Usman Kasim
Syiahkuala University Banda Aceh

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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.
Improving Speaking Sub-Skills by Using The Attention, Relevance, Confidence and Satisfaction (ARCS) Model Junaidah Munawarah; Usman Kasim; Bukhari Daud
English Education Journal Vol 9, No 3 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research focussed on the use of the ARCS model to improve the speaking sub-skills of students. The sample for this research was 70 students in two groups; an Experimental Group (EG) and a Control Group (CG). The instruments used for collecting the data were tests (a pre-test and a post-test) and a questionnaire. The findings revealed that: (1) There was a significantly higher improvement in the scores of students who were taught using the ARCS model compared to the students who were taught using the Grammar Translation Method. The first hypothesis was proven by the z-test result (4.18); ie. That the difference was significant. The results from the data analysis proved that there were significantly better improvements in the post test scores of the EG, in terms of pronunciation, vocabulary, fluency and comprehension. The z-score for pronunciation was 3.29, grammar was 1.55, vocabulary was 2.35, fluency was 4.65 and comprehension was 2.25. Except for grammar, those z-scores were all outside the limits from -1.96 to +1.96. And (2) The results from the questionnaires showed the positive impact, viz: decrease in students’ nervousness plus enhancing students’ confidence and satisfaction in speaking in public.
A Discussion of Learning Maritime English by Utilizing Authentic Video in Speaking Skill Hayatun Nufus; Usman Kasim
English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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This study describes the utilization of authentic video by maritime English teachers in speaking class, the challenge often faced by the teacher in utilizing authentic video and students’ responses toward utilizing authentic video. The participants of this study were 100 cadets and four maritime English teachers. Quantitative and qualitative methods were employed and obtained from observation sheet, interview and questionnaire. The data result found that: (1) four observed teachers implemented the same way in utilizing video; (2) the teachers did the three phases in video application, such as Pre-Viewing, Viewing and Post-Viewing Activity; (3) there are still lack of activities toward the video material; and (4) there are several problems faced by the teacher in utilizing authentic video are as follows: selecting the video that fits the topic, the limitation of video archive, audio-visual tools and avoiding the ‘nothing new” video syndrome among the students. (5) the students’ responses toward authentic video application was very positive. There are 55 students who chose strongly agree option by means authentic video can give them example of working scope later. 56 students stated that learning English by using video can make their knowledge stay longer. 51 students like learning English by using video. Besides, 69 students stated that their teacher often uses authentic video while teaching English. It is suggested that the teachers should be more creative in utilizing authentic video and participate in workshops related to learning material.
Implementation of Parents Teacher Conferences for English Lessons Fatimah Zuhra; Usman Kasim; Asnawi Muslem
English Education Journal Vol 9, No 3 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research focused on analyzing teacher’s implementation of parents-teacher conference assessment at SD Teuku Nyak Arif Fatih Bilingual School. The objectives of this study were to specify the implementation of recommendations from a parents-teacher conference by the English teacher in the English lessons. The method used in this research was a qualitative research design. The instruments used to collect the data were observation sheets from the parents-teacher conference made by the teacher plus an interview guide. The collected data was analyzed using descriptive qualitative analysis. The findings showed that the teacher used three steps with the parents-teacher conference: (1) before the conference (2) during the conference and (3) after the conference. The teacher adopted all the steps recommended by experts. The researcher suggests that English teachers and students use parents-teacher conferences as part of their assessment in their teaching-learning processes since the results from parent-teacher conferences are very useful for the teachers and their students.
USING INTERACTIVE APPROACH IN ENHANCING STUDENTS’ READING COMPREHENSION Nurul Hayati; Usman Kasim; Asnawi Muslem
English Education Journal Vol 11, No 2 (2020)
Publisher : Universitas Syiah Kuala

