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All Journal IJEE (Indonesian Journal of English Education) Englisia Journal Journal of Digital Education, Communication, and Arts (DECA) Studies in English Language and Education
Khairiah Syahabuddin
Universitas Islam Negeri Ar-Raniry Banda Aceh
Arts Education Languange, Linguistic, Communication & Media Social Sciences

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IMPROVING STUDENTS’ LISTENING SKILL USING PODCASTS Syahabuddin, Khairiah; Rizqa, Khaira
JOURNAL OF DIGITAL EDUCATION, COMMUNICATION, AND ARTS (DECA) Vol 4 No 01 (2021): Journal of Digital Education, Communication, and Arts (DECA)-March 2021
Publisher : Pusat Penelitian dan Pengabdian Masyarakat, Politeknik Negeri Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30871/deca.v4i01.2867

Abstract

The purpose of this study is to discover the use of podcasts in improving students’ listening skills. The quantitative technique was used in this research: the data obtained from the pre-experimental technique. This research was conducted to find out the information about the improvement of students listening skills on using podcasts. This study involved 15 students in the fourth semester in the Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh. The sample was chosen by using purposive sampling who are qualified the certain criteria; sixth semester-students in Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh, and The students who have passed Basic Listening subject, Intermediate Listening subject, and Advanced Listening subject. However, the students faced difficulties in comprehending audio at the first meeting, after giving a treatment by using podcasts, the finding revealed that podcasts help students to improve their listening skills. It was proven by the improvement of the mean score of students’ pre-test and post-test (36.3 to 63.3). Overall, this study suggests that developing English listening skills can be boosted with Podcasts
TEACHER TEACHING STYLES IN INTRODUCING CONCEPT MAPPING STRATEGY IN READING COMPREHENSION ACTIVITY AT SENIOR HIGH SCHOOLS IN MEUREUDU, ACEH Khairiah Syahabuddin; Rahmat Yusny; Nia Zahara
Englisia: Journal of Language, Education, and Humanities Vol 6, No 2 (2019)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v6i2.4548

Abstract

The objective of this study is to learn how English teachers’ teaching style at Senior High Schools (SMAs) in Meureudu in introducing concept mapping strategy in delivering reading comprehension lesson. In teaching Reading Comprehension, different teaching styles gives different students learning experience and output, and using concept mapping, students are stimulated to have better control over their comprehension. This study was conducted at SMA 1 Meureudu and SMA 2 Meureudu, a town located 123 kms from Banda Aceh, Indonesia. Very often, English classes in schools located far from the main cities in Aceh suffer from lack interesting activity The study was using qualitative approach through class activity observations and interviews. Concept mapping activities facilitated by the teachers at SMA 1 Meureudu used digital projector and paper handouts as the media for the group activities. The teacher of SMA 2 Meureudu used only handout paper as a medium and by pairing the students. The findings of this study showed that the teaching styles in delivering reading activity using the concept mapping activity used by the teachers in both schools differ in the way how the teacher assign student to work on the task. The students were found to be more fully engaged in the reading activity with concept mapping compared to any past reading activities using translating line-by-line and answering questions. Assigning group reading task also help boost the students motivation and collaborative responsibility to learn.
Teacher-student relationships: An influence on the English teaching-learning process Khairiah Syahabuddin; Rahmi Fhonna; Ulfa Maghfirah
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (484.573 KB) | DOI: 10.24815/siele.v7i2.16922

