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Benni Ichsanda Rahman Hz

Universitas Islam Negeri Sumatera Utara Medan

Author-ID : 1022463

Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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A Study of How Disney Animated and Non-Animated Movie on Students’ Vocabulary Mastery: Insights From Students' Perception Ritonga, Gustina Permatasari; Benni Ichsanda Rahman Hz
Ethical Lingua: Journal of Language Teaching and Literature Vol. 11 No. 1 (2024): Volume 11 No 1 April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.712

Vocabulary is an important thing for every student in learning English. To improve vocabulary mastery, there are several media that can be used, one of which is animated and non-animated Disney movies. This study aims to explore in-depth information on how students’ perception on the use of Disney's animated and non-animated movies in the context of improving their vocabulary mastery. To collect the data researcher involved two main methods used a modified questionnaire and semi-structured interviews with qualitative approach. The data was analyzed through two different ways using content analysis to analyze the questionnaire and qualitative interpretation from interviews with the participants. The results of this study revealed that both types of Disney movies have a positive impact on improving students' vocabulary acquisition. Furthermore, this study provides a foundation for the development of more inclusive teaching strategies.

EXPLORING INDONESIAN EFL WRITING ERRORS: INSIGHTS FROM THE STIFIN PERSPECTIVE Hz, Benni Ichsanda Rahman; Dinamika, Soraya Grabiella
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 9, No 1 (2024): JUNE 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.15396

This study aims to investigate the writing errors made by EFL students based on their brain dominance machine: Sensing, Thinking, Intuiting, Feeling, and Instinct (STIFIn). A qualitative case study was adopted in finishing this study. The data collected in this study were processed by using two methods: statistical calculations for quantitative data about the errors the participants made in their text writing by using Gass & Selinkerâ€™s (2008) writing errors approach which was then categorized based on the respondentsâ€™ STIFIn brain dominance, and constructive analysis for qualitative data related to the results of comparing the errors. This study enrolled 41 students from a college of management studies, located in the city of Medan, Indonesia. The individuals with Sensing Extrovert made the most errors, with a ratio of 1:15 errors recorded in their texts, followed by Intuiting Introvert with 1:14,5 errors, Thinking Extrovert with 1:13,3 errors, and Thinking Introvert with 1:13 errors. Sensing Introvert made 1:12,5 errors, Instring 1:9,4, Intuiting Extrovert 1:9, Feeling Introvert 1:7,6, and Feeling Extrovert 1:7,5. Sensing Extrovert students committed the most errors, whereas Feelings (extrovert and introvert) produced the fewest. Numerous of the causes behind these results are discussed in detailed explanation within the STIFIn theory.

WRITING ANXIETY IN EFL STUDENTS: PERSONALITY TRAITS PERSPECTIVE Hz, Benni Ichsanda Rahman
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 2 (2023): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i2.15245

This study is aimed to investigate the distinction level of writing anxiety between introvert and extrovert English-language (EFL) students. A qualitative case study methodology was utilized to explore a phenomenon within its authentic setting. A modified edition of the Second Language Writing Anxiety Scale (SLWAS) questionnaire was developed by Y.-S. Cheng (2004). The study's participants were categorized based on their personality traits as either introverts (n=29) or extroverted (n=29), categorized according to their personality types. The results showed that introverted individuals have a higher level of anxiety in writing context, with an average score of 3.38. In addition, the results showed the relationship between personality traits and writing anxiety among EFL students. In conclusion, this study found that personality traits like introversion and extraversion can affect writing anxiety and performance. It's important to recognize and address these variations to support individuals with different personality types in improving their writing skills and reducing writing-related anxiety.

THE USE OF BINGO GAMES IN EFL VOCABULARY CLASS: A CASE STUDY OF INDONESIA JUNIOR HIGH SCHOOL STUDENTS Tambunan, Resni Mawarni; Rahman, Benni Ichsanda
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.7282

Vocabulary is an important basic skill for learning English, because it contains the basis for the development of all other skills such as reading, speaking, writing, and listening. This study aims to explain the reflections of English foreign language (EFL) learners after using the Bingo game and to explore their perceptions of it is benefits. This research uses qualitative method. The results obtained from questionnaires and interviews. This research was conducted at a private junior high school in Medan, Indonesia. Twenty six college students participated in this study (12 females 14 males). The data from the questionnaire was viewed, and the results showed that most of the students were happy with how the Bingo game helped them learn new vocabulary. It can be seen that, in the second meeting, some students participated more actively than at the first meeting. When they don't know the vocabulary they looked up the dictionary or asked the teacher. In the second meeting, the students showed more confidence when they talked in front of their classmates and all of the students participated actively during the lesson. Bingo games can increase students'' vocabulary achievement and motivation. The results of the study show that bingo games are beneficial in three aspects: improving their learning outcomes, a more enjoyable learning environment, and increasing student learning motivation. The effectiveness of the benefits of bingo games in learning vocabulary has a positive impact on the benefits felt by students.

