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All Journal Englisia Journal Jurnal Ilmiah Peuradeun Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran English Language Teaching Educational Journal Getsempena English Education Journal JL3T (Journal of Linguistics, Literature and Language Teaching) Studies in English Language and Education
Syarifah Dahliana
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Journal : Englisia Journal

 1 
STUDENTS’ MOTIVATION AND RESPONSIVE PEDAGOGY IN LANGUAGE CLASSROOM Syarifah Dahliana
Englisia: Journal of Language, Education, and Humanities Vol 6, No 2 (2019)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v6i2.4601

Abstract

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.
PARTNERSHIP ACTIVITY IN EFL READING CLASSROOM Syarifah Dahliana
Englisia: Journal of Language, Education, and Humanities Vol 3, No 2 (2016)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v3i2.1022

Abstract

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.
Scrutinizing EFL students' plagiarism practice Muluk, Safrul; Yanis, Fani Rahma; Dahliana, Syarifah; Amiruddin, Amiruddin
Englisia: Journal of Language, Education, and Humanities Vol 9, No 1 (2021)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i1.10492

Abstract

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.
Researching factors and coping strategies of EFL students’ speaking anxiety Diana, Meutia; Renandya, Willy Ardian; Dahliana, Syarifah
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22733

Abstract

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.
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

Abstract

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.
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

Abstract

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.
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

Abstract

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.
Scrutinizing EFL students' plagiarism practice Muluk, Safrul; Yanis, Fani Rahma; Dahliana, Syarifah; Amiruddin, Amiruddin
Englisia Journal Vol 9 No 1 (2021)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i1.10492

Abstract

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.
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

Abstract

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.
Researching factors and coping strategies of EFL students’ speaking anxiety Diana, Meutia; Renandya, Willy Ardian; Dahliana, Syarifah
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22733

Abstract

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.
Co-Authors Amiruddin Amiruddin Azizah Azizah Diana, Meutia Fadhila, Rani Faishal Zakaria Habiburrahim Habiburrahim Nurul Aulia Martaputri Phonna, Rizka Malda Renandya, Willy Ardian Risdaneva Risdaneva Riska Amelia Sari Safrul Muluk Safrul, Muhammad Safwan Saiful Akmal Sari, Riska Amelia Teuku Zulfikar Yanis, Fani Rahma Yuliar Masna Zamzami Zainuddin