Abstract

There are two main purposes navigated in this study; first of all, it was carried out to investigate the teacher-student relationship; secondly, it was also conducted to find out whether there was a correlation between teacher-student relationship and English teaching-learning process. A number of 14 teachers and 43 students participated in this study; they are from two publish junior high schools in Aceh, Indonesia. Questionnaires for the students and interviews with the teachers were used to discover the influence of the relationship between English teachers and students, and the problems that students faced during their interactions with the teachers. There were twenty-two items in the questionnaire and five questions in the interviews that the participants needed to answer. The collected data from the questionnaire were then analysed by using a Likert scale and the Pearson product-moment correlation coefficient, meanwhile, the data from the interviews were analysed by following the stages of Miles and Huberman‘s(1994) model. In the first junior high school, a significant correlation appeared between the teacher-student relationship and teaching-learning process, with the raw score of 0.745 that refers to a high correlation. The tcount was higher than the ttable (4.784≥2.100). However, at second junior high school, had no significant correlation detected between the two variables with the raw score of 0,401 that referred to moderate correlation, where tcount was lower than ttable (2.004≤2.097). This research is expected to have a beneficial impact on the English teaching-learning process especially in the areas of the two schools, where this study took place, as well as the teachers and educators from other institutions spread in Aceh and Indonesia in general.
Looking inside an EFL classroom: Promoting productive learning through teachers’ questioning strategies Teuku Zulfikar; Khairiah Syahabuddin; Khamisna Maulidia; Emawati Emawati; Amiruddin Amiruddin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (909.029 KB) | DOI: 10.24815/siele.v9i3.26072

Abstract

Engaging students to participate in productive learning is a prerequisite for successful instruction. Teachers as instructional leaders should be creative and proactive in finding the best ways to enable effective learning to take place. One of the most well-known strategies is the use of appropriate ‘questioning’ during the instructional process. Teachers’ questioning strategies can encourage learning, but at the same time, they can also discourage learning when they are not carried out effectively. As teachers’ ways of posing questions are paramount for effective learning, it is timely to research this issue, teachers’ ways of asking questions during classroom instruction, and their students’ responses. The participants were two English teachers and their students at a secondary school in Aceh Province, Indonesia. The data were collected through classroom observations, in-depth interviews, and questionnaires. The study found that teachers used various questioning strategies, such as designing icebreaking activities and giving simple quizzes as attention grabbers. In addition, some types of questioning strategies, such as repetition, simplification, decomposition, structuring the questions, reacting to the students’ answers (giving a reward, complimenting, and motivating the students), using native language, and giving students some wait time to think about the answers were among the many strategies applied in the classroom. These questioning strategies were considered effective by the teachers and students in the study to promote productive language learning.
Looking inside an EFL classroom: Promoting productive learning through teachers’ questioning strategies Teuku Zulfikar; Khairiah Syahabuddin; Khamisna Maulidia; Emawati Emawati; Amiruddin Amiruddin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.26072

Abstract

Engaging students to participate in productive learning is a prerequisite for successful instruction. Teachers as instructional leaders should be creative and proactive in finding the best ways to enable effective learning to take place. One of the most well-known strategies is the use of appropriate ‘questioning’ during the instructional process. Teachers’ questioning strategies can encourage learning, but at the same time, they can also discourage learning when they are not carried out effectively. As teachers’ ways of posing questions are paramount for effective learning, it is timely to research this issue, teachers’ ways of asking questions during classroom instruction, and their students’ responses. The participants were two English teachers and their students at a secondary school in Aceh Province, Indonesia. The data were collected through classroom observations, in-depth interviews, and questionnaires. The study found that teachers used various questioning strategies, such as designing icebreaking activities and giving simple quizzes as attention grabbers. In addition, some types of questioning strategies, such as repetition, simplification, decomposition, structuring the questions, reacting to the students’ answers (giving a reward, complimenting, and motivating the students), using native language, and giving students some wait time to think about the answers were among the many strategies applied in the classroom. These questioning strategies were considered effective by the teachers and students in the study to promote productive language learning.
Teacher-student relationships: An influence on the English teaching-learning process Khairiah Syahabuddin; Rahmi Fhonna; Ulfa Maghfirah
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16922

