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A study of anxiety experienced by EFL students in speaking performance Nira Erdiana; Bukhari Daud; Diana Fauzia Sari; Shindy Khusuma Dwitami
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Many EFL students show anxiety when speaking English in Indonesia. Therefore, the researchers were interested to conduct this study to find out the level of English-speaking anxiety experienced by those students. In this quantitative study, data were collected from 29 students through a questionnaire that was adopted from the Foreign Language Classroom Anxiety Scale (FLCAS) consisted of 10 items developed by Horwitz, et al. (1986). The data from the questionnaire were analyzed by using the FLCAS questionnaire scale. The results were described in percentages and are further elaborated in narration. The data revealed that 11 out of 29 students (38%) experienced low-level anxiety, 17 out of 29 students (59%) had anxiety at a moderate level, and one out of 29 students (3,4%) got high-level anxiety. It means that most students experienced a moderate level of speaking anxiety. In this case, those findings can be the inputs for every English teacher, especially for the English teachers in which this study was conducted, to be aware of the level of their students’ English-speaking anxiety. It is hoped that the findings of this research can give information and add knowledge to English teachers about EFL students’ level of anxiety so that they could find an appropriate strategy to reduce their students’ speaking anxiety.

QAR: Strategy implementation for reading comprehension of recount texts Nira Erdiana; Usman Kasim; Nadia Juwita
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

The objective of this research is to find out whether QAR strategy is effective in reading comprehension of recount text. This research uses experimental research design. This research took place at Madrasah Tsanawiyah Negeri Model Banda Aceh. A second grade class was chosen as the research sample, which consisted of 36 students. The research instrument used to gather the data was a set of essay tests, which were divided to pre-test and post-test. The result of the research was analyzed by using paired t-test formula. The calculation result shows that the observed t value is less than t lower critical vaue in the t distribution table (-5.624 2.030) at the 0.05 level of significance with 35 degree of freedom. It means that null hypothesis (H0) is rejected, which proves that Question Answer Relationship strategy effectively improves the second grade students’ reading comprehension of recount text.

How is HOTS integrated into the Indonesian high school English textbook? Nira Erdiana; Sulastri Panjaitan
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

This study aims at analyzing the integration of higher-order thinking skills, specifically the level of analysis (C4), the level of evaluation (C5), and the level of creation (C6), in reading comprehension questions found in senior high school textbook ‘Bahasa Inggris SMA/MA/SMK/MAK for Grade 12’. This study employed critical content analysis to analyze and interpret textual material to draw valid inferences. The researchers examined the reading comprehension questions to find out how the integration of HOTS in the questions. Using a checklist table, the researchers collected, listed, and analyzed the questions according to the cognitive domain of the revised Bloom’s taxonomy. After examining and determining the cognitive level of each question, the researchers categorized them into two groups, namely higher-order thinking skills (HOTS) and lower-order thinking skills (LOTS) questions. The result showed that the distribution of HOTS-level questions was lower than that of LOTS questions. The data show that the number of HOTS questions got 13 out of 67 questions or 19.4%, while LOTS questions reached 54 out of 67 questions or 80.6%. These results imply that this textbook needed to provide an adequate number of higher-level thinking questions that could enhance students’ HOTS. To sum up, HOTS questions were not sufficiently integrated into the reading comprehension questions of the textbook. Thus, it is expected that the findings of this study motivate education stakeholders, including teachers, textbook authors, and publishing houses to make more effort to foster and develop HOTS in textbooks.

Male vs. female EFL students: Who is better in speaking skill? Nira Erdiana; Syamsul Bahri; Cut Nurul Akhmal
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

This research is aimed to investigate whether or not female EFL students' ability in speaking skill is better than male students. It deals with the hypothesis that mentions female students are better than male students in speaking skill. The method applied is the descriptive quantitative approach in which ten male and ten female students of the first grade of one of the high schools in Banda Aceh, Indonesia, become randomly the samples. The speaking test is done in order to collect the data and it is conducted to identify the male and female ability in English speaking skill, especially in the five aspects of speaking skill: pronunciation, grammar, fluency, comprehension, and vocabulary. The results show that the females actually dominate the higher scores in all aspects of speaking, however, the mean scores of male and female students are relatively similar, female students reach 68.5 while male students reach 63.3. The t-test is lower than t-table (-1.671.72), which means that the alternative hypothesis (Ha) of this study is rejected and the null hypothesis (Ho) is accepted. Therefore, it can be inferred that the first-grade female students of the high school under study have better performance in speaking skill than the male students, despite the difference is trivial.

