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All Journal English Education Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Indonesian Journal of Applied Linguistics (IJAL) AL-TA´LIM IJEE (Indonesian Journal of English Education) Islam Futura Englisia Journal Jurnal Ilmiah Peuradeun Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran IJoLE: International Journal of Language Education SAMARAH: Jurnal Hukum Keluarga dan Hukum Islam EduReligia : Jurnal Pendidikan Agama Islam Jurnal Respirologi Indonesia Al-Ta'lim English Language Teaching Educational Journal Journal of Indonesian Social Sciences and Humanities Journal of Innovation in Educational and Cultural Research Ulumuna Studies in English Language and Education
Teuku Zulfikar
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Arts Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences

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Exploring The Way The Lecturer Develop Reading Material at State Islamic Institute of Lhokseumawe Cut Barlianti Taufiqiani; Teuku Zulfikar; Usman Kasim
English Education Journal Vol 10, No 2 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

Reading material is one of the required subject stated in the curriculum at English Department of State Islamic Institute of  Lhokseumawe which is designed by the lecturer for her own class. In order to create high quality material, the lecturer has to consider the procedure of reading material development according the theory that stated by expert. The research objective of this study were the types of reading text used by the lecturer in teaching, and to describe the process of reading materials development the lecturer did. The research subject was the lecturer who teach Reading Comprehension III at English Department of State Islamic Institute of  Lhokseumawe. The data of this research were collected by using two research instruments, there were interview guide and documentation. In order to collect the data, the lecturer was given the questions of interview. Furthermore, in order to find out the type of reading text used by the lecturer, the researcher used the documentation. Finally, all the data were analyzed by using procedure of data analysis in qualitative methodology, there were three steps; first, organization and familiarization; second, coding and reducing process, and the last was interpreting and representing. From the data analysis result, it is found that first, the lecturer used one descriptive text for the first material and the rest belongs to expository text; and Second, the lecturer used five of seven steps of Tomlinson model in developing material process there were; First, identification stage to identify the needs of the students; Second, exploration of the need; Third, contextual realization stage; Fourth, pedagogical realization stage; Fifth, production of materials.
Classroom Practice: Applying The Scientific Approach Based on The 2013 Curriculum Usman Kasim; Teuku Zulfikar; Nasriati Nasriati
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was done to find out about the implementation of the scientific approach based on the 2013 Curriculum. The subjects of this research were two English teachers of second year classes at SMA Negeri 1 Bireuen. The implementation of the scientific approach follows five learning experience called observing, questioning, associating, experimenting, and communicating. The classroom activities must accomodate all 5 items actualized in three dimensions viz: the dimension of teaching plans, the dimension of teaching processes, and the dimension of teaching evaluation. Data was collected through classroom observations and interviews and was analyzed descriptively. Related to the dimension of teaching plans, the teachers did not prepare well before running the teaching processes. Their lesson plans did  not match the frame work recommended by the rule of Minister of Education and Culture/Permendikbud no.81.A 2013 as required by the 2013 curriculum. Related to the dimension of teaching process: The teachers used the steps of the scientific approach viz: observing, questioning, associating, experimenting, and communicating. But the conduct was not perfect, the teachers missed some aspects, and they did not run the teaching process according to  the rules that are in Permendikbud no.81.A 2013. In relation to the dimension of evaluation, the evaluations used non-authentic assessments that gave the biggest  emphasis to the cognitive domainwhich  differred  from the mandate for the 2013 curriculum in Permendikbud no. 81A 2013.
Analysis of Instructional Questions in an English Textbook For Senior High Schools Usman Kasim; Teuku Zulfikar; Zaiturrahmi Zaiturrahmi
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed to analyze the extent of instructional questions for listening, reading, speaking, and writing activities in the course book, Bahasa Inggris SMA/MA/SMK/MAK Kelas 1 Semester1 emphasizing HOTS (High Order Thinking Skills) or LOTS (Low Order TS); and to investigate the most dominant cognitive dimension of the instructional questions in that textbook. Content analysis was applied for all 9 chapters of the textbook in order to answer the research questions.  All the activities in the form of listening, reading, speaking and writing in the textbook became the object of analysis. Additionally, every instructional question defined as wh- question, yes/no question, multiple choice question, statement question, and true/ false question was taken as the units for analysis. The instructional questions were collected, listed, and analyzed according to Bloom's Taxonomy of cognitive domains. The researcher then calculated the percentage and frequencies of the questions on every level of cognition that appeared in each chapter of the textbook. Descriptive statistics was used to describe the basic features of the data in this study. The results showed that there were 227 instructional questions for listening, reading, speaking, and writing activities. Listening activities had the least instructional questions (11 questions); while the most dominant ones were found for reading activities (125); speaking and writing were in the middle with average frequencies (45 and 46). After the instructional questions in all the activities were categorized, it revealed that most of those instructional questions emphasized LOTS (198 questions).
Students’ perception of oral corrective feedback in speaking classes Asnawi Muslem; Teuku Zulfikar; Inas Astila
English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This survey was aimed at finding out students’ perceptions towards lecturers’ oral corrective feedback in speaking classes. This survey involved 100 fourth semester students of the Department of English Language Education at Ar-Raniry State Islamic University (UIN Ar-Raniry) in Banda Aceh. They were randomly chosen to fulfil the estimated population needed for the survey sample. A modified questionnaire from Calsiyao (2015) and Elsaghayer (2014) was used to collect the data. The results showed that the students perceived the lecturers’ oral corrective feedback as an important part of language learning. The lecturers’ oral corrective feedback was very helpful in improving the speaking ability of the students.
Lecturers’ oral corrective feedback in speaking class: Students’ perceptions Asnawi Muslem; T Zulfikar; Inas Astila; Bustami Usman; Arifin Syamaun
Proceedings of AICS - Social Sciences Vol 7 (2017): 7th AIC in conjuction ICMR 2017 Universitas Syiah Kuala October 2017
Publisher : Proceedings of AICS - Social Sciences

