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All Journal Englisia Journal Journal of English Education and Teaching (JEET) IJELR: International Journal of Education, Language, and Religion Journal of English Teaching and Learning Issues ENGLISH FRANCA : Academic Journal of English Language and Education Studies in English Language and Education
Fitrisia, Dohra
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
The Word Formation of Blending in Humor Language: A Study of a Twitter Account “9GAG” Sylvia, Rizka; Fitrisia, Dohra
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 2 November (2024): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i2 November.4174

Abstract

The purposes of this study were to analyze the blended words found in 9GAG posts on Twitter in conveying humor and discover their meanings. This study applied a qualitative descriptive approach. The data were collected from 9GAG posts containing blended words in conveying humor through observation and documentation analysis. The study's findings indicated that there were 15 blended words found in 9GAG posts in conveying humor. Furthermore, the meanings obtained by the researchers differ as well. Many words were semantically similar to those listed in dictionaries, while others had an unconventional meaning, which can be used and interpreted only in certain contexts. Additionally, these findings were useful as language updates by listing new words discovered in the dictionary. It can rapidly enhance people’s linguistic understanding, especially EFL teachers and students who teach and learn English using this account. So, the misinterpretations and ambiguities that occurred this time could be minimized.
Understanding culture shock and its relationship to intercultural communicative competence Aulia, Muhammad; Fitrisia, Dohra; Haqqu, Rizki Maulidza
Studies in English Language and Education Vol 10, No 3 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i3.31074

Abstract

Culture shock has gained attention and been observed from multi-disciplinary perspectives in international education, such as from anthropology, psychology, cultural psychology, intercultural communication studies, linguistics, and many others. By synthesising the ABCs theory and intercultural communicative competence with their savoirs, the present study offers a perspective to analyse three international students culture shock experiences. As an explorative case study, the data were collected through in-depth interviews to extract the sojourners narratives, which were then transcribed in the form of text or quotations. It was found that the affective, behavioural, and cognitive dimensions were identified and emerged in each respondent. In the affective, overwhelming emotions, language limitation, and feelings of isolation were felt in various intensities. From the data, the respondents claimed to have lacked intrapersonal skills to prepare themselves for the culture of the host country along with the socio-cultural aspects. In addition, they found social support by individuals or officials essential for reducing negative feelings. In the behavioural dimension, these respondents started to adapt to the situation though they still found it challenging to confirm and clarify any unfamiliar encounters. Finally, in the cognitive dimension, the respondents mingled and integrated into the locals, both in their academic and social lives. It is suggested that elements of intercultural communicative competence, namely intercultural attitude, knowledge of the host culture, skills of relating and discovery, and critical cultural awareness may have the potential to manage culture shock effectively. It should be incorporated into international higher education and EFL pedagogy.
Miscues in Reading Aloud: Insights into Proficient and Less Proficient Readers Ridhatillah, Muhammad Faris; Fitrisia, Dohra
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.11792

Abstract

The purpose of this study is to determine the miscue that was frequently produced among good readers and poor readers. This study was limited to six students of 11th grade students in Babun Najah Islamic Boarding School using the purposive sampling method. This is a descriptive qualitative study using the of miscue analysis from Argyle (1989) and Mahmud and Gopal (2018). The findings revealed that the miscues were frequent by all readers but substitution and hesitation were the most common miscues among the subjects, with the 340 (63%) and 82 (15%) occurrences, respectively. Other miscues included repetition (58 occurrences,11%), correction (41 occurrences, 8%), insertion (17 occurrences, 3%), and omission (2 occurrences, 0%). These results highlight the prevalence of miscue patterns across different reading proficiency levels. Finally, this study will be useful as a reference for an alternative teaching strategy for English learning, especially in the course of reading. Keywords: EFL Students, Miscue Analysis, Reading Aloud
Teaching English to Junior High School: A Focus on Problems and Solutions Maghfirah, Maghfirah; Samad, Iskandar Abdul; Fitrisia, Dohra
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.224-240

