Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
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All Journal Englisia Journal English Community Journal ENGLISH FRANCA : Academic Journal of English Language and Education
YUNANI ATMANEGARA, YUNANI
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Religion Education Languange, Linguistic, Communication & Media Social Sciences

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THE IMPLEMENTATION OF ICT-INTEGRATED ELT ACROSS CURRICULUM 2013 IN SENIOR HIGH SCHOOLS IN PALEMBANG Dianti, Rahma; Atmanegara, Yunani
English Community Journal Vol 2, No 2 (2018): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v2i2.1314

Abstract

Infusing technology into English Language Teaching can contribute positive impacts toward students’ learning if it is integrated in such a way. Curriculum 2013 proposes the integration of Information Communication Technology into instructional practices. This study investigatedwhether or not the teachers of English integrated ICT into their ELT; described about how ICT was implemented in ELT; and explored the obstacles faced by the teachers of English in implementing ICT. This study surveyed ten state Senior High Schools in Palembang. Twelve teachers of English and 200eleventh grade students participated in this study chosen by using purposive samplingtechnique. In gathering the data, questionnairewas administered. The results showed that most English teachers and students integrated ICT in their classroom. ICT was implemented as instructional tools to facilitate English learning in the classroom. However, they still faced some obstacles in integrating ICT into ELT. School supports became the main factor hindering ICT implementation at schools.
Analyzing non-English major students’ needs, attitudes, and English language learning strategies Sari, Farnia; Atmanegara, Yunani; Manurung, Jenny Elvinna; Ali, Helena Verusha; Amaliah, Amaliah
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19423

Abstract

Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.
The Implication of Flipped Learning Model in Tertiary Critical Reading Class Atmanegara, Yunani; Dianti, Rahma
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 4, No 2 November (2020): ENGLISH FRANCA : Academic Journal of English Language and Education pro
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v4i2.1793

Abstract

This study investigated the implication of Flipped Learning Model toward tertiary students’ critical reading skill. Classroom action research was carried out to conduct the study. Critical reading test, observation of students’ learning participation outside and inside class, and interview were administered to gather the data. This study used descriptive analysis. Students’ prior critical reading skill was considerably low. They did not have self-initiative to practice their reading skill. After implementing this model for three cycles, progress on their critical reading could be noticed. Flipped Learning Model could trigger students’ learning participation both outside and inside classrooms. Yet, students still needed teacher’s assistance to direct their learning process. Flipped model of instruction encouraged students to be able to analyze and evaluate the texts. However, students still had difficulty in internalizing the information to formulate ideas as creating skill needs more practice to achieve. Appropriate learning materials, students’ awareness, and environmental supports influenced the implication of Flipped Learning Model implementation.
Analyzing non-English major students’ needs, attitudes, and English language learning strategies Sari, Farnia; Atmanegara, Yunani; Manurung, Jenny Elvinna; Ali, Helena Verusha; Amaliah, Amaliah
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19423

Abstract

Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.
Co-Authors Ali, Helena Verusha Amaliah Amaliah Farnia Sari, Farnia Jenny Elvinna Manurung, Jenny Elvinna Rahma Dianti, Rahma