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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 15 Documents
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Search results for , issue "Vol 12, No 1 (2024)" : 15 Documents clear
Why vernacular language planning matters for preserving Acehnese languages? Syahputera, Iskandar; Ginting, Siti Aisah; Saragih, Amrin; Sibarani, Berlin; Ginting, Immanuel Prasetya; Lubis, Fauziah Khairani; Natsir, Muhammad; Indah Pane, Isli Iriani
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22739

Abstract

Language planning policy is essential for language preservation, yet research rarely addresses vernacular or local languages specifically. This study examines how vernacular language planning policies can contribute to the preservation and revitalization of local languages, focusing on the case of Aceh, a province in Indonesia with a rich variety of local languages requiring preservation efforts. The study’s primary goal is to identify an effective framework for vernacular language planning in Aceh that can serve as a practical reference for language policymakers, planners, and researchers in Indonesia and beyond. Utilizing a systematic review method, this research analyzes literature on language vitality, endangerment, revitalization, and planning policy. Key findings reveal a newly developed vernacular language planning framework tailored to the current vitality status of Acehnese languages, offering a suitable model for their preservation and revitalization. This framework has the potential to serve as a foundational tool for efforts to sustain and revive Acehnese and other vernacular languages more broadly.
Refining English tutors' skills: Documentary films as pre-teaching reference Sarbeni, Irwan; Sugihartono, Ranang Agung; Suyanto, Suyanto
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22886

Abstract

Training spoken English tutors requires a variety of resources, including audio-visual references. However, popular social media tutorials often focus on teaching specific English materials, neglecting broader teaching techniques. Ideal tutors need a positive and engaging personality, knowledge transfer strategies, adaptable approaches to classroom conditions, meticulous preparation, and effective wrap-up activities - elements that are missing from most tutorial videos. This study investigates the potential of short documentary films as a reference for teaching techniques for 13 prospective tutors in an intermediate English class. Through an integrated mentoring program for the production of short documentaries, the study explores, describes and addresses the challenges of teaching preparation through observation, interviews and literature review. It also analyzes the potential of documentaries to support teaching and formulates criteria for effective documentary content relevant to teacher preparation. The findings suggest that integrating documentary film production into the English language teaching curriculum can equip tutors with the necessary skills for successful micro-teaching experiences. This approach allows tutors to create personalized short documentaries that serve as a reference for teaching techniques tailored to their specific pre-teaching needs. Tutors gain a deeper understanding and ability to demonstrate not only teaching techniques, but also classroom management elements such as preparation, wrap-up activities, brainstorming and teaching approaches.
Leveraging Canva to create a biographical recount text for vocational secondary students in ESP instruction Pratiwi, Wahyuni
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23487

Abstract

Integrating technology into English for Specific Purposes (ESP) instruction is essential for adapting to rapid technological advancements, and Canva offers significant potential in this area. However, research on Canva has mainly focused on general English instruction, with limited examination of its application in ESP. This study explores how vocational secondary school teachers used Canva to teach biographical recount texts in an ESP context, along with the rationale behind this choice. A qualitative study was conducted at SMKN 13 Malang, West Java, within the Merchant Nautical Ship Department. Data were collected through classroom observation and interviews with an experienced English teacher. Observations revealed the structured steps of using Canva to teach biographical recount texts, enabling more active students’ participation in class. Canva was chosen for its practical benefits, including students’ familiarity with the platform, ready-to-use templates, and the potential to boost students’ creativity, all of which support its effective use in vocational education.
The power of translanguaging by Papuan non-EFL students during EFL virtual class Sahib, Rahmawansyah; Yamin, Ade; Sileuw, Marwan; Zulihi, Zulihi
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.20306

Abstract

The study focuses on addressing a knowledge gap in learning English for non-EFL students in higher education in Papua. Non-EFL students in Papua sometimes find English unattractive, if not frightening. Translanguaging helps non-EFL students to acquire and practice English skills in virtual classrooms. The purpose of this study is to investigate the process of non-EFL students' virtual EFL learning through translanguaging. A qualitative study was conducted through interviews and observations with EFL teachers and non-EFL students attending English classes. There are several non-English departments in one of the higher education institutions in Papua, which are sources of information in this study. The data are then analyzed qualitatively using a discourse analysis framework. The results of the study show that the power of translanguaging for non-EFL students is an option that is always used during virtual English learning. The process of virtual English learning uses different digital learning platforms such as Zoom meetings, WhatsApp groups and Google classroom. The use of this platform has its own privileges as long as it is used in virtual English learning with translanguaging. The process of learning English using different platforms can be described by two activities, such as teacher activities using translanguaging and student activities. Virtual English learning using translanguaging is also illustrated by the use of various language resources owned by students. This is an added value of virtual EFL learning using translanguaging. Therefore, it is highly recommended that EFL teachers use translanguaging during the virtual EFL teaching process to make it easier for non-EFL students to understand EFL subjects.
Researching factors and coping strategies of EFL students’ speaking anxiety Diana, Meutia; Renandya, Willy Ardian; Dahliana, Syarifah
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22733

