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English Education Journal
Published by Universitas Syiah Kuala
ISSN : -     EISSN : 20853750     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
EEJ (English Education Journal) is a peer-reviewed and open access academic journal published by the Graduate Program of English Language Education, University of Syiah Kuala, Banda Aceh, Indonesia. It presents the work/research of students and lecturers who are in the program. It is published four times a year in the months of January, April, July and October. The articles are those in the scopes of English language teaching and learning, linguistics, and literature.
Arjuna Subject : -
Articles 10 Documents
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Search results for , issue "Vol 8, No 4 (2017): English Education Journal (EEJ)" : 10 Documents clear
Frequency of questions in an EFL conversation class Siti Sarah Fitriani; Kadrina Amilia
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This qualitative study was conducted to investigate the types and the purposes of questions used by the teacher in an EFL conversation class. The subject of this study was the English teacher at SMA Lab School Banda Aceh who taught the second graders of XI classes; XIp1, XIp2, XIp3, XIs. Observation form, a set of interview questions and field note were used as the instruments. The questions posed by the teacher in the classroom were then categorized and described in accordance with Brown’s theory (2001) on the two types of questions: display and referential questions. Data from interview were coded in relation to the purpose of asking each question type. The findings showed that apart from Brown’s types of questions, three additional question types were also found. Therefore, a total of five types of question were found viz: display, referential, comprehension check, confirmation check and procedural question. The data from the observations showed that the teacher used more display questions than referential questions. From a total of 259 questions posed by the teacher in the classroom, 120 were display questions (46%), 101 were referential (39%), 17 comprehension checks (6.5%), and 20 procedural questions (8%). Only one confirmation check question (0.4%) was found during the teaching- learning processes. Furthermore, the data from interview exposed the purposes of the teacher asking these questionsviz: to encourage the participation of students in the lesson, to get feedback from them, to encourage them to think and focus, to create a good classroom atmosphere, to stimulate and maintain their interest, and to emphasize certain points in the lesson.
Analysis of Instructional Questions in an English Textbook For Senior High Schools Usman Kasim; Teuku Zulfikar; Zaiturrahmi Zaiturrahmi
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study aimed to analyze the extent of instructional questions for listening, reading, speaking, and writing activities in the course book, Bahasa Inggris SMA/MA/SMK/MAK Kelas 1 Semester1 emphasizing HOTS (High Order Thinking Skills) or LOTS (Low Order TS); and to investigate the most dominant cognitive dimension of the instructional questions in that textbook. Content analysis was applied for all 9 chapters of the textbook in order to answer the research questions.  All the activities in the form of listening, reading, speaking and writing in the textbook became the object of analysis. Additionally, every instructional question defined as wh- question, yes/no question, multiple choice question, statement question, and true/ false question was taken as the units for analysis. The instructional questions were collected, listed, and analyzed according to Bloom's Taxonomy of cognitive domains. The researcher then calculated the percentage and frequencies of the questions on every level of cognition that appeared in each chapter of the textbook. Descriptive statistics was used to describe the basic features of the data in this study. The results showed that there were 227 instructional questions for listening, reading, speaking, and writing activities. Listening activities had the least instructional questions (11 questions); while the most dominant ones were found for reading activities (125); speaking and writing were in the middle with average frequencies (45 and 46). After the instructional questions in all the activities were categorized, it revealed that most of those instructional questions emphasized LOTS (198 questions).
The Use of Information and Communication Technology (ICT) Amongst EFL Teachers: Perceptions and Challenges Asnawi Muslem; Rena Juliana
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The purpose of this research was to investigate the perceptions and challenges of English teachers to the implementation of Information and Communication Technology (ICT) in ELT classrooms. The objectives of this study were to find out their perception of ICT and the challenges they face when using it. This study used mixed methods, qualitative and quantitative in nature. Purposive sampling was used to select the subjects of this study who were 26 English teachers at senior state high schools in Banda Aceh. The instruments used to collect data were a questionnaire and interviews. The data was analyzed and interpreted through qualitative and quantitative procedures. The results showed that these English teachers agreed that ICT was very helpful in teaching. However, limited time and insufficient equipment coupled with poor internet connections as well as a lack of knowledge and experience and lack of ICT training became obstacles that the teachers face in using ICT. Through this study, the teachers are expected to further deepen their knowledge of ICT so as to improve their skills in teaching English using ICT.
Performance of Learning Processes in a Micro Teaching Class at Ar-Raniry Islamic National University Yunita Ningsih
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