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Abstract

Many researchers conducted the research on the implementation of methods of teaching and learning English in the classroom setting. However, not many researchers focused on the aspects of feedback from the lecturers in improving students’ speaking performance. Therefore, this paper aimed at investigation students’ perception towards lecturers’ oral corrective feedback in speaking classes. This survey involved 100 students of English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were selected using simple random sampling technique to represent all off the population.  A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The percentage was employed to analyze the data collected from questionnaire. The results showed that the students perceived lecturers’ oral corrective feedback as an important part of language learning. Lecturers’ oral corrective feedback was very helpful in improving the students’ speaking ability.  It can be concluded that the oral corrective feedback gave positive size towards students’ speaking performance. Therefore, this research is significant to be conducted to highlight the students’ perception towards oral corrective feedback from their lecturers during the teaching and learning speaking in the class. Both lecturers and students would benefit from this research so that they can realize that how important to give and accept oral corrective feedback.
An Analysis on Strategies in developing students’ soft-skills (A Case Study at a Bilingual School, Banda Aceh) Emawati Emawati; Rahmantun Nisa; Teuku Zulfikar
Proceedings of AICS - Social Sciences Vol 9 (2019): the 9th AIC on Social Sciences, Syiah Kuala University
Publisher : Proceedings of AICS - Social Sciences

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Abstract

The Indonesian educational system should guarantee that educational institutions in all levels not only train their students’ cognitive ability but also develop their affective domain. This important domain can be developed through various strategies, one of which is through shaping students’ soft-skills. This study was conducted to identify strategies implemented by a particular bilingual school in developing students’ soft-skills. Having interviewed four teachers and the school principal, observed classroom, and analyzed documents, we found that the teachers use various strategies in developing students’ soft-skills, one of which is through inviting students to participate in learning process and to engage in outdoor activities; promoting democratic dialogues; showing empathy and appreciation, and also showing good examples.
Classroom Management in EFL Speaking Class: Strategies and Challenges Safrul Muluk; Habiburrahim Habiburrahim; Teuku Zulfikar; Saiful Akmal; Nasriyanti Nasriyanti; Muhammad Safwan Safrul
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.20146

Abstract

ABSTRACTThis research was designed to investigate the strategies used and challenges faced by lecturers in managing EFL speaking classes. The researchers used both classroom observation and semi-structured interviews in collecting the data. The participants of this research were three EFL lecturers teaching English Speaking classes at the English Department of Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia. These lecturers were selected purposively; all of them were those assigned to teach the speaking class. Insights of the lecturers on their experiences in managing speaking classes were investigated to examine strategies and challenges they faced. The findings suggest that the lecturers utilized several strategies such as setting the classroom, determining seating arrangements, fostering discipline, applying certain speaking activities, and providing interesting topics to discuss. The data also indicated that the lecturers faced challenges in managing their teaching. Issues such as lack of equipment or teaching media to support speaking activities, students’ lacked self-confidence, and lack of vocabulary were among the challenges faced by the lecturers.  ABSTRAKPenelitian ini bertujuan mendapat informasi tentang strategi dan tantangan yang dihadapi dosen di dalam mengelola kelas. Metode pengumpulan data yang digunakan adalah observasi dan wawancara semi-terstruktur. Sumber data atau partisipan dalam penelitian ini adalah 3 dosen yang mengajar kelas Speaking di Prodi Pendidikan Bahasa Inggris, UIN Ar-Raniry Banda Aceh. Para partisipan itu direkrut mengunakan teknik purposive sampling, dimana partisipan yang terlibat adalah yang sudah mengajar speaking selama beberapa semester. Hasil obssrevasi dan wawancara diperoleh informasi bahwa terdapat beberapa strategi dosen di dalam mengelola kelas, diantaranya: menyusun tempat duduk sedimikian rupa, menegakkan disiplin, mengunakan berbagai teknik pembelajaran speaking, dan memberikan topik yang menarik untuk didiskusikan. Penelitian ini juga memperoleh beberapa temuan yang berhubungan dengan tantangan dosen, diantaranya, tidak mencukupi fasilitas yang memadai yang dapat mendukung aktivitas pembelajaran speaking, kurangnya rasa percaya diri dari mahasiswa itu sendiri, dan tidak memadainya kosa kata yang dikuasai mahasiswa juga merupakan tantangan tersendiri dalam pengelolaan kelas speaking.
I LOVE TEACHING: The reflective stories of English teachers at achieving shools in Banda Aceh Khairil Razali; Teuku Zulfikar
Englisia: Journal of Language, Education, and Humanities Vol 6, No 1 (2018)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v6i1.3849

