Articles
<![CDATA[Literasi Bahasa Inggris Menggunakan Flash Card Untuk Anak-Anak Gampong Lam Raya, Kecamatan Montasik, Kabupaten Aceh Besar, Aceh ]]>
<![CDATA[Siti Safura]]>;
<![CDATA[Lina Farsia]]>;
<![CDATA[Rahmatun Nisa]]>;
<![CDATA[Cut Mawar Helmanda]]>;
<![CDATA[Sarair Sarair]]>;
<![CDATA[Ika Kana Trisnawati]]>;
<![CDATA[Ayuna Netta]]>
<![CDATA[ Jurnal Pengabdian Pada Masyarakat Vol 8 No 4 (2023): Jurnal Pengabdian Pada Masyarakat ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/jppm.v8i4.557
<![CDATA[Bahasa Inggris merupakan Lingua Franca dunia yang harus dipelajari oleh seluruh anak di Indonesia. Diharapkan seluruh lapisan masyarakat berpartisipasi dalam rangka membantu seluruh anak Indonesia untuk dapat berkomunikasi dalam bahasa Inggris. Untuk itu, pengabdian masyarakat yang diadakan pada bulan Juli 2022 di Gampong Lam Raya ini bertujuan untuk meningkatkan semangat anak-anak untuk belajar bahasa Inggris, khususnya dalam belajar kosakata bahasa Inggris dengan pendekatan yang menyenangkan dan menarik dengan penggunaan flashcard sebagai media pembelajaran. Kartu flash berwarna-warni ditunjukkan kepada anak-anak dan mereka diminta untuk menebak gambar dari kartu flash dan versi bahasa Inggris disebutkan setelahnya. Selanjutnya, ketika versi bahasa Inggris disebutkan baik anak-anak maupun guru mengulangi kata-kata itu bersama-sama dengan keras. Hasil dari pengabdian masyarakat ini adalah anak-anak sangat antusias dan tidak bosan dalam belajar kosakata bahasa Inggris dengan menggunakan flashcard. Dapat disimpulkan bahwa penggunaan flashcard dalam mengajar kosakata bahasa Inggris dapat meningkatkan semangat anak-anak dalam belajar bahasa Inggris dan memungkinkan anak-anak belajar bahasa Inggris melalui pendekatan yang menyenangkan. English is the world’s Lingua Franca, which has to be learned by all children in Indonesia. It is expected that all levels of the community to participate in order to help all Indonesian children to be able to communicate in English. For that reason, this community service that was held in July 2022 in Gampong Lam Raya, aimed to improve children’s passion to learn English, especially in learning English vocabulary with a pleasant and fun approach with the use of flashcards as the media for learning. The colorful flashcards were shown to the children and they were asked to guess the images form of the flashcards and the English version was mentioned afterwards. Henceforward, when the English version was mentioned both children and teacher repeated the words together loudly. The result of this community service was that the children were very enthusiastic and were not bored with learning English vocabulary by using flashcards. It can be concluded that the use of flashcards in teaching English vocabulary can improve children’s passion for learning English and it lets the children learn English through a fun approach.]]>
<![CDATA[Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia ]]>
<![CDATA[Habiburrahim Habiburrahim]]>;
<![CDATA[Muhammad Muhammad]]>;
<![CDATA[Luthfi Auni]]>;
<![CDATA[Hafidhah Hafidhah]]>;
<![CDATA[Ika Kana Trisnawati]]>
<![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.v9i2.23279
<![CDATA[Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.]]>
<![CDATA[Persepsi Guru terhadap Strategi Pembelajaran Membaca Bahasa Inggris di Sekolah Dasar ]]>
<![CDATA[Nathasya Sardy]]>;
<![CDATA[Ika Kana Trisnawati]]>;
<![CDATA[Risa Fitria]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 6 No. 4 (2023): Desember ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v6i4.6932
<![CDATA[Given that reading is a key component of young students' learning of the English language, this study intends to examine teachers' perceptions on elementary students' English reading problems and the teaching strategies used in teaching English reading. The study collected data from six elementary school teachers who work in various Indonesian schools. Semi-structured interviews were employed in this study's qualitative research design, which was then analyzed thematically. The findings revealed that elementary students had a number of reading difficulties, including limited vocabulary, misspellings, and pronunciation errors. These difficulties were brought on by first language interference, demotivation, lack of focus, and lack of parental involvement. The interview results further revealed that teachers used game-based learning (GBL) to teach elementary-level English reading to provide a fun learning environment and a good first impression for the students. However, although GBL is strongly encouraged, the games utilized should be adapted for the age and academic ability of the young students. Thus, it is essential for teachers to develop lesson plans where the games need to be matched to the characteristics of the children while using GBL to teach English reading to increase the learning outcomes. ]]>
<![CDATA[EFL Teachers View on Virtual Based Storytelling in Teaching Vocabulary for Elementary Students ]]>
<![CDATA[Neolaka, Dila Jessica]]>;
<![CDATA[Fitria, Risa]]>;
<![CDATA[Trisnawati, Ika Kana]]>
