JOURNAL OF ENGLISH FOR ACADEMIC
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.
Articles
221 Documents
<![CDATA[Strategies Used by Lecturers in Teaching English Productive Skills at English Study Program of FKIP UIR ]]>
<![CDATA[Ilyas, Muhammad]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 4 No 2 (2017): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2017.vol4(2).700
<![CDATA[Teaching English productive skills was considered to become the most difficult lesson, the students needed to have good pronunciation, master structure, discourse and the social context of cultural competence. Besides, speaking and writing were difficult, more effort was required on the part of the students and lecturers. It was not enough for the students to listen only. This research tried to explore the strategies used by the lecturers and their influences in developing students’ cognitive academic language proficiency by working on students’ English productive skills. This research was a descriptive qualitative research. It consisted of only one variable, which the researcher wanted to explore the description of strategies used by the lecturers and their influences on students’ English productive skills at English study program of FKIP UIR. In this research, researcher only focused on exploring the strategies used by the lecturers and describing the influences from those strategies on students’ English productive skills. The result of this research showed that there were some strategies used by lecturers in teaching English productive skills at English study program of FKIP UIR, they were: (1) in the speaking classroom; Buzz group, think-pair-share, circle of voices, video recording method. (2) in the Writing classroom; collaborative writing technique. All of those strategies were suitable for teaching speaking or writing and gave description for reader to increase students’ English productive skills.]]>
<![CDATA[The Influence of Grammar and Vocabulary Mastery on Students’ Reading Comprehension at Language Development Center of UIN SUSKA RIAU ]]>
<![CDATA[Muharni, Muharni]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 4 No 1 (2017): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2017.vol4(1).508
<![CDATA[The aims of the research were to find out the influences among the variables; (1) to find out the influence of grammar mastery on the students’ reading comprehension, (2) to find out the influence of vocabulary mastery on the students’ reading comprehension, and (3)to find out the influence of grammar (X1) and vocabulary mastery on the students’ reading comprehension. The design of this research was a corelational research. The population was 150 the second level students of Language Development Center of UIN SUSKA Riau and 90 students were taken clusterly as samples. In collecting data, multiple choice tests were used as intruments. In the result of analysing data,Pearson Product Moment Correlation (SPSS 20) was used. The first finding of the research indicated that there was a positive influence between X1 and Y variables which was proved by two ways in interpreting the result of correlation where the value rxy=0.811 was between 0.800 – 1.00 meant very high influence and by comparing the value of rxy =0.811 with ttable was 0.205<0.811>0.267 that meant the rxy was a higher influence than ttable. The second finding, there was a positive influence between X2 and Y variables which was showed by two ways in interpreting the result of correlation where the value rxy=0.735 was between 0.600 – 0.800, that meant high influence and by comparing the value of rxy with ttable was 0.205<0.735>0.267 that meant rxy was higher than ttable. The last finding, there was a positive influence between X1, X2 and Y variables altogether which was proved by two ways in interpreting the result of correlation where the value was between 0.800 – 1.00, that meant very high influence and by comparing the value of with ttable was “0.205<0.82969>0.267” that meant was higher than ttable. ]]>
<![CDATA[An Analysis of Chinese Universities Students’ Attitudes towards Native and Non-Native English-Speaking Teachers (NESTs/NNESTs) ]]>
<![CDATA[Mairi, Salam]]>;
<![CDATA[Febriani, Sri]]>;
<![CDATA[Solusia, Carbiriena]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 5 No 2 (2018): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2018.vol5(2).1850
<![CDATA[This study aims to do further investigation on Chinese universities students’ attitudes towards native and non-native English speaking-teachers. It mainly studies two major researches on the topic with at least 368 participants from China (mainly) and Hungary. The study critically reviews the two studies and finds out that the fact about NESTs is unsatisfactory. It requires much improvement because of inexperienced NESTs, lack of responsibility, cultural unfamiliarity, and inability to provide opportunity for students to practice. However, it is inevitable that NESTs are considered better at English proficiency and that they are student-friendly teachers. In another study, students changed their preference over NESTs vs NNESTs because they believe that NESTs help maintaining their motivation to communicate in English. However, they might prefer NNESTs for cultural and linguistic (e.g. grammar explanation) competences. Thus, this study offers recommendations for improvement in the context. The recommendations include course on English proficiency, cultural competence, teaching skill, certification, and communication-focused concept of English materials.]]>
<![CDATA[Enhancing English Language Learners’ Listening Comprehension through Listening Strategies Instruction ]]>
<![CDATA[Hadijah, Sitti]]>;
<![CDATA[Shalawati, Shalawati]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 5 No 1 (2018): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2018.vol5(1).1204
<![CDATA[This paper is a part of research project carried out to enhance the English learners’ listening comprehension through listening strategies instruction. The research worked on classroom action research design, conducted in two cycles by involving a group from fresh year English learners in English study program of Teacher Training and Education Faculty, Universitas Islam Riau on 2017/2018 academic year. The findings revealed gradual improvement of the students’ performances in doing the listening tests. At the first cycle, the students could reach 25 out of 40 questions, in which this number is four points less than the students’ achievement in cycle 2. Then, in range 10-25 questions of correct answers in cycle 1 could be reached by 24 students, while in cycle 2, there were 32 students got correct answers at that range. Furthermore, there were 6 students could reach less than 10 questions correctly, beside that there were only 3 students in cycle 2. In conclusion, there have been improvement of the students’ achievements in listening tasks provided in all meetings during cycle 1 and 2. Although they found challenges in completing the tests, the teachers’ assistances in guiding them to apply some strategies contributed towards the improvement of their performances in listening.
