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THE PERCEIVED INFLUENCE OF PART-TIME TEACHING ON STUDENTS’ PERFORMANCE IN MICRO-TEACHING CLASS Siti Khasinah; Yuliar Masna; Anita Siregar
Englisia: Journal of Language, Education, and Humanities Vol 7, No 1 (2019)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v7i1.5205

The main objective of this study was to examine the perceived influence of part-time teaching on students’ performance in Micro-Teaching class. A quantitative research approach using questionnaire was carried out to get the view of thirty students of 2014 intake year of Department of English Language Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri (UIN) Ar-Raniry Banda Aceh. The findings indicated that students were helped by having part-time teaching through developing skills and confidence, reducing anxiety and fear, developing ability of managing classroom, increasing ability in selecting teaching goals and in preparation of lesson plans, proper worksheet, assessment tools, instructional media, and teaching methods. In addition, it supported them to improve their ability in asking questions and speaking in front of groups as well as to use time effectively. To conclude, part-time teaching has increased students’ skills in micro-teaching class.

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.

EFL learners’ code-switching: Why do they switch the language? Yuliar Masna
Englisia: Journal of Language, Education, and Humanities Vol 8, No 1 (2020)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i1.6662

This qualitative study aims to figure out the factors that influence EFL learners’ code-switching. In collecting data, a semi-structured interview was conducted which involved five EFL learners as the participants. Those participants were selected through the purposive sampling method: being second-semester students of the English Language Education Department of Universitas Islam Negeri Ar-Raniry, and taking Basic Speaking class. Semi-structured interviewed was applied to collect the data needed. The finding of this study showed that all participants employed code-switching in their class. The reasons for EFL learners’ code-switching were influenced by participants’ roles and relationships, selected topics, and interactions. Thus, code-switching was regarded as a useful strategy that helped the learners convey their ideas to be fully understood and meaningful in the interaction process.

IMPROVING STUDENTS’ LISTENING COMPREHENSION BY TEACHING CONNECTED SPEECH Siti Musfirah; Khairil Razali; Yuliar Masna
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.v6i2.4565

This present research was conducted in order to find out the improvement in students’ listening comprehension and to figure out whether students’ interest in listening class increases after being taught the aspects of connected speech. This research used a quantitative method with pre-experimental design, namely pre-test post-test involving only the experiment group. The population of this research was all the students of the eleventh-grade who are studying at MAS Darul Ihsan which amount to 184 students. In addition, the sample of this research was 30 students of class XI F that was chosen using purposive sampling. Moreover, this research used pre-test and post-test as well as questionnaires as data collection instruments. The research found that teaching connected speech in the listening classroom improved students’ listening comprehension. This was indicated by the comparison of t-score which is higher than t-table, (3.61 > 2.04). Therefore, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Furthermore, the result of students’ response sheets indicated that students have positive perception toward the teaching connected speech and it can increase their interest in learning listening.

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.

EFL learners’ code-switching: Why do they switch the language? Masna, Yuliar
Englisia Journal Vol 8 No 1 (2020)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i1.6662

This qualitative study aims to figure out the factors that influence EFL learners’ code-switching. In collecting data, a semi-structured interview was conducted which involved five EFL learners as the participants. Those participants were selected through the purposive sampling method: being second-semester students of the English Language Education Department of Universitas Islam Negeri Ar-Raniry, and taking Basic Speaking class. Semi-structured interviewed was applied to collect the data needed. The finding of this study showed that all participants employed code-switching in their class. The reasons for EFL learners’ code-switching were influenced by participants’ roles and relationships, selected topics, and interactions. Thus, code-switching was regarded as a useful strategy that helped the learners convey their ideas to be fully understood and meaningful in the interaction process.

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