Articles
<![CDATA[Understanding Language Testing Impacts in Optimizing Its Positive Washback ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Rizki Fajrita]]>;
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Veni Nella Syahputri]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 3, No 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
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DOI: 10.35308/ijelr.v3i1.3680
<![CDATA[This article aims to discuss the impacts of language testing on someone’s personal life continuance and how language teachers should compromise to this reality and bring out the positive impacts that language testing can have on language learning (positive washback). The rationale of position of language testing in determining the flow of education, job and movement is firstly reviewed and then the cases of language testing impacts on various contexts is explored from previous studies. We then try to point out the main keys to maintain and optimize the positive washback from the existence of language testing. The consideration includes a good coordination between test producers, teachers and test-takers. Teachers, in addition, should provide follow-up teaching activities from the results of the students’ tests.]]>
<![CDATA[“Did They Review My Work Correctly?”: Students’ Perspectives towards the Implementation of Peer Review ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Rizki Fajrita]]>;
<![CDATA[Veni Nella Syahputri]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 1, No 1 (2019): November ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
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DOI: 10.35308/ijelr.v1i1.1747
<![CDATA[The notion of utilizing peer review to assist student’s performance in English as a Foreign Language (EFL) classrooms has been the focus of research, yet there are still some shortcomings emerged in its implementation from both students’ and teachers’ sides. This study aims to determine students’ perspectives towards the implementation of peer review technique in their English writing class. The relevant data of this study are obtained by giving online survey questionnaire consisting of 14 questions regarding their perception towards the implementation of peer review technique in the students’ previous Argumentative Writingclassroom of Syiah Kuala University. The responses are analyzed by employing both of quantitative and qualitative method. The result of the analysis indicates that most of the students perceive that peer review is useful for the success of their learning, while at the same time 50% of them still get anxiety while giving feedback due to lack of English competence. Students’ responses also suggest that teacher intervention is the most essential factor in giving appropriate feedback since students are unconfident of their friends work and still favor teacher’s correction.]]>
<![CDATA[Supporting Literacy of English Language Learners in Mainstream Classrooms ]]>
<![CDATA[Firman Parlindungan]]>;
<![CDATA[Refanja Rahmatillah]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 2, No 2 (2020): November ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
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DOI: 10.35308/ijelr.v2i2.5065
<![CDATA[English language learners (ELLs) may not yet be proficient enough to participate in a mainstream classroom in the U.S. schools, and they often feel anxious, frustrated, and embarrassed. Identifying best instructional practices to foster literacy learning of ELLs has been an urgent priority in research given the fact that the ELLs population continues to increase. Teachers in the U.S classrooms need to be equipped with sufficient knowledge and skills to meet the needs of these students. In this paper, current understanding of teaching literacy to ELLs in elementary classroom is presented, which revolve around discussion of oral language, complex text, and teacher engagement which is both culturally and linguistically relevant.]]>
<![CDATA[UPAYA PENINGKATAN KECAKAPAN BERBAHASA INGGRIS MELALUI TEKNIK INFORMATION GAP ]]>
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Giovanni Oktavinanda]]>;
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Khori Suci Maifianti]]>;
<![CDATA[Rahma Hidayati]]>;
<![CDATA[Samwil Samwil]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 2 No. 3 (2021): Volume 2 Nomor 3 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/cdj.v2i3.3048
<![CDATA[Masalah siswa tidak mampu berbicara dalam bahasa Inggris karena masalah linguistik dan psikologis masih banyak terjadi di kelas bahasa Inggris saat ini, seperti yang terjadi di SMPN 6 Kecamatan Meureubo, Kabupaten Aceh Barat. Para siswa memiliki kosakata bahasa Inggris dan waktu praktik yang terbatas serta tidak percaya diri untuk berbicara. Literatur menunjukkan bahwa teknik Information Gap dapat digunakan untuk mengatasi masalah tersebut. Kegiatan pengabdian masyarakat ini dilakukan bertujuan untuk membantu memecahkan masalah berbicara Bahasa Inggris siswa dengan menerapkan teknik Information Gap dalam kegiatan mengajar. Teknik tersebut diterapkan pada topik Pengenalan Diri untuk siswa Kelas VII. Kegiatan ini dilakukan pada 19 Oktober 2021 selama satu hari. Hasil dari pengabdian ini adalah siswa menunjukkan semangat untuk berusaha berbicara dalam bahasa Inggris. Selain itu, siswa setuju bahwa teknik ini bermanfaat bagi mereka untuk meningkatkan keterampilan berbicara. Disarankan bagi para guru di SMPN 6 Meureubo untuk tetap menerapkan teknik Information Gap dalam pembelajaran berbicara bahasa Inggris di kelas.]]>
<![CDATA[Current challenges and benefits of teaching World Englishes ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Ana Elvia Jakfar]]>;
<![CDATA[Giovanni Oktavinanda]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.7827
<![CDATA[The existence of multi varieties of English in today’s international communication requires the inclusion of what is called World Englishes (WE) in English teaching. While many have attempted to incorporate WE in English classrooms, such clear procedures on how to implement this along with the outcomes are so far hard to find. Therefore, this review elaborates on the implementation of WE, examines the challenges, and highlights the benefits of this incorporation. 18 research articles from the year 2010 to 2019 on the incorporation of WE worldwide starting from school to university context were reviewed. The review reveals that the teaching of WE is mostly still in the introduction phase since a majority of English teachers and learners still prefer the native English varieties. On the other hand, the introduction of WE to English learners may improve their confidence to use English. This review is expected to be able to provide clear current conditions of WE teaching, impose challenges that need to be addressed, and at the same time encourage the incorporation of WE in an English classroom.DOI: 10/26905/enjourme.v7i1/7827]]>
