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INDONESIA
JOURNAL OF ENGLISH FOR ACADEMIC
Published by Universitas Islam Riau
ISSN : 23562404     EISSN : 24511446     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English for Academic (J-SHMIC) is English Study Program Journal of Teacher Training and Education Faculty at Islamic University of Riau. It publishes manuscripts in printed and online versions within the fields of English Language Teaching and learning, Applied Linguistics, and Literature. The journal is issued twice a year in February and August.
Arjuna Subject : -
Articles 221 Documents
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Language Style Used in Advertisements for Harper’s Bazaar Magazine: A Literary Study Rugaiyah, Rugaiyah; Ismail, Syofianis
J-SHMIC : Journal of English for Academic Vol. 11 No. 1 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(1).15398

Abstract

This study investigates the language styles used in advertisements for Harper’s Bazaar magazine advertisements. The objective of the current study is to identify the stylistic features of magazine advertisements, particularly the stylistics features to provide valuable insights into how advertisers leverage linguistic and visual techniques to connect with their target audience and convey the essence of their brands. Understanding these stylistic strategies is not only valuable for advertisers and marketers but also for readers and consumers who engage with the content, making it an enriching exploration of the synergy between language, style, and fashion in the context of a prestigious British fashion magazine. The study was descriptive-qualitative and used documentation as the instrument. The data was taken from the September 2019 and April 2020 issues of "Harper's Bazaar Magazine which consisted of 28 advertisements. Content analysis was employed to analyze the language styles of advertisements. The results reveal that noun and noun phrases are the most frequently used in Harper’s Bazaar magazine. It also found  figurative language, straightforward language, and emotive terms to accomplish their goals. This study contributes to the understanding of language styles in advertising and provides insights into the role of language in promoting products and shaping consumer behavior.
A Critical Review: Technology as Learning Media in Teaching Reading Abdul Hakim; Wahyuni, Sri
J-SHMIC : Journal of English for Academic Vol. 11 No. 1 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(1).15830

Abstract

Reading is a language skill that makes it possible to understand information clearly, this skill is one of the basic skills that allows students to improve their performance. Technology is something interesting for students at this time, especially for the Generation Z students who were born around the year of 1995-2012. The purpose of this article is to do a Systematic Literature Review (SLR) on technology as learning media in teaching reading. This article will provide research on technology as a learning medial for teaching reading from 2015 to 2022 across several countries, primarily focusing on high school students. Various data collection methods were used, including questionnaires, interviews, tests, and observations. 14 studies examined the effectiveness of technology in teaching reading, highlighting its importance in creating engaging educational environments and improving reading skills through personalized learning experiences. These studies emphasized the transformative impact of technology-based tools, particularly apps, in enhancing reading skill development. Early reading media based on technology, incorporating visuals, animations, audio, and interactive quizzes, were found to enhance learning experiences, making reading more enjoyable and effective.
Using Interactive Language Development Tools to Enhance Cognitive and Literacy Skills in K-12 Education Maspul, Kurniawan Arif
J-SHMIC : Journal of English for Academic Vol. 11 No. 1 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(1).15835

Abstract

The incorporation of interactive language technologies, such as ChatGPT, into K-12 education has sparked interest as a way to improve language acquisition and cognitive development. This qualitative study investigates the perspectives and experiences of educators enrolled in the Advanced Teaching MEd program who have implemented ChatGPT in their language classes. The study investigates the influence of ChatGPT on language competence, cognitive skills, and literacy development using educator interviews, classroom observations, and a comprehensive literature analysis. The findings underscore ChatGPT's dynamic and interactive nature, which encourages active involvement, knowledge production, and tailored support in the zone of proximal growth. Furthermore, the study demonstrates how ChatGPT improves language proficiency by offering authentic language experiences, timely feedback, and exposure to a variety of linguistic structures. ChatGPT integration helps students become confident communicators and teachers construct dynamic classes that adapt to specific learning needs. Future research should look at the long-term impact of interactive language tools, the importance of teacher training, and the cultural and socioeconomic aspects that influence their use and efficacy. This work adds to the continuing efforts to improve language learning outcomes in K-12 education by increasing our understanding of how interactive language tools can boost cognitive development and language competency.
Developing EFL Critical Reading Aids: Project-Based Learning Activities for Electrical Industrial Engineering Students Khulaifiyah, Khulaifiyah; Milawati, Milawati; Suparti, Suparti
J-SHMIC : Journal of English for Academic Vol. 11 No. 1 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(1).15949