How is HOTS integrated into the Indonesian high school English textbook? Nira Erdiana; Sulastri Panjaitan
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26052

This study aims at analyzing the integration of higher-order thinking skills, specifically the level of analysis (C4), the level of evaluation (C5), and the level of creation (C6), in reading comprehension questions found in senior high school textbook ‘Bahasa Inggris SMA/MA/SMK/MAK for Grade 12’. This study employed critical content analysis to analyze and interpret textual material to draw valid inferences. The researchers examined the reading comprehension questions to find out how the integration of HOTS in the questions. Using a checklist table, the researchers collected, listed, and analyzed the questions according to the cognitive domain of the revised Bloom’s taxonomy. After examining and determining the cognitive level of each question, the researchers categorized them into two groups, namely higher-order thinking skills (HOTS) and lower-order thinking skills (LOTS) questions. The result showed that the distribution of HOTS-level questions was lower than that of LOTS questions. The data show that the number of HOTS questions got 13 out of 67 questions or 19.4%, while LOTS questions reached 54 out of 67 questions or 80.6%. These results imply that this textbook needed to provide an adequate number of higher-level thinking questions that could enhance students’ HOTS. To sum up, HOTS questions were not sufficiently integrated into the reading comprehension questions of the textbook. Thus, it is expected that the findings of this study motivate education stakeholders, including teachers, textbook authors, and publishing houses to make more effort to foster and develop HOTS in textbooks.

Male vs. female EFL students: Who is better in speaking skill? Nira Erdiana; Syamsul Bahri; Cut Nurul Akhmal
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i1.13024

This research is aimed to investigate whether or not female EFL students' ability in speaking skill is better than male students. It deals with the hypothesis that mentions female students are better than male students in speaking skill. The method applied is the descriptive quantitative approach in which ten male and ten female students of the first grade of one of the high schools in Banda Aceh, Indonesia, become randomly the samples. The speaking test is done in order to collect the data and it is conducted to identify the male and female ability in English speaking skill, especially in the five aspects of speaking skill: pronunciation, grammar, fluency, comprehension, and vocabulary. The results show that the females actually dominate the higher scores in all aspects of speaking, however, the mean scores of male and female students are relatively similar, female students reach 68.5 while male students reach 63.3. The t-test is lower than t-table (-1.671.72), which means that the alternative hypothesis (Ha) of this study is rejected and the null hypothesis (Ho) is accepted. Therefore, it can be inferred that the first-grade female students of the high school under study have better performance in speaking skill than the male students, despite the difference is trivial.

QAR: Strategy implementation for reading comprehension of recount texts Nira Erdiana; Usman Kasim; Nadia Juwita
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i2.8500

The objective of this research is to find out whether QAR strategy is effective in reading comprehension of recount text. This research uses experimental research design. This research took place at Madrasah Tsanawiyah Negeri Model Banda Aceh. A second grade class was chosen as the research sample, which consisted of 36 students. The research instrument used to gather the data was a set of essay tests, which were divided to pre-test and post-test. The result of the research was analyzed by using paired t-test formula. The calculation result shows that the observed t value is less than t lower critical vaue in the t distribution table (-5.624 2.030) at the 0.05 level of significance with 35 degree of freedom. It means that null hypothesis (H0) is rejected, which proves that Question Answer Relationship strategy effectively improves the second grade students’ reading comprehension of recount text.

A study of anxiety experienced by EFL students in speaking performance Nira Erdiana; Bukhari Daud; Diana Fauzia Sari; Shindy Khusuma Dwitami
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16768

Many EFL students show anxiety when speaking English in Indonesia. Therefore, the researchers were interested to conduct this study to find out the level of English-speaking anxiety experienced by those students. In this quantitative study, data were collected from 29 students through a questionnaire that was adopted from the Foreign Language Classroom Anxiety Scale (FLCAS) consisted of 10 items developed by Horwitz, et al. (1986). The data from the questionnaire were analyzed by using the FLCAS questionnaire scale. The results were described in percentages and are further elaborated in narration. The data revealed that 11 out of 29 students (38%) experienced low-level anxiety, 17 out of 29 students (59%) had anxiety at a moderate level, and one out of 29 students (3,4%) got high-level anxiety. It means that most students experienced a moderate level of speaking anxiety. In this case, those findings can be the inputs for every English teacher, especially for the English teachers in which this study was conducted, to be aware of the level of their students’ English-speaking anxiety. It is hoped that the findings of this research can give information and add knowledge to English teachers about EFL students’ level of anxiety so that they could find an appropriate strategy to reduce their students’ speaking anxiety.

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