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Competency-based curriculum, relevant second language learning theories, and its language assessment Hendra Heriansyah; Pharisaa Darni; Rahmat Fajri; Rosnani Sahardin
English Education Journal Vol 12, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i3.21631

The complexity of problems encountered in today’s world has forced educational institutions to re-envision their mission in order to successfully prepare a competent and skilled alumna who is able to face the future challenges on a global scale. To achieve this goal, a strategic policy and management, which involves different stakeholders and other parties, are needed. To prepare a competent human resource that is able to face each of the challenges and changes, a curriculum is required that meets the established standards as well as the job market demands. In this regard, this paper addresses the implementation of competency-based curriculum (CBC) in Indonesia. The introduction explains the overview of CBC, its aim and implementation, the relationship between English curriculum and environment, and English language syllabus. The second part discusses the main principles of the curriculum, the theoretical approach that relates to language description and some theories of second language learning that underpin the curriculum. Additionally, other factors that relates to curriculum such as the context and the assessment system including language curriculum innovation are also explored. The third part is the conclusion and identification which reports some of the unsolved issues that relates to the implementation of the curriculum.

An Analysis of Using Mind Mapping Technique to Improve EFL Students’ Writing Ability Nia Nidayanti; Usman Kasim; Hendra Heriansyah
Research in English and Education Journal Vol 7, No 2 (2022): June 2022
Publisher : Universitas Syiah Kuala

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This study investigates the effectiveness of using mind mapping technique to improve students’ writing ability. This study is a library research and used content analysis method to analyze the data. Of the 5 (five) journals and previous research about using mind mapping technique to teach English, all of them proved the technique to be effective. The findings showed that using mind mapping technique also improves students’ skill in writing aspects such as grammar, vocabulary, and idea organization. Furthermore, the biggest challenge in conducting mind-mapping technique was some of the students did not understand the characteristic of a mind mapping quite well. They wrote too much sentences in their mind maps. Thus, the solution applied by the previous researcher was using a warm up activity that is related to the mind-mapping technique to increase students’ motivation in writing and students’ understanding about the use of mind-mapping technique. Finally, the researcher suggests the English teachers to apply various learning activities and implement mind-mapping technique to motivate students such as using various media and pictures in teaching and learning of writing.

Investigating Figurative Language Used in Katy Perry’s Song Lyrics Azhari Zama; Hendra Heriansyah; Nurul Inayah
Research in English and Education Journal Vol 4, No 1 (2019): February 2019
Publisher : Universitas Syiah Kuala

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This study aimed at investigating the types of figurative language found in Katy Perry’s song lyrics. It also tried to find out the functions of figurative language in these songs. A descriptive qualitative was undertaken to investigate the research questions in this study. Abrams and Harpham’s theory (2005) used to analyze the data related to the types of figurative language. While, Jakobson’s theory (1995, as cited in Tribus, 2017) utilized to analyze the functions from the types figurative language found in the song lyrics. The results of the study showed that there are some types of figurative language used in Katy Perry’s song lyrics such as simile, metaphor, hyperbole, alliteration, etc. Simile and repetition are the two most frequent types of figurative language found in these songs. Meanwhile, there are two functions of figurative language discovered through the song lyrics namely conative and poetic. The poetic function is the most one used in the song lyrics. In conclusion, the figurative language is a commonly matter used in the literature area.

Analysing the Impacts of Task-Based Language Teaching (TBLT) on Students’ Speaking Ability Muhammad Syam Adegustian; Sofyan A. Gani; Hendra Heriansyah
Research in English and Education Journal Vol 7, No 4 (2022): December 2022
Publisher : Universitas Syiah Kuala

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As one of the four major skills in the English language, speaking is arguably the most important. However, learning to speak in English has been a problem to many English learners. This is because of issues caused by the lack of communicativeness in English classrooms. There have been numerous calls to solve these issues. More than one of them are calling to the use of a more communicative approach to teaching English. Task-Based Language Teaching (TBLT) has been a highly advocated approach to teach a language communicatively. This study aims to analyse the language learning approach by reviewing literatures, previous studies and experts’ perspectives on the approach in order to obtain as much relevant information as possible about its impacts on students’ speaking ability. Consequently, this study has found that TBLT impacts students’ speaking ability in ways beneficial and can do so in a variety of ways and conditions. This study’s finding on TBLT impacts on students’ speaking ability also means that it is highly suggested that speaking instructors and learners approach their teaching and learning the TBLT fashion.

YouTube teaching materials with peer support to improve students' mastery of subject content learning Asnawi Muslem; Rosnani Sahardin; Hendra Heriansyah; Ika Apriani Fata; Yulianti Djalaluddin; Emma Hankinson
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

This study investigated the effectiveness of using YouTube teaching materials with peer support on students’ mastery of subject content learning, motivation, obstacles, and benefits they acquired in learning through this media. This study involved 60 undergraduate students attending the English Language Teaching Method Course (ELTMC) at a university in Banda Aceh, Indonesia. The study used mixed methods: quantitative and qualitative. A quasi-experimental with pre-test and post-test design was used to see the effectiveness of using YouTube teaching materials with peer support and without peer support on students’ mastery of the course. The instruments used to collect the data were tests and an open-ended questionnaire. The findings revealed that using YouTube teaching materials with peer support significantly improved students’ mastery of the subject content of ELTMC compared to those without peer support. The study also reported that only 13 of 30 students had problems learning the subject via the media in the experimental group with peer support. The problems were the speed of speaking by the native speakers, lengthy videos, different English accents that were difficult to absorb, and unclear video sounds. Meanwhile, the benefits include the presence of the native speakers in the videos who are creative and accurate in the language being learned (i.e., English), the joy and positive challenges they got from watching the videos and having discussions afterward with peers. The availability of peer assistance enabled students to comprehend the teaching material delivered through actual media on YouTube on a deeper level.