Errors in EFL Students' Reflective Journal Writing on Online Blogging: A Review Kurniati, Eka Yuni; Rahman, Benni Ichsanda
Journal of Community Research and Service Vol 5, No 2: July 2021
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jcrs.v5i2.28219

Reflective journals could encourage students to develop the habit of writing regularly and hone students' critical thinking skills since they will start investigating their explanation and put all of the ideas into writing in their own words.This study was aimed to determine the types of errors written by an EFL student in her reflective journal writing on her blog account,the manner in which the EFL student generated errors, and the sensible reasons that affected the EFL student in producing her reflective journal writing errors. This study was classified as a qualitative content analysis. The data for this research came from ten reflective journal entries by an EFL student on her blogging account. Purposive sampling was used to collect the data. Furthermore, the researcher discovered five distinct sorts of errors in an EFL student's reflective journal writing on her online blogging platform. They included errors in time, omission errors, insertion errors, parts of speech errors, and other errors. Basically, the average number of errors actually happened unintentionally; the EFL student committed errors by omitting, adding, and disordering certain words while constructing sentences. Numerous variables contributed to the incidence of errors, including interlingua and intralingua transfer, a lack of vocabulary, and the use of ineffective translation methods.

Indonesian EFL Students’ Writing Anxiety: Gender Overview Hz, Benni Ichsanda Rahman
ELE Reviews: English Language Education Reviews Vol. 4 No. 1 (2024): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i1.7722

This study aims to examine the relationship between gender and foreign language writing anxiety among English as a Foreign Language (EFL) pre-service teachers’ students. Utilizing a qualitative case study, the research involved 56 participants, divided equally between male and female students, all enrolled in the English Language Education Study Program at a state university in North Sumatra. A survey of the Second Language Writing Anxiety Scale (SLWAS) was assigned to participants to determine their level of anxiety. To explore how gender, anxiety levels, and students’ experiences and engagement with second/foreign language writing anxiety are connected, the data gathered from the questionnaire were analyzed and grouped according to the participants’ gender. The data analysis shows show that among male respondents, 32.14% experienced high writing anxiety, 64.28% reported moderate anxiety, and 3.58% had low anxiety levels. For female respondents, 39.28% experienced high anxiety, 57.14% reported moderate anxiety, and 3.58% had low anxiety levels. Overall, both male and female participants possess varying levels of writing anxiety, with a higher percentage of females experiencing high anxiety compared to males, although the difference is not significant. More extensive research, incorporating a wider variable, is needed to deepen our understanding of how gender relates to writing anxiety.

Enhanced extensive reading in EFL classroom: An investigation of its effect on learners’ incidental preposition acquisition Simamora, Anggi Milfa nersya; Benni Ichsanda Rahman
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol. 22 No. 1: Wacana, Vol. 22, No. 1, Januari 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v22i1.32910

This study investigates the impact of enhanced extensive reading on the incidental acquisition of prepositions "in," "on," and "at" related to time and place among English as a Foreign Language (EFL) learners. Ten senior students from the English Education Department at the State Islamic University of North Sumatera participated in a pre-experimental design with a one-group pretest-posttest approach. The pretest assessed preposition proficiency, followed by a two-week extensive reading intervention, resulting in a significant improvement in post-test scores, as evidenced by a paired t-test (p = .000). Utilizing Google Forms for standardized data collection, the study incorporated multiple-choice and fixing incorrect prepositions sections, revealing a notable mean score increase from 59.5 to 69 post-intervention. Effect sizes, calculated with Cohen's D, indicated a small effect (0.15) in the multiple-choice section and a substantial effect (0.78) in fixing incorrect prepositions. Participants' positive perception of extensive reading aligns with literature emphasizing the benefits of repeated exposure to prepositions in texts. Acknowledging limitations such as a small sample size and limited reading materials, the study recommends future research to enhance study design and diversify participants. Common mistakes in preposition usage, including challenges in time-specific contexts and confusion between "in," "on," and "at," were analyzed, emphasizing the importance of targeted instruction. In conclusion, combining incidental learning through enhanced extensive reading with targeted instruction proves effective in improving EFL learners' incidental acquisition of English prepositions, offering valuable insights for educators to address specific challenges in preposition usage.

TEACHER'S EXPERIENCE IN TEACHING ENGLISH TOWARDS DEAF STUDENTS Amin, Nusaindah Nurul; Damanik, Emeliya Sukma Dara; Rahman Hz, Benni Ichsanda
BRIGHT VISION Journal of Language and Education Vol 4, No 2 (2024)
Publisher : Faculty of Tarbiyah nad Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study examines the experiences and strategies of a teacher specialized in English instruction for deaf students at special need school in Medan North Sumatera Indonesia. Since 2017 the teacher has navigated significant challenges, including communication barriers and emotional strain, by integrating sign language (SIBI and Bisindo) into daily interactions and instructional methods. Initial self-learning of sign language, followed by formal training from the North Sumatera Language Center, highlights the critical role of effective communication in enhancing educational outcomes for deaf students. The teacher’s adaptive strategies include simplifying lesson content, employing visual aids, and incorporating sign language into English instruction. Innovative methods such as “English day” in morning assemblies underscore the teacher’s commitment to engaging students despite their disabilities. However, obstacles persist, including limited vocabulary, the complexities of teaching a foreign language to students struggling with their narrative language, and systematic issues like lack of resources and societal skepticism. Emotional management and building trust with students are central to the teacher’s approach, demonstrating a holistic commitment to their emotional and academic development. The teacher’s resilience and empathy, supported by the school’s flexible approach, have fostered positive student engagement and progress.