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Abstract

English is one of the compulsory subjects at schools in Indonesia, including at junior high schools. This study was conducted to investigate the effectiveness of implementing an interactive approach in teaching reading comprehension. It also investigated the students' responses toward the implementation of an interactive approach in teaching reading. The true-experimental design was carried out in this study along with the pretest and post-test. Two classes of the first-grade students of SMPIK Nurul Quran in Aceh Besar were chosen as the sample of the research with total population sampling technique. This sampling technique was employed because of the limited individuals to be randomized as samples. Each group consisted of 20 students for the experimental class and 20 students for the control class. The instruments used in this study were test and questionnaire. The data collected were analyzed using descriptive statistics through SPSS Version 20. The results show that the use of an interactive approach improved students’ reading scores and they also gave positive responses toward the use of interactive approach in teaching reading. Therefore, the alternate hypotheses of this research was accepted. It means that the implementation of interactive approach could increase students’ reading scores significantly as compared with the students who were taught by using the bottom-up approach. The students also had positive responses to the implementation of interactive approach during teaching and learning reading comprehension. It can be concluded that interactive approach is one of the effective approach for teaching reading comprehension.
Cultural Values Analysis in English Textbook ‘Bahasa Inggris’ Auliana Rahmah; Usman Kasim; Siti Sarah Fitriani
English Education Journal Vol 9, No 4 (2018): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research is aimed at investigating and describe the cultural values of English Textbook ‘Bahasa Inggris’ published by Kemendikbud by analyzing texts and visual images material based on seven elements of culture proposed by Brown (2001). To analyze the data, the researcher used descriptive qualitative analysis. The data of the research were collected from texts and visual images in the English textbook for senior high school entitled ‘Bahasa Inggris’.To reveal what cultural values are represented in the textbook, the cultural elements are categorized into Social Organization, Custom and Tradition, Language, Religion, Art and Literature, Form of Government, and Economic System. The result obtained was the content of Indonesian culture that accommodating Indonesian students. Furthermore the most frequent element appear in eleven texts and eight visual images being analyzed is Custom and Tradition which found nine times, continued by Art and Literature found seven times, Economic System found  six times, Language found three times, as well as Social Organization and Form of Government. The least frequent element appears is Religion; twice. Finding that only thirty three times of the placement of culture elements appeared in the two books, realizing that improvement of cultural content in English textbooks for Senior High School is needed. On the basis of this findings the students, teachers, and author of the book are recommended to pay more attention on adding cultural content in order to have communicative competence of culture.
The Use of Fishbone Diagram Technique to Improve Students’ Writing Ability Usman Kasim; Nira Erdiana; Delfira Aulia
Proceedings of AICS - Social Sciences Vol 11 (2021): the 11th AIC on Social Sciences, Syiah Kuala University
Publisher : Proceedings of AICS - Social Sciences

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Abstract

This is a library research which analyzes how the use of fishbone diagram technique can improve students’ writing ability and it focuses on Ishikawa’s theory with his 4 steps of fishbone diagram; preparation, drawing, identification, and produce. The data were collected using investigation technique of discourses from textbooks, articles, journals, papers and other relevant data sources. There are 6 sources in this study and those sources are: Ardianto (2019), Mahsunah and Durotun (2018), Al-Khataybeh (2018), Apriliya and Putri (2018), Razoqey and Yahya (2019), Safitri and Nanda (2016). Here, the researchers analyzed them by reading deeply to get understanding of the important data from all of the sources. The researchers also reviewed them to look for similarities or association between one source and another sources. After that, the researchers paraphrased and elaborated the statements to give valuable information. The findings from the selected data were explained and summarized by mentioning the name of the researcher, the methodology, the text types, learners background, areas, the procedure in teaching and learning process, and the results of the study. the result of the analysis from all the sources showed that the use of fishbone diagram technique could improve students’ writing ability based on four steps of this technique.Keywords: Fishbone diagram technique, writing, library research.
Looking Into Teacher’ Use of Language In Creating Student’s Involvement and Learning Opportunity In Efl Classroom Rita Tauhida; Usman Kasim; Asnawi Muslem
Proceedings of AICS - Social Sciences Vol 11 (2021): the 11th AIC on Social Sciences, Syiah Kuala University
Publisher : Proceedings of AICS - Social Sciences

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Abstract

This study aimed to investigate the teacher’s use of language in the form of interactional features in EFL classrooms. The types of interactional features based on Self Evaluation of Teacher Talk (SETT) was implemented as the framework for this study. To collect the data, 180 minutes of unfolding classroom interaction were observed and recorded using Audio-video recorder with two instruments, such as observation sheet, and field note. The data were analyzed by using Conversation Analysis (CA). Among 14 types of interactional features suggested in SETT, 11 interactional features were found in this study. Eight of them were used to facilitate students’ learning involvement, while three hindered the students from the involvement and learning opportunity.Keywords: Interactional Features, Students’ involvement, and Learning Opportunity.
Questioning in Teacher Talk Cut Aulia Makhsum; Siti Sarah Fitriani; Usman Kasim
Proceedings of AICS - Social Sciences Vol 6 (2016): Proceeding of 6th AIC in conjuction with ICMSA
Publisher : Proceedings of AICS - Social Sciences

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Abstract

Asking questions is one of components in teacher talk. Some types of questions are posed by teachers to assess students’ understanding of learning materials. This paper presents the results of the investigation of the types of questions used by English as Foreign Language (EFL) teachers in teaching English for the second graders of a senior high school. The subject was a female teacher who teaches English at SMA Teuku Nyak Arif Fatih Bilingual School, Banda Aceh. This qualitative study was conducted employing six classroom observations (480 minutes) focusing on four types of questions (factual, empirical, productive and evaluative) based on Moore (2007). The results revealed that factual questions appeared to be the most dominant type employed by the teacher (59.9%), followed by evaluative (16.6%) and empirical (12.9%). Productive questions were the least occurrence from all types of questions applied, which is 10.7%.