<![CDATA[Tertiary Students’ Strategies and Difficulties in Answering the TOEFL Test ]]>
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Rina Syafitri]]>;
<![CDATA[Giovanni Oktavinanda]]>;
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Veni Nella Syahputri]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
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DOI: 10.35307/saltel.v5i2.94
<![CDATA[The recent study investigates tertiary students' perspectives on the implementation of the TOEFL benchmark score as a graduation requirement. There were 100 students chosen randomly in this study. Their perspectives were gathered through a questionnaire and an interview to know the students’ strategies and difficulties in answering the TOEFL test. The results showed that most students agree with the TOEFL benchmark as a graduation requirement however they face obstacles in answering the test. From the interview, the result showed that they had difficulties in answering the listening and grammar sections. This resulted in unfamiliarity with foreign sounds and a lack of practice. Besides, students felt that the minimum TOEFL score for the graduation requirement was beyond their ability since most students were not introduced to TOEFL from the beginning of their study. Most students used their strategies in learning TOEFL through searching some materials on the internet as well as from the module they got from English courses. Such strategies help them to increase their ability to improve their TOEFL score.]]>
<![CDATA[Analyzing Factors Affecting the Effectiveness of Peer Assessment in EFL Teaching ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Rizki Fajrita]]>
<![CDATA[ Indonesian Journal of Teaching and Teacher Education Volume 2, No 2 (2022) July - December ]]>
Publisher : <![CDATA[Pencerah ]]>
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DOI: 10.58835/ijtte.v2i2.124
<![CDATA[The use of peer assessment in EFL teaching is increasing due to the focus shift from teacher-centered to student-centered approach. However, factors such as attitudes, motivation, language proficiency and relationship bias are believed to contribute to the effectiveness of peer assessment. This paper aims to analyze how the factors affect the effectiveness of peer assessment implementation in EFL teaching. The method used to analyze is a literature review by examining fifteen prior studies of peer assessment use in EFL context. It is found that there are three factors that affect the effectiveness of peer assessment implementation in EFL setting, which are students’ attitude and motivation, students’ English proficiency, and students’ relationship-bias. All these three factors can be interfered with teacher supports such as by describing the benefits of peer assessment to students, pairing the students with same-level of English proficiency, and applying anonymous evaluation. It is suggested that these three factors need to be carefully considered by teachers in EFL context in order to achieve the success of peer assessment implementation.]]>
<![CDATA[Error Analysis On The Use of Simple Past Tense Among The Second Year Students Of SMP Inshafuddin Banda Aceh ]]>
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Muhammad Gustian Safrilla]]>;
<![CDATA[Jusnaini Hasni]]>;
<![CDATA[Ana Elvia Jakfar]]>;
<![CDATA[Refanja Rahmatillah]]>
<![CDATA[ INNOVATION RESEARCH JOURNAL Vol 5 No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/innovation.v5i1.8010
<![CDATA[Tense is a part of grammar unit that must be mastered by L2 learners. For some L2 learners, the simple past tense is considered as a challenging tense to learn. This issue can be seen on the test given to the students at SMP Inshafuddin Banda Aceh. Hence, this study aimed to find out the common errors produced by second-year students and errors described on the frequency occurrence of the errors made among students on the use of simple present at SMP Inshafuddin Banda Aceh. The study used descriptive qualitative and descriptive quantitative research methods and employed purposive sampling technique to collect the data. There were 45 second-year students of SMP Inshafuddin Banda Aceh participated in the study. The data was collected by giving a writing test to the students. There were two types of the test; identification and identification of errors. Next, the data collected was analyzed by forming a reconstruction of sentence correction in the target language; identifying the errors, and classifying the errors. The findings of the study presented that the most common error made by students on the use of simple past tense is misformation. Meanwhile, the frequency of errors on the use of simple past tense shows that the most common error types are on the error of misformation. Two types of errors identified as the most difficult items are errors of addition and errors of misformation where these types were categorized as “fair”. Meanwhile, errors of omission and errors of misordering were categorized as “good”.]]>
<![CDATA[A systematic review on the significance of reflective teaching in teaching performance ]]>
<![CDATA[Ana Elvia Jakfar]]>;
<![CDATA[Refanja Rahmatillah]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 8, No 2 (2023): December 2023 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v8i2.11785
<![CDATA[Reflective teaching is vital for improving teaching performance. Self-reflection has been expected to bring a positive impact on reflective teaching. Hence, this study explores the significance of reflective teaching with two research questions: 1) How is reflective teaching through self-reflection seen? 2) What are the best strategies for implementingreflective teaching? The study was conducted with a qualitative approach through systematic review by analyzing some studies related to the research variables. Previous studies on the research questions were formulated, followed by analyzing and synthesizing the data. The result of the study indicates that the importance of journaling or keeping a diary for teachers as a means of self-reflection is still relevant today and still plays a role in teaching reflection. However, teaching reflection alone does not completely assist teachers in receiving thorough and beneficial reflection to enhance their teaching performance. Other important strategies such as peer observation, reflection training, peer observation, and the use of students such as students' assessment and results also carry out important parts in reflective teaching.]]>
<![CDATA[The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills ]]>
<![CDATA[Parlindungan, Firman]]>;
<![CDATA[Mursyidin]]>;
<![CDATA[Kurniasih]]>;
<![CDATA[Rahmatillah, Refanja]]>;
<![CDATA[Nuthihar, Rahmad]]>;
<![CDATA[Oussou, Said]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v10i1.788
<![CDATA[Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.]]>
