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EFL learners' difficulties in the structure and written expression section of TOEFL test in an Indonesian university Saiful Akmal; Muhammad Nur Akbar Rasyid; Yuliar Masna; Cut Natasha Soraya
Englisia: Journal of Language, Education, and Humanities Vol 7, No 2 (2020)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v7i2.6472

This study examined the English for Foreign Language (EFL) learners’ difficult topics in the structure and written expression section of the TOEFL Prediction Test, and reasons why they consider that these topics were difficult. A mixed-method research design was used in this study. Fifteen participants were selected through a purposive sampling mechanism from the seventh-semester students of the Department of English Language Education, Universitas Islam Negeri Ar-Raniry who have participated in the TOEFL Prediction Test to identify the difficult topics they encountered. Then, the semi-structured interviews were conducted with six underachieving student’s participants with the most recorded errors made in the test to know the reasons behind their difficulties. Findings indicated that students encountered difficulties mostly when dealing with determiners, conjunctions, adjective clauses, apposition phrases, and reduced clauses in the structure section. Meanwhile, adverb connectors, subject-verb agreement, and clause of concession, relative clause, and quantifier are the difficulties they encountered in the written expression section of the test. Thus, the findings also revealed several factors identified as the reasons behind those difficulties, namely lack of practice, grammar incompetence, vocabulary shortage, time management, and low self-confidence. Given the significant impact of this study, we suggested that the lectures and English departments should address these difficulties. It is crucial that the focus of the courses related to grammar and EFL proficiency tests be incorporated into the syllabus.

APPLYING TEAM TEACHING TO IMPROVE STUDENTSâ€™ ABILITY IN UNDERSTANDING ENGLISH NARRATIVE TEXTS Saiful Akmal; Asrul Hadi
Englisia: Journal of Language, Education, and Humanities Vol 2, No 2 (2015)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v2i2.532

The title of this study is applying team teaching to improve studentsâ€™ ability in understanding English narrative texts. The purposes of this study are to identify the advantages and to find out the strategies of applying team teaching to improve studentsâ€™ ability in understanding English narrative texts. The population of this study is the first year students of SMAN 4 Banda Aceh, and the sample are an experimental class (X IA 2) and a control class (X IA 6). The total numbers of the samples are 66 students. This research was conducted on April, 2010. In collecting data, several techniques were used namely; observation, test, questionnaire and interview. According to data analysis, team teaching gave more advantages to improve studentsâ€™ ability in understanding English narrative texts. Some advantages of team teaching to the first year students of SMAN 4 Banda Aceh; (1) Team teaching directed the students to focus on material, the method was not tedious and learning motivation had been increased by using it, so that their ability in understanding English narrative text had been increased. (2) The students who studied by using team teaching obtained higher score than the students who studied without using team teaching. It means the students who studied by using team teaching could improve their abilities in understanding English narrative text. (3) The students should focus on the study because the teachers observed what they do in the class comprehensively. The student also could receive knowledge not only from the main teacher, but also from the co-teacher and they could ask both teachers if they found some problems. Some advantages of team teaching to the teachers of SMAN 4 Banda Aceh are; team teaching could be effective while teaching and learning process was underway because the teachers could remind each other and they also could plan good materials. In applying team teaching to improve studentsâ€™ ability in understanding English narrative texts, the teachers used many strategies. One of the general strategies to apply team teaching in SMAN 4 Banda Aceh was by excercising the so called semi team teaching. The special strategies that conducted by teachers were; (1) Presenting an interesting and understandable topic in every meeting for students. (2) Making group discussion, reading the legend and translating it, giving regularly the test and games. (3) Asking the students to comprehend the generic structure of the text before coming to the class.

