Articles
<![CDATA[An Exploration of English Students’ Attitude toward Learning English ]]>
<![CDATA[Zulfikar, Teuku]]>;
<![CDATA[Dahliana, Syarifah]]>;
<![CDATA[Sari, Riska Amelia]]>
<![CDATA[ English Language Teaching Educational Journal Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v2i1.947
<![CDATA[Attitude is one of the success factors in language learning. It includes students? feelings, beliefs, and behavior tendencies. This study is conducted using the mixed-method research exploring English Department students? attitude on learning English. The main focus of the study is to discover students? belief on English, to understand students? attitude, feeling and behavior on learning English. The data were collected through questionnaire and semi-structured interview. The participants of the reseach were fifty five students selected randomly to fill in the questionnaire. However, only six students were selected purposively to gain data more in-depth through interview. The results indicate that English department students show positive attitude in three points of cognitive aspect; the students? reason for learning English, the students? level of English competeent, and the students? thinking toward learning English which they consider that English is important. Moreover, the students have positive in four points of emotional attitude; the students? interesting in learning English, the students? feeling in learning English, the students? preference in learning English, and the students? enjoyment in learning English which the students show good feeling in learning English. Furthermore, the students have positive in three points of behavioral attitude; the students? attention during learning English, students? participation in the English which the students act posively during learning English. In other words, English Department students were found to have positive attitudes toward learning English.]]>
<![CDATA[Thematic Progression in Acehnese EFL Learner-Produced Texts ]]>
<![CDATA[Risdaneva Risdaneva]]>;
<![CDATA[Syarifah Dahliana]]>
<![CDATA[ Jurnal Ilmiah Didaktika Vol 20, No 1 (2019): Jurnal Ilmiah DIDAKTIKA Agustus 2019 ]]>
Publisher : <![CDATA[Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry ]]>
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DOI: 10.22373/jid.v20i1.4603
<![CDATA[This study reports the thematic progression of the EFL learner- produced texts in Acehnese context. The study employed qualitative method focusing on the content analysis. The content analysis technique was incorporated to analyse the corpora of 40 learner-produced texts. The findings of the study highlight both prevalent and problematic thematic progression patterns in the students’ texts. The EFL learners are inclined to use the constant theme pattern with less consistency of accuracy in longer paragraphs. With regard to the problematic patterns, the students tend to find difficulties in developing the ideas throughout the texts. This is shown through the emergence of many brand new themes and empty rhemes which result in incohesive and incoherent texts. The overall findings suggest that introducing the theme- rheme pattern concept to the students in English writing classes can be useful for improving the cohesion of the EFL students’ writings. ]]>
<![CDATA[An Exploration of English Students’ Attitude toward Learning English ]]>
<![CDATA[Teuku Zulfikar]]>;
<![CDATA[Syarifah Dahliana]]>;
<![CDATA[Riska Amelia Sari]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 2 No. 1 (2019) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v2i1.947
<![CDATA[Attitude is one of the success factors in language learning. It includes students’ feelings, beliefs, and behavior tendencies. This study is conducted using the mixed-method research exploring English Department students’ attitude on learning English. The main focus of the study is to discover students’ belief on English, to understand students’ attitude, feeling and behavior on learning English. The data were collected through questionnaire and semi-structured interview. The participants of the reseach were fifty five students selected randomly to fill in the questionnaire. However, only six students were selected purposively to gain data more in-depth through interview. The results indicate that English department students show positive attitude in three points of cognitive aspect; the students’ reason for learning English, the students’ level of English competeent, and the students’ thinking toward learning English which they consider that English is important. Moreover, the students have positive in four points of emotional attitude; the students’ interesting in learning English, the students’ feeling in learning English, the students’ preference in learning English, and the students’ enjoyment in learning English which the students show good feeling in learning English. Furthermore, the students have positive in three points of behavioral attitude; the students’ attention during learning English, students’ participation in the English which the students act posively during learning English. In other words, English Department students were found to have positive attitudes toward learning English.]]>