Keywords: enhancing, listening comprehension, listening strategies instruction]]>
<![CDATA[An Analysis of Studies on Teaching and Learning Reading in Indonesia ]]>
<![CDATA[delfi, sofia]]>;
<![CDATA[Yamat, Hamidah]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 4 No 2 (2017): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2017.vol4(2).703
<![CDATA[Various studies on teaching and learning reading in Indonesia have been conducted. In order to know the strengths and the weaknesses of the studies, a thorough study is needed to be conducted. This article is based on a critical analysis on teaching and learning reading in Indonesia for a study “a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. It aimed to answer: (1) What were the strengths and the weaknesses of the studies on teaching and learning reading in 2003 to 2013? (2) How were the studies similar and/ or different from the current study”? The critical analysis was conducted by studying twenty articles from 2003 until 2013. The studies were analyzed critically in terms of the strengths and the weaknesses. The findings of the analysis are; (1) The strengths of the studies on teaching and learning reading in 2003 to 2013 were in terms of the topic of the studies indicating that learning English in Indonesian context and the studies on extensive reading were developed gradually. The weaknesses were in terms of the focus of extensive reading and the variation of the research design. (2) The studies were similar with the current study in terms of the concept of extensive reading and the research design. This condition might be considered as an opportunity for the following researchers to conduct a research about learners’ experiences on extensive reading. It is suggested that that teachers, lecturers and the policy makers on language learning concern about how extensive reading is implemented.]]>
<![CDATA[Developing Cooperative Learning Based E-Module to Teach Basic English Grammar of the First Semester of English Study Program Students at FKIP – UIR ]]>
<![CDATA[Ahmad, Arimuliani]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 4 No 2 (2017): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2017.vol4(2).536
<![CDATA[Achieving learning outcome requires a set of the material that can be understood easily by the students. The material should be appropriate in the learning process. It should give the opportunity for the students to learn both in the classroom and out of the classroom. The students can learn independently by using the appropriate material. However, the material of Basic English Grammar is still quite enough to give a chance for the students to practice and learn cooperatively. This research is aimed obtain e-module of Basic English Grammar, so that it can be used as a source of learning for first semester students of English Study Program of FKIP-UIR. The research method used in this study is R & D (Research and development) of Borg and Gall. The participant of this research is 30 students from first semester who learn Basic English Grammar. In this research, the researcher tried to find out students’ need because it is the first step to do in this research design. So, the data was obtained by writing test.The findings suggest that the participants made 386 errors in writing their paragraph. There are 45 errors (11.66%) of the agreement of singular and plural, 106 errors (27.46%) of the using of verb tense, 51 errors (13.21%) of the finite verb, 25 errors (2.48%) of the non-finite verb, 28 errors (7.25%) of the pronoun, 20 errors (5.18%) in using the preposition, 9 errors (2.33%) of the context of usage, 55 errors (14.25%) of the context of meaning, 22 errors (5.70%) of the word choice and 25 errors (6.48%) of word order. To sum up, the most frequent grammatical errors made by the students are errors in writing verb tense. Based on this finding, the researcher will design e-module of Basic English Grammar.]]>
<![CDATA[Language Ability of Mild Intellectually Disabled (MID) Children: Case Study of Dina MaraMida in SLB Negeri 1 Padang ]]>
<![CDATA[Amrina, Yasirly]]>;
<![CDATA[Sari, Armita]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 6 No 1 (2019): J-SHMIC (Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2019.vol6(1).2547
<![CDATA[This study is a case study of mild intellectually disabled children. The purpose of this study is to describe the language skills of Dina Maradina as children with mild intellectual disability (MID). This research is expected to contribute educatively to actions that can be given to intellectually disabled children, especially mild intellectual disability to encourage increased language skills. At the stage of providing data, used the refer and proficient method. The basic technique used in this method is Teknik Sadap, followed by Teknik Simak Libat Cakap (SLC), Teknik Simak Bebas Libat Cakap (SBLC), Teknik Catat and Teknik Rekam as advanced techniques. Data analysis was carried out qualitatively in the form of a description of aspects of language disorders experienced by the subject of the research by describing various symptoms and language skills owned by the subject. The results showed that subjects with mild intellectual disability has good language skills. It has several disadvantages, such as the ability of subject in emotional control, the ability in focus and concentration control and the ability in language production in terms of writing production. The results showed the subject did not have a significant language disorder. The subject is able to communicate smoothly with the other person. This can be seen from the subject's ability to issue sentences that fit the context of the conversation. The subject is also able to show gestures, facial expressions, and usual expressions in accordance with the communication she does.
