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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan English Education Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Indonesian Journal of Applied Linguistics (IJAL) LiNGUA: Jurnal Ilmu Bahasa dan Sastra AL-TA´LIM Englisia Journal English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature Edukasi: Jurnal Pendidikan dan Pengajaran OKARA: Jurnal Bahasa dan Sastra EDULITE: Journal of English Education, Literature and Culture Langkawi: Journal of The Association for Arabic and English LLT Journal: A Journal on Language and Language Teaching IRJE (Indonesian Research Journal in Education) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society Al-Ta'lim International Journal for Educational and Vocational Studies Journal of English Education and Teaching (JEET) Journal of English Language Teaching Innovations and Materials (Jeltim) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences
Yunisrina Q. Yusuf
Department Of English Education, Faculty Of Teacher Training And Education, Universitas Syiah Kuala, Banda Aceh, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Acoustic analysis on English oral vowels produced by Acehnese speakers from Aceh Besar by using PRAAT software Ika Apriani Fata; Ikhwani Ikhwani; Fajar Fitrian; Teuku Mohammad Aulia; Yunisrina Qismullah Yusuf
Proceedings of AICS - Social Sciences Vol 7 (2017): 7th AIC in conjuction ICMR 2017 Universitas Syiah Kuala October 2017
Publisher : Proceedings of AICS - Social Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (341.675 KB)

Abstract

This research intends to acoustically analyze English oral vowels produced by the female and male speakers of English teacher candidates in Indonesia, specifically from Aceh Besar. Previous studies have focused on the production of English vowels produced by the Malaysians, Thais, Singaporeans, and the Philippines, among others, but no research has focused on the Indonesian speakers. Hence, this study intends to fill in this research gap. Purposive sampling was used to select five female and five male participants with age ranging from 18-22 years old and born, raised and live in Aceh Besar. Data were recorded in the phonetics laboratory at Syiah Kuala University. The vowels were collected through elicitations of English words which contained the target vowels articulated in carrier sentences. The wordlist is adapted from Pillai, Manueli and Dumanig (2010). The recordings were saved in WAV files, and Praat software version 6.0.14 (Boersma Weenink, 2016) was used to analyze the vowel qualities. The results showed approximate measurements of the English vowels produced by Indonesians who reside in Aceh, by both male and female speakers. The results are expected to become starting points for future related research in the production of English vowels by Indonesian speakers (i.e. English vowel contrasts between native speakers of English and Indonesians, varieties of English, Indonesian English, etc.).
Swearing Is Not Caring: Swear Words in The Acehnese Culture Tgk Maya Silviyanti; Yunisrina Qismullah Yusuf; Nurul Aina; Dian Fajrina
Proceedings of AICS - Social Sciences Vol 11 (2021): the 11th AIC on Social Sciences, Syiah Kuala University
Publisher : Proceedings of AICS - Social Sciences

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Abstract

This qualitative research is aimed at analyzing taboo words spoken in one of the famous Acehnese comedy series, Eumpang Breuh. The data were taken from the episode Rumeh, from series one to series three, in which they are available on YouTube. The framework used was the one proposed by Gao (2013) who categorized taboo words into seven types: (1) bodily excretion, (2) death and diseases, (3) sex, (4) four-letter words, (5) swear words, (6) privacy, and (7) discriminatory language. The results revealed that there were 17 taboo words or phrases used and they are all categorized into the swear words type. Some utterances of swear words include “bangai troh u gue” (extremely stupid), “jak let bui‟ (chase after a pig), and “jeurawat ubee boh u” (a pimple as big as a coconut). Those examples reflect that the swear words used in the movies consist of insult, blasphemy, satire, threat, and judgment. Despite they are presented in an amusing way (i.e., jokes) in the movie series, taboo words should be avoided in social interactions in the Acehnese society because these words generate bad effects on the cultural norms.Keywords: Acehnese, taboo words, cultural norms, movie series.
Language Learning Strategies Employed by Successful and Less Successful Learners Chairina Nasir; Yunisrina Qismullah Yusuf; Raihan Zulfarlia
Proceedings of AICS - Social Sciences Vol 6 (2016): Proceeding of 6th AIC in conjuction with ICMSA
Publisher : Proceedings of AICS - Social Sciences