Abstract

The Independent Learning and Independent Campus (MBKM) curriculum for vocational education provided learning experiences for students. However, the reading material conducted had not reached the curriculum target. Thus, this study aimed to develop critical reading material and worksheets based on the MBKM curriculum. The development procedure was designed in three stages: defining, designing, and developing for 3-D aids. The research resources employed were validation sheets for critical reading aids and semi-observation sheets to provide student activity during PjBL field trial. The results of this study were project-based learning (PjBL) used to construct English language learning aids for the syllabus and coursework units, including worksheets for critical reading. Hence, this learning aid could slightly enhance students' reading competence, which could lead them to have soft and hard skills as well as meet the MBKM curriculum target.
The Contribution of EFL Students’ Vocabulary Mastery and Motivation to Writing Ability of Eighth-Grade Students at Smpn 5 Denpasar Puspitasari, Made; Ratminingsih, Ni Made; Santosa, Made Hery
J-SHMIC : Journal of English for Academic Vol. 11 No. 1 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(1).16038

Abstract

The ability to compose written messages in words, sentences, texts, and coherent words that readers can understand is known as writing ability. The objectives of this research were first to investigate how much the contribution of vocabulary mastery to writing ability, the second was to investigate how much the contribution of motivation to writing ability, and the third was to investigate how much the contribution of vocabulary mastery and motivation simultaneously to writing ability. This study was designed in the form of correlational research design. The population of this study was the eighth-grade students at SMPN 5 Denpasar. In this study, 149 students served as samples. They were chosen using a proportionate random sampling technique. Test of Multiple choice was for vocabulary mastery, questionnaire was for motivation and test of writing assignment was for writing ability, those were utilized to gather the data for this study. With the use of SPSS 26.0, linear and multiple regression analyses were performed on the data. The findings showed that there was high and significant contribution of vocabulary mastery to writing ability. The contribution of vocabulary mastery to writing ability was 69%, and there was high and significant contribution of motivation to writing ability. The contribution of motivation to writing ability was 70.5%. Moreover, the contribution of vocabulary mastery and motivation simultaneously to writing ability was 79.9%. It indicates that there was high and significant contribution of vocabulary mastery and motivation simultaneously to writing ability of eighth grade students of SMPN 5 Denpasar.
The Intersection of Gender, Culture, and Metacognitive Reading Strategies in Iranian EFL Education: A Mixed-Methods Analysis in Pursuit of Inclusion and Equity Ghadamgahi, Mahdi; Ghafournia, Narjes
J-SHMIC : Journal of English for Academic Vol. 11 No. 1 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(1).16059

Abstract

In English as a Foreign Language (EFL) education, metacognitive reading strategies (MRS) play a crucial role in learners' reading comprehension. This mixed-methods study investigated MRS among 178 Iranian EFL learners, focusing on gender and sociocultural dimensions. Utilizing an explanatory sequential design, participants—116 females and 62 males—were randomly sampled from two universities in Neyshabur, Iran. For the quantitative phase, a descriptive-correlational design using the Survey of Reading Strategies (SORS) and the TOEFL iBT reading section was employed. Descriptive analysis revealed nuanced differences in the use of MRS among Iranian EFL learners across genders, with an overall higher application by females (M = 3.61) compared to males (M = 3.44). In Support Reading Strategies, females demonstrated a higher application of strategies (M = 3.87) compared to males (M = 3.68). For Problem-Solving Strategies, female learners exhibited more frequent usage (M = 3.72) than their male counterparts (M = 3.46). Additionally, in Global Reading Strategies, there is a slight gender differential, with females showing a higher average score (M = 3.37) as opposed to males (M = 3.26). Independent samples t-tests revealed gender-specific differences in the overall MRS application, particularly in the subcategories of support and problem-solving strategies (p < .05), favoring females. In the qualitative phase, 12 participants were purposively sampled for semi-structured interviews. Thematic analysis identified gender disparities exacerbated particularly by implicit teacher biases and sociocultural factors. These qualitative results corroborated and enriched the quantitative data, especially regarding gender-specific variations in MRS usage.
An EFL Students’ Perception Towards Game-Based Learning in Secondary School: A Descriptive Qualitative Study Camelia Nur Jihan, Camelia Nur Jihan; Maharsi, Ista
J-SHMIC : Journal of English for Academic Vol. 11 No. 2 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(2).17131