<![CDATA[STUDENTS’ MOTIVATION AND RESPONSIVE PEDAGOGY IN LANGUAGE CLASSROOM ]]>
<![CDATA[Syarifah Dahliana]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 6, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v6i2.4601
<![CDATA[Students’ motivation contributes to the successful teaching learning process as it determines self-engagement and participations in the classroom. Encouraging students’ motivation, then, becomes important for the teacher to achieve the teaching goal and to provide a meaningful learning process for the students. This research is aimed to discuss responsive pedagogy in encouraging students’ motivation to learn and participate in classroom learning process. One English speaking class becomes the object of the observation. The interviews with the teacher and some students were also part of data collection in order to obtain information about the students’ motivation in learning English speaking, teacher’s teaching strategy, and classroom interactions. The findings indicate that classroom activities are crucial in motivating students’ responsive learning. In addition, the teacher’s competency in creating a conducive environment and leading an interactive communication are the ways of the teacher influence students’ motivation in learning process.]]>
<![CDATA[PARTNERSHIP ACTIVITY IN EFL READING CLASSROOM ]]>
<![CDATA[Syarifah Dahliana]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v3i2.1022
<![CDATA[This paper analyzes the advantages of partnership activity in EFL reading classroom. Understanding a reading text may provide a challenge for some students as it involves a particular context and previous knowledge. For English as a foreign language (EFL) learners, the challenge becomes more complex as they need to understand the words and the written symbols of the foreign language and take the meaning of the sentence by making sense them with its context which may be unfamiliar to them. For this reason, choosing an activity that provides a wider opportunity for EFL students to share their thought and understanding of what they read as well as to listen others comprehension of the similar text is necessary in order to help the students have an accurate meaning of the text and learn how to be an effective reader. In this light, partnership activity is considered to be one of alternative ways to create an enjoyable and meaningful experience for EFL students to develop their reading skill of another language. The benefits of partnership activity include individual concerns and social life.]]>
<![CDATA[EXPLORING ENGLISH TEACHERS’ PERCEPTIONS ON USING SITUATIONAL LANGUAGE TEACHING METHOD IN TEACHING VOCABULARY ]]>
<![CDATA[Yuliar Masna]]>;
<![CDATA[Syarifah Dahliana]]>;
<![CDATA[Nurul Aulia Martaputri]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1192
<![CDATA[The research was accomplished to investigate the perceptions of elemantary- school teachers on using Situational Language Teaching method in teaching vocabulary. The aims of this study were to examine the advantages of using situational language teaching method in teaching vocabularies and to investigate English teachers’challenges of using Situational Language Teaching method in teaching vocabulary. This research was completed by using a qualitative approach and the reseachers employed a semi-structured inteview to collect the data. The research participants were five English teachers who teach English subject at elementary schools in Aceh Barat. The results of this research indicate that the advantages of using this method were enhancing students’ motivation ,and creating an effective teaching-learning process. Then, the challenges of using Situational Language Teaching methods in teaching vocabulary were preparing course material and dealing with students’ boredom.]]>
<![CDATA[Flipping an IELTS Writing Course: Investigating its impacts on students’ performance and their attitudes ]]>
<![CDATA[Safrul Muluk]]>;
<![CDATA[Zamzami Zainuddin]]>;
<![CDATA[Syarifah Dahliana]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.23314
<![CDATA[The technology-enhanced instructional approach has been proven to stimulate active learning and advance the teaching-learning process. The flipped classroom (FC) instructional method, an instructional technology part of blended learning, has gained remarkable popularity in recent years due to its promising and positive impacts on different aspects of students’ learning process (motivation, engagement, academic performance, independent learning). In the current study, an explanatory mixed-method approach was employed to investigate the implementation of the flipped pedagogical approach in a government-funded IELTS preparation course in Indonesia, particularly in the writing section of the course. It examined the impacts of this instructional technology method on learners’ writing performance and explored their learning attitudes and experiences. A number of 25 participants from various professional backgrounds aspiring to pursue master’s and doctoral degrees who were recruited based on their previous TOEFL or IELTS scores participated in this study. The findings of this study showed that the learners had a positive attitude toward the flipped instruction method, and their writing test achievement significantly improved as reflected in the official IELTS test scores. Method flexibility, independent learning, and collaborative and active learning were factors that emerged in the interviews that were considered the important determinants of the participants’ IELTS writing improvements.]]>
