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INDONESIA
Englisia Journal
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 17 Documents
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Search results for , issue "Vol 11, No 2 (2024)" : 17 Documents clear
Improving academic writing skill: Difficulties encountered by undergraduates of English studies in Bangladesh Muniruzzaman, Sheikh Md.; Afrin, Sadia
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.19918

Abstract

Bangladeshi students of English programs encounter some barriers in their attempt to develop academic writing skill at undergraduate level. The majority of the students who study in English programs in Bangladesh receive their primary and secondary schooling in the instruction medium of Bangla, while a few percent in English medium and English version instructions. Testing and assessment in English studies predominantly focuses on academic writing skill and many students cut a sorry figure in formative and summative assessments in the very first semester due to poor writing competence. This study examined two issues: the difficulties that Bangladeshi undergraduates of English studies confront while developing academic writing skill, and the ways to develop L2 English writing skill. Participants of this study were 6 students studying English in different Bangladeshi universities and 3 English teachers who were teaching at tertiary level. Data collection tools were composition writing samples on a selected topic for undergraduates and a semi-structured interview schedule for teachers. Results indicated that poor grammatical competence and brainstorming skill, insufficient vocabulary, inadequate knowledge of mechanics and writing style, and mother tongue interference were the major barriers that Bangladeshi undergraduates of English studies frequently faced while writing in English.
Being an effective English teacher through internship: Voices from the involved parties Murtiningsih, Sri Rejeki; Swastika, Rafika Nedya; Puspitasari, Evi; Putri, Anisa Wahyu Dwi
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20447

Abstract

The Indonesian national curriculum encourages higher education stakeholders to provide an internship program to increase students’ employability. In the field of education, an internship comes in the form of a teaching practicum where all interns or prospective teachers get hands-on experience in schools to develop the characteristics of effective teachers. To identify areas for improvement in the running program, gathering insights from those involved is necessary. The current case study details how the internship program facilitates effective teaching for prospective teachers. This research also discussed recommendations from involved parties to obtain reliable references to improve the program. The data were collected by interviewing four prospective teachers, two university supervisors, and two mentor teachers. This study used transcribing, member checking, and coding to analyze the interview results. The data revealed that the four steps in the program, i.e., deployment, observation, coaching, and teaching practices, helped the prospective teachers to build a robust construct of effective teachers, including socio-affective skills, pedagogical competence, content knowledge, and personal qualities. Additionally, the findings demonstrated the participants’ suggestions related to several technical issues of the program and recommendations to the prospective teachers regarding what they should do in joining the program. Regardless rooms of improvements that the program should follow-up, all participants agree to say that the practice teaching facilitates prospective English teachers to develop competencies of being an effective teacher.
Indonesian higher education students’ perception on critical literacy Hardianti, Meisela
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20003

Abstract

Critical literacy is a crucial aspect of education that empowers individuals to analyse, interpret, and evaluate texts critically. Despite its significance, the integration of critical literacy in the Indonesian higher education system remains limited. This study aims to bridge this gap by examining the perceptions of Indonesian higher education students about critical literacy. The research question guiding this study is: What are the perceptions of Indonesian higher education students regarding critical literacy and its importance in the context of their academic and professional development? The study employs a qualitative research design using the single-case study method. Data collection is conducted through interviews, and the data is analysed using case study analysis techniques. The study takes place in an English language education program at a private university in Yogyakarta, Indonesia, which prioritises critical literacy in its curriculum. The findings of this study contributed to the understanding of how Indonesian higher education students perceive and engage with critical literacy and inform strategies to promote critical literacy skills among students. Ultimately, it aims to cultivate a generation of critically literate individuals who can actively engage in social, cultural, and professional contexts, contributing to the development of a knowledgeable and empowered society.
EFL teacher self and collective efficacy scale (ETSCE): Developing efficacy measures in teaching EFL Pratama, Raga Driyan; Imaniar, Fahmy; Lestari, Lies Amin; Anam, Syafi'ul; Rochmawati, Laila
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22232