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Abstract

This study investigated the language learning strategies used by successful and less successful learners in the first grade of a senior high school in Banda Aceh. Both groups of learners were categorized based on their scores on an English test. A number of 20 successful and 20 less successful first grade students were then selected as the respondents. A questionnaire was used to identify language learning strategies used by both groups of these learners. The questionnaire was adapted from Oxford (1990), which consisted 30 items related to six categories of language learning strategies: memory, cognitive, compensation, metacognitive, affective, and social. This data were then analyzed by using the independent sample t-test. The findings revealed that there was a significant difference between language learning strategies used by successful and less successful learners. The successful learners were found to use the language learning strategies more frequently than less successful learners. Thus, both groups of learners obtained the highest scores in the metacognitive strategy; this implies that these learners understood how to manage their own learning. The lowest scores obtained by the successful learners were in the affective strategies, whilst the less successful learners were in the memory strategies. Other strategies (compensation, cognitive and social) were also used by both groups of these learners. Hence, less successful learners did not use all of the language learning strategies very often; this is what affected them to become less effective in language learning. Therefore, it is suggested that teachers should train the less successful learners to apply more language learning strategies in their learning to improve their academic achievement.
The Correlation between Teachers' Beliefs and Their Professionalism Zaiyana Putri; Marisa Yoestara; Zulfadli A. Aziz; Yunisrina Qismullah Yusuf
Proceedings of AICS - Social Sciences Vol 7 (2017): 7th AIC in conjuction ICMR 2017 Universitas Syiah Kuala October 2017
Publisher : Proceedings of AICS - Social Sciences

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Abstract

Teachers’ beliefs are one of the most important components that may impact the teachers’ competency. This article aims to find out how far the impact of teachers’ beliefs on their motivation to be employed in professional developments, including teacher’s training. This research was conducted in Pidie District, Aceh, with the total sample of 68 English teachers (from SMA and SMK), of both civil servants and non-civil servants. This research is a qualitative descriptive research using questionnaire and interview as the instruments to obtain data. The data was analyzed by using the Spearman correlation (r). Based on the results of the study, it is found that the teachers’ beliefs and their motivation to actively participate in professional development activities have positive correlations. Keywords:teachers’ beliefs, English teacher, professional development.
LOOKING INTO THE EFL STUDENTS TYPE OF FEEDBACKS ON PEER CORRECTION ACTIVITY Yunisrina Qismullah Yusuf; Tengku Maya Silviyanti; Rita Tauhidah
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 1: July 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (520.524 KB) | DOI: 10.24167/celt.v16i1.563

Abstract

This research studies the types of feedbacks made by EFL students in a writing class. A number of 25 students essays were collected and analysed. The results revealed that a number of 61 responding feedbacks were found in the types of support, sharing knowledge, negotiation, appreciation and criticism. Meanwhile, 142 correcting feedbacks were found in the types of coded, uncoded, a combination of coded and uncoded and direct answer. The type most used in responding feedback was support, which indicates that it is an important pursuit in these students learning to drive each other into improving their writing skills with confidence. Whilst the least used was criticism, and this indicates that it was not considerably favoured to be given in the peer correction feedbacks since they restrain encouragement and cause social anxiety. The type most used in correcting feedbacks was a combination of coded and uncoded. This signifies that to provide both mark and symbol on an error can avoid confusion between the student corrector and the student writer. The least used was direct answer, which signified that it was only done by students who had high English proficiency and confidence to provide the correct answer directly on the errors.
Non-Native English Teachers and Varieties of English: Ready, or Not? Yunisrina Qismullah Yusuf
Edukasi Vol 6 No 2 (2019): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v6i2.3913