<![CDATA[ ACCENTIA: Journal of English Language and Education Vol 1, No 2 (2021): DECEMBER 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha ]]>
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DOI: 10.37598/accentia.v1i2.1137
<![CDATA[Teaching English to young learners (TEYL) is different from teaching adults. Children need constant attention and assistance as well as motivating methods to keep them engaged particularly during online learning in the pandemic era these days. This study aims to investigate English teachers perception on teaching English vocabulary to elementary students by using storytelling method in a virtual environment. The study asked the following question: What is the English teachers perspective on teaching English using storytelling virtually during the pandemic? The study interviewed an English teacher of a private school in Bekasi, Indonesia using a semi-structured interview guide. The study found that the English teacher agreed that storytelling is beneficial to use in teaching English for young learners. In addition, the teacher mentioned that there were several issues during the online learning such as unenthusiastic students, students limited access to the gadgets, and students passive involvement during the learning. Further, in terms of teaching with storytelling, the teacher would request the students to make a video and retell stories in the textbook. This study concludes that it is paramount for English teachers to continuously provide varied teaching methods in order to solve problems faced by Indonesian elementary students during online learning.]]>
<![CDATA[Exploring lecturers’ ways in assessing students’ English writing ]]>
<![CDATA[Netta, Ayuna]]>;
<![CDATA[Trisnawati, Ika Kana]]>;
<![CDATA[Fitara, Reka]]>;
<![CDATA[Asma, Asma]]>
<![CDATA[ ACCENTIA: Journal of English Language and Education Vol 4, No 1 (2024): JUNE 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha ]]>
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DOI: 10.37598/accentia.v4i1.2049
<![CDATA[This study aimed to identify the ways lecturers assessed students’ English writing. The respondents of this study were two lecturers teaching Writing course at English Education Department of Universitas Muhammadiyah Aceh. This study employed interview as the instrument to collect data. Data were analyzed by using thematic analysis. The findings of the study revealed that the lecturers employed analytic rubrics when evaluating their students’ writing. The findings suggest that rubrics are effective to evaluate the students’ writing for its reliable scoring system. This study is expected to provide insights for other lecturers in terms of evaluating writing using assessment rubrics in English classroom.]]>
<![CDATA[Strategies in simultaneous interpreting: A review ]]>
<![CDATA[Trisnawati, Ika Kana]]>;
<![CDATA[Netta, Ayuna]]>
<![CDATA[ ACCENTIA: Journal of English Language and Education Vol 1, No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha ]]>
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DOI: 10.37598/accentia.v1i2.856
<![CDATA[Simultaneous interpreting is an interpreting mode which occurs simultaneously between the interpreter and the speaker. This paper discusses simultaneous interpreting and the strategies used in simultaneous interpreting. Simultaneous interpreting gives more challenges for the interpreter since the interpreter has to translate orally what has been said within the time allowed by the speed of the speaker. Thus, it is more complicated and needs more attention to the output and active language skills.]]>
<![CDATA[Indonesian EFL students' strategies in dealing with speaking anxiety in public speaking course ]]>
<![CDATA[Netta, Ayuna]]>;
<![CDATA[Trisnawati, Ika Kana]]>;
<![CDATA[Helmanda, Cut Mawar]]>
<![CDATA[ ACCENTIA: Journal of English Language and Education Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha ]]>
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DOI: 10.37598/accentia.v1i1.807
<![CDATA[Public Speaking is one of the courses learned by the students at universities. In this pilot study, the purpose was to investigate the students strategies in coping with anxiety in English Public Speaking course. Participants of the study were two junior students of English Education Department of Universitas Muhammadiyah Aceh, Banda Aceh in Aceh Province, Indonesia. The study purposively selected them based on their gender and class engagement in the Public Speaking course in 2019/2020 academic year. The study used the qualitative method, with interview to collect the data. Findings showed that the students applied several strategies to deal with their speech anxiety, including having adequate preparation and practice and using hand and body movements when delivering a speech. This study recommends that teachers promote such strategies to other EFL students so that they can overcome their fear of public speaking.]]>
<![CDATA[Students’ perceptions of teacher performance in teaching: A case of university students ]]>
<![CDATA[Trisnawati, Ika Kana]]>;
