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All Journal English Education Journal Lingua Cultura EDULITE: Journal of English Education, Literature and Culture Al-Ta'lim Journal of English Education Research in English and Education Journal International Journal of Research on English Teaching and Applied Linguistics

Siti Sarah Fitriani

Syiah Kuala University

Author-ID : 2750839

Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Interpersonal Meaning of English Posts Written by Aceh Bloggers on Steemit Jumaida Fajar Nasriati; Zulfadli A. Aziz; Siti Sarah Fitriani
English Education Journal Vol 10, No 1 (2019): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (510.076 KB)

This research was conducted to analyze the interpersonal meaning of English posts published by Acehnese bloggers on social media-based blog, Steemit through the systemic functional linguistic analysis by Halliday (1985). Steemit is a blog community which has a function as social media. There were twenty posts that were sorted to be analyzed in this research. In sorting the posts, the researchers classified the posts that used topics or tags “Aceh”, “History”, “Writing”, “Tourism”, Education, “Writing”, “Nature”, “Life” and “Photography”. In analyzing the posts, there are three issues that have been the focus of the research; exchange of interaction type, mood type and attitude appraisal that are realized in the posts. There were two kinds of exchange of interaction, the exchange of giving information or good and service and demanding information or good and service. From this research, giving information was the most dominant exchange of interaction and there was a small number of demanding information found. Meanwhile, none of the interactions in terms of giving or demanding goods and service as the interaction exchange were found. Another focus is mood element structures of the clauses in the posts. Giving information was the highest number found which revealed that declarative was the most dominant mood type realized in the posts. In the posts, however, it was found that there was a small number of appraisal value. Overall, the three appraisal values were all presented in the whole posts. They were judgement, affect and appreciation. However, the three values also showed very small number.

Using concept mapping to improve reading comprehension Burtami Usman; Redha Mardatija; Siti Sarah Fitriani
English Education Journal Vol 8, No 3 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.597 KB)

This study was done to find out if reading comprehension ability of students from class X at SMAN 1 Sawang could improve significantly by using the Concept Mapping technique in teaching-learning reading EFL. True experimental design was employed in this study in which the sample 25% (30 students) was chosen by random sampling from the total population (118 students). The sample was divided into an experimental group (EG) and a control group (CG); each with 15 students. The EG was taught reading comprehension using the Concept Mapping technique, whereas the CG was taught using a conventional teacher centered approach. Tests were used as instruments to collect data which was analyzed using SPSS version 16. A questionnaire with a Likert scale was used to find out the students’ responses toward the use of Concept Mapping for learning reading comprehension. The t-test scores for the results from the pre-tests compared to those from the post-tests for both the EG and the CG were significant (p=0.006) which was lower than the degree of significance (0.05). The results indicated that the alternative hypothesis can be accepted and the null hypothesis rejected because the students of the EG achieved significantly better scores than those in the CG. Therefore, it can be concluded that using the Concept Mapping technique significantly improved the reading comprehension ability of students from class X at SMAN 1 Sawang.

Non-Native Speakers’ Rhetorical Commonalities in Writing Script Introduction Section Iskandar Abdul Samad; Bustami Usman; Novalia Rizkanisa; Siti Sarah Fitriani
Lingua Cultura Vol. 12 No. 2 (2018): Lingua Cultura Vol. 12 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v12i2.2475

This research analyzed the rhetorical pattern (RP) of script Introduction section written by undergraduate students at four selected universities in Aceh. Information about the RP of introduction section had been found in literature, including the work of Indonesian students in general. However, specific information about the RP of the work of EFL students in Aceh was not determined yet. The main aim of the study was to explore whether Acehnese studentsperformed the exact pattern of written Academic English. Understanding the RP of this section was important because it helped readers to have a description of the whole script. A qualitative method was applied in this study to draw the RP through the content analysis. The data were taken from twenty undergraduate students’ scripts at four selected universities. CARS model was used to analyze all the data. In general, the result shows a unique RP of the Introductionsection by Acehnese students where RP of introduction section maintains the circular way of thinking.