Keywords: Language ability, intellectual disability, neurolinguistics
]]>
<![CDATA[The Implementation of 2013 Curriculum at SMA Negeri 12 Pekanbaru ]]>
<![CDATA[Yuliani, Sri]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 3 No 2 (2016): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2016.vol3(2).531
<![CDATA[The aim of the research was to find out teaching and learning activities at SMA Negeri 12 in implementing 2013 curriculum. This research was based on the preliminary studies in some Junior and Senior High Schools around Pekanbaru by observing and interviewing the English teacher in excuting 2013 curriculum. The design of this Research was qualitative.The researcher used observation sheet and interview to find out the activities in SMA Negeri 12. Based on the research findings, first, the stage of teaching and learning process in the classroom, the teacher could not implement the step ideally, second, the professional curriculum from the government did not provide the available training to support teaching and learning in the classroom and the last the availability of resources and media were not supported yet. By conducting this research, the researcher hoped that the government conducting the appropriate training to all English teachers in implementing 2013 curriculum.]]>
<![CDATA[Investigating EFL Learners’ Ability in Generating, Organizing, and Elaborating Ideas in an Argumentative Essay ]]>
<![CDATA[Abbas, M.Fadhly Farhy]]>;
<![CDATA[Herdi, Herdi]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 5 No 2 (2018): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2018.vol5(2).1991
<![CDATA[This study aims at investigating EFL learners’ ability in generating, organizing, and elaborating ideas of argumentative essay. Quantitative method with descriptive quantitative design was employed in this study. To collect the data, the writing test and unstructured interview were used in this research. This research was conducted on April 2018 at Universitas Lancang Kuning, Pekanbaru. There were 46 learners selected as participants in this research. The result of the writing test showed that the learners’ mean score was 64.6 and it was categorized into low level of ability. Moreover, based on the interview the learners said that they felt difficult in elaborating ideas as well as organize the ideas in a good order. It was beacuse the learners had low alertness and carefulness in writing, low motivation to write an essay, low confidence when writing, and seldom to practice writing at leisure time. Therefore, appropriate writing strategy supported by suitable learning media is needed to facilitate and improve the learners’ ability in writing the essay. In conclusion, the learners’ ability in generating, organizing, and elaborating ideas is in low level of ability.]]>
<![CDATA[Classroom Management Difficulties of Practice Teaching Program Faced by English College Students. ]]>
<![CDATA[Khulaifiyah, Khulaifiyah]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol 4 No 1 (2017): J-SHMIC(Journal of English for Academic) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP UIR ]]>
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DOI: 10.25299/jshmic.2017.vol4(1).504
<![CDATA[Classroom managementis avariety oftypesof activitiesthat intentionallydonebythe teacherin order to createoptimalconditionsfortheteaching and learning processinthe classroom, consist of pre-learning activity, opening, learning activity and closing.This research was to find English students difficulties in managing classroom on practice teaching. The target population of this research was the eight semester students English Academic Year 2012/2013 of FKIP UIR. It was a descriptive research. The instrument were questionaires and interviews.The result of quesionnare and interview of the research show that students who already done practice teaching program still had difficulties in;Pre-Learning, such as checking the readiness of students, space, tools and media.Opening the lesson when practice teaching such as giving apperceptions and delivering competencies (objectives to be achieved) and action plans, and got difficult in doing Learning activityin a systematicstructure and stages. The last, got difficult to closing and giving reflection or create a summary by involving students and do a follow-up to give direction or activity or task as part of remedial or enrichment.]]>
