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AN OVERVIEW OF USING COLLABORATIVE WRITING METHOD TO INCREASE STUDENTSâ WRITING ABILITY Rosdiana, Rosdiana
Getsempena English Education Journal Vol 2, No 1 (2015)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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This study reviews the effectiveness of using collaborative writing method to enhance studentsâ writing ability. It also tries to expand the scope of collaboration in all aspects of the EFL College writing process. First of all, this article explains the operational definition of collaborative learning process based on EFL writing instruction. In what follows, the article headlights the benefits of collaborative writing process in the EFL classroom. The remaining phase of this article discusses the steps and procedures in practicing writing based on collaborative process in the classroom. Anchored in this collaborative process based writing framework, a teacher enables students to engage in collaborative and dialogic activities through the process of writing. The definite aim is to help EFL college students in writing academic pieces better and more easily as they go through the writing process from pre- writing to post-writing.Â Key Words: Collaborative Writing, the EFL classroom

APPLYING REALIA TO IMPROVE STUDENTSâ WRITING ON A DESCRIPTIVE TEXT Rosdiana, Rosdiana
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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In learning process, a teacher is required to be able to select the appropriate method for teaching students to write text. One of the texts that should be learned by students is descriptive text. The purpose of this research is to improve students writing descriptive text. It is an experimental study that employed One â Group Pretest-Posttest Design in which there was one class as an experimental class which was taught using Realia. The subject of this study conducted in class VII Â at SMPN 18 Banda Aceh. There were 21 students taken as sample of this research. Technique of data collection in this research is using test. While to analyze the data, the writer used quantitative analysis by using some statistical formulas. After the writer applied the media, the writer looked at a positive improvement on the studentsâ writing. It was turned out that this media really help students in writing descriptive text. The result of data analysis demonstrated that there was a significant difference on studentsâ achievement from both tests proved by average of the pre-test and post-testâs score. As a result, the post-testâs mean score (84, 07) is higher than pre-testâs mean score (60, 7), which the score of t-test was 18,45 and the value for t-table was 2,08 at a level of significance 0,05. It can be concluded that the students who were taught by using realia had a better performance in learning writing especially on descriptive text. In brief, realia enables to increase the studentsâ achievement in learning writing and it gave a positive effect on writing teaching and learning process. It helps studentsâ in writing a descriptive text by looking directly the object that they would describe.Â Keywods: Writing, Realia

COGNITIVE INQUIRY: IS ENGLISH REALLY DIFFICULT FOR SCIENCE STUDENTS? Rosdiana, Rosdiana; Mutia Ismail, Nyak
Getsempena English Education Journal Vol 4, No 1 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Science students are known miserable in coping very well with language, especially English. This study searched for the truth of this proposition by evaluating the formative test items for senior high-school level used in a science-based school in Aceh, Indonesia. The sources of this study were 150 questions and 35 studentsâ answers on the pertaining tests for three different grades. The objective of this study was to find out the item facility and distractorsâ efficiency of each test item used for science students in their formative test. Methodology deployed was qualitative approach using content analysis in the scope of finding the item facility and distractorsâ efficiency for the test items. The result depicted that 84% of the items are in the âeasyâ index, and 11% in âmoderateâ index, and 4% âdifficultâ index. Then, the data show that only 17% of the distractorsâ are efficient. The conclusion is that the formative test items are, indeed, easy for science students but with one condition: most of the distractors do not work properly for their cognitive level.Â Keywords: Cognitive domain, science students, language tests, language assessments, item analysis.

THE ESSENTIAL OF REALIA: ESTABLISHING STUDENTSâ WRITING ABILITY TO THE REAL WORLD Rosdiana, Rosdiana
Getsempena English Education Journal Vol 4, No 2 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Realia is a term for real things or concrete objects that are used in the classroom to build background knowledge and vocabulary. The purpose of this study is to describe: (1) students achievment in writing a descriptive paragraph using realia media for the second grade students of English department of STKIP BBG., (2) studentsâ ability in learning to write a descriptive paragraph with realia media. The design used in this research is descriptive qualitative research. The subject of this research is English department students of STKIP BBG consist of 25 students. Â The method used in collecting data is through observation and test. The data analysis used in this study is qualitative and quantitative descriptive. The results show that (1) Learning to write paragraph description with mind mapping model by teacher is in accordance with existing theory. (2) The ability of second grade students of English department in writing the descriptive paragraph is quite good. The scores obtained are 78.13. Although the scores obtained have reached the good category, it seems that teacher performance needs to be improved again by providing more intensive exercises, both in making mind mapping and development into paragraphs, to achieve maximum results.Â Keywods: Writing, Realia, Decriptive Paragrah