Abstract

English students often face challenges with speaking anxiety when asked to speak in front of the class. Many students are unaware of the factors contributing to their anxiety and lack strategies to manage it effectively. This research aims to identify the causes of speaking anxiety and the strategies EFL students use to cope with it. A descriptive qualitative approach was used, employing semi-structured interviews to gather data. Convenience sampling was applied to select six English students who had completed a speaking class as participants. The findings revealed five key factors contributing to speaking anxiety: (1) lack of preparation, (2) fear of making mistakes, (3) limited English skills, (4) excessive worry about meeting academic targets, and (5) fear of others’ reactions. Additionally, four strategies for managing speaking anxiety were identified: (1) changing mindset, (2) relaxation, (3) building confidence, and (4) improving speaking skills.
Student-teacher relationship: Written feedback provision and writing performance Sulistyo, Teguh; Dewantara, Arie; Widiastuti, Oktavia; Marhaban, Saiful
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23104

Abstract

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.
EFL students' self-efficacy in technology-assisted language learning Istikharoh, Lutfi; Utami, Sri Yuli
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23920

Abstract

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms. 
Tapping into family power: Enhancing English learning for Chinese children in Banda Aceh through parental involvement Erdiana, Nira; Yusuf, Yunisrina Qismullah; Lie, Jacqueline
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22662

Abstract

Learning English at an early age is believed to lead to a significant improvement in children's language skills. Parental involvement is thought to have a positive influence on children's development in learning English as a second/foreign language. A preliminary study found that Chinese parents are actively involved in helping their children learn English. Therefore, this study aims to investigate the types of parental involvement of Chinese parents and their roles in helping their children learn English in Banda Aceh, Indonesia. The focus of this study is on six types of parental involvement (parenting, communicating, volunteering, supervising children's learning at home, decision making, and collaborating with the community) and five roles of parents (motivators, models, facilitators, sources of knowledge, and coordinators) in children's education as proposed by Epstein (2011). The participants of this study are ten Chinese parents, seven mothers and three fathers, who have enrolled their children for early English language learning in one of the private courses in Banda Aceh, Indonesia. This study used a qualitative approach and was conducted through interviews. The findings show that Chinese parents engage in four types of parental involvement: parenting, communication, monitoring children's learning at home, and decision making. They also fulfil five parental roles in their children's language learning: motivators, models, facilitators, knowledge sources and coordinators. As this study focuses on parental involvement in children's English learning at primary school level, it is suggested that further research should aim to examine parental involvement in children's English learning at different levels of education, such as middle school or senior high school.
Factors influencing the completion of extensive reading tasks: A case study of Indonesian students in tertiary EFL class Fergina, Ana; Oktavianda, Melti
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23111

Abstract

Extensive Reading (ER) has received considerable attention in foreign language teaching and learning in Indonesia. However, research on student engagement and completion rates of ER assignments in higher education is limited. This qualitative case study investigates the factors that influence the completion of ER assignments among students in a counselling programme at a state university in Kalimantan. Using semi-structured interviews, the study explores students' perspectives and experiences to gain a comprehensive understanding of the challenges they face in completing extensive reading assignments. The findings reveal a complex interplay of factors that impede task completion, including lack of intrinsic motivation and interest in reading, vocabulary difficulties, and the learning environment. These findings highlight the critical role of English language teachers in creating a motivating and supportive learning environment, providing targeted vocabulary instruction and fostering a reading culture to maximise the benefits of ER for language acquisition and academic success in higher education.
The impact of contextual understanding on neural machine translation accuracy: A case study of Indonesian cultural idioms in English translation Dewayanti, Desakh Putu Setyalika Putri; Margana, Margana
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.24433

Abstract

The translation of Indonesian idiomatic expressions into English using Neural Machine Translation (NMT) systems presents significant challenges due to the intricate nature of idiomatic language. Idioms are culturally embedded constructs conveying meanings different from their literal interpretations. This study explores the effectiveness of NMT systems in capturing and translating Indonesian idiomatic expressions into English. Using a qualitative approach, 150 diverse Indonesian idioms were evaluated through Google Translate and DeepL. Each idiom was assessed for semantic accuracy, syntactic coherence, and contextual fidelity. Qualitative analysis provided a comprehensive evaluation of translation quality. Findings reveal significant challenges for NMT systems in translating idiomatic expressions. Both Google Translate and DeepL show strengths in some areas, but also have limitations. While they generally capture literal meanings, they often miss metaphorical nuances and cultural connotations. Syntactic errors such as incorrect word order and tense inconsistencies are common, especially in complex idioms. In addition, contextual fidelity analysis shows that NMT systems struggle with contextual appropriateness and pragmatic usage, resulting in translations lacking cultural sensitivity and relevance. These challenges highlight the need for improved algorithms to better interpret and translate idiomatic language across cultural contexts. Accurate idiom translation is crucial for language learners to understand cultural nuances and idiomatic usage. Enhancing the capabilities of NMT systems requires refining algorithms, developing context-aware models, and expanding training datasets with diverse idiomatic expressions. Overcoming these challenges will advance machine translation capabilities and improve cross-cultural communication and language learning experiences.

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