Abstract

There are two main purposes navigated in this study; first of all, it was carried out to investigate the teacher-student relationship; secondly, it was also conducted to find out whether there was a correlation between teacher-student relationship and English teaching-learning process. A number of 14 teachers and 43 students participated in this study; they are from two publish junior high schools in Aceh, Indonesia. Questionnaires for the students and interviews with the teachers were used to discover the influence of the relationship between English teachers and students, and the problems that students faced during their interactions with the teachers. There were twenty-two items in the questionnaire and five questions in the interviews that the participants needed to answer. The collected data from the questionnaire were then analysed by using a Likert scale and the Pearson product-moment correlation coefficient, meanwhile, the data from the interviews were analysed by following the stages of Miles and Huberman‘s(1994) model. In the first junior high school, a significant correlation appeared between the teacher-student relationship and teaching-learning process, with the raw score of 0.745 that refers to a high correlation. The tcount was higher than the ttable (4.784≥2.100). However, at second junior high school, had no significant correlation detected between the two variables with the raw score of 0,401 that referred to moderate correlation, where tcount was lower than ttable (2.004≤2.097). This research is expected to have a beneficial impact on the English teaching-learning process especially in the areas of the two schools, where this study took place, as well as the teachers and educators from other institutions spread in Aceh and Indonesia in general.
CLASSIFYING "CULTURE" IN INDONESIAN SECONDARY PUBLIC EDUCATION EFL TEXTBOOKS Saiful Akmal; Nashriyah Nashriyah; Najmiatul Fauza; Chamisah Chamisah; Khairiah Syahabuddin
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.1 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i1.29924

Abstract

ABSTRACTThis study investigates the categorization of cultural materials and the sense of the culture of two "Bahasa Inggris 2017 updated edition" English textbooks for grades X and XI in senior high school in Indonesian secondary education. This study examines which cultures are exemplified in the textbooks and how they are characterized. The study's design follows a qualitative descriptive design through content analysis. Both the "categories of culture" approach of Cortazzi and Jin (1999) and the "sense of culture" approach of Adaskou, Britten, and Fahsi (1990) were used in the present study. The data showed that the Bahasa Inggris tenth-grade textbook focused more on source culture instead of the target culture and international culture. Nonetheless, in the Bahasa Inggris eleventh-grade textbook, the target culture is more dominant than the source and international cultures. In both books, the pragmatic sense dominated the aesthetic, semantic, and social sense. This study also uncovered an imbalance in the number of cultural categories exhibited. This study proposes that writers of EFL textbooks should accommodate a balanced representation of source culture, target culture, and international culture, as well as provide an excellent four-cultural sense in the textbooks.ABSTRAKPenelitian ini menyelidiki kategorisasi bahan budaya dan pemahaman budaya dari dua buku teks bahasa Inggris "Bahasa Inggris 2017 edisi terbaru" untuk kelas X dan XI di sekolah menengah atas dalam pendidikan menengah di Indonesia. Penelitian ini menguji budaya mana yang diwakili dalam buku teks dan bagaimana budaya tersebut dikarakterisasi. Desain penelitian ini mengikuti desain deskriptif kualitatif melalui analisis konten. Pendekatan "kategori budaya" dari Cortazzi dan Jin (1999) serta pendekatan "pemahaman budaya" dari Adaskou, Britten, dan Fahsi (1990) digunakan dalam penelitian ini. Data menunjukkan bahwa buku teks bahasa Inggris kelas sepuluh lebih fokus pada budaya sumber daripada budaya target dan budaya internasional. Namun, dalam buku teks bahasa Inggris kelas sebelas, budaya target lebih dominan daripada budaya sumber dan budaya internasional. Pada kedua buku tersebut, pemahaman pragmatik mendominasi pemahaman estetika, semantik, dan sosial. Penelitian ini juga menemukan ketidakseimbangan dalam jumlah kategori budaya yang ditampilkan. Penelitian ini mengusulkan bahwa penulis buku teks bahasa Inggris sebagai bahasa asing sebaiknya menyertakan representasi yang seimbang dari budaya sumber, budaya target, dan budaya internasional, serta menyediakan pemahaman budaya yang baik dalam empat aspek dalam buku teks.How to Cite: Akmal, S., Nashriyah, Fauza, N., Chamisah, Syahabuddin, K. (2023). Classifying "Culture" in Indonesian Secondary Public Education EFL Textbooks. IJEE (Indonesian Journal of English Education), 10(1), 83-105. doi:10.15408/ijee.v10i1.29924
Co-Authors Amiruddin Amiruddin Chamisah Chamisah Emawati Emawati Khamisna Maulidia Najmiatul Fauza Nashriyah Nashriyah Nia Zahara Rahmat Yusny Rahmi Fhonna Rizqa, Khaira Saiful Akmal Teuku Zulfikar Ulfa Maghfirah