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Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing Faisal Mustafa; Nanda Marlina Abdul Samad
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

This study examines the Cooperative Integrated Reading and Composition (CIRC) technique for improving students’ English writing skills, specifically in content and organization when focused on writing recount texts. This experimental research used random sampling and random assignment to determine the control group (CG) and the experimental group (EG). Pre- tests, treatment or teaching and post-tests were done to both groups. The study was conducted with 60 second year students from a junior high school in Banda Aceh, Indonesia. Students’ mean scores for the pre-test in the CG were 40.76 and 60.76 for the post-test, meanwhile students’ mean scores for the pre-test in the EG were 40 and 72.69 for the post-test. Thus, the t-test between both groups was 9.39 and the t-table was 2.056 which used 0.05 as the level of significance for this research. Because the t-test value was higher than the t-table (9.39 2.056), Ha was accepted and Ho was rejected. Therefore, the CIRC technique can improve the content and organization of students’ writing in doing recount texts. In addition, because students work in groups, they have more opportunity to learn and share their ideas with other students to produce better writing.

The Application of Portfolios to Assess Progress in Writing of EFL Students at Secondary Schools in Banda Aceh Eridafithri Eridafithri
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Portfolios are one of the alternatives that can be used for writing assessment. Portfolios are not common in the curriculum. The lack of dissemination to language teachers have made portfolios disregarded. In order to encourage teachers to use portfolios for assessment of writing, they need to have adequate information about portfolios, how they can be used for assessment as well as the benefits of using them for assessment. This study discusses why teachers do not use portfolios for assessing writing done by senior high school students. It focuses on English teachers at Islamic senior high schools in Banda Aceh and Aceh Besar, and also looks at alternatives to help teachers use portfolios for assessment. The 26 teachers who participated in this study were given a questionnaire in order to find out their background knowledge related to portfolios and the difficulties they faced as teachers. Data from the questionnaire was supported by observations made by the researcher whilst monitoring their teaching. The results of this study showed that a large percentage of teachers found it difficult to design a rubric/set of instructions for using portfolios for writing assessment, whilst from the observation it was revealed that the complexities of correcting portfolios discouraged them from using portfolios as one of their means of assessment.

Students’ Learning Strategies for Developing Speaking Ability Sofyan A. Gani; Dian Fajrina; Rizaldy Hanifa
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

This study was done to study the learning strategies used by both low and high performance speaking students in developing their speaking skills as well as the differences between the learning strategies used by both groups of learners. The reason for conducting this research was the fact that the competency of many students in speaking English was still considered unsatisfactory in Banda Aceh. We postulated that one aspect involved in the process of developing speaking skills was the learning strategies used by the learners. In this study, the data was collected through field research by means of documents, questionnaires, and interviews. The result of this study indicated that high performance speaking students had better balance in using all kinds of learning strategies (memory, cognitive, compensatory, metacognitive, affective, and social) for enhancing their speaking skills; the same could not be found with low performance speaking students. Besides, the high performance students employed more learning strategies consciously and appropriately compared to the low performance students. Based on the research results, it is suggested that students should be trained to be more aware of their own speaking learning strategies. They should use appropriate language learning strategies more consciously, purposefully, and frequently to be more successful in developing their speaking skills.

Attitudes of Acehnese People towards Acehnese Proverbs in Relation to Education Chairina Nasir
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

This study is aimed at describing proverbs from the Acehnese society and explaining the attitudes of people towards those proverbs in relation to education. The methodology applied was ethnographic using a questionnaire to obtain data. A number of 14 respondents who varied across ages, educational background and occupations participated in this study. These respondents included three housewives, two university students, one fresh graduate, one junior high school and two senior high school students, one trader, two senior citizens, one teacher and one civil servant. Based on the findings, the attitude nowadays of the Acehnese has changed radically. Out of eight adults, only three were actively using proverbs in their daily lives and teaching their children those proverbs. All of the young people, who ranged from fourteen to twenty three years old, did not use proverbs. In relation to education, proverbs are used to teach the society about courtesy, advices (e.g. for choosing companions and friends in life, child rearing, socializing/conversing, and not to mind other people’s business), and shyness as part of faith. Furthermore, a significant language shift has occurred in Aceh which has impacted Acehnese oral literature whereby more parents today prefer Indonesian to be taught as their children’s first language (Alamsyah, et al., 2011). Consequently this has put the Acehnese proverbs under the threat of becoming extinct in their own society.

Exploring Teachers’ Beliefs and the Teaching Profession in Aceh Sri Rahayu Jumiati Ningsih; Ika Apriani Fata
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facing many obstacles and challenges during teaching and learning. The participants dreamt of being teachers since they were children. The authors suggest other researchers might see applications of this research for studying the benefits and weaknesses of different teaching methodologies based on teachers’ beliefs.

Attitudes of Acehnese People towards Acehnese Proverbs in Relation to Education Chairina Nasir
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v2i1.2234

This study is aimed at describing proverbs from the Acehnese society and explaining the attitudes of people towards those proverbs in relation to education. The methodology applied was ethnographic using a questionnaire to obtain data. A number of 14 respondents who varied across ages, educational background and occupations participated in this study. These respondents included three housewives, two university students, one fresh graduate, one junior high school and two senior high school students, one trader, two senior citizens, one teacher and one civil servant. Based on the findings, the attitude nowadays of the Acehnese has changed radically. Out of eight adults, only three were actively using proverbs in their daily lives and teaching their children those proverbs. All of the young people, who ranged from fourteen to twenty three years old, did not use proverbs. In relation to education, proverbs are used to teach the society about courtesy, advices (e.g. for choosing companions and friends in life, child rearing, socializing/conversing, and not to mind other people’s business), and shyness as part of faith. Furthermore, a significant language shift has occurred in Aceh which has impacted Acehnese oral literature whereby more parents today prefer Indonesian to be taught as their children’s first language (Alamsyah, et al., 2011). Consequently this has put the Acehnese proverbs under the threat of becoming extinct in their own society.

