE INDONESIAN UNIVERSITY Susanah, Susanah
JELT (Jambi-English Language Teaching) Vol. 8 No. 2 (2024): Vol. 8 No. 2 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i2.36746

This study aimed to identify how reading knowledge is constructed in three reading courses for EFLTEP students at one state university in Jambi and to investigate the degree of alignment between course content with the learning outcomes stipulated in the 2017 ELT curriculum implemented in that university and the 2013 ELT curriculum for secondary education. This study employed a content analysis by extracting information from the course syllabi. Data were gained solely from three sets of syllabi for Reading for General Purposes, Reading for Academic Purposes, and Critical Reading and Writing courses. The study showed that course content catered to the expected learning outcomes, although knowledge discrepancies and genres were overlapping among those three courses. It was also noticed that the contents were aligned with reading knowledge stipulated in the 2013 ELT curriculum as the courses continue to develop reading skills in terms of text structure, types, and comprehension level.

Co-Authors Hendri Hendri Hustarna . Mardiah, Radiatan Melati Melati Putra, Riandika Davis Kurnia Rachmawati Rachmawati Reny Heryanti Reny Heryanti, Reny Thabran, Yulhenli Yulhenli Thabran

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Journal : jelt jambi-english language teaching