The objective of the study was to implement the debate technique and peer assessment to improve the third semester student’s speaking ability. This study employed classroom action research and it was done in two cycles.  There were four meetings in each cycle; three meetings was for the implementation of debate in the teaching of speaking and one meeting was for conducting speaking test. The instruments used to collect the data were: (1) observation checklist, (2) field-note, (3) score sheet, and (4) questionnaire. The result of the research showed that the criteria of success had been reached in cycle 2. There were two aspects determined as the success criteria; score improvement and classroom atmosphere. The result of speaking test showed that the students had made some progress, the average scores raised from 60 in pre-test, 69 in cycle 1 and 75 in cycle 2. These scores indicated that there is an increasing ability from being ‘fair’ to being ‘good’. The classroom atmospheres were also increasing positively. The result shows that the students gradually could express their thought and opinions in debate practice. This activity encouraged the students’ creativity to explore the language, since they were asked to develop their arguments from certain motions. The motions were made familiar to them so that they found it easy to speak on the topics. By practicing speaking in the debate practice, they improved their fluency as well as their confidence.

The objective of the study was to implement the improvisations technique to improve the student's speaking ability. In conducting the research, there were two components expected to be improved, they were improving the students' speaking score and increasing the quality of classroom atmosphere of teaching speaking. This study employed the collaborative classroom action research and it was done in two cycles. Each cycle consisted of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. There were five meetings in each cycle; four meetings for the implementation of improvisations in the teaching of speaking and one meeting for conducting speaking test. The instruments used to collect the data were: (1) observation checklist, (2) field-note, (3) a score sheet, and (4) a questionnaire. The result of the research showed that the criteria of success had been reached. There were two aspects determined as the success criteria of the implementation of improvisations in the teaching of speaking; score improvement and classroom atmosphere. The result of speaking test presented that the students had made some progress, the average scores raised from 2.72 in the pre-test, 3.09 in cycle 1 and 3.76 in cycle 2. These scores indicated an increasing ability from being 'fair' to being 'good'. The classroom atmosphere were also increasing positively; the students were actively involved in the teaching and learning process, indicated by 64% participated in cycle 1 and 73.79% participated in cycle 2. The students were also highly motivated in joining the teaching learning process. They cooperated, asked, responded, and expressed spontaneously.

Some teachers use ICT as a medium for teaching by using slide presentations. Many others use Information and communication technology (ICT)  as a teaching media to develop the students’ independent learning. The purpose of this research is to reveal: what ICT applied in teaching English in Kalimantan, how to apply ICT in teaching English in Kalimantan, and what barriers factor in developing language skills through ICT utilization in Kalimantan. This is a qualitative descriptive study that attempts to describe the use of ICT in English teaching in Kalimantan. The subjects of this study are English teachers in three provinces in Kalimantan; East Kalimantan, South Kalimantan, and North Kalimantan. Some instruments were used, including: interviews, observation, and documentation. Miles and Hubberman models are used for data analysis. The results show that: first, the English teachers use ICT in English classes in Kalimantan although it is very limited, since they are only familiar to use multimedia. Meanwhile, E-Media, E-Learning, E-Library, and Web-based Communities are rarely used. Secondly, the teachers of madrasah Aliyah in English teaching in Kalimantan more often use LCD projector by using a song or film in the laptop. Third, some obstacles in the application of ICT in teaching English are the ICT equipment problem, limited internet access, lack of the utilization of applications in cellphones, and age constraints.AbstrakBeberapa guru menggunakan Teknologi informasi dan komunikasi (TIK)sebagai media untuk mengajar dengan menggunakan slide presentasi. Banyak orang lain menggunakan TIK sebagai media pengajaran untuk mengembangkan pembelajaran mandiri siswa. Tujuan dari penelitian ini adalah untuk mengungkapkan: apa TIK yang diterapkan dalam pengajaran bahasa Inggris di Kalimantan, bagaimana menerapkan TIK dalam mengajar bahasa Inggris di Kalimantan, dan apa faktor penghambat dalam mengembangkan keterampilan bahasa melalui pemanfaatan TIK di Kalimantan. Ini adalah studi deskriptif kualitatif yang mencoba menggambarkan penggunaan TIK dalam pengajaran bahasa Inggris di Kalimantan. Subjek penelitian ini adalah guru bahasa Inggris di tiga provinsi di Kalimantan; Kalimantan Timur, Kalimantan Selatan, dan Kalimantan Utara. Beberapa instrumen digunakan, termasuk: wawancara, observasi, dan dokumentasi. Model Miles dan Hubberman digunakan untuk analisis data. Hasilnya menunjukkan bahwa: pertama, guru bahasa Inggris menggunakan TIK di kelas bahasa Inggris di Kalimantan meskipun sangat terbatas, karena mereka hanya terbiasa menggunakan multimedia. Sementara itu, E-Media, E-Learning, E-Library, dan Komunitas berbasis web jarang digunakan. Kedua, para guru madrasah Aliyah dalam pengajaran bahasa Inggris di Kalimantan lebih sering menggunakan proyektor LCD dengan menggunakan lagu atau film di laptop. Ketiga, beberapa kendala dalam penerapan TIK dalam pengajaran bahasa Inggris adalah masalah peralatan TIK, akses internet yang terbatas, kurangnya pemanfaatan aplikasi dalam ponsel, dan batasan usia. How to Cite : Fauzan, U., Pimada, L. H. (2018).  ICT-Based Teaching of English at Madrasah Aliyah in Kalimantan. TARBIYA: Journal of Education in Muslim Society, 5(2), 193-211. doi:10.15408/tjems.v5i2.10414.

The objective of this research was to understand the writing error of eleventh-grade students of SMA Negeri 4 Samarinda. The descriptive qualitative method was used to examine the written exposition text made by 15 students. The data was collected from the participants’ writing on exposition text and analyzed based on the errors’ categorization. The result showed that there are 16 categories of errors found in the data. They were punctuation, missing word, capitalization, subject-verb agreement, pronoun agreement, spelling, singular or plural, unnecessary word, wrong word form, wrong word, wrong order, fragment, preposition, conjunction, article, and need-further support error. The error factors were intralingua transfer, interlingua transfer, and students’ lack of knowledge about writing.

Speaking courses are predominant to equip the students oral proficiency and the stages of the improvement are required to include in the speaking syllabus. This study was conducted to see the weaknesses of speaking course and renewal of speaking syllabus as the revision. This study used content analysis and thematic analysis as the research design. The study involved speaking lecturers, students of speaking course, and head of English language education of IAIN Samarinda as research subjects. Data on syllabus documents were obtained from the document analysis and data on the subjects' perceptions were collected using interviews and questionnaire. The study revealed that speaking courses were revised their names as: speaking for daily conversation, speaking for formal settings, speaking for academic settings, speaking for academic purposes, and public speaking. Three primary characteristics of the renewal speaking sources were termed: learning outcomes, needs analysis based course contents, and CDA inductions.