Micro teaching, one of the most frequently used methods in the pre-service education of teachers, is used by many lecturers from the teacher training and education faculty at Ar-Raniry Islamic National University. The micro- teaching program is aimed to train prospective teachers with systematic trials of their teaching abiity. The purpose of this study was to examine the performances of students during the learning processes in the micro-teaching classes. The objectives of this study were to see how the students performed in their micro-teaching classes, to find out the opinions of the students about their teaching performances and to find out the opinions of their lecturer about their performances.  This qualitative study focused on 6 students and their lecturer in a Micro-Teaching Class at Ar-Raniry Islamic National University in June 2016. These 6 students and their lecturer were observed using the research instruments that were developed based on the micro-teaching methods under the guidance of the lecturer. The instruments used in this study were observations and interviews which were used for recording the performances of the students with additional thoughts from their lecturer. The result of this study showed that in their first presentation, the students felt anxious performing in front of their friends and their lecturer due to their lack of prior experience . While in the second performance, their efforts in putting on their best performance such as preparing their lesson plans plus better style in opening and closing the class were apparent. They felt more comfortable in their teaching practice and performing professionally in front of their colleagues.  The interview results showed that the students believed that the micro-teaching class gave them a chance to evaluate their strengths and weaknesses in teaching, plusadvice received from their lecturer and colleagues had some positive impact to improve the quality of their teaching performances. The findings revealed that these six students had positive attitudes towards the application of micro-teaching with regard to its effectiveness for professional development, self-assessment, self-confidence, material production, and linguistic levels.
Integrating Target Language Culture Into Teaching-Learning EFL Riadhul Marhamah; Bukhari Daud; Iskandar Abdul Samad
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

An important aspect of learning a language is to learn the culture of the language. The actual relationship between the two cannot be separated, because a language serves a particular culture and through the language the cultural values of a people are reflected. Therefore, the role of English teachers is very important in the teaching of language and culture that should always be linked together in the teaching-learning of language. The purpose of this study was to discover the perceptions of EFL teachers on integrating teaching-learning about English culture into EFL classrooms and to investigate whether or not the EFL teachers supported acquisition of cross-cultural understanding by their students. To get their results, the researchers collected data from observations in three English classrooms to look at the integration of teaching-learning about culture into the EFL teaching-learning processes. After the observations, the researchers interviewed the three teachers about the integration of culture into the EFL classroom. Then the researchers analyzed, condensed and displayed the data and drew conclusions. The results of this study showed that the EFL teachers were aware of the importance of studying the English culture but one of them did not yet focus on integrating English culture into teaching-learning EFL. This was  due to several factors such as the lack of English language knowledge of the teacher and insufficient time for teaching theory and language structures.
English Teachers and Autonomous Learning Sofyan A. Gani; Zulfadli A. Aziz; Nurlayli Yanti
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study investigates the understanding and beliefs of Acehnese teachers concerning autonomous learning as mandated in the 2013 curriculum and how their beliefs about the concept of learner autonomy were applied in their teaching practices. The purposes of this research were: 1) to find out what is the understanding of English Foreign Language (EFL) teachers concerning autonomous learning, and 2) to find out howwell the EFL teachers performed at implementing autonomous learning as mandaited in the 2013 curriculum. The data was obtained by studying 4 EFL teachers from two different schools. It was collected in two phases of study, utilising both a quantitative method (a survey) and qualitative methods (interviews and observations). The instruments used for collecting the data were a questionnaire, interviews and field note observation. This study found that the teachers studied generally lacked understanding about learner autonomy and there were some inconsistencies between the  beliefs of the teachers’and their actual teaching practices regarding learner autonomy, as little evidence could be found that many students regarded themselves as autonomous learners in their studies. The findings from this study will hopefully provide teachers and policy-makers with new insights into fostering learner autonomy to improve the educational system in Indonesia especially in Aceh.
Improving reading comprehension using metacognitive strategies Bustami Usman; Zulfadli A. Aziz; Nova Riska Absida
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This research discusses the use of metacognitive strategies to improve students’ reading comprehension. The data was obtained from 50 students from two classes, one an Experimental Group (EG) and the other a Control Group (CG). The instruments used for collecting the data were tests (a pre-test and a post-test) and a questionnaire. The data collection was divided into four different phases of the research; the pre-test, the treatment, the post-test and the questionnaire. The results of the test were analyzed quantitatively to find any significant differences between the two groups. The results showed that there was a statistically significant difference after using metacognitive strategies in the reading comprehension of the EG students compared to those in the CG, who did not use metacognitive strategies for reading comprehension. The t-value (6.03) t-table (2.01) meant that the alternative hypothesis was accepted. Further, the results from the questionnaires also showed the positive impact, viz: the positive classroom atmosphere, the improved motivation to learn, the improvements in students’ knowledge and so on. 
Perceptions of English Teachers About Lesson Plans For The KTSP and The 2013 Curricula Sofyan A. Gani; Teuku Zulfikar; Tri Sulisdawati
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was aimed at investigating what the English teachers at SMAN 1 Banda Aceh felt about the KTSP (School-Based Curriculum) and the 2013 Curriculum, to find out the challenges faced by these English teachers at SMAN 1 Banda Aceh in creating lesson plans based on the KTSP and the 2013 Curriculum, and to find out what might help them to deal with these challenges. The participants in this research were two English teachers at SMAN 1 Banda Aceh who have been teaching both the KTSP and the 2013 Curriculum. Based on the interview results, the researchers found that the teachers felt that they were familiar with using English lesson plans for the KTSP but they needed more time and training in order to prepare English lesson plans for the 2013 Curriculum because it was still new to them. The researcher also found that the teachers did not face challenges in creating English lesson plans for the KTSP but they faced challenges in creating English lesson plan for the 2013 Curriculum mainly in terms of developing assessment rubrics and formulating indicators for the 2013 curriculum lesson plans. Furthermore, assistance for teachers to deal with these challenges in creating such English lesson plan could come from (i) consultation with fellow teachers, (ii) attending training and (iii) discussions with fellow English teachers at MGMP (Subject Teachers Meetings). Analysis of their English lesson plans showed that their designs had incomplete rubric assessments and they did not have time limits for their teaching-learning activities.
A study of teaching listening Dara Yusnida; Asnawi Muslem; Abdul Manan
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