Abstract

Language is dynamic. And thus, for English as an international language, it keeps on changing and developing over time. Now there are more non-native English speakers compared to native speakers around the world. Thus, intelligibility becomes fundamental in the world of Englishes. Besides teaching in the English accent (i.e. American or British English) as part of the educational policy given by schools, respectively, non-native English teachers must also be prepared to inform their non-native students of the Englishes around the world. Moreover, research in identifying the varieties of English spoken in different areas around the world are rapidly progressing. Especially in the field of acoustic phonetics, in which the studies here assist researchers and teachers to identify vowel distinctions among different group of English speakers and the extent of the first language (L1) influence. Specifically, the analysis in phonological variations can help teachers deal with variation in varieties of English. Understanding the varieties of English that exist today and having mutual intelligibility can improve communication with different people from different countries around the world.
The types and functions of code switching in a thesis defense examination Usman Kasim; Yunisrina Qismullah Yusuf; Sri Rahayu Jumiati Ningsih
EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (39.923 KB) | DOI: 10.30659/e.4.2.101-118

Abstract

This study investigated the acts of code switching by lecturers and student in thesis defence examination at a university in Banda Aceh, Indonesia. The study involved five participants (four lectures and one student) of the English Language Department. Data from recordings were used to analyse the types and functions of code switching that occurred during the defence. The types of code switching were analysed based on Poplack, and the functions of code switching were analysed based on the theories by Gumperz, Hoffman and Holmes. The result showed that there were three types of code switching found in 109 examples during the interactions between the lecturers and the student, they were: intra-sentential switching (77.06%), inter-sentential switching (15.59%), and tag switching (7.33%). In term of the functions of code switching, 10 functions were identified from 68 switches, they were: addressee specification at 22.05%, followed by interjections (16.17%), loanwords (16.17%), message qualifications (11.76%), transfer of the subconscious markers (8.82%), proper names (8.82%), quotations (5.88%), message reiteration (4.41%), personalization versus objectification (2.94%) and specific features of Islamic terms (2.94%) as the least. It can be concluded that in this case, code switching allowed the participants achieve a wide range of important and interesting ends in their discourse during the thesis defence examination.
Skimming and Scanning Techniques to Assist EFL Students in Understanding English Reading Texts QISMULLAH YUSUF; YUNISRINA QISMULLAH YUSUF; BURHANSYAH YUSUF; ALFA NADYA
Indonesian Research Journal in Education |IRJE| Vol. 1, No. 1, December 2017
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (530.357 KB) | DOI: 10.22437/irje.v1i1.4338

Abstract

This research aimed to find out whether the skimming and scanning techniques (SST) can improve EFL students’ English reading comprehension in recount texts, especially on identifying the main ideas and detail information, in a senior high school in Meulaboh, Aceh, Indonesia. A number of 32 eleventh grade students participated in this study, and the one group pre-test and post-test design were used. Data collection was from a pre-test and a post-test. In analyzing the data, statistics was used. The results showed that the mean score of the pre-test was 45 and the post-test was 65, with 20 points of improvement. Furthermore, the result of t-test was 4.7, while the critical value of 0.05 significant level was 2.4, with the degree of freedom at 23. Since t-test>t-score, thus SST improved the students’ reading comprehension in this study. Nevertheless, the paper further discusses some setbacks while implementing SST in the classroom.
Developing the EFL Students’ Reading Comprehension By Employing Herringbone Technique Yunisrina Qismullah Yusuf; Dian Fajrina; Irma Sari
AT-TA'LIM Vol 23, No 3 (2016)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (178.112 KB) | DOI: 10.15548/jt.v23i3.250

Abstract

This research aims to find out whether Herringbone Technique can developEFL students’ reading comprehension or not, especially in finding the main idea and supporting details in a recount text. The literature notes that Herringbone is known to be one of the techniques that can helpstudents to find important information and main idea in a text by seeking for answers on six comprehension questions on a diagram, viewed such as a fish’s skeleton. The sample of this research was 30 second grade junior high school students. The researchers employed simple random sampling to choose the sample. It further used the quantitative experimental approach with the pre-experimental design in the form of one group pre-test-post-test design.Pre-test was given before treatments, while post-test was given after the students were taught reading by using the Herringbone Technique. Each pre-test and post-test consisted of ten questions. The statistical formulas were used to analyze the data from the students tests’ scores. The mean score of pre-test was 59 and the post-test was 76. Futhermore, the result of t-test was 10.15, while the critical value of 0.05 significant level was 2.045, with the degree of freedom of 29. Since t-test (10.15) was higher than t-table (2.045), this study concludes that this technique could increase the EFL students’ reading comprehension.Despite in practice the researchers found that this technique decreased the students’ efforts in note-taking, however it did not inhibited them in obtaining improved scores in their reading tests.
Multicultural Awareness and Practices among Malaysian Primary School Teachers Qismullah Yusuf; Sangeetha Marimuthu; Yunisrina Qismullah Yusuf
AT-TA'LIM Vol 25, No 2 (2018)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v25i2.446