Abstract

The study explored the teachers teaching strategies in six high achieving schools in Banda Aceh. One main purpose of the study was to explore particular strategies teachers use in conducting teaching effectively. The study was approached using the qualitative classroom research. The settings of the study were six high achieving secondary schools in Banda Aceh. The data of the study were collected through in-depth semi-structured Interview, observation and also focus group discussion. The data which was analysed using coding techniques reveals that most teachers interviewed suggested that they feel teaching at schools was at ease, and this due to mostly their extensive teaching experiences, trainings and Students’ learning passion.
Islamic Education and Religiosity: Voices of the Indonesian Muslim Communities in Australia Teuku Zulfikar; Emawati Emawati
Ulumuna Vol 24 No 1 (2020): June
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v24i1.388

Abstract

Indonesian Muslims have made their presence in Australia since the 1970s. Some of them now have become citizens and others preferred to be permanent residents. As they have lived in Australia, in which Islam is not the dominant religion, they were concerned with their children’s religiosity. These Muslims attempted to teach Islam to their children in any way possible. This research, therefore aims at exploring Indonesian Muslims’ parents’ ways of teaching Islam to their children, and their children’s responses on their parents’ approaches in educating them Islam. Using in-depth interviews, the study unveiled that the parents used various aproaches. Their approaches were democratic, in which a great deal of dialogues and neggotiation took place. They also monitored their children’s attitudes and kept reminding them about Islam; setting the role models was also a significant approach used in teaching Islam to their children, and balancing the public schooling and the madrasah. The findings also revealed that these young Muslims recognized the significant role their parents have taken to teach them Islam and shape their religiosity and they were thankful for their parents although some dissenting views on several issues also emerged.
LOOKING INTO MY BACKYARD: SHIFTS IN PROFESSIONAL IDENTITY Teuku Zulfikar
AT-TA'LIM Vol 19, No 2 (2012)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (75.404 KB) | DOI: 10.15548/jt.v19i2.13

Abstract

Professional development is a long-life journey and rewarding in an academia. Teachers are required to improve their competences. They do not only enhance their subject matters but also upgrade their pedagogical knowledge. Professional development can be conducted through many ways. It could be done through formal education, informal training or self-reflection. This is reflexivity on an English teacher’s professional journey. It scrutinizes phases of language learning and teaching awareness. The article starts with my first contact with English and then goes on to learning-teaching experience in the later phases. The reflection on these experiences shapes my teaching identity and improves teaching competence.
Co-Authors Alemina Alemina Amiruddin Amiruddin Andhika Jaya Putra Arifin Syamaun Armiadi Musa Asnawi Muslem Asnawi Muslem Astilla, Inas Basri Besral Besral Bismi Khalidin Bustami Usman Cut Barlianti Taufiqiani Dina Damayanti Elismawati Elismawati Emawati Emawati Emawati Emawati Ferry Dwi Kurniawan Habiburrahim Habiburrahim Hadeli Hadeli Hendra Heriansyah Hidayat Al Azmi Hidayat Al Azmi Hidayat, Didin Nuruddin Inas Astila Inas Astila INDAH MAYANGSARI Iskandar Iskandar Ismalianing Eviyuliwati Julie Amalliah Khairiah Syahabuddin Khairil Razali Khamisna Maulidia Marhaban, Saiful Martin Kustati Martin Kustati Muhammad Ravi Muhammad Rizal Muhammad Safwan Safrul Muslem, Asnawi Nalini Arumugam Nasriati Nasriati Nasriyanti Nasriyanti Nidawati, N. Nurhamsi Deswila Nurrahmah Yusuf Rahmantun Nisa Rahmatun Nisa Ravi, Muhammad Riska Amelia Sari Safrul Muluk Saiful Akmal Sari, Riska Amelia Siti Khasinah Sofyan A. Gani Sofyan A. Gani Sri Dianova Sudarya Permana Syabuddin Gade Syarifah Dahliana Tri Sulisdawati Usman Kasim Usman Kasim Wahidah Yudi Septiawan Yuhardi Yuhardi Yuhardi Yuhardi Yuliza Yuliza Zaiturrahmi Zaiturrahmi Zurriyati A. Jalil