TEACHERS’ ELICITATION: INVITING STUDENTS TO SPEAK Bustami Usman; Nour Ayouni; Iskandar Abdul Samad; Siti Sarah Fitriani
EduLite: Journal of English Education, Literature and Culture Vol 3, No 1 (2018): February 2018
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.3.1.51-65

This study describes the implementation of teachers’ elicitation in speaking class of English Department of Ar-raniry Islamic State University. It attempts to investigate types of elicitation used by the lecturers in speaking class and the most frequent type. The participants of this study were five lecturers of speaking classes and hence ten teaching sessions were video-recorded and transcribed in order to analyze lecturers’ utterance that indicates teachers’ elicitation. Quantitative and qualitative method were employed where the data were obtained from observation and interview by means of video recorder, field-notes, observation sheet and interview guide. Technique of data analysis was followed Miles’s & Huberman’s (1992) model including data reduction, data display, and conclusion. The results of this study revealed six types of elicitations; elicit:inform, elicit:confirm, elicit:agree, elicit:commit, elicit:repeat, and elicit:clarify were used by the lecturers in teaching speaking. It is also found elicit:inform was the most frequent type of elicitation used which reached 72.23%. This indicates that the lecturers frequently used elicitation to invite students to speak.

An Exploration of Students’ Difficulties in Using Critical Thinking Skills in Reading Nidar Velayati; Asnawi Muslem; Siti Sarah Fitriani; Iskandar Abdul Samad
AT-TA'LIM Vol 24, No 3 (2017)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

This study intends to explore students’ difficulties in using critical thinking skills in reading. The subject of this study was second year undergraduate students of Ar-Raniry State Islamic University, Banda Aceh. This qualitative study analysed students’ difficulties in using critical thinking skills in term of interpretation, analysis, evaluation, inference, explanation, and self-regulation. A personal interview was conducted to find the data from the students. The result indicates that students’ lack of practicing let them difficult in using critical thinking skills in reading. The other difficulties found were lack of language mastery, implied meaning, background knowledge, repetition and lack of vocabulary. Among six problems discovered above, lack of practicing, background knowledge and language mastery had made the students felt that critical thinking was difficult to be applied.

Summarising an Explanation Text with a Visual Representation as the Guidelines: How Does this Work to Represent Meaning? Mutuota Kigotho; Siti Sarah Fitriani
AT-TA'LIM Vol 25, No 1 (2018)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Metacognition has been popular in reading area, especially when it is related to comprehension and the representation of meanings. Combining metacognitive strategies to represent meanings from a text has been done by previous scholars to help readers construct meaning. In this paper, we present students’ drawings and writings as the results of successive visualisation and summarisation activities in the classroom. We intended to find out the extent to which students’ visual representations can be the guideline for them to write summaries. By employing qualitative research method, we collected visual representations and summaries from 26 undergraduate students studying at the English Education Department of Syiah Kuala University. To understand students’ drawings, we consulted some literature on visual literacy and multimodality; while for the analysis of students’ writings, we reviewed some literature on functional model to language. Based on the analysis, a productive visual representation leads to a strong summary, and vice versa. This result is further discussed in this paper.

THE ROLE OF INSTRUMENTAL MOTIVATION AMONG EFL STUDENTS IN LANGUAGE LEARNING PROCESS Nanda Aspuri; Iskandar Abdul Samad; Siti Sarah Fitriani; Nanda Marlina Abdul Samad
Journal of English Education Vol 4, No 1 (2019): JEE
Publisher : Universitas Sembilanbelas November Kolaka

The aim of this study was to find out the role of instrumental motivation in the English learning process of English as a Foreign Language (EFL) students. Motivation can be described as a process to influence someone or many people to do the desired work, in accordance with certain goals set in advance. For EFL student, motivation was required to achieve success in the process of learning English. Based on the previous study, kind of motivation, called Instrumental motivation, has an important role in English learning process. The participants of the study were 10 EFL students; 5 students were from post-graduate program of English Department of Syiah Kuala University and 5 students were from undergraduate program of English Department of UIN Ar-Raniry. This qualitative study applied interview to gather data. The result of the study revealed that the participants have a strong instrumental motivation involved in their English learning process. Considering the results of this study, everyone, whether parents and teachers need to motivate their children and their EFL students by motivating them instrumentally in the process of learning and teaching English.

