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Illocutionary Acts in Religious Discourse: The Pragmatics of Nouman Ali Khan’s Speeches Saiful Akmal; Fitriah Fitriah; Haya Zafirah
Langkawi: Journal of The Association for Arabic and English Vol 6, No 2 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v6i2.1938

The present inquiry is designed to investigate the use of illocutionary acts in Nouman Ali Khan’s speeches and to analyse the functions of the types of illocutionary acts from the speeches. The data were analysed by using the textual analysis and open coding from three speeches by Nouman Ali Khan in a seminar titled “When Muslims Works Together” at the Islamic Association of North Texas (IANT). They are classified into some categories based on Searle’s theory. The finding of this study showed that (1) there are four types of illocutionary acts; representatives, directives, commissives, and expressives, (2) the illocutionary type of representatives is the most frequent types of illocutionary act appeared in the speeches, i.e., 306 utterances or 63.22% with five functions; informing, stating, describing, reminding and concluding, (3) then, the second most frequently types of illocutionary act appeared in the speeches was the illocutionary directives, i.e., 144 utterances or 29.75% with five functions; suggesting, commanding, inviting, forbidding and questioning, (4) the illocutionary commissives occurred in 22 utterances or 4.55% with two functions; promising and warning., (5) the illocutionary expressives are found in 12 utterances or 2.48% with two functions; praising and expressing hope or wish. This study implies the need for knowledge distribution of Searle’s classic speech acts concept within the scope of other contemporary Muslim preachers.

FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY AT ENGLISH DEPARTMENT STUDENTS OF IAIN LHOKSEUMAWE AND AL MUSLIM UNIVERSITY Fitriah Fitriah; Hayatul Muna
Jurnal Ilmiah Didaktika Vol 19, No 2 (2019): Jurnal Ilmiah DIDAKTIKA Februari 2019
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v19i2.5030

Language anxiety becomes an important area on language teaching and learning. It has been a common issue in the EFL context and had a profound consequence in language teaching. Furthermore, a feeling of anxiety has been experienced by a number of foreign language learners in their English language classroom. Therefore, the objective of this research was to investigate some factors influenced the students’ anxiety and also to find out kinds of anxiety experienced by them. The data were collected through FLCAS (Foreign language Classroom Anxiety Scale) from 30 English Department students of IAIN Lhokseumawe and 25 students of Al Muslim University and semi-structured interviews with 6 students as research’s participant. The data were analyzed descriptively to answer research questions. The findings indicated that students of IAIN Lhokseumawe had a higher level of anxiety compared with students of Al Muslim University. In addition, some factors causing students’ anxiety were lack of mental readiness, knowledge of vocabulary, pronunciation, grammar and prior knowledge of the classroom activities, including the anxiety to take Anxiety Test.

Developing Vocabulary Materials for Teaching Learning Process Fitriah Fitriah
JADEs Journal of Academia in English Education Vol 1 No 1 (2020): JADEs- Journal of Academia in English Educations
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Language instruction has five important components that they are students, a teacher, materials, teaching methods and evaluation. Teaching materials should help the students to learn or as a part of the class activities of instruction learning in the class. The materials should help the teacher and the students. Ideally, teaching materials will be tailored to the content in which they are being used, to the students in whose class they are being used, and the teacher. Teaching materials come in many shapes and sizes, but they all in common the ability to support students learning. So, teaching materials can support students learning and increase students’ success. Hence, instructional materials for effective teaching. The quality of those materials is a valuable skill that the teacher must be mastered. The materials chosen in teaching learning include textbook that extent to which a curriculum that will involve teacher made material, which content of additional activities and exercises, handouts, charts, review sheets, etc.

Acehnese Language Shift and Its Impact to Young Generation Fitriah Ismail; Rahmi Fhonna; Khairun Nasir
ACCENTIA: Journal of English Language and Education Vol 1, No 1 (2021): JUNE 2021
Publisher : Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha

Language shift means replacing one language to another as a communication tool within a community. This study intends to investigate the factors that cause language shift among Acehnese and its impact to the young generations of Acehnese language users. The study reveals that there are two factors causing a shift in Acehnese language, namely: the external factors (i.e., culture, economy, and inter-generational transfer) and (2) internal factors (i.e, language attitude and language ability). In addition to the impact of language use, the study points out that although most of the Acehnese people are able to speak their own community language, their children are rapidly losing their language.

The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans Saiful Akmal; Fitriah Fitriah; Intan Fadhilah
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

The availability of the lesson plans as organized guidance for teachers is critical in achieving the objectives of English Language Teaching (ELT) in policy decisions, curriculum planning, and classroom implementations. However, it is unavoidable if teachers experience difficulties generating lesson plans, necessitating specific strategies to deal with the situation. This study aims to examine the challenges faced by state Islamic secondary school English mentor teachers in implementing lesson plans and the strategies they utilized to overcome those challenges. This study employed a qualitative research design utilizing data purposively gathered from the semi-structured interviews involving five English school mentor teachers from State Islamic Secondary School No. 4 in Banda Aceh. The findings revealed that teachers’ most significant challenges in implementing lesson plans were time constraints, format changes, administrative burdens, and students’ lack of interest. The study also found out that attending the MGMP (Musyawarah Guru Mata Pelajaran, or the Teachers Professional Development Forum), using a guidebook, asking for advice from colleagues, and using the internet as a learning resource are common strategies the teachers used in overcoming their challenges. It is expected that the impact of this study provides a practical and critical reflection to develop a more realistic and workable ELT lesson plan implementation for mentor teachers amidst their demanding roles and increased administrative responsibilities. This study also recommends that university/faculty administrators and lecturers be more attentive to courses related to lesson plan design, such as English Curriculum Design, English Course Design, and Micro Teaching.

The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans Saiful Akmal; Fitriah Fitriah; Intan Fadhilah
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.23063

The availability of the lesson plans as organized guidance for teachers is critical in achieving the objectives of English Language Teaching (ELT) in policy decisions, curriculum planning, and classroom implementations. However, it is unavoidable if teachers experience difficulties generating lesson plans, necessitating specific strategies to deal with the situation. This study aims to examine the challenges faced by state Islamic secondary school English mentor teachers in implementing lesson plans and the strategies they utilized to overcome those challenges. This study employed a qualitative research design utilizing data purposively gathered from the semi-structured interviews involving five English school mentor teachers from State Islamic Secondary School No. 4 in Banda Aceh. The findings revealed that teachers’ most significant challenges in implementing lesson plans were time constraints, format changes, administrative burdens, and students’ lack of interest. The study also found out that attending the MGMP (Musyawarah Guru Mata Pelajaran, or the Teachers Professional Development Forum), using a guidebook, asking for advice from colleagues, and using the internet as a learning resource are common strategies the teachers used in overcoming their challenges. It is expected that the impact of this study provides a practical and critical reflection to develop a more realistic and workable ELT lesson plan implementation for mentor teachers amidst their demanding roles and increased administrative responsibilities. This study also recommends that university/faculty administrators and lecturers be more attentive to courses related to lesson plan design, such as English Curriculum Design, English Course Design, and Micro Teaching.

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