<![CDATA[Helmanda, Cut Mawar]]>;
<![CDATA[Saputri, Ardella]]>
<![CDATA[ ACCENTIA: Journal of English Language and Education Vol 3, No 2 (2023): DECEMBER 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha ]]>
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DOI: 10.37598/accentia.v3i2.1831
<![CDATA[The study aimed to explore the university students’ opinions on teacher performance in terms of the instruction, motivation, and management during class. The study used a quantitative method, employing a questionnaire as the instrument to collect data. The participants of the study was 43 students majoring in English Education at a private university in Banda Aceh, Aceh, Indonesia. The study selected the participants by using random sampling. Data collected were analyzed by calculating the percentage. The results indicated that the students had positive opinions towards the instruction, motivation and management provided by their lecturers in the class. The study suggests that English instructors should provide proper instruction, motivation, and class management so that the students can become more enthusiastic in learning English within an engaging classroom.]]>
<![CDATA[Pelatihan Penulisan Esai Opini dan Mentoring Studi Lanjut bagi Pendidik Perempuan Indonesia ]]>
<![CDATA[Fitria, Risa]]>;
<![CDATA[Anfetonanda, Grace Amialia]]>;
<![CDATA[Trisnawati, Ika Kana]]>
<![CDATA[ Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) Vol 7, No 4 (2023): Jurnal Pelayanan dan Pengabdian Masyarakat (PAMAS) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LPPM Universitas Respati Indonesia) ]]>
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DOI: 10.52643/pamas.v7i4.2608
<![CDATA[This Community Service aims to help enhance the writing skills of female educators and help them prepare the documents needed for further studies. For this reason, female educators such as lecturers and teachers from various regions in Indonesia were invited to attend virtual tutoring through the Zoom platform. This training and mentoring activities were carried out in several meetings and delivered by several resource persons regarding the techniques of writing opinion essays and supporting documents such as study objective and personal statement, needed to continue studies, especially at foreign universities. Nevertheless, despite having received a positive response from the participants, this training was still limited only to the introduction of opinion essays and structure in essay writing and only concerned with writing study objective and personal statement. Therefore, the recommendation for the following programs is providing training that discusses other types of essays on the IELTS test and other skills needed to improve the English competence of Indonesian female educators. In addition, other writing workshops for female educators are also necessary for postgraduate studies in the future. Keywords: Postgraduate Studies Mentoring, Female Educators, Opinion Essay Writing]]>
<![CDATA[Offline or online?: EFL students’ perceptions on working in face-to-face and virtual learning modes ]]>
<![CDATA[Yusny, Rahmat]]>;
<![CDATA[Rizki, Fitria]]>;
<![CDATA[Trisnawati, Ika Kana]]>;
<![CDATA[Mulia, Mulia]]>
<![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.v9i1.10364
<![CDATA[Given the intensified number of online learning activities and having inadequate knowledge to identify the details of how it was organized within increased students’ language learning ability; this study focused on identifying the students’ perceptions of learning in two different situations. This study investigated how students perceived working in a new learning mode (online learning activity) compared to the traditional or face-to-face learning mode (offline learning activity) in regards to the learning frameworks, including the depth and comprehensiveness of learning, appropriate length for learning, comfortability of learning, and flexibility of learning. Ten students were selected to be the participants of the current study; all of whom were sixth and eighth semester students at the Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh. They were served by several questions related to their experiences working on two different learning modes. The findings revealed that working in offline learning mode was still the common preference among the students and only a few of them preferred online learning. Even more interesting was the finding of one or two students who perceived no differences between participating in offline and online class learning activities. In addition, the findings also indicated that interaction between the course instructors and students still becomes a prominent element on the students’ satisfaction and comfort of learning. The students also suggested that the keys to their satisfactory learning experiences are access to learning materials and to their class instructors. To conclude, this study also provides new insights on what matters the most to the students’ learning experiences with respect to the current online learning trend. ]]>