<![CDATA[Flipping an IELTS Writing Course: Investigating its impacts on students’ performance and their attitudes ]]>
<![CDATA[Safrul Muluk]]>;
<![CDATA[Zamzami Zainuddin]]>;
<![CDATA[Syarifah Dahliana]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.23314
<![CDATA[The technology-enhanced instructional approach has been proven to stimulate active learning and advance the teaching-learning process. The flipped classroom (FC) instructional method, an instructional technology part of blended learning, has gained remarkable popularity in recent years due to its promising and positive impacts on different aspects of students’ learning process (motivation, engagement, academic performance, independent learning). In the current study, an explanatory mixed-method approach was employed to investigate the implementation of the flipped pedagogical approach in a government-funded IELTS preparation course in Indonesia, particularly in the writing section of the course. It examined the impacts of this instructional technology method on learners’ writing performance and explored their learning attitudes and experiences. A number of 25 participants from various professional backgrounds aspiring to pursue master’s and doctoral degrees who were recruited based on their previous TOEFL or IELTS scores participated in this study. The findings of this study showed that the learners had a positive attitude toward the flipped instruction method, and their writing test achievement significantly improved as reflected in the official IELTS test scores. Method flexibility, independent learning, and collaborative and active learning were factors that emerged in the interviews that were considered the important determinants of the participants’ IELTS writing improvements.]]>
<![CDATA[Scrutinizing EFL students' plagiarism practice ]]>
<![CDATA[Muluk, Safrul]]>;
<![CDATA[Yanis, Fani Rahma]]>;
<![CDATA[Dahliana, Syarifah]]>;
<![CDATA[Amiruddin, Amiruddin]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 9, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v9i1.10492
<![CDATA[The current study was designed to investigate the types of plagiarism that appear in EFL students’ theses at Ar-Raniry State Islamic University, Indonesia. It sought to examine the plagiarism level, and investigate the triggering factors encouraging these EFL students of the 2019 batch to plagiarize. This study used a qualitative method with a case study approach. The participants in this study were ten EFL students of the 2019 batch and their theses. The participants were randomly selected. The data collection was carried out using two research instruments, namely document analysis, and interview. The researcher analyzed the student's thesis using Plagiarism Checker X. The results of the document analysis showed that there were two types of plagiarism detected in the student's thesis, namely word for word and mosaic plagiarism. Second, the researcher found that the plagiarism level of the 2019 batch English students' thesis of UIN Ar-Raniry was at the low-level plagiarism category, which can be observed from the result of the similarity index. The level of plagiarism found in these theses was less than 30%, still at an acceptable level as stipulated by the university regulation. Meanwhile, the result of the interview showed that all participants know what plagiarism is and they think that plagiarism is a negative conduct. Several factors influences EFL English students to plagiarize, such as poor time management, laziness, poor paraphrasing skills, affordable internet access, and running out of ideas.]]>
<![CDATA[Researching factors and coping strategies of EFL students’ speaking anxiety ]]>
<![CDATA[Diana, Meutia]]>;
<![CDATA[Renandya, Willy Ardian]]>;
<![CDATA[Dahliana, Syarifah]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v12i1.22733
<![CDATA[English students often face challenges with speaking anxiety when asked to speak in front of the class. Many students are unaware of the factors contributing to their anxiety and lack strategies to manage it effectively. This research aims to identify the causes of speaking anxiety and the strategies EFL students use to cope with it. A descriptive qualitative approach was used, employing semi-structured interviews to gather data. Convenience sampling was applied to select six English students who had completed a speaking class as participants. The findings revealed five key factors contributing to speaking anxiety: (1) lack of preparation, (2) fear of making mistakes, (3) limited English skills, (4) excessive worry about meeting academic targets, and (5) fear of others’ reactions. Additionally, four strategies for managing speaking anxiety were identified: (1) changing mindset, (2) relaxation, (3) building confidence, and (4) improving speaking skills.]]>