'DANCING TO DEBATE' IN ENHANCING STUDENTS' SPEAKING SKILL: STUDENTS' EXPERIENCES Hz, Benni Ichsanda Rahman; Pulungan, Anni Holila
Journal of English Education and Linguistics Vol. 5 No. 2 (2024): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v5i2.2127

This study is aimed to investigate the utilization of the "Dancing to Debate" method in speaking class from the viewpoint of students. A total of 46 students from the English Education Department at a state university in North Sumatera Province, Indonesia, participated in filling out a questionnaire consisting of 10 Likert scale questions (1 to 5), as well as semi-structured interviews with the students. The qualitative data were collected through a qualitative case study approach to examine a phenomenon within its real-life context. The results show that a significant percentage of students felt that this method helped them feel more confident in speaking English (34.78% strongly agreed, 32.61% agreed). Most students also found the method to be effective in improving their speaking skills (32.61% strong agreed, 28.26% agreed) and making speaking practice more enjoyable (36.96% strongly agree, 45.65% agreed). The positive feedback from students suggests that the strategy was successful in achieving its intended goals and was valued for its positive impact on the learning experience. Overall, the findings of this study align with the importance of making English learning activities enjoyable, fun, and stimulating for children.

“Publish or no degree”: Cultivating a scholarly writing Group for Indonesian Master’s students of English education Fithriani, Rahmah; Ichsanda Rahman Hz, Benni; Seroja br Ginting, Rita
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.16725

In line with the increasing institutionalization of scholarly publication as a graduation requirement for graduate students around the world, the use of a community of writing practice to support students navigate their publication endeavour has begun to receive attention from academic supervisors and graduate researchers. Despite the burgeoning interest in this topic, there has been little empirical evidence on master’s students’ experiences and perspectives of working within such writing groups at an Indonesian university. This phenomenological case study intends to fill this lacuna by elaborating on the process of a writing group's establishment and development for master's students of English education and exploring their perceptions of participating in such a community of practice (COP). Findings indicate that the writing group served as a flexible and participatory COP that produced critical and enduring alterations in identity as scholarly writers amongst participants. Specifically, their perceived transition into academic writers involves three aspects: knowledge of the values of scholarly publication, construction of a scholarly identity, and demystification of the publishing endeavour. This study's findings can be utilized to inform other master's and doctorate programs, as well as academic professionals seeking interventions to assist their students' productive writing.

Co-Authors Achmad Ramadhan Ajeng Pratiwi Amin, Nusaindah Nurul Ammamiarihta Ammamiarihta Anisah Firly Chaniago Anni Holila Pulungan Atika Winari Putri Aulia, Sirrul Dakiani Damanik, Emeliya Sukma Dara Daulay, Sholihatul Hamidah Dela Wahyuni Dinamika, Soraya Grabiella Eka Yuni Kurniati Elvida Futri Mahara Ernita Daulay Fakhrurrazi Farida Repelita Waty Kembaren Fatmawati , Sri Ayu Fitria Nasution, Khairika Hamdany, Syahwan Harahap, Nury Ana husnaini, husnaini Husnaini, Husnaini Ismahani , Siti Kirana, Amanda Kurniati, Eka Yuni Maisyaroh Hasibuan Martiman Suazisiwa Sarumaha Nabila Nabila Irsani Napitupulu, Leni Mardiah Nasution, Safitri Adriani Ningsih Rambe, Sri Nuranisah Nuranisah Nurul Hidayah Lubis Pratiwi Hawa Pulungan , Anni Holila Puput Fadhilah Rizki Putri Aisyah Siregar Rahma Yani, Rahma Yani Rahmah Fithriani Raihana, Ariqqah Raja Basya Turnip Rasid Saleh Matondang Raudhatul Jannah Rebecca Evelyn Laiya Rita Seroja Br Ginting Ritonga, Gustina Permatasari Rizki Tiara Ayunda Rosa Anjani Sari, Khoiriya Seroja br Ginting, Rita Sholihatul Hamidah Daulay Silviana Simatupang Simamora, Anggi Milfa nersya Simatupang, Silviana Sitorus, Najwa Al Zuhda Sri Ningsih Rambe Supiyandi Supiyandi Syarifuddin Syarifuddin Tambunan, Resni Mawarni wahyuni, atika Witya Chairinda Sitorus Witya Chairinda Sitorus

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