Weighing research competencies of department of English language education graduates at UIN Ar-Raniry Banda Aceh Dahliana, Syarifah; Akmal, Saiful; Phonna, Rizka Malda
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.v10i2.17226

The purpose of this study is to scrutinize participants’ research competency, source of research competency, and problems related to the research conduct. Nine graduates of the Department of English Language Education were purposefully selected; three of them completed their theses in one semester, three others finished in two semesters, and one other finalized in three semesters. In this qualitative study, semi-structured interviews were used. The findings revealed that graduates with one-semester thesis completion rates have stronger research proficiency than other groups. They have a higher motivational value component, a higher methodology-reflective component, and a higher operational activity component of research competency. Meanwhile, the emotional-volitional component of research competency remains equal for each group of participants. Furthermore, graduates acquired research competency through coursework, research conduct, and self-study. In terms of problems with research conduct, the data disclosed that graduates frequently struggled with self-motivation, supervisors, time/class schedule, knowledge of prior studies, data analysis, and participants selection.

Dissecting the types and functions of religious humor in Nasreddin Hoja short-stories Akmal, Saiful; Hamidi, Faraha; Ismed, Ikhramah; Nasir, Muhammad
Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.13191

Humor is a significant element in funny stories. This study aims to analyze the types and functions of humor in selected Nasreddin’s short stories from the book Nasreddin’s Funniest Stories (2011) by Yusup Priyasudiarja and Y. Sri Purwaningsih. By using the descriptive qualitative method, the study adopts textual analysis to examine the materials. Based on the analysis result, the types of humor applied in the stories are that joke, sarcasm, satire, replies to rhetorical question, clever replies, and double entendres. However, these writings lack some other typical types of spontaneous conversational humor used in short stories’ texts: puns and self-deprecation. Meanwhile, unintentional humor is also not found in the Nasreddin short stories because it is raised from the speaker’s misspellings, mispronunciations, errors in logic, and Freudian slips. Further reading shows that the underlying usage of humor in these stories is for social management: to control and mediate readers.

The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia Muluk, Safrul; Habiburrahim, Habiburrahim; Dahliana, Syarifah; Akmal, Saiful
Englisia: Journal of Language, Education, and Humanities Vol 8, No 2 (2021)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i2.8996

Issues and incidents of bullying may take place, regardless of time and place, notwithstanding at Islamic education institutions. This study is aimed at finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students’ academic achievement. This mixed-methods study involved 546 students and 30 lecturers of the English Language Education Department at three state Islamic universities in Indonesia; Universitas Islam Negeri Syarif Hidayatullah in Jakarta, Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, and Universitas Islam Negeri Ar-Raniry in Banda Aceh. Both surveys and interviews were employed to collect the required data. The findings elucidate that physical, social, verbal, and racial are among the most common emergent bullying incidents the students experienced. Revealing the triggering factors of bullying, the data show that competition in academic and social life, differences in thoughts and appearances, lack of understanding of bullying meaning, and lack of regulation are pointed as the source of bullying. The findings also indicate that bullying influences students’ academic achievement; bullying incidents have driven their victims into four pathetic conditions: less confident, stressed, anxious, and passive. Some steps are applied by the lecturer to prevent and handle bullying; they are: providing classroom regulation, being a counselor for students, enforcing the regulation, and massive socialization.

EFL learners' difficulties in the structure and written expression section of TOEFL test in an Indonesian university Akmal, Saiful; Rasyid, Muhammad Nur Akbar; Masna, Yuliar; Soraya, Cut Natasha
Englisia Journal Vol 7 No 2 (2020)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v7i2.6472

