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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 228 Documents
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Challenges and Strategies in Learning News Anchoring: Insights from EFL Tertiary Students in Speaking Class Anne Ratna, Suminar; Pratama , Naval Yoga
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).18660

Abstract

This research aims to find out EFL tertiary students’ challenges and strategies in learning news anchoring in speaking class. Data were collected through two instruments including test and questionnaire with 24 participants taken as sample through purposive sampling technique. Test was used as instrument to categorize the sample into 8 high achievers, 8 middle achievers, and 8 low achievers. The research was a kind of descriptive research using Walizer’s (1990) formula to analyze the five-likert scaled questionnaire and the data were interpreted using descriptive quantitative method of analysis. The findings of the research revealed that the EFL tertiary students faced four challenges in learning news anchoring such as challenges in pronouncing some technical terms, challenges in speaking fast like a news anchor, challenges in memorizing the news script, and challenges in delivering news with news anchor-like intonation. Furthermore, the findings of the research also found six strategies mostly used by the students in learning news anchoring such as practising frequently alone at home, watching the news anchor video shared by the lecturer in the class, imitating the lecturer’s example of performing news anchor in the class, learning from lecturer’s explanation, watching news anchor on television and watching news anchor video on Youtube. Since high achievers were found to use more than one strategy in learning news anchoring, the present research recommended the students to use more than one strategy to succeed in learning to be news anchor in speaking class.
Students’ Difficulties with Vocabulary Mastery in English Language Education at the University Level Harselina, Harselina; Idayani, Andi; Sailun, Betty
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).18668

Abstract

Vocabulary mastery is crucial for facilitating the acquisition of language skills. This research aims to identify students' difficulties with vocabulary mastery in English Language Education at the university level. A quantitative research approach was used, focusing on first-semester students in Class A as the research sample and Class B for test trials. The sample consisted of 33 students (13 males and 20 females) from the English Language Education program at FKIP Universitas Islam Riau. The study employed a vocabulary test in multiple-choice format, and simple purposive sampling was used to distribute the test. The test link was shared via the class chairman, and SPSS version 25 was used for data analysis. The research identified students' difficulties in vocabulary mastery through their test results. The results indicated an average student score of 69, categorized as "Good." Specifically, 3 students scored between 86 and 100 ("Excellent"), 16 students scored between 66 and 85 ("Good"), 11 students scored between 46 and 65 ("Fair"), and 3 students scored between 26 and 45 ("Poor"). Thus, most students performed in the "Good" range on the vocabulary test. The analysis revealed that students faced significant difficulties with prepositions, verbs, and pronouns. In contrast, nouns and conjunctions were less challenging for students. Among the vocabulary areas, prepositions were particularly difficult for students, indicating that questions involving prepositions were the most challenging.
The Correlation Between Students’ Writing and Students’ Speaking Abilities of 9th Grades Students in Recount Text at SMP Muhammadiyah 2 Pekanbaru Asyasa, Nur; Niah, Siti; Syahfutra, Wandi
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).18716

Abstract

The correlation between the writing and speaking abilities of students at SMP Muhammadiyah 2 Pekanbaru in recount text was the primary focus of this research. The purpose of this study was to determine the significance of the relationship between students' writing and speaking abilities in English recount texts. This study used quantitative methods. The subjects in this study are the SMP Muhammadiyah 2 Pekanbaru class IX students for the academic year 2023. The whole class IX of SMP Muhammadiyah 2 Pekanbaru becomes the sample for this study, which adopts total sampling technique. used two tests: a speaking and writing test on recount text. The findings indicated that students' writing got low score of 50 and a high score of 95. In contrast, the maximum score for students' recount text speaking ability was 90, while the lowest score was 50. Moreover, correlation coefficient found that students' writing and students' speaking abilities in recount text have a positive correlation, and the correlation between those variables were high. The study recommended that students should do more practice in writing to make them more understandable and able to construct a good sentence. Besides that, the students should practice speaking every time to improve their speaking.
A Preliminary Study on Developing Vocational-based Public Speaking Learning Materials for Business Communication Apriyanti, Difiani; Djonnaidi, Silvia; Izzatul Laili, Hamidah; Anggraini, Rina; Erdian, Sabriandi; Adzkia, Aisyah Syahadatul
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