Abstract

Game-based learning (GBL) is an innovative approach that involves students in identifying game elements that are relevant to the context set by the teacher. This method has proven to be effective and increasingly relevant in educational settings. This study aims to explore secondary EFL students' perceptions towards the use of Game-based learning (GBL) in secondary schools, using a descriptive qualitative research design. The main focus of this study was to investigate how Game-based learning (GBL) can effectively increase student engagement and motivation. The results showed that Game-based learning (GBL) not only serves as a learning support tool, but also promotes improved learning outcomes as well as develops students' adaptability. Based on these findings, some recommendations for the implementation of Game-based learning (GBL) in the context of secondary education are proposed, hoping to enrich future teaching strategies. This research contributes to a deeper understanding of the potential of Game-based learning (GBL) in education.
An Exploration on Critical Reading Skills of M.A. English Majors at Thu Dau Mot University Nguyen, Thanh Thai; Du, Thanh Tran
J-SHMIC : Journal of English for Academic Vol. 11 No. 2 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(2).18110

Abstract

Studying at postgraduate level always requires learners to do a large amount of reading for some certain academic purposes. This becomes more notable when reading must be done in a strictly limited amount of time. On this account, postgraduate students must come up with particular strategies for reading. Thus, from the critical thinking perspective, the current study was conducted to investigate the M.A. English majors’ use of reading strategies, especially critical reading skills. Through questionnaire and interview, data for analysis were collected from 30 M.A. students of English and five lecturers of English, who already completed their postgraduate program, at Thu Dau Mot University. The results showed that the participants could employ skimming and scanning. However, they seemed to be passive in evaluating sources and did not pay much attention to note-taking skills, which are considered really necessary in writing literature review for a research paper or a thesis. The findings suggest that critical reading skills should be taught at the beginning of the course in order to help M.A. students develop their critical reading skills and support them in doing their mini research projects.
The impact of borrowing English words into Iraqi Arabic Dialect Al Yashil, Ali Abdalkarem M.Sadeq; V.M. Subramanian
J-SHMIC : Journal of English for Academic Vol. 11 No. 2 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(2).18142

Abstract

This paper deals with usage of English borrowing words in Iraqi Arabic dialect as one of the linguistic phenomena that we are currently experiencing due to globalization and the use of English language as a global Language. This study focused on limited borrowing words that are used while conversation used by indirect interview. The study aims to clarify the relationship between the use of words in English and Arabic Language and how there is an impact between these two Languages. The study also aims to use most common words in Iraqi accent Arabic borrowed from English Language. The study further concluded that borrowing allows the recipient language to expend its vocabulary. However, the borrowing from any donor language have to undergo certain processes to make them fit appropriately into the recipient language. This study also deals with the borrowing English words that has penetrated the Iraqi Arabic Language during the past few decades. The process of borrowing from English language took place indirectly due to trade, education, etc., and this brings new words to Arabic Language. The study is based on an analysis through conversation in English activity. The researcher found that there are words taken from English language, but not exactly like English in pronunciation or spelling because of alphabet between two languages and also the influence of mother tongue on language, and this led to a change in pronunciation.
Students’ Perception: Students’ Digital Literacy Skill in Senior High School kasriyati, destina; Andriani, Refika; Kurniawan, Kurniawan; Syalshabillah, Aura
J-SHMIC : Journal of English for Academic Vol. 11 No. 2 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(2).18364

Abstract

Technology is currently developing rapidly, all elements including the world of education are also experiencing this development. There is no doubt that digital-based technology has been enjoyed by educators and students in school learning as an information medium for exploring knowledge. This study is aimed to identify the students’ perception towards digital literacy. This research used quantitative  with survey approach. The instrumen of this research is questionnaire. Questionnaire was distributed to the students by google form.  In other words, the results of this research are students’ perception of digital literacy can be categorized moderate level with score 2,94. It can be concluded that the internet is a very important  for students, especially for searching information and doing school assignments. The implication of this research that considering the importance of the internet for students, there needs to be education about online security, privacy and ethics of internet use so that students can be wiser in searching for information.

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