Abstract

This research aims to identify the problems faced by English teachers and solutions applied in teaching at junior high schools. This study employs a mixed method approach, combining both quantitative and qualitative methodologies in a complementary manner. The quantitative approach was conducted through questionnaires distributed to 32 respondents from 23 junior high schools, while the qualitative approach involved in-depth interviews to gain deeper insights. Quantitative data were analyzed using descriptive statistical analysis, while qualitative data were analyzed using thematic analysis. The results of the study show that teachers face various problems, including limited textbooks, inadequate educational facilities, challenges in developing competencies, and differences in abilities among students. To address these issues, teachers implement a variety of solutions, such as seeking additional teaching materials, using personal facilities, attending online training, and adopting a differentiated approach in teaching. The conclusion of this study highlights the importance of greater support for teachers in the form of providing adequate facilities, professional development, and cooperation with parents and the community to improve the quality of English language learning in junior high schools.
The Impact and Strategies of EFL Students Using Social Media Platforms in Overcoming Online Learning Challenges Fitrisia, Dohra; Aufa, Nawal; Yusuf, Yunisrina Qismullah; Delavari, Hilda
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.26116

Abstract

This study explores how EFL students at two public universities in Banda Aceh, Indonesia, utilize social media platforms to support their English language learning. Employing a mixed-method approach, the research integrates both qualitative and quantitative methods. Data were collected through a questionnaire completed by 100 students and interviews conducted with 10 participants. Fundamental statistical analysis was used to evaluate questionnaire responses, while interview data were analyzed through data reduction, display, and conclusion verification. The findings reveal that students frequently use social media to study, complete assignments, and access current information. They perceive improved vocabulary, pronunciation, and listening skills through online learning. However, the study also identifies technical issues, shared gadget usage, and time management. To address these obstacles, students adopted strategies such as informing lecturers about technical problems, maintaining communication with classmates, ensuring adequate Internet quota, and developing effective time management and discipline. This research highlights the benefits and challenges of integrating social media into EFL learning and yields important findings on strategies students employ to navigate these difficulties. The study contributes to a deeper understanding of the role of social media in language education and offers practical implications for educators seeking to enhance EFL learning through digital platforms.
Layers of fear: A typology of speaking anxiety among EFL proposal presenters Basith, Ghinan Nafsiha; Fitrisia, Dohra; Fitriani, Siti Sarah; Samad, Iskandar Abdul
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.32114

Abstract

English as a Foreign Language (EFL) learners frequently encounter significant challenges in developing oral proficiency, particularly within high-stakes academic contexts such as seminar proposal presentations. While speaking constitutes a fundamental dimension of language competence, many students exhibit difficulties in verbal communication despite the global prominence of English. This quantitative study investigates the speaking anxiety experienced by EFL students at UIN Ar-Raniry Banda Aceh, focusing on three distinct dimensions: communication apprehension, test anxiety, and fear of negative evaluation. Data were collected via standardized questionnaires from twelve participants across two cohorts (2017 graduates and 2021 active students), all of whom had completed seminar proposal presentations. Findings indicate that communication apprehension was the most prevalent form of anxiety, with all participants reporting moderate levels, manifested through behavioral cues such as hesitation, reduced eye contact, and note dependency. Test anxiety was also prominent, with 92% of respondents experiencing moderate symptoms, including physiological reactions (e.g., trembling, stammering) and cognitive difficulty in handling impromptu questions. In contrast, fear of negative evaluation was reported at low levels, potentially attributable to a supportive classroom environment and familiar audiences. These results underscore the multifaceted nature of speaking anxiety and its substantial influence on learner confidence in academic presentation settings. The study concludes by emphasizing the necessity for targeted pedagogical interventions designed to mitigate these affective barriers and enhance the oral communicative competence of EFL learners.
Co-Authors Amalia, Nessa Aufa, Nawal Aulia, Muhammad Basith, Ghinan Nafsiha Chairina Nasir Delavari, Hilda Haqqu, Rizki Maulidza Ikhsan Ikhsan Iskandar Abdul Samad Maghfirah Maghfirah Putri, Riani Juni Ridhatillah, Muhammad Faris Siti Sarah Fitriani, Siti Sarah Syamaun, Arifin Sylvia, Rizka Tengku Maya Silviyanti Yunisrina Q. Yusuf