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Abstract

The business world requires its employees to have public speaking skills as one of communication strategies. The skills are used for negotiating, collaborating, and networking with national and international parties that leads to global development. As business world relies on Polytechnics’ graduates, lecturers must equip students with public speaking skills specifically for business communication. This study investigates students' perception on public speaking for business communication, which later on will be the based of developing learning materials. Questionnaires consisting of three aspects, namely needs, wants, and lack were given to 48 students enrolled in the Public Speaking of Business Communication course in English Department of Politeknik Negeri Padang. The data from the instruments were then analyzed descriptively. The results show that the students have not fully understood the concept of writing the business script, delivering the public speaking in business environment, and the relation with business communication. The conclusion generated from this research is vocational higher institutions like polytechnics must start to introduce the essential of public speaking in business environment by providing suitable materials.
Factors Affecting EFL Preservice Teachers’ Self-Efficiacy Zain, Dodi S. M.; Syajara, Amelia
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

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Abstract

Teachers’ self-efficacy is considered an important teaching element that determines the success of teaching. However, self-efficacy is dynamic and depends on various factors. This study investigates the factors that influence preservice teachers’ self-efficacy in teaching. It further describes preservice teachers’ efforts to develop self-efficacy. Adopting a phenomenological approach, the study used interviews as the main instrument for the data collection. A total of eight participants of Indonesian EFL preservice teachers were recruited using purposive sampling. Using thematic analysis, this study formulated five themes: (1) learning experience, (2) teaching anxiety, (3) teaching support, (4) teaching quality, and (5) self-management. The study concluded that both positive and negative learning experiences affect preservice teachers' self-efficacy. Teaching anxiety, which derives from such variables as parental interference, learning engagement, and academic burden, also serves as another influential factor of self-efficacy. Lastly, EFL preservice teachers’ efforts to develop self-efficacy include improving teaching competence and skills, practicing self-management skills, and gaining support from families, friends, and institutions. This study formulates several implications, including the need for more intensive programs to better prepare EFL preservice teachers in their teaching practicum and the urge for universities to provide meaningful learning experiences.
A Literature Review on the Application of Evaluation Design in English Educational Settings Elida, Yusti; Ambiyar, Ambiyar; Oktadela, Resy
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

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Abstract

Evaluation design plays a crucial role in enhancing English language education by assessing program effectiveness and improving teaching practices. While evaluation has gained increasing attention in educational settings, gaps remain between theoretical frameworks and their practical implementation. This literature review examines the application of evaluation design in English education, focusing on formative and summative approaches. It explores key models such as Kirkpatrick’s Four-Level Model and Scriven’s Goal-Free Evaluation, alongside methodologies commonly used in assessing language programs. The review also highlights challenges educators face in integrating evaluation into teaching, including aligning assessments with curriculum objectives and addressing diverse learner needs. The findings suggest that contextual factors, such as institutional policies, student proficiency levels, and pedagogical goals, significantly influence evaluation effectiveness. This study contributes to the field by providing a clearer understanding of how adaptable evaluation frameworks can bridge the gap between theory and practice, ultimately supporting more effective language teaching and learning.
The Autonomous Learning Level of Speaking Skill in English Education Study Program Ade Andriani, Fitri; Sujarwati, Iis
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

