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Scaffolding EARGD: On Effective Teaching Writing for EFL Herwanis, Delfia; Sarinauli, Barep; Zakaria, Rahmanita; Yusdiana, Emy
International Journal for Educational and Vocational Studies Vol 3, No 1 (2021)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v3i1.3537

This paper is concerned with the applying scaffolding in learning of writing for English Second Language learners. A quantitative approach used to address the research problem in this paper. The subject is the second semester English Department students of IAIN Takengon, it was purposively sampled for the study. The pre- and post-test responses were evaluated using the same rubric, modified to evaluate students’ writing content, to increase the reliability of the assessment. The same assessment given in the pre-test was used after the treatment. The assessment was used to determine whether students could demonstrate the application of new knowledge, language, and variation in organizational structure and whether scores had improved. The results have shown that the use of scaffolding EARGD is effective to increase students’ writing ability.

THE COMBINATION OF INQUIRY, LEARNING COMMUNITY, AND TOTAL PHYSICAL RESPONSE: A STUDY ON DEVELOPING ENGLISH LANGUAGE SKILL FOR ELEMENTARY SCHOOL STUDENTS Delfia Herwanis; Barep Sarinauli
Inspiratif Pendidikan Vol 10 No 2 (2021): JURNAL INSPIRATIF PENDIDIKAN
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/ip.v10i2.17914

The performance of the English language skill of the fifth graders of SD Negeri 1 Takengon was unsatisfactory (avarage score = 34). The limited achievement was due to ineffective teaching and learning process. Therefore, it was suggested that a specific treatment of learning process needs to be well performed. This study aims at finding out if the combination of the Inquiry, Learning Community, and Total Physical Response is able to develop the performance of the students’ English language skill. The study focuses on the students’ performance to verbally respond to any simple instruction with acceptable actions within the context of classroom and school environment; and verbally express any expression of the following speech acts as: giving examples to do something, gesticulation, and giving directions (Departemen Pendidikan Nasional, 2006). In terms of the speaking skill, this study just concentrates on pronunciation and comprehension aspects. To achieve the goal of the study, an experimental approach with the one-group pre-test and post test design was used. The sample for the treatment was 20 students out of 58 students population which was selected randomly. The result shows that the performance of the students’ English language skill in terms of comprehension and pronunciation was significantly improved (34 to 60). In conclusion, the research questions of this research are answerable—the combination of Inquiry, Learning Community, and Total Physical Response does lead to developing students’ English ability in responding to simple instructions, and in expressing such speech acts as giving examples to do something, gesticulation, and giving directions. The hypothesis (Ha) of this research is then accepted as it provides a positive impact for the development of the students’ English language ability, particulary in the area of focus of the study.

A Case Study: An Analysis Of Bilingual Syllabus Design In Yamuda Bilingual Boarding School In Takengon) Barep Sarinauli; Isnawi Gayo
Ta'dib Vol. 11 No. 1 (2021): Maret 2021
Publisher : IAIN Takengon

This paper analyzed syllabus designed by second grade teacher of elementary level in Yamuda Bilingual Boarding School Takengon. The data employed were a document which was the syllabus and interview result of the English teacher and principal. This is a qualitative case study which analyzed the data by using coding system. The result shows that the English teacher as the designer of the syllabus perceived her collective-planned syllabus positively because it had met the need of her pupils to master the target language and face globalization. Individually, she has a shallow understanding in constructing an ideal syllabus. She might understand the format but not the crucial aspect of syllabus design. Out of six aspects to be reviewed, there are only five aspects fulfilled by her in the syllabus. Yet she did not insert the local content to the syllabus design. Moreover, the syllabus designer neither gave her students a balance diet of language skills nor language aspects. She missed to describe the method used in teaching and learning process and employed a small number of games. On the other hands, this syllabus is a theme-based syllabus design which do favor for young language learners to pick up foreign language; the teacher had a good time table of assessment in order to see her students’ progress during and after the course. Finally, she also mentioned the teaching objectives which directed her to expand her teaching material.

Scaffolding EARGD: On Effective Teaching Writing for EFL Delfia Herwanis; Barep Sarinauli; Rahmanita Zakaria; Emy Yusdiana
International Journal for Educational and Vocational Studies Vol 3, No 1 (2021)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v3i1.3537

This paper is concerned with the applying scaffolding in learning of writing for English Second Language learners. A quantitative approach used to address the research problem in this paper. The subject is the second semester English Department students of IAIN Takengon, it was purposively sampled for the study. The pre- and post-test responses were evaluated using the same rubric, modified to evaluate students’ writing content, to increase the reliability of the assessment. The same assessment given in the pre-test was used after the treatment. The assessment was used to determine whether students could demonstrate the application of new knowledge, language, and variation in organizational structure and whether scores had improved. The results have shown that the use of scaffolding EARGD is effective to increase students’ writing ability.

Saya Keras Demi Kepentingan Peserta Didik! Refleksi Pendidik terhadap Prinsip Mengajar dan Profesinya Kamarullah Kamarullah; Barep Sarinauli
Ta'dib Vol. 13 No. 1 (2023): Maret 2023
Publisher : IAIN Takengon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54604/tdb.v13i1.238

Teachers are ‘actors’ who have many roles in education. Internal and external conditions are often not exposed by this profession. This study explores the issue of principles and the teaching profession as material for their reflection. Qualitatively, the researcher compiled the data from interviews with three selected informants to present their perspectives on the two issues mentioned. The data obtained were analyzed by being narrowed, displayed, and drawn conclusions. The findings show that educators have their teaching principles in motivating themselves and students. They are committed to carrying out their profession regardless of the educational dynamics.

Integrating Inquiry and Learning Community in Teaching Speaking: An Experimental Study Barep Sarinauli; Sabirin
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 9 No 1 (2023): JL3T Vol. IX No. 1 2023
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v9i1.5532

Language performance is the output of an individualâ€™s language learning. In specific, speaking may serve as an indicator of studentsâ€™ language skills. Second graders at a private secondary school, Maqamam Mahmuda, Takengon, Indonesia, had poor proficiency in this skill, particularly in English, with a median score of 34. The inefficient teaching and learning methods were to blame for this low achievement. As a result, it was proposed that a focused approach to the learning process be used. This study aims to determine whether integrating the inquiry and learning community may improve studentsâ€™ English-speaking skills. It is expected to encourage studentsâ€™ engagement in a learning group, predominantly speaking. In detail, the study focuses on how appropriately students perform in simple dialogue and monologues, and personal recounts following social function, general structure, and appropriate and contextual language elements. An experimental strategy using a one-group pretest and post-test design was employed to accomplish the studyâ€™s objective. Twenty pupils were randomly chosen as the treatment sample from a total population of 58 students. The outcome demonstrates that the studentsâ€™ comprehension and pronunciation of English were significantly enhanced, from 34 to 60. The finding promotes the approach as a positive way to enhance studentsâ€™ interest, comprehension, and confidence to speak in classroom interactions.

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