Abstract

This study was designed and aimed at identifying the awareness and practices of multicultural awareness among primary school teachers in Malaysia. It attempts to identify their awareness of multicultural concept when dealing with their students and staffs at their school. This awareness was measured by three variables: awareness, knowledge and skills. A number of 41 questions which inquired about the three variables were distributed randomly to 50 primary school teachers in Malaysia. These teachers were from three ethic types of primary schools: Tamil, Chinese and Malay primary schools. The reason for choosing the three different mainstream schools was because they represented the main different multicultural practices in the country. From these participants, five teachers were selected for further interviews to obtain richer data. The findings revealed that the awareness of multicultural education among primary school teachers was still at the medium level. Thus, this study suggests that there should be a multicultural awareness campaign at all schools in Malaysia in order to ensure that each student, no matter from what backgrounds they are from, feel they are part of the Malaysian society as a whole. The study also found that the awareness should start from the home, environment and peer and through parental guidance because school is a bridge between home and the society that will form one Malaysian society to achieve vision 2020.
Co-Authors ALFA NADYA Amirul Mukminin Anisah Asnawi Muslem Aziz, Zulfadli Abdul Azmar, Cut Nurul BURHANSYAH YUSUF Bustami Usman Chairina Nasir Chairina Nasir Cut Dewi, Cut Daska Azis Dekhnich, Olga V. Diah Bunga Nastiti Dian Fajrina Dian Fajrina Dian Fajrina Diana Achmad Diana Achmad Diana Fauzia Sari Diana Fauzia Sari Fajar Fitrian Fajriani, Ukhti Fajrina, Dian Fina Yanita Firdaus Gadeng, Ahmad Nubli Hilda Delavari Hilda Delavari Ika Apriani Fata Ikhwani Ikhwani Irma Sari Iskandar Abdul Samad Jarjani Usman Karwinda, Sinta Khairi, Ziaul Khan, Asma Sohaib Khumaira, Gata Lia Cahya Ningrum Lie, Jacqueline Linville, Heather Marimuthu, Sangeetha Marisa Yoestara, Marisa Martin Kustati Masrizal Mahmud Masyithah, Claudia Muhammad Aulia Mulyadi Syahputra Muslem, Asnawi Muthalib, Kismullah Abdul Naziratun Ulfa Nira Erdiana Nurbaiti Nurbaiti Nurul Aina Nurul Inayah Patcharin Kangkha Qamariah, Hijjatul QISMULLAH YUSUF Qismullah Yusuf Qudwatin Nisak M. Isa Rahimatul Aini Raihan Zulfarlia Raja Nor Safinas Raja Harun Ramli Ramli Raudhatul Jannah Razali Razali Rita Tauhidah Rita Zahara, Rita Roni Ageng Hidayatullah Rosnani Sahardin Safrul Muluk Said Miftahul, Fahmi Saiful Akmal Salmani Nodoushan, Mohammad Ali Sangeetha Marimuthu Sari, Diana Fauzia Sari, Irma Septhia Irnanda, Septhia Silviyanti, Tgk Maya Singh, Charanjit Kaur Swaran Siti Sarah Fitriani, Siti Sarah Sofyan A. Gani Sofyan A. Gani Sofyan A. Gani Sri Rahayu Jumiati Ningsih Sri Wahyuni Sri Wahyuni Syarifah Nisa Khaira Tengku Maya Silviyanti Teuku Mohammad Aulia Thara Hendri Safitri Titin Arifa Maulida Usman Kasim Wahyuni, Sri Wardana, Andri Yani, Vida Yuliana Natsir Yusri Yusuf Yusuf, Qismullah Yuyun Nailufar Zahari, Maula Azkia Zaiyana Putri Zulfadli A. Aziz Zulfadli A. Aziz, Zulfadli A.