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Abstract

This study aimed to assess the level of independent learning regarding speaking skills within the English Language Education Study Program. A quantitative descriptive design was utilized to analyze the speaking skill levels of students. A questionnaire consisting of 30 questions served as the instrument for this study. The researcher used likert scale in this research. The subjects included first-semester students from the English Language Education Study Program at the University of Bengkulu. The total population was comprised of 110 students, with 75 selected as research samples using a volunteer sampling technique, and participants volunteered for the study. The results revealed that the highest score was recorded for the statement, "I like to learn English speaking," which scored 3.59, indicating strong student interest in speaking English. Conversely, the lowest score was for the statement, "I speak English with friends," which scored 2.37, suggesting a lack of practice and confidence in using English in informal settings. These findings indicated that while students demonstrated an interest in developing their speaking skills and tried to improve, they encountered challenges in applying their knowledge in real-life situations. Overall, the learning level of independent speaking skills among first-semester English Language Education Program students was generally rated as moderate to high. These results underscore the need for targeted approaches to boost students' confidence and competence in speaking English outside the classroom.
Coping Strategies for Public Speaking Anxiety in EFL Learners: A Study of EDSA English Study Club Members Muhibbah, Lilik; Zulhi Amalia, Taranindya
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

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Abstract

This study examines Public Speaking Anxiety (PSA) among EDSA English Study Club members, which hinders their ability to perform English-based public speaking activities. PSA is influenced by individual and group factors, potentially affecting members' self-development and English-speaking skills if left unaddressed. Effective mentoring and techniques are essential to alleviate anxiety and enhance public speaking abilities. Implementing training focused on coping strategies serves as a complementary measure, enabling participants to optimize their performance, particularly during discussions. This study, conducted using an action research approach, involved 22 participants through structured questionnaires and personal reflections. Results indicated that the most frequently employed coping strategies were relaxation (22.7%) and well-preparedness (18.2%), with well-preparedness identified as the most effective (27.3%). Additionally, 90.9% of participants reported a reduction in PSA. Despite their potential benefits, positive visualization and gradual exposure were underutilized. The findings highlight the importance of structured interventions, cultural considerations, and long-term resilience-building for managing PSA effectively in EFL contexts.
Navigating Change: Exploring Self-Regulated Learning in Online Education at Higher Education Institutions Mairi, Salam
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

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Abstract

The shift to online learning due to the COVID-19 pandemic has brought new challenges and opportunities for students' learning processes. This qualitative study explores how Indonesian university students navigated self-regulated learning (SRL) during a fully online semester. Thematic analysis of the in-depth, semi-structured interviews with five participants revealed three key themes related to strategies for self-regulated learning in online environments, challenges in online learning, and support systems and external resources in online learning. Findings suggest that students took responsibility for their learning but faced challenges in motivation, time management, and well-being. It highlights the need for both autonomy and structured support. The study emphasizes the importance of cultivating SRL skills to improve online learning outcomes and providing structured support and SRL integration into curriculum design.
EFL Lecturers’ Method for Synchronous and Asynchronous Learning through Moodle on Intensive Reading Course Satriani, Estika; Idayani, Andi; Pryanti Kadar, Destry
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

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Abstract

This research investigates intensive reading instruction at Universitas Islam Riau, Indonesia, using Moodle-based synchronous and asynchronous methods. The qualitative approach was carried out through classroom observation involving 67 students and conducting interviews with 10 students. The study found that students' reading skills enhanced  by engaging in virtual meetings and discussions during synchronous classes, while asynchronous learning allowed them to freely determine when and where to study, access educational resources such as YouTube, e-modules, some files related to materials, quizzes, and feedback. Besides that, various challenges during asynchronous learning such as students often becoming inactive on online screens, experiencing delays in receiving lectures, difficulty finding a location to improve stable internet connectivity, and inadequate access to computer devices, laptops, or smartphones that require installing and uninstalling applications repeatedly that interfere with their learning process. Challenges in asynchronous learning include difficulty understanding the learning material, excessive workload, and lack of motivation. The study recommends integrating both learning approaches for reading classes and other English classes by leveraging more of Moodle's available LMS features, as well as highlighting the importance of improving infrastructure such as stable internet and device compatibility.

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