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ANALYZING HOMOGRAPHS IN ACEHNESE AND ENGLISH LANGUAGES Tursina, Puan; Rahmatan, Eka
Getsempena English Education Journal Vol 4, No 2 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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The aims of this study were to figure out the number of homographs in Acehnese and English languages and the examples of homographs. Qualitative approach was used to conduct the study. Both Acehnese dictionary and Oxford dictionary were used to collect the data. The results of the study indicated that there were 157 words found between Acehnese and English languages. In addition, those words were written in the same spelling but those are different from the meanings and pronunciation. It was clear that interlingual homograph can be found between Acehnese and English words.Keywords: Language, Acehnese, English, Homograph

TEACHING AND LEARNING PROCESS OF SPEAKING Susanty, Henny; Ritonga, Dewi; Tursina, Puan
Getsempena English Education Journal Vol 4, No 2 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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This study was investigated the process of language teaching and learning of speakingÂ in terms ofÂ teaching materials, teaching methods and learning assessments to the studentsâ at MTsN Blangpidie in the Academic years of Â 2016/2017. This studyÂ was a descriptiveÂ research. Two English teachers who taught at MTsN Blangpidie were participated in this study. An Interview was used to collect the data. The data were recorded, transcribed and coded based on the the problems. The finding of the study showedÂ that the teachers at MTsN Blangpidie ofÂ South West Aceh used various teaching materials, teaching strategies and also learning assessments.Â Keywords: Speaking, Teaching Materials, Teaching Methods and Learning Assessments

INVESTIGATING EFL LEARNERS’ MORALS TOWARD CHARACTER EDUCATION AT STKIP MUHAMMADIYAH ACEH BARAT DAYA Rina Syafitri; Puan Tursina
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.v7i1.5201

Being smart and having good grades are the dreams of students in learning process. However, to achieve those goals they have to be aware that affective or character aspect is equally important as cognitive and psychomotor aspect in the learning process. Thus, this study aimed to reveal the learning process of EFL learners’ morals toward education character. The research method of this study was quantitative; the questionnaire was used to collect the data. A total number of 34 participants were selected from each semester of English education department (EED) at STKIP Muhammadiyah Aceh Barat Daya by using convenience sampling. The data were analyzed quantitatively by using percentage. The results revealed that (1) most of students had positive attitudes toward character education in the learning process and (2) the common positive responses implied by EED students toward character education were in terms of commitment, responsibility and discipline. In summary, most of the students had a good character toward the implementation of education character in the classroom while having courses. However, there were only a few of EED students who were still not able to imply a good attitude toward education character in the classroom. Therefore, it is recommended for lecturers to give more attention toward the implementation of students’ education character in the classroom and continuously create strategies to develop students’ good character so that they will have good moral and knowledge.

Discovering EFL Learnersâ€™ Reading Strategis at STKIP Muhammadiyah Aceh Barat Daya Rini Susiani; Puan Tursina; Elia Mustika
Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Universitas Muhammadiyah Aceh Vol 6, No 1, April (2019)
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Aceh

This study aimed to point out (1) whatkinds of reading strategies used by EFL students at STKIP Muhammadiyah Aceh Barat Daya? and (2) what is the common reading strategies used by those students?A quantitative research design was utilized to collect the data in which a questionnaire was used as instrument.Â The questionnaire consisted of items to gain the studentsâ€™ responses toward six categories of Reading Strategies implementation on their reading ability, namely: memory, cognitive, compensation, metacognitive, affective, and social reading strategies. In total 50 students ofEnglish Education Department at STKIP Muhammadiyahfrom different semester were involved as participants.The findings of the study revealed that(1)EFL students at English Education Department used the six categories of reading strategies both direct and indirect reading strategies such as cognitive, compensation, affective, social, metacognitive and memory strategies. (2) The average range of the sixreading strategies obtained from EFL students at English Education Departmentwere above 3.5 to 4.4. This indicated that the common strategies used by EFL students at STKIP Muhammadiyah Aceh Barat were cognitive, compensation, affective, social, metacognitive, and memorystrategies.Keywords: Reading and Reading Strategy

ANALYZING HOMOGRAPHS IN ACEHNESE AND ENGLISH LANGUAGES Puan Tursina; Eka Rahmatan
Getsempena English Education Journal Vol. 4 No. 2 (2017)
Publisher : English Education Department

The aims of this study were to figure out the number of homographs in Acehnese and English languages and the examples of homographs. Qualitative approach was used to conduct the study. Both Acehnese dictionary and Oxford dictionary were used to collect the data. The results of the study indicated that there were 157 words found between Acehnese and English languages. In addition, those words were written in the same spelling but those are different from the meanings and pronunciation. It was clear that interlingual homograph can be found between Acehnese and English words.

TEACHING AND LEARNING PROCESS OF SPEAKING Henny Susanty; Dewi Ritonga; Puan Tursina
Getsempena English Education Journal Vol. 4 No. 2 (2017)
Publisher : English Education Department

This study was investigated the process of language teaching and learning of speaking in terms of teaching materials, teaching methods and learning assessments to the students’ at MTsN Blangpidie in the Academic years of 2016/2017. This study was a descriptive research. Two English teachers who taught at MTsN Blangpidie were participated in this study. An Interview was used to collect the data. The data were recorded, transcribed and coded based on the the problems. The finding of the study showed that the teachers at MTsN Blangpidie of South West Aceh used various teaching materials, teaching strategies and also learning assessments.