The objectives of this study were to investigate the process of teaching- learning listening at the English Language Education Department of UIN Ar-Raniry in terms of (a) preparation, (b) teaching materials and media used, (c) teaching method/technique/strategy, (d) and evaluation. The subjects of this study were two lecturers who taught listening II classes. The data wase collected through observations, interviews and documentation. The collected data was analyzed and interpreted through qualitative procedures by using data reduction, data presentation, verification and drawing conclusions. The results showed that the two lecturers organized and prepared the lesson plans well before starting the lessons in terms of preparing the listening lessons. However, they did not do the same preparation. The teaching materials were selected from various sources and taken from authentic resources with appropriate media. The teaching methods and techniques used by the English lecturers were various and in accordance with theories for the teaching of listening. In addition, only one lecturer used a scoring guide to evaluate the listening assignments. Meanwhile, the other one used percentage scoring to evaluate the listening tests. Moreover, both lecturers conducted formative and summative assessments when teaching listening. 
Classroom Practice: Applying The Scientific Approach Based on The 2013 Curriculum Usman Kasim; Teuku Zulfikar; Nasriati Nasriati
English Education Journal Vol 8, No 4 (2017): English Education Journal (EEJ)
Publisher : Universitas Syiah Kuala

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Abstract

This study was done to find out about the implementation of the scientific approach based on the 2013 Curriculum. The subjects of this research were two English teachers of second year classes at SMA Negeri 1 Bireuen. The implementation of the scientific approach follows five learning experience called observing, questioning, associating, experimenting, and communicating. The classroom activities must accomodate all 5 items actualized in three dimensions viz: the dimension of teaching plans, the dimension of teaching processes, and the dimension of teaching evaluation. Data was collected through classroom observations and interviews and was analyzed descriptively. Related to the dimension of teaching plans, the teachers did not prepare well before running the teaching processes. Their lesson plans did  not match the frame work recommended by the rule of Minister of Education and Culture/Permendikbud no.81.A 2013 as required by the 2013 curriculum. Related to the dimension of teaching process: The teachers used the steps of the scientific approach viz: observing, questioning, associating, experimenting, and communicating. But the conduct was not perfect, the teachers missed some aspects, and they did not run the teaching process according to  the rules that are in Permendikbud no.81.A 2013. In relation to the dimension of evaluation, the evaluations used non-authentic assessments that gave the biggest  emphasis to the cognitive domainwhich  differred  from the mandate for the 2013 curriculum in Permendikbud no. 81A 2013.

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