PROVIDING INDIRECT CORRECTIVE FEEDBACK: A Technique to Reduce Errors in Students’ Writing Iskandar Abdul Samad; Endah Anisa Rahma; Siti Sarah Fitriani
Journal of English Education Vol 1, No 2 (2016): JEE
Publisher : Universitas Sembilanbelas November Kolaka

This experimental study aims at investigating the application of Indirect Corrective Feedback (ICF) in teaching writing recount text. The subjects of the study were tenth graders of SMAN 1 Meulaboh who are chosen randomly. The instrument used is writing tests. This study focuses on giving ICF on students’ recount writing in terms of grammatical features of the text. Accordingly, there are eight error aspects included in the analysis; these are verb, noun ending, spelling, word form, word order, pronoun, missing and unnecessary word. The findings indicate that Indirect Corrective Feedback helps students to reduce errors in eight aspects. It is shown from the decreased mean score of errors in the post-test ( = 12.17) which was lower than the mean score of errors in the pre-test ( = 27.07). Verb was the aspect reduced mostly in students’ recount texts (56) followed by word order (18), word form (16), spelling (14), pronoun (12), noun ending (11), unnecessary word (8), and missing word (3). From t-test analysis in the post-tests of both groups, this study found that t-counted was higher than t-table (1.823 ˃ 1.68). Thus, H0 was rejected. The result confirmed that Indirect Corrective Feedback can significantly improve the students’ writing achievement by the reduction of errors.

THE INVESTIGATION OF QUESTIONING MODIFICATIONS USED IN EFL CLASSROOM Siti Sarah Fitriani; Cut Aulia Makhsum; Iskandar Abdul Samad
Journal of English Education Vol 1, No 2 (2016): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Questions raised by a teacher as a part of teacher talk is important to stimulate students’ participation in English Foreign Language (EFL) classroom interaction. The questions posed by teachers in the classrooms are sometimes modified when they notice that the students have difficulties in understanding the questions. This study investigated four types of questioning modifications –repetition, narrowing by means of clues, rephrasing with alternative or “or-choice” questions and wait-time– proposed by Chaudron (1988) used by a teacher in one bilingual senior high school in Banda Aceh. Six sessions (altogether 480 minutes) of classroom observation were conducted. A dominant questioning modification type was indicated as a result of the analysis of video recordings from the observations. In addition, the reason of the teacher to use the dominant type of questioning modification is also discussed in this paper.

Teaching question sentences by using Five Fingers Technique Rahmi Daniati; Siti Sarah Fitriani; Diana Achmad
Research in English and Education Journal Vol 2, No 2: June 2017
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (322.618 KB)

Grammar has an important role in building good sentences. In learning grammar, the students are usually taught about phrases, clauses, sentences, and also question sentences. Tocreate question sentences, there is a technique that can be used by the students; this is called five fingers technique. Therefore, this research aims to find out whether five fingers technique can improve the students’ ability in making question sentences. The study was encouraged by the problems faced by the students in learning question sentences and the need of fun activity in teaching learning process. This study used one group pre-test and post-test design. The sample of the study was class VIII-1 which consisted of 29 students. Random sampling technique was used by the writer to choose the sample. Based on the tests results, where the score of post-test was higher than the score of pre-test, it can be concluded that using five fingers technique which use the fingers as the tool to memorize the types of question sentences (wh-question, yes/no question, positive tag question, negative tag question, and assumption question) can improve the students’ ability in making question sentences. Therefore, it is recommended for the teachers to use five fingers technique in teaching question sentences.

Co-Authors Andi Elsa Fadhilah Sakti Asnawi Muslem Burhansyah Burhansyah Burtami Usman Bustami Usman Cut Aulia Makhsum Diana Achmad Endah Anisa Rahma, Endah Anisa Fathu Rahman Firdani Firdani Haryanto Atmowardoyo Iskandar Abdul Samad Jumaida Fajar Nasriati Kiki Ramadhani Mawardin Muhammad Said Mutuota Kigotho Nanda Aspuri Nanda Marlina Abdul Samad Nidar Velayati Nira Erdiana Nour Ayouni Novalia Rizkanisa Rahmi Daniati Redha Mardatija Rizka Puji Lestari Sukardi Weda Zulfadli A. Aziz

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