TEACHING STRATEGIES: EFL STUDENTS’ RESPONSES TOWARD TEACHER STRATEGIES IN READING COMPREHENSION Sri Wahyuni; Rosdiana Rosdiana; Hanifar Mardhatillah
Jurnal Ilmiah Teunuleh Vol. 1 No. 2: Jurnal Ilmiah Teunuleh | December 2020
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v1i2.31

The purpose of this study is to find out the teacher strategies in teaching reading comprehension at the first-grade students at SMA Inshafuddin Banda Aceh. This research employed a descriptive qualitative method. The participants of this research is the first grade students of SMA Inshafuddin Banda Aceh that consist of 30 students. The instruments of collecting the data used in this study is a questionnaire. The objectives of this research were to know the students’ responses of the teacher strategies in teaching reading comprehension. In this research, the result revealed that that the students’ responses toward the teacher strategies in teaching reading comprehension it showed positive responses.

The Analysis of Pedagogical Competence of The English Teachers’ of The Third Grade Students at SMA Negeri 3 Banda Aceh Rosdiana Rosdiana
Edunesia: Jurnal Ilmiah Pendidikan Vol. 1 No. 2 (2020)
Publisher : research, training and philanthropy institution Natural Aceh

Abstract: This research tries to analyze the teacher’s pedagogical competence in Teaching English. There are six pedagogical competence that need to be mastered by a teacher. They are understanding the subject in English lesson, the ability in understanding the students, the ability in setting and implementing lesson plan and learning strategy, the ability in creating educational and dialogical learning which is interactive, utilizing the learning technology, and evaluating the learning outcomes. Thus, this research focus on the teacher’s pedagogical competence that consist of the six components. This research uses a descriptive qualitative approach and the researcher used observation, questionnaire, and document analysis as the method of collecting data. The objective of this research is to know whether the English teacher has all components in pedagogical competence and to know the students’ perpective on the teacher’s pedagogical competence. The result of research is the English teacher has all of the components of the pedagogical competence. Based on the observation, documentation analysis, and the data of questinnaire shows that the English teacher has the abilty in understanding the subject in English lesson, the ability in understanding the students, the ability in setting and implementing lesson plan and learning strategy, the ability in creating educational and dialogical learning which is interactive, utilizing the learning technology, and evaluating the learning outcomes. . Abstrak: Penelitian ini mencoba menganalisis kompetensi pedagogik guru dalam Pengajaran Bahasa Inggris. Ada enam kompetensi pedagogik yang perlu dikuasai oleh seorang guru. Mereka memahami subjek dalam pelajaran bahasa Inggris, kemampuan dalam memahami siswa, kemampuan dalam menetapkan dan menerapkan rencana pelajaran dan strategi pembelajaran, kemampuan dalam menciptakan pembelajaran pendidikan dan dialogis yang interaktif, memanfaatkan teknologi pembelajaran, dan mengevaluasi hasil pembelajaran . Dengan demikian, penelitian ini fokus pada kompetensi pedagogik guru yang terdiri dari enam komponen. Penelitian ini menggunakan pendekatan kualitatif deskriptif dan peneliti menggunakan observasi, kuesioner, dan analisis dokumen sebagai metode pengumpulan data. Tujuan dari penelitian ini adalah untuk mengetahui apakah guru bahasa Inggris memiliki semua komponen dalam kompetensi pedagogis dan untuk mengetahui perspektif siswa tentang kompetensi pedagogis guru. Hasil penelitian adalah guru bahasa Inggris memiliki semua komponen kompetensi pedagogis. Berdasarkan pengamatan, analisis dokumentasi, dan data kuesioner menunjukkan bahwa guru bahasa Inggris memiliki kemampuan dalam memahami subjek dalam pelajaran bahasa Inggris, kemampuan dalam memahami siswa, kemampuan dalam menetapkan dan menerapkan rencana pelajaran dan strategi pembelajaran, kemampuan dalam menciptakan pembelajaran pendidikan dan dialogis yang interaktif, memanfaatkan teknologi pembelajaran, dan mengevaluasi hasil pembelajaran