TEACHING ENGLISH AT SMPIT ACEH BARAT: (A Descriptive Study of Teaching and Learning English) Rina Syafitri Syukur; Puan Tursina; Endah Anisa Rahma
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.v7i2.1031

The purposes of this study were to describe the ways of teaching English at SMPIT Aceh Barat in terms of pre activity, main activity and post activity, to discover the methods or techniques used by the English teachers at SMPIT Aceh Barat, and to seek the difficulties faced by the English teachers at SMPIT Aceh Barat. This study used qualitative method in nature. The research subjects of this study were two English teachers at SMPIT Aceh Barat who taught at seventh grade, eight grade and ninth grade. Observation and interview were used to collect the data. The data were analysed and interpreted through qualitative procedures. The results showed that the teachers who teach at SMPIT Aceh Barat have to be always creative and innovative and the school has to provide the good facilities in order to support the teaching and learning process becomes enjoy and fun.

Teacher Corrective Feedback VS Cambridge English Write and Improve (CEWI) in Improving EFL Students’ Writing Performance Puan Tursina; Henny Susanty; Zuhri Efendi
English LAnguage Study and TEaching Vol 2, No 1 (2021): ELASTE
Publisher : Universitas Serambi Mekkah

This study aimed to explore the students’ preference toward teacher’s feedback with different proficiency levels, to describe the most students’ preference in receiving feedback between teacher written feedback and CEWI at different proficiency levels and to figure out the strengths and weaknesses between teacher corrective feedback and CEWI. A qualitative design was chosen to conduct the study. 16 students from department of English education at STKIP Muhammadiyah Aceh Barat Daya in Aceh, Indonesia, were involved in this study. The participants were assigned into two different groups; high proficient students and risk proficient students after receiving the treatments. Students’ essays and semi-structured interviewed were used to collect the data. Data from the interview were coded and classified in a word processor by using NVivo 12 to get the conclusion. The findings showed that (1) all of them had a positive attitude toward the feedbacks because it helped them to improve their writing performance, (2) No matter high proficient students or risk proficient students assumed that most of them preferred teacher corrective feedback to Cambridge English Write and Improve (CEWI). Also, more than 10 students preferred to receive indirect feedback to direct feedback. In addition, teacher corrective feedback could check both global and local errors made by students meanwhile CEWI only focused on the local errors and (3) The strength of teacher corrective feedback was able to ask for the clarification directly and it provided the suggestions for both errors. While, CEWI provided the valuable feedback instantly in their writing. On the other hand, the weakness of teacher corrective feedback was spending a lot of time, while CEWI was only focused on local error and was not able to discuss. In conclusion, a teacher must be able in choosing and providing the appropriate feedback to students. A lot of things must be taken as his or her consideration so the feedback might assist and functional to students’ writing skill. In addition, both of feedback could give students benefit but a teacher’s role is the most important aspect needed by students to help them improving their writing.

An Analysis Of Teachers’ Strategies In Teaching Speaking Skills To High School Students Lisa Kira Putri; Nuzulul Isna; Puan Tursina
Journal Informatic, Education and Management (JIEM) Vol 7 No 2 (2025): AUGUST
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v7i2.163

This study aims to identify strategies employed by English teachers to enhance high school students’ speaking skills and to explore the challenges encountered in speaking instruction. A descriptive qualitative design was applied, with data collected through semi-structured interviews involving nine teachers from three sub-districts in Southwest Aceh. Data analysis followed Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing with verification. The findings reveal that the strategies used include direct practice, role play, grammar translation, group discussion, interviews, cooperative learning, listen-and-repeat, video dialogue, and filler activities such as singing, games, icebreakers, and warm-ups. The most frequently implemented strategy was direct practice, proven effective in improving students’ fluency, accuracy, and confidence. However, teachers faced challenges such as limited study time at home, low motivation, lack of vocabulary, inattentiveness, and low self-confidence. The study recommends integrating interactive strategies with educational technology and fostering a supportive learning environment to encourage students to speak confidently and stay motivated.

The Influence of Story Telling on Elementary School Children’s Speaking Ability Dedek Irawan; Meristika Moetia; Puan Tursina
Journal Informatic, Education and Management (JIEM) Vol 7 No 2 (2025): AUGUST
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v7i2.164

This quasi-experimental study investigated the effect of the storytelling technique on the English-speaking skills of elementary school students. A purposive sampling method was used to select 29 fifth-grade students each from two classes: Class 5A served as the experimental group, and Class 5B as the control group. The experimental class was taught using the storytelling technique, while the control class received conventional instruction. A pre-test and post-test design was employed to assess students’ speaking abilities, focusing on pronunciation and vocabulary. Data were collected through an oral test consisting of five descriptive questions. The results showed a significant improvement in the experimental group’s speaking performance. The average pre-test score in the experimental group was 23.67, which increased to 66.40 in the post-test, while the control group’s post-test score averaged 57.22. A t-test analysis revealed a statistically significant difference between the groups (t = 2.26 > tₜₐᵦₗₑ = 1.673). These findings suggest that the storytelling technique is effective in enhancing elementary students’ English-speaking abilities, particularly in pronunciation and vocabulary development.

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