cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nurdin Amin
Contact Email
nurdin.amin@ar-raniry.ac.id
Phone
+6281362789911
Journal Mail Official
englisia.journal@ar-raniry.ac.id
Editorial Address
Building B Complex, 1st Floor Faculty of Islamic Education and Teaching - Ar-Raniry State Islamic University, Banda Aceh Jl. Syeikh Abdul Rauf Darussalam, Banda Aceh, 23111, Banda Aceh, Indonesia. Email: englisia.journal@ar-raniry.ac.id
Location
Kota banda aceh,
Aceh
INDONESIA
Englisia
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : 25276484     EISSN : 23392576     DOI : https://doi.org/10.22373/englisia
Core Subject :
Englisia Journal (EJ) is open access and peer-reviewed journal that considers any original scientific article that expands the field of language studies in English Language Teaching and various other related applied linguistics themes. The journal publishes articles of interest to language teachers, practitioners, and language researchers. Manuscripts must be original and educationally interesting to the audience in the field. The goal is to promote concepts and ideas developed in this area of study by publishing relevant peer-reviewed scientific information and discussion. This will help language practitioners to advance their knowledge for greater benefit and output in their professional contexts.
Arjuna Subject : -
Articles 38 Documents
 1   2   3   4 
Exploring students’ difficulties and strategies in listening comprehension Illa Rahmatin; Asnawi Muslem; Dian Fajrina
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.151

Abstract

This study investigates students’ difficulties in mastering listening comprehension and the strategies they employ to overcome difficulties in the English Education Department of UIN Ar-Raniry, Banda Aceh. This research aims to identify the types of listening difficulties experienced by students across semester levels and to examine the learning strategies they use based on Oxford’s (1990) Strategy Inventory for Language Learning (SILL). This study employed a mixed-method design combining quantitative and qualitative approaches. The participants consisted of 104 students from different semester levels selected through stratified sampling. Quantitative data were collected using a questionnaire adapted from SILL, with mean scores categorized according to Oxford’s rating scale. Qualitative data were gathered through focus group discussions (FGD) and analyzed using Miles and Huberman’s (1992) interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that students experience listening difficulties at a medium level across five main indicators: accent and intonation, sentence structure, keyword identification, distinguishing key information, and understanding real-life situations. Among these, accent variation and sentence complexity were reported as the most challenging aspects. In terms of strategies, cognitive strategies emerged as the most frequently used, followed by compensation and social strategies, while memory, metacognitive, and affective strategies were used at a medium level. Higher-semester students demonstrated advanced strategic awareness and use of metacognitive and social strategies compared to lower-semester students. The findings contribute theoretically to the understanding of listening comprehension difficulties and strategy use in EFL contexts and provide practical implications for lecturers to design more strategy-oriented listening instruction.
Exploring students’ engagement in dramatizing proverbs: A study on collaboration, creativity, and communication   Tri Mulyaningsih; Eni Rosnija
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.159

Abstract

Despite the widespread recognition of drama-based activities as a pedagogical mechanism for promoting interactive language learning, empirical research examining student engagement in the dramatization of proverbs within English as a Foreign Language (EFL) context remains comparatively limited. This study investigates the nature of student engagement among sixth-semester English Language Education majors during proverb dramatization activities, with particular focus on three dimensions: collaboration, creativity, and communication. A qualitative-dominant mixed-methods design was employed to examine the factors influencing student engagement throughout the activity. Participants consisted of 31 students enrolled in a drama course. Data were collected through classroom observations, questionnaires, semi-structured interviews, and document analysis. Qualitative data were subjected to thematic analysis, while questionnaire responses were evaluated using descriptive statistics to complement and substantiate the qualitative findings. The results indicate that students demonstrated a high level of engagement across all three dimensions. With respect to collaboration, student engagement was strongly manifested in team-based cooperation and mutual support throughout the process of proverb dramatization. Regarding creativity, engagement was reflected in the development of contextually relevant scenarios and the use of symbolic interpretations of proverbs within student performances. Engagement in communication was evident through both verbal and non-verbal expressions, including pronunciation, intonation, gestures, and facial expressions. Furthermore, student engagement was influenced by a range of engagement enablers, such as peer support, personal motivation, and opportunities for creative expression, as well as several challenges, including time constraints, group coordination difficulties, and challenges related to idea development.
Indonesian EFL students’ narratives of corrective feedback in speaking instruction   Anita Anita; Abdul Gafur Marzuki; Huriyah Huriyah; Nuraeni Nuraeni; Dhiza Yulia Sangkarini; Ana Kuliahana
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.161