THE EFFECTIVENESS OF ERROR CORRECTION FEEDBACK IN IMPROVING STUDENTS’ WRITING SKILL: ( An Experimental Study at English Department of UIN-Ar-Raniry) Rosdiana
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

Writing is the way of expressing ideas or opinions in written words. Teaching how to write effectively is one of the most important life-long skills educators impart to their students. When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write. As the last stage of writing process, rivising designed to reexamine and reevaluate the students’ error in a piece of writing. In this case, error correction feedback become on of important steps to applied in teaching English Writing in order to improve students’ writing proficiency. Therefore, this study attempts to identify the effectiveness of error correction feedback in improving students’ writing skill at English Department of UIN Ar-Raniry Banda Aceh. The correction focused on the five aspects of writing; content, organization, grammar, word choice and mechanics. This study employed an experimental design. It is intended to find out any significant difference on the students’ writing before and after they are taught by applying error correction feedback. The technique of data analysis is using T-test. Having analyzed the statistical computation, it can be concluded that the difference between the two means is significant. By those facts, Ho is rejected and Ha is accepted. Thus, Error Correction Feedback is effective in improving the students’ writing ability.

AN OVERVIEW OF USING COLLABORATIVE WRITING METHOD TO INCREASE STUDENTS’ WRITING ABILITY Rosdiana
Getsempena English Education Journal Vol. 2 No. 1 (2015)
Publisher : English Education Department

This study reviews the effectiveness of using collaborative writing method to enhance students’ writing ability. It also tries to expand the scope of collaboration in all aspects of the EFL College writing process. First of all, this article explains the operational definition of collaborative learning process based on EFL writing instruction. In what follows, the article headlights the benefits of collaborative writing process in the EFL classroom. The remaining phase of this article discusses the steps and procedures in practicing writing based on collaborative process in the classroom. Anchored in this collaborative process based writing framework, a teacher enables students to engage in collaborative and dialogic activities through the process of writing. The definite aim is to help EFL college students in writing academic pieces better and more easily as they go through the writing process from pre- writing to post-writing.

AN OVERVIEW OF CRITICAL READING STRATEGIES TO EFL STUDENTS Rosdiana
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

This article describes about Critical Reading Strategy in teaching English, especially in reading comprehension. Critical Reading is a strategy that provides students with instructional support before, during, and after reading process. The students with critical reading skills have the ability to evaluate the credibility of a piece of writing. All writers have a purpose when they write, and usually a writer will choose or emphasize facts and details which support his or her purpose, and ignore facts which don't. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading includes the ability to evaluate ideas and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading.

STUDENTS’ PERCEPTION TOWARD WRITTEN CORRECTIVE FEEDBACK IN WRITING CLASSROOM Rosdiana
Getsempena English Education Journal Vol. 3 No. 1 (2016)
Publisher : English Education Department

The way to respond to students’ drafting is still a controversial topic in Second Language Writing training and premise. Giving written corrective feedback in the process of teaching writing is a common practice by writing teachers because it is believed to be able to help students write better. The feedback may be given directly or indirectly. The feedback may be given in the form of comments, questions, suggestions, and or corrections. It seems to be no dispute about the first three kinds of feedback. But for the corrections as the feedback in the process of teaching writing, there are two opposing views; one view believes that correction is counter-productive while the other view believes that correction is helpful. This Study aimed to explore English Department Students’ perception, beliefs, and attitude toward Written Corrective Feedback in writing classroom. Data were obtained from questionnaire and from follow up interview. The findings of an investigation on English Department Student of UIN Ar-Raniry showed that students’ preferences for feedback and error correction on their writing. Most students wished their teacher to mark and correct errors for them and believe that Written Corrective Feedback was primarily the teacher’s responsibility. Written Corrective Feedback definitely help the students in writing academic pieces better and more easily as they go through the writing process.

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