The purpose of this study was to find out the efforts that were being made by certified English teachers in teaching reading since reading is considered as one of the determiners of academic success. Descriptive qualitative research was used in this study; the subjects were two English teachers in Banda Aceh and the instrument was an interview guide. The interview questions were adapted from Fletcher, et al. (2012) that focused on curriculum, teacher preparation, teaching methodology, teaching instructions, authentic teaching materials, teachers’ perceptions toward reading attitudes of learners, barriers in teaching reading, and teaching strategies for helping ineffective readers. The interviews revealed that the efforts made by the teachers played a pivotal role at assisting students to achieve reading competency. The attitude of students toward reading was also important in the teaching-learning process. The strategies of the teachers towards the students who were not reading effectively were not in line with the strategies as suggested by some experts: that the teacher should teach the students the strategies of how to read with interest, how to predict meanings, how to develop knowledge about the topic and so forth .These strategies were not implemented due to the situation and condition of the teaching environment. In brief, proper efforts by teachers to improve the learning environment could assist students to achieve better reading competency.
The practicality and limited space of SMS have become features encouraging the emergence of various forms of SMS language. An analysis of SMS from 20 Acehnese female students in the University of Syiah Kuala was therefore carried out to inspect the elements of language employed within the text messages. The data of 110 SMS gathered through a mobile device were thoroughly analyzed and later categorized into linguistics and discoursal features. The result showed that female students tend to write about their psychological conditions in SMS by employing logogram and pictogram. A number of findings on omitted letters and nonstandard spelling were also indicated in their SMS. They rarely used initialism and shortening in writing the text messages because it is believed that these features can diminish intelligibility. These females also wrote complex messages and employed various languages into their text messages, including the national language (Indonesian), the language of their religion (Arabic), the language from media influence (Japanese), and their mother tongue (Acehnese). Their circumstance of being multilingual has expanded their linguistic performance in employing, typing, and inventing lively SMS. It is also interesting to discover that these texters created new symbols that are not generally found in SMS to identify their reciprocal relationship of the same culture and belief.
Abstract. The change of Indonesia's national curriculum from SchoolBased Curriculum 2006 (hereafter SBC 2006 to Curriculum 2013 (hereafter CR 2013 has caused modifications in the assessment system which requires teachers to use authentic assessment. Many teachers are facing setbacks in the implementation of this assessment, particularly in the attitude aspect. This qualitative research mainly focused on investigating the problems in conducting the attitude assessment faced by teachers in CR 2013. Three English teachers from three junior high schools in Banda Aceh were selected and interviewed with questions adapted from Handayani (2014) and Eliza (2015). The document analysis of attitude assessment was also done to see the reports of students' attitudes. The findings showed that the teachers knew the importance of authentic assessment as a necessity for assessing students' learning outcomes in CR 2013, but they admitted that it was complicated since many categories need to be assessed in detail. They find it impossible to assess all of the students in every school day. When parents do not want to cooperate if their children are in need of attention from both parents and teachers, it is also an obstacle for the teachers to do the assessments. Furthermore, the teachers deemed that self-and peer-assessment were ineffective and the paper further discusses why it is so.
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