This study examined the English for Foreign Language (EFL) learners’ difficult topics in the structure and written expression section of the TOEFL Prediction Test, and reasons why they consider that these topics were difficult. A mixed-method research design was used in this study. Fifteen participants were selected through a purposive sampling mechanism from the seventh-semester students of the Department of English Language Education, Universitas Islam Negeri Ar-Raniry who have participated in the TOEFL Prediction Test to identify the difficult topics they encountered. Then, the semi-structured interviews were conducted with six underachieving student’s participants with the most recorded errors made in the test to know the reasons behind their difficulties. Findings indicated that students encountered difficulties mostly when dealing with determiners, conjunctions, adjective clauses, apposition phrases, and reduced clauses in the structure section. Meanwhile, adverb connectors, subject-verb agreement, and clause of concession, relative clause, and quantifier are the difficulties they encountered in the written expression section of the test. Thus, the findings also revealed several factors identified as the reasons behind those difficulties, namely lack of practice, grammar incompetence, vocabulary shortage, time management, and low self-confidence. Given the significant impact of this study, we suggested that the lectures and English departments should address these difficulties. It is crucial that the focus of the courses related to grammar and EFL proficiency tests be incorporated into the syllabus.

The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia Muluk, Safrul; Habiburrahim, Habiburrahim; Dahliana, Syarifah; Akmal, Saiful
Englisia Journal Vol 8 No 2 (2021)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i2.8996

Issues and incidents of bullying may take place, regardless of time and place, notwithstanding at Islamic education institutions. This study is aimed at finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students’ academic achievement. This mixed-methods study involved 546 students and 30 lecturers of the English Language Education Department at three state Islamic universities in Indonesia; Universitas Islam Negeri Syarif Hidayatullah in Jakarta, Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, and Universitas Islam Negeri Ar-Raniry in Banda Aceh. Both surveys and interviews were employed to collect the required data. The findings elucidate that physical, social, verbal, and racial are among the most common emergent bullying incidents the students experienced. Revealing the triggering factors of bullying, the data show that competition in academic and social life, differences in thoughts and appearances, lack of understanding of bullying meaning, and lack of regulation are pointed as the source of bullying. The findings also indicate that bullying influences students’ academic achievement; bullying incidents have driven their victims into four pathetic conditions: less confident, stressed, anxious, and passive. Some steps are applied by the lecturer to prevent and handle bullying; they are: providing classroom regulation, being a counselor for students, enforcing the regulation, and massive socialization.

Dissecting the types and functions of religious humor in Nasreddin Hoja short-stories Akmal, Saiful; Hamidi, Faraha; Ismed, Ikhramah; Nasir, Muhammad
Englisia Journal Vol 10 No 1 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.13191

Humor is a significant element in funny stories. This study aims to analyze the types and functions of humor in selected Nasreddin’s short stories from the book Nasreddin’s Funniest Stories (2011) by Yusup Priyasudiarja and Y. Sri Purwaningsih. By using the descriptive qualitative method, the study adopts textual analysis to examine the materials. Based on the analysis result, the types of humor applied in the stories are that joke, sarcasm, satire, replies to rhetorical question, clever replies, and double entendres. However, these writings lack some other typical types of spontaneous conversational humor used in short stories’ texts: puns and self-deprecation. Meanwhile, unintentional humor is also not found in the Nasreddin short stories because it is raised from the speaker’s misspellings, mispronunciations, errors in logic, and Freudian slips. Further reading shows that the underlying usage of humor in these stories is for social management: to control and mediate readers.

Weighing research competencies of department of English language education graduates at UIN Ar-Raniry Banda Aceh Dahliana, Syarifah; Akmal, Saiful; Phonna, Rizka Malda
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.17226

The purpose of this study is to scrutinize participants’ research competency, source of research competency, and problems related to the research conduct. Nine graduates of the Department of English Language Education were purposefully selected; three of them completed their theses in one semester, three others finished in two semesters, and one other finalized in three semesters. In this qualitative study, semi-structured interviews were used. The findings revealed that graduates with one-semester thesis completion rates have stronger research proficiency than other groups. They have a higher motivational value component, a higher methodology-reflective component, and a higher operational activity component of research competency. Meanwhile, the emotional-volitional component of research competency remains equal for each group of participants. Furthermore, graduates acquired research competency through coursework, research conduct, and self-study. In terms of problems with research conduct, the data disclosed that graduates frequently struggled with self-motivation, supervisors, time/class schedule, knowledge of prior studies, data analysis, and participants selection.

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