Abstract

This study aimed to develop a self- and collective efficacy measure for Indonesian EFL teachers focusing on teaching responsibilities, undertaken student advisory, coping English as classroom communication, English milieu, and institutional tasks. This study focused on demonstrating the development and validity of EFL Teacher Self- and Collective Efficacy Scale (ETSCE). The study used a quantitative research approach with cross-sectional survey research design. There were sixty-two EFL teachers involved in the study chosen using a voluntary sampling technique. Results showed that Content Validity Ratio (CVR) index was .5 with four panelists arguing valid with no revision. The internal consistency test showed a very highly reliable (α = .977) with no negative value in Inter-Item Correlation, which indicated all items measured the same underlying characteristics. Another result showed that all sub-scales in both self- and collective efficacy were categorized in a very highly reliable (α > .7) Therefore, the final ETSCE produced by this study is valid and reliable and can be a reference for those who have sought to study self- and collective efficacy in teaching EFL in Indonesia.
Toponymy and its aspects in naming villages as tourism destinations in Madura: An ethnolinguistics perspective Ayuningtias, Diah Ikawati; Ekawati, Rosyida
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20200

Abstract

This study is intended to analyze the category of toponyms of tourism destinations in Bangkalan, Madura in particular the four villages where the tourism destinations exist based on the aspect of the naming system. Then, it identifies the relation between the toponym with the cultural values of the names of those tourism destinations.  This study used a descriptive qualitative method. The data are names of the villages in Kamal, Socah, and Bangkalan districts in which there are four tourism villages. The data collection was carried out by observing, interviewing the head of the villages, and reviewing the document of villages for tourism destinations. Results of the study show that there are three aspects of toponymy in the four tourism villages. They are toponymy of vegetation, history, and embodiment. There is no regional toponymy. From the aspect of naming the villages, it can provide important cultural and historical moments representing the people's lives, religious, and linguistic creativity. The place name is not merely arbitrary but depends on various factors or aspects and provides linguistic and cultural information toward the name of the four tourism villages in this study.
International pre-service teachers’ anxiety and coping strategies: Perspectives of a geographically disadvantaged Islamic boarding school ., Dzulfikri; Azami, Mochamad Imron
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22505

Abstract

This study aims to delve into anxiety experienced by international pre-service teachers who taught English in a very remote Islamic boarding school in Malaysia and how they cope with their feelings. This study employs narrative inquiry involving two research participants. The findings reveal that both participants felt anxious particularly because the students have very diverse English competencies which further creates negative effects such as unequal class participation, losing interest, etc. which subsequently affect classroom management. Varying teaching techniques and employing strategies favoured by the majority of students are considered to be the best ways to improve both their class participation and learning interest; hence, alleviating their anxiety. They include teaching through language games, learning through songs, grouping students in varied competence levels, and prized quizzes. Cultural differences are also the factors causing their anxiety, further calling for intercultural competence when living through cross-cultural encounters. Immersing in the target community is a strategic way to achieve such competence. This article ends with further pedagogical implications. 
Metacognition in ELT writing: Teacher’s facilitation and students’ strategies Rimun, Jennifer Cristy; Yumarnamto, Mateus
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20563

Abstract

Metacognition is central in understanding learning processes in the classroom, especially in the context of EFL writing. This study explores how an English teacher facilitated the mastery of metacognition strategies used by students in English writing classes, metacognitive strategies used by the students, and the impact of metacognitive strategies on students’ writing. The subjects were 17 eleventh grade students enrolled in the social program and their English teacher (one teacher) at a private school in Surabaya. The data were collected from students’ writing works, observation, and interviews. The data were coded and analyzed further by using thematic analysis. The findings reveal that the teacher played a role in fostering the mastery of metacognition skills in an English writing class by providing students with background knowledge, monitoring their progress, and encouraging an awareness of future tasks. With these types of facilitation, students could enhance their metacognitive strategies, such as using personal styles, planning, and self-evaluation. The findings show the importance of metacognition to promote students' awareness, self-regulation, and reflection. The findings imply that writing pedagogy should also involve in developing metacognition by means of effective teachers’ facilitation. 

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