Abstract

Corrective feedback constitutes a critical component in the development of speaking proficiency within English as a foreign language (EFL) contexts. Nevertheless, learners' subjective experiences of such feedback remain underexplored, particularly within the landscape of Indonesian higher education. This study investigates Indonesian EFL students’ narratives concerning the corrective feedback they receive in speaking classes and examines how such feedback shapes their speaking development. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with eight fourth-semester students from the English Education Department at UIN Sultan Maulana Hasanuddin Banten. The findings indicate that direct corrective feedback is perceived as the most impactful type, particularly for improving pronunciation, lexical range, fluency, and speaking confidence, owing to its immediacy and clarity. Indirect feedback, primarily delivered in written form, was found to facilitate grammatical reflection and reduce learner anxiety, although its effectiveness was contingent upon subsequent reinforcement. Peer feedback emerged as the most emotionally comfortable and collaborative modality, fostering learner engagement, autonomy, and willingness to communicate, especially in informal and technology-mediated settings. Collectively, the results suggest that effective speaking instruction necessitates the flexible integration of direct, indirect, and peer feedback strategies that are responsive to learners’ linguistic needs and affective dimensions. By foregrounding students’ narrative accounts, this research contributes to a more nuanced understanding of corrective feedback practices in Indonesian EFL speaking classrooms and offers pedagogical insights to support more learner-centered feedback design.
Beyond textbooks: Culturally responsive English teaching in resource-limited Madurese classrooms Ach Fauzi; Anita Triastuti; Sudarmaji Sudarmaji
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.162

Abstract

This study examines the implementation of Culturally Responsive Teaching (CRT) in English language instruction within a geographically isolated context—specifically, the Sumenep Archipelago, with a focus on Gili Genting, Indonesia. In such remote settings, English teaching is often constrained by limited material resources and a perceived cultural misalignment with Madurese ethnic learners. Employing a qualitative case study design, this research investigates how CRT strategies are operationalized and what implementation challenges emerge in a senior high school in this region. Data were collected through semi-structured interviews with a single English teacher, selected for her sustained instructional experience in the target community. Interview transcripts were analyzed using thematic analysis. Findings indicate that the teacher strategically integrates Madurese cultural elements—including local folklore, communal values, and environmental artifacts—into English lessons to enhance relevance and learner engagement. While such culturally anchored instruction temporarily increased student participation, this engagement remained largely situational. Persistent challenges included a lack of instructional materials, absence of internet or digital media access, and student resistance rooted in the perceived irrelevance of English to daily life. The study concludes that in remote contexts, CRT manifests primarily through adaptive, interaction-dependent strategies but is severely circumscribed by infrastructural constraints. Critically, student resistance appears to stem more from perceived socio-cultural distance than from general motivational deficits, highlighting the need for systemic, context-sensitive support mechanisms.
More than a game: An activity theory analysis of EFL learners’ Duolingo-mediated vocabulary learning practices Alvan Rafiqi Al-firdausi; Ana Maghfiroh; Elok Putri Nimasari; Diyah Atiek Mustikawati
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.165

Abstract

Numerous studies examining Duolingo within English as a Foreign Language (EFL) contexts have primarily focused on learning outcomes and user satisfaction, yet they seldom elucidate how vocabulary acquisition is systematically organized and sustained in learners’ daily routines. This gap is critical, as app-based language learning typically unfolds outside formal instructional environments. Guided by Activity Theory, this qualitative study conceptualizes Duolingo-mediated vocabulary learning as a dynamic activity system. Data were collected via an open-ended questionnaire administered to ten EFL learners recruited from an online language learning community, complemented by the researcher’s autoethnographic notes to enrich contextual understanding. Findings reveal that learners consistently engage in short, micro-sessions shaped by the platform’s segmented lesson structure. Sustained participation is enabled through self-imposed daily routines and the motivational affordance of socially visible progress indicators. Furthermore, learners actively negotiate contradictions-such as the tension between repetitive drills and meaningful use-by adjusting learning intensity or expanding their toolset to include external resources like personal notes and authentic media. These insights extend beyond descriptive accounts to inform more learning-centered design principles and pedagogical scaffolding strategies, ultimately fostering durable vocabulary development in technology-mediated, self-directed EFL environments.  
Bridging the motivational gap: Indonesian university students’ reading habits and interest in culturally-grounded extensive reading materials Stella Prancisca
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ngsb5m31