Exploring Teachers’ Beliefs and the Teaching Profession in Aceh Sri Rahayu Jumiati Ningsih; Ika Apriani Fata
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v2i1.2235

Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facing many obstacles and challenges during teaching and learning. The participants dreamt of being teachers since they were children. The authors suggest other researchers might see applications of this research for studying the benefits and weaknesses of different teaching methodologies based on teachers’ beliefs.

Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing Faisal Mustafa; Nanda Marlina Abdul Samad
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v2i1.2236

This study examines the Cooperative Integrated Reading and Composition (CIRC) technique for improving students’ English writing skills, specifically in content and organization when focused on writing recount texts. This experimental research used random sampling and random assignment to determine the control group (CG) and the experimental group (EG). Pre- tests, treatment or teaching and post-tests were done to both groups. The study was conducted with 60 second year students from a junior high school in Banda Aceh, Indonesia. Students’ mean scores for the pre-test in the CG were 40.76 and 60.76 for the post-test, meanwhile students’ mean scores for the pre-test in the EG were 40 and 72.69 for the post-test. Thus, the t-test between both groups was 9.39 and the t-table was 2.056 which used 0.05 as the level of significance for this research. Because the t-test value was higher than the t-table (9.39 2.056), Ha was accepted and Ho was rejected. Therefore, the CIRC technique can improve the content and organization of students’ writing in doing recount texts. In addition, because students work in groups, they have more opportunity to learn and share their ideas with other students to produce better writing.

The Application of Portfolios to Assess Progress in Writing of EFL Students at Secondary Schools in Banda Aceh Eridafithri Eridafithri
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v2i1.2231

Portfolios are one of the alternatives that can be used for writing assessment. Portfolios are not common in the curriculum. The lack of dissemination to language teachers have made portfolios disregarded. In order to encourage teachers to use portfolios for assessment of writing, they need to have adequate information about portfolios, how they can be used for assessment as well as the benefits of using them for assessment. This study discusses why teachers do not use portfolios for assessing writing done by senior high school students. It focuses on English teachers at Islamic senior high schools in Banda Aceh and Aceh Besar, and also looks at alternatives to help teachers use portfolios for assessment. The 26 teachers who participated in this study were given a questionnaire in order to find out their background knowledge related to portfolios and the difficulties they faced as teachers. Data from the questionnaire was supported by observations made by the researcher whilst monitoring their teaching. The results of this study showed that a large percentage of teachers found it difficult to design a rubric/set of instructions for using portfolios for writing assessment, whilst from the observation it was revealed that the complexities of correcting portfolios discouraged them from using portfolios as one of their means of assessment.

Students’ Learning Strategies for Developing Speaking Ability Sofyan A. Gani; Dian Fajrina; Rizaldy Hanifa
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v2i1.2232

This study was done to study the learning strategies used by both low and high performance speaking students in developing their speaking skills as well as the differences between the learning strategies used by both groups of learners. The reason for conducting this research was the fact that the competency of many students in speaking English was still considered unsatisfactory in Banda Aceh. We postulated that one aspect involved in the process of developing speaking skills was the learning strategies used by the learners. In this study, the data was collected through field research by means of documents, questionnaires, and interviews. The result of this study indicated that high performance speaking students had better balance in using all kinds of learning strategies (memory, cognitive, compensatory, metacognitive, affective, and social) for enhancing their speaking skills; the same could not be found with low performance speaking students. Besides, the high performance students employed more learning strategies consciously and appropriately compared to the low performance students. Based on the research results, it is suggested that students should be trained to be more aware of their own speaking learning strategies. They should use appropriate language learning strategies more consciously, purposefully, and frequently to be more successful in developing their speaking skills.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Yunisrina Qismullah Yusuf

Contact Email
yunisrina.q.yusuf@usk.ac.id

Phone
+6282272620820

Journal Mail Official
sielejournal@usk.ac.id

Editorial Address
Department of English Education, Faculty of Teacher Training and Education Universitas Syiah Kuala Jalan Tgk. Hasan Krueng Kale No. 3, Kopelma Darussalam Banda Aceh, 23111, Indonesia

Location
Kab. aceh besar,

Aceh

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yunisrina Qismullah Yusuf

Contact Email yunisrina.q.yusuf@usk.ac.id

Phone +6282272620820

Journal Mail Official sielejournal@usk.ac.id

Editorial Address Department of English Education, Faculty of Teacher Training and Education Universitas Syiah Kuala Jalan Tgk. Hasan Krueng Kale No. 3, Kopelma Darussalam Banda Aceh, 23111, Indonesia

Location Kab. aceh besar, Aceh INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yunisrina Qismullah Yusuf

Contact Email
yunisrina.q.yusuf@usk.ac.id

Phone
+6282272620820

Journal Mail Official
sielejournal@usk.ac.id

Editorial Address
Department of English Education, Faculty of Teacher Training and Education Universitas Syiah Kuala Jalan Tgk. Hasan Krueng Kale No. 3, Kopelma Darussalam Banda Aceh, 23111, Indonesia

Location
Kab. aceh besar,

Aceh

INDONESIA