The use of Round Robin technique to improve students' speaking skill Rosnani Sahardin; Hendra Heriansyah; Mutia Dara Authari
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

This study aims to find out whether the use of Round Robin Technique can improve the speaking skill of junior high school students. This research was conducted in one class and applied the pre-experimental design that was one group pre-test and post-test design. There were four meetings in this research including pre-test and post-tests. The sample is students in one class that consisted of 32 students, with 15 females and 17 males. The instruments used to obtain the data were pre-test and post-test. The mean of the student speaking score of the pre-test was 43.71 and the mean of the post-test was 79.2. The improvement from pre-test to the post-test was 35.49 points. The average score of the students was 79.2, it was higher than the Criteria Mastery of Learning (or KKM, Kriteria Ketuntasan Minimal) of a junior high school in Banda Aceh, which is 70.00. The result of this study can be shown in the t-test that there was an improvement of students’ speaking skill, with the t-test of 25.3, the degree of freedom is 31 and t-table is 1.696. Based on the result of the test, it can be concluded that the use of Round Robin Technique improved the students’ speaking skills. This technique offered the students’ chances to share ideas and opinion with their peers, speak up and express their argument in class.

Analyzing Character Education Values in Textbook English on Target Melati Ayuna Sari Puteri; Kismullah Abdul Muthalib; Hendra Heriansyah
Research in English and Education Journal Vol 8, No 2 (2023): June 2023
Publisher : Universitas Syiah Kuala

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The use of a textbook plays an important role in the process of teaching and learning because it functions as a source of learning for both teachers and students. Previous studies showed that a textbook is considered good if it contains character values that can significantly build students’ character. In relation to this, the aim of this study is to highlight character education values that contain on an English textbook entitled ‘English on Target’. For this purpose, a document analysis study was descriptively undertaken as the research method to collect the data by analyzing seven out of eight chapters of the textbook. The research findings revealed that there were seventeen values of character education found such as respect, responsibility, honesty, nationalism, democracy, peace, and so forth. In addition, responsibility was the most frequent value found from each book chapter analyzed. While, the value of tolerance was not discovered in the textbook. In conclusion, this book has met one of the expected standards about textbook writing according to the guidance of 2013 Curriculum article 3 of the Law of the Republic of Indonesia about the National Education System Number 20 of 2003, which states that textbooks used in schools should incorporate character education values as an effort to build student character.

YouTube teaching materials with peer support to improve students' mastery of subject content learning Asnawi Muslem; Rosnani Sahardin; Hendra Heriansyah; Ika Apriani Fata; Yulianti Djalaluddin; Emma Hankinson
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.25236

This study investigated the effectiveness of using YouTube teaching materials with peer support on studentsâ€™ mastery of subject content learning, motivation, obstacles, and benefits they acquired in learning through this media. This study involved 60 undergraduate students attending the English Language Teaching Method Course (ELTMC) at a university in Banda Aceh, Indonesia. The study used mixed methods: quantitative and qualitative. A quasi-experimental with pre-test and post-test design was used to see the effectiveness of using YouTube teaching materials with peer support and without peer support on studentsâ€™ mastery of the course. The instruments used to collect the data were tests and an open-ended questionnaire. The findings revealed that using YouTube teaching materials with peer support significantly improved studentsâ€™ mastery of the subject content of ELTMC compared to those without peer support. The study also reported that only 13 of 30 students had problems learning the subject via the media in the experimental group with peer support. The problems were the speed of speaking by the native speakers, lengthy videos, different English accents that were difficult to absorb, and unclear video sounds. Meanwhile, the benefits include the presence of the native speakers in the videos who are creative and accurate in the language being learned (i.e., English), the joy and positive challenges they got from watching the videos and having discussions afterward with peers. The availability of peer assistance enabled students to comprehend the teaching material delivered through actual media on YouTube on a deeper level.

The use of Round Robin technique to improve students' speaking skill Rosnani Sahardin; Hendra Heriansyah; Mutia Dara Authari
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i2.14787

This study aims to find out whether the use of Round Robin Technique can improve the speaking skill of junior high school students. This research was conducted in one class and applied the pre-experimental design that was one group pre-test and post-test design. There were four meetings in this research including pre-test and post-tests. The sample is students in one class that consisted of 32 students, with 15 females and 17 males. The instruments used to obtain the data were pre-test and post-test. The mean of the student speaking score of the pre-test was 43.71 and the mean of the post-test was 79.2. The improvement from pre-test to the post-test was 35.49 points. The average score of the students was 79.2, it was higher than the Criteria Mastery of Learning (or KKM, Kriteria Ketuntasan Minimal) of a junior high school in Banda Aceh, which is 70.00. The result of this study can be shown in the t-test that there was an improvement of studentsâ€™ speaking skill, with the t-test of 25.3, the degree of freedom is 31 and t-table is 1.696. Based on the result of the test, it can be concluded that the use of Round Robin Technique improved the studentsâ€™ speaking skills. This technique offered the studentsâ€™ chances to share ideas and opinion with their peers, speak up and express their argument in class.

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