Abstract

  Indonesian students' persistently low performance in international literacy assessments, including the Programme for International Student Assessment (PISA), underscores a critical need to reevaluate pedagogical approaches to English as a Foreign Language (EFL) reading instruction. Recent scholarship advocates for the implementation of Extensive Reading (ER) programs, which enable students to read at their own level, pace, and interest, thereby gradually fostering sustainable reading habits. While conventional ER materials have predominantly been developed using Western-based narratives and cultural contexts, the integration of local stories is necessary to further enhance student engagement. This study identifies students' reading habits in both Indonesian and English as a foundation for developing ER materials, with particular emphasis on exploring student perceptions of reading materials infused with local values. Employing a survey design, the study involved 104 university students in West Kalimantan. A questionnaire was administered to examine reading frequency, types of reading materials, language preferences, as well as attitudes toward and interest in local reading materials. The findings reveal a motivational dichotomy: reading in Indonesian is driven primarily by intrinsic motives, whereas reading in English is dominated by extrinsic motives. The low frequency of English reading is further compounded by linguistic challenges, including lengthy and complex sentence structures as well as difficult vocabulary. Nevertheless, students demonstrated a notably strong interest in English reading materials based on Pontianak culture, believing that local content facilitates English comprehension. These findings affirm that the development of culturally grounded extensive reading materials constitutes a strategic, evidence-based intervention capable of bridging motivational and linguistic gaps, fostering sustainable reading habits, and enhancing long-term English competence.
The impact of teacher professional education program on improving teacher competences in Indonesia: A comparative study Safrul Muluk; Azmil Hasan Lubis
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.172

Abstract

This study examines the effect of the Teacher Professional Education Program (Program Pendidikan Profesi Guru, or PPG) on enhancing teacher competency in Indonesia. A quantitative approach was employed using a quasi-experimental design, comprising both experimental and control groups. The study population consisted of teachers across Indonesia, with the sample drawn from teachers in North Sumatra and Aceh Provinces through cluster random sampling. Observational techniques were utilized for data collection to ensure objective measurement of teacher competency. Descriptive statistical analysis revealed that the experimental group achieved a higher mean competency score compared to the control group, indicating superior performance among PPG participants. Furthermore, inferential analysis using an independent sample t-test yielded a significance value of less than 0.05 (p < 0.05), demonstrating a statistically significant difference in competency levels between teachers who had participated in the PPG program and those who had not. Based on these findings, it is concluded that the Teacher Professional Education Program exerts a significant positive effect on improving teacher competency in Indonesia. The program is therefore demonstrated to be an effective intervention for enhancing professional competence among Indonesian teachers. These results carry important implications for educational policy, suggesting that continued investment in PPG may contribute substantially to elevating national educational quality.
Developing augmented reality flashcards for English vocabulary instruction in Indonesian early childhood education: An ADDIE model feasibility study Kosniawati; Dewi Fitriani; Umar Bin Abd Aziz; Azizah; Andriansyah
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.173

Abstract

This study was motivated by persistent challenges in early childhood English vocabulary acquisition, wherein conventional pedagogical tools remain widely used and frequently result in suboptimal learning outcomes. A preliminary problem analysis revealed that limited media diversity and minimal integration of digital technologies contribute to low learner engagement. A subsequent needs assessment further underscored the demand for visual, interactive learning media tailored to the developmental characteristics of early childhood learners. Market analysis indicated a notable scarcity of Augmented Reality (AR)-based flashcard media specifically designed for English vocabulary instruction at the early childhood education level. In response to these identified gaps, this research aimed to develop and evaluate the feasibility of AR-based flashcard learning media for early childhood English vocabulary acquisition. Employing a Research and Development (R&D) methodology structured around the ADDIE model, the study involved 16 children from Group TK B at a PAUD in Nagan Raya. Evaluation results demonstrated high feasibility, with validation scores from media experts (97.5%) and material experts (100%) exceeding the positive response rates from children, which ranged from 91.7% to 100%. All measured metrics fell within the "very feasible" category. Implementation challenges included unstable internet connectivity, prolonged AR scanning durations, and a shortage of supporting devices. Notwithstanding these limitations, the findings conclude that Augmented Reality-based flashcards constitute a highly viable and effective medium for introducing English vocabulary to young learners.

Page 4 of 4 | Total Record : 38

 1   2   3   4 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities