Electronic Theses and Dissertation

Penelitian ini menyelidiki persiapan pedagogis, proses pengajaran, dan pandangan mahasiswa tentang pengajaran bahasa inggris untuk mahasiswa teknik sipil di unmuha banda aceh. tantangan dihadapi oleh beberapa mahasiswa dalam mempelajari bahasa inggris, termasuk masalah dengan pemahaman membaca, kesulitan dalam memahami petunjuk lisan dalam pemahaman mendengarkan, kosakata teknis, dan motivasi. temuan ini dimaksudkan untuk memberikan wawasan bagi peningkatan strategi pembelajaran bahasa. wawancara dilakukan dengan satu dosen, observasi non-partisipan dilakukan, kuesioner terbuka didistribusikan kepada mahasiswa yang bersedia, dan dari 86 mahasiswa, 23 mahasiswa bersedia memberikan pandangan mereka. dokumentasi rencana pelajaran dan materi pengajaran juga disertakan. hasil penelitian mengungkapkan bahwa desain rencana pelajaran tidak mengikuti kerangka kualifikasi nasional indonesia (kkni) dan tidak mengalami analisis kebutuhan selama lima tahun. selain itu, ketergantungan pada satu buku teks selama 5 tahun, kurangnya metodologi pengajaran, dan ketidakefektifan dalam keterlibatan mahasiswa diamati. berdasarkan hasil observasi, pre-aktivitas dosen ditemukan sesuai dengan tingkat 60%, sementara aktivitas utama berada pada 62%, dan aktivitas penutup berada pada 100% secara rata-rata. temuan kuesioner menyoroti bahwa sebagian besar mahasiswa setuju bahwa bahasa inggris penting untuk studi dan karir masa depan mereka di bidang teknik. mereka menemukan pembelajaran menyenangkan karena relevansinya dengan bidang mereka dan dukungan dari para pengajar. namun, perbaikan bisa dilakukan dalam diskusi, fasilitas, dan interaktivitas antara mahasiswa. mahasiswa menyatakan preferensi untuk mempelajari istilah teknis dan kegiatan yang menarik, sementara tidak menyukai metode yang sederhana dan menghadapi tantangan dalam membaca dan pengucapan. singkatnya, pengalaman pembelajaran dan pengembangan kemampuan bahasa, berpikir kritis, dan kolaborasi antar mahasiswa dapat ditingkatkan dengan meningkatkan fasilitas, merancang rencana pelajaran baru, melakukan analisis kebutuhan, memilih materi dan metode pengajaran yang sesuai, dan mempromosikan pembelajaran aktif.

The pedagogical preparations, teaching process, and student perspectives on English instruction for civil engineering students at UNMUHA Banda Aceh were investigated in this study. Challenges were encountered by some students in learning English, including issues with reading comprehension, difficulties in understanding spoken hints in listening comprehension, technical vocabulary, and motivation. Insights were aimed to be provided for improving language learning strategies. Interviews were conducted with one lecturer, non-participant observation was performed, open-ended questionnaires were distributed to voluntary students, and out of 86 students, 23 students were willing to provide their insight. Documentation of lesson plans and teaching materials was also included. The results revealed that the lesson plan design did not follow the Indonesian National Qualifications Framework (KKNI) and did not undergo a needs analysis for five years. Furthermore, reliance on a single textbook for 5 years, lack of teaching methodology, and ineffectiveness in student engagement were observed. Based on the observation results, the lecturer's pre-activities were found to be compliant at a rate of 60%, whiles-activities were at 62%, and closing activities were at 100% on average. The questionnaire findings highlighted that most students agreed that English was important for their studies and future careers in engineering. They found learning enjoyable due to its relevance to their field and supportive instructors. However, improvements could be made in discussions, facilities, and interactivity among students. Students expressed preferences for learning technical terms and engaging activities, while disliking simplistic methods and facing challenges in reading and pronunciation. In short, the teaching-learning experience and the development of language proficiency, critical thinking, and collaboration among students can be improved by enhancing facilities, designing a new lesson plan, conducting a needs analysis, selecting appropriate teaching materials and methods, and promoting active learning.