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Perceptions of English Teachers About Lesson Plans For The KTSP and The 2013 Curricula Sofyan A. Gani; Teuku Zulfikar; Tri Sulisdawati
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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This study was aimed at investigating what the English teachers at SMAN 1 Banda Aceh felt about the KTSP (School-Based Curriculum) and the 2013 Curriculum, to find out the challenges faced by these English teachers at SMAN 1 Banda Aceh in creating lesson plans based on the KTSP and the 2013 Curriculum, and to find out what might help them to deal with these challenges. The participants in this research were two English teachers at SMAN 1 Banda Aceh who have been teaching both the KTSP and the 2013 Curriculum. Based on the interview results, the researchers found that the teachers felt that they were familiar with using English lesson plans for the KTSP but they needed more time and training in order to prepare English lesson plans for the 2013 Curriculum because it was still new to them. The researcher also found that the teachers did not face challenges in creating English lesson plans for the KTSP but they faced challenges in creating English lesson plan for the 2013 Curriculum mainly in terms of developing assessment rubrics and formulating indicators for the 2013 curriculum lesson plans. Furthermore, assistance for teachers to deal with these challenges in creating such English lesson plan could come from (i) consultation with fellow teachers, (ii) attending training and (iii) discussions with fellow English teachers at MGMP (Subject Teachers Meetings). Analysis of their English lesson plans showed that their designs had incomplete rubric assessments and they did not have time limits for their teaching-learning activities.

English Teachers and Autonomous Learning Sofyan A. Gani; Zulfadli A. Aziz; Nurlayli Yanti
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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This study investigates the understanding and beliefs of Acehnese teachers concerning autonomous learning as mandated in the 2013 curriculum and how their beliefs about the concept of learner autonomy were applied in their teaching practices. The purposes of this research were: 1) to find out what is the understanding of English Foreign Language (EFL) teachers concerning autonomous learning, and 2) to find out howwell the EFL teachers performed at implementing autonomous learning as mandaited in the 2013 curriculum. The data was obtained by studying 4 EFL teachers from two different schools. It was collected in two phases of study, utilising both a quantitative method (a survey) and qualitative methods (interviews and observations). The instruments used for collecting the data were a questionnaire, interviews and field note observation. This study found that the teachers studied generally lacked understanding about learner autonomy and there were some inconsistencies between the beliefs of the teachers’and their actual teaching practices regarding learner autonomy, as little evidence could be found that many students regarded themselves as autonomous learners in their studies. The findings from this study will hopefully provide teachers and policy-makers with new insights into fostering learner autonomy to improve the educational system in Indonesia especially in Aceh.

A Study on Photographs in Teaching Writing Recount Mawaddah Mawaddah; Sofyan A. Gani; Diana Fauzia Sari
Research in English and Education Journal Vol 1, No 1: Agustus 2016
Publisher : Universitas Syiah Kuala

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This research is conducted to find out whether teaching writing recount text by using photographs improve students’ writing ability and to find out the students’ responses toward the implementation of photographs. A number of 54 students of tenth grade level are the sample of this study. The data were collected by using test (pre-test and post-test). The instrument used the collect the data in this study by means of the test in the form of written test. The result of the test was analyzed by using writing criteria proposed by Brown (2004). In addition, some statistical formula employs to analyze the data. The result of the study revealed that the students score of writing taught by using photographs is better that the students who are not taught by using photographs where the mean score of experimental class after using of photographs is 74.92. Whereas the mean score in control class that was not taught by using photographs in teaching writing is 47.42. Thus, photograph is insinuated as one of alternative media used by the teacher in teaching English particularly teaching writing in EFL class.

KWL: Strategy on Improving Reading Comprehension Cut Intan Maulida; Sofyan A. Gani
Research in English and Education Journal Vol 1, No 1: Agustus 2016
Publisher : Universitas Syiah Kuala

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This study is about the implementation of Know, Want, Learned (KWL) strategy to enhance students’ reading comprehension. The desire to conduct the research toward this study is to investigate how the proper implementation of KWL helps the students’ increasing their ability in terms of reading skill. This study was approached quantitatively, specifically through an experimental method using the design of one group pretest-posttest. The population of this study was the first grade students at SMPN 3 Banda Aceh, while the sample of this study was VII-9 class which consisted of 30 students which was chosen randomly. The data for this study were obtained by using test as the instrument for collecting the data. Also, the data were analyzed using repeated measures T-test in order to prove the hypothesis. The calculation result showed that null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted, because the result of t-test calculated was 5.07, higher than t-table 2.04. Therefore, the writer concludes that teaching reading by using KWL gives good effect for students’ reading comprehension at SMPN 3 Banda Aceh.

Using Think-Pair-Share for writing descriptive texts Rosnani Sahardin; Cut Salwa Hanum; Sofyan A. Gani
Studies in English Language and Education Vol 4, No 1 (2017)
Publisher : Universitas Syiah Kuala

Using the right technique to teach writing is very important to help students overcome problems in writing. Think Pair Share (TPS) is a cooperative teaching-learning method that it is believed to help students improve their writing ability. Thus, the writers conducted an experimental study to tenth grade students at a senior high school in Banda Aceh to find out whether or not this technique could facilitate and improve the students’ writing of descriptive texts in English. The results showed that the TPS technique successfully improved the ability of students’ in writing, reflected by the post-test scores covering five aspects of writing. The progress before and after the technique was implemented can be seen in these average scores for the five aspects: content increased from 12 to 16, organization from 11 to 15, vocabulary from 9 to13, grammar from 8 to 10, and mechanics from 8 to 11 where the improvement for each aspect was 4, 4, 4, 2 and 3. Despite the results showed that the TPS technique was effective for improving the students’ mastery of organization, vocabulary and content, but less so for improving mechanics and grammar. This is probably because it is generally much easier to make improvements in organization, vocabulary and content but it requires a much longer effort with much more practice to significantly improve mechanics and grammar. Nevertheless, the writers suggest that English teachers and others can use the TPS technique to teach writing, hence some of the problems faced by students in writing can be helped and, more importantly, they can improve their ability to write English.

Using Think-Pair-Share for writing descriptive texts Rosnani Sahardin; Cut Salwa Hanum; Sofyan A. Gani
Studies in English Language and Education Vol 4, No 1 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i1.7004

Using the right technique to teach writing is very important to help students overcome problems in writing. Think Pair Share (TPS) is a cooperative teaching-learning method that it is believed to help students improve their writing ability. Thus, the writers conducted an experimental study to tenth grade students at a senior high school in Banda Aceh to find out whether or not this technique could facilitate and improve the students’ writing of descriptive texts in English. The results showed that the TPS technique successfully improved the ability of students’ in writing, reflected by the post-test scores covering five aspects of writing. The progress before and after the technique was implemented can be seen in these average scores for the five aspects: content increased from 12 to 16, organization from 11 to 15, vocabulary from 9 to13, grammar from 8 to 10, and mechanics from 8 to 11 where the improvement for each aspect was 4, 4, 4, 2 and 3. Despite the results showed that the TPS technique was effective for improving the students’ mastery of organization, vocabulary and content, but less so for improving mechanics and grammar. This is probably because it is generally much easier to make improvements in organization, vocabulary and content but it requires a much longer effort with much more practice to significantly improve mechanics and grammar. Nevertheless, the writers suggest that English teachers and others can use the TPS technique to teach writing, hence some of the problems faced by students in writing can be helped and, more importantly, they can improve their ability to write English.

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