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The Influence of Teacher’s Competence towards the Motivation of Students in Learning English Bustami Usman; Tengku Maya Silviyanti; Marzatillah Marzatillah
Studies in English Language and Education Vol 3, No 2 (2016)
Publisher : Universitas Syiah Kuala

This study is intended to find out the influence of the teacher’s competence towards the motivation of students in learning English. A questionnaire was given to 24 students at a sports school in Banda Aceh, Indonesia. The five (5) closed and open questions were adapted from Zhao (2012). The results from this study show that the competences of the teacher including cognitive, affective, and psychomotor competence (Syah, 2013) enhance the motivation of students to learn English. The teacher’s personality also has a strong influence on the students’ perceptions of their teacher. The teacher’s cognitive abilities which include the teacher’s competence at teaching English motivate the students to like English as a subject. Next, the teacher’s affection for the students also influences the students’ motivations who do not only like the subject but to like the teacher. Lastly, the teacher’s way of presenting lessons (psychomotor) affect the motivation of the students to learn English. Thus, it can be concluded that the teacher, as one of the external factors, should be able to maximize his/her competence in teaching to motivate the students more when learning English.

EFL students’ strategies in answering the listening section of the Longman TOEFL Tengku Maya Silviyanti; Rahayu Ramadhani; Iskandar Abdul Samad
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

This study investigated the EFL students’ strategies in answering the Listening section of the Paper-based TOEFL test. The samples of this research were purposively selected consisting of 30 English major students at Universitas Syiah Kuala, Banda Aceh, Indonesia. The samples were selected based on their recent TOEFL scores. All the selected samples achieved low TOEFL scores, especially for the Listening section. The data were gained by means of closed questionnaire and interviews. The interviews were conducted with three students of the 30 students and they were selected randomly. The results of the questionnaire revealed that the top three strategies the students used when answering the TOEFL questions ranged from the strategies of (1) ‘before listening, I tried to anticipate the topic by looking at the answer in the test book’, (2) ‘while listening, I tried to determine the topic or main idea for each conversation, and (3) ‘before listening, I tried to anticipate what the questions would be and I listened specifically for the answer’. This imply that a majority of students used strategies only to answer part B (dialogues) and part C (monologues) of the TOEFL Listening section. These parts were considered more difficult since many students were not familiar with the topics. Meanwhile, strategies for part A were neglected. These students often forgot to choose answers in this section. Unfortunately, strategies for part A are also important because they can achieve higher scores if the 30 questions in this part are answered correctly.

Looking into EFL students’ perceptions in listening by using English movie videos on YouTube Tengku Maya Silviyanti
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i1.1119

This study investigated students’ interest in using YouTube movie videos in practicing their listening ability either inside or outside of class. This study used a mix of open and closed questionnaires adopted from Kelsen (2009) on the motivation of using YouTube for listening. 45 students enrolled in a Listening III class were taken as the sample. The findings showed that the highest motive for students to use it was because ‘using YouTube has been beneficial to their English, followed by ‘using YouTube is interesting’, then, ‘using YouTube motivated them to study English’ and ‘the YouTube material was relevant to what was studied in class”. The lowest motive included ‘using YouTube in class motivated them to use it to themselves to study English outside of classes. Furthermore, some students’ open responses to YouTube were: they can practice their English by watching native speakers; it has pictures so it is easy for students to understand the topic, and the materials were relevant since they were practicing listening. Yet, negative responses were also found such as they did not have internet connection at home, were not motivated to do it alone and were not assigned homework to use it. Thus, YouTube can be considered to be used as a material in listening class because it is found to provide many benefits for students.

Improving reading comprehension through Reciprocal Teaching Method Endang Komariah; Putri Ace Riaula Ramadhona; Tengku Maya Silviyanti
Studies in English Language and Education Vol 2, No 2 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v2i2.2693

This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM) in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while reading. The results also showed that they preferred this method for teaching-learning reading compared to the conventional one. Therefore, teachers are suggested to consider using this method for teaching reading that instils the students on how to apply the four comprehension strategies used in reading.

EFL students’ strategies in answering the listening section of the Longman TOEFL Tengku Maya Silviyanti; Rahayu Ramadhani; Iskandar Abdul Samad
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i1.13007

This study investigated the EFL students’ strategies in answering the Listening section of the Paper-based TOEFL test. The samples of this research were purposively selected consisting of 30 English major students at Universitas Syiah Kuala, Banda Aceh, Indonesia. The samples were selected based on their recent TOEFL scores. All the selected samples achieved low TOEFL scores, especially for the Listening section. The data were gained by means of closed questionnaire and interviews. The interviews were conducted with three students of the 30 students and they were selected randomly. The results of the questionnaire revealed that the top three strategies the students used when answering the TOEFL questions ranged from the strategies of (1) ‘before listening, I tried to anticipate the topic by looking at the answer in the test book’, (2) ‘while listening, I tried to determine the topic or main idea for each conversation, and (3) ‘before listening, I tried to anticipate what the questions would be and I listened specifically for the answer’. This imply that a majority of students used strategies only to answer part B (dialogues) and part C (monologues) of the TOEFL Listening section. These parts were considered more difficult since many students were not familiar with the topics. Meanwhile, strategies for part A were neglected. These students often forgot to choose answers in this section. Unfortunately, strategies for part A are also important because they can achieve higher scores if the 30 questions in this part are answered correctly.

The Influence of Teacher’s Competence towards the Motivation of Students in Learning English Bustami Usman; Tengku Maya Silviyanti; Marzatillah Marzatillah
Studies in English Language and Education Vol 3, No 2 (2016)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v3i2.4961

This study is intended to find out the influence of the teacher’s competence towards the motivation of students in learning English. A questionnaire was given to 24 students at a sports school in Banda Aceh, Indonesia. The five (5) closed and open questions were adapted from Zhao (2012). The results from this study show that the competences of the teacher including cognitive, affective, and psychomotor competence (Syah, 2013) enhance the motivation of students to learn English. The teacher’s personality also has a strong influence on the students’ perceptions of their teacher. The teacher’s cognitive abilities which include the teacher’s competence at teaching English motivate the students to like English as a subject. Next, the teacher’s affection for the students also influences the students’ motivations who do not only like the subject but to like the teacher. Lastly, the teacher’s way of presenting lessons (psychomotor) affect the motivation of the students to learn English. Thus, it can be concluded that the teacher, as one of the external factors, should be able to maximize his/her competence in teaching to motivate the students more when learning English.

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