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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
Strategies used by Indonesian high school English teachers to improve students' reading comprehension: A qualitative study Fitria, Risa; Widyantoro, Agus; Sukarno, Sukarno
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.v12i1.22830

Abstract

Reading comprehension is essential in ESL/EFL teaching, yet many students in Indonesia face difficulties in comprehending English passages. This study aims to investigate the strategies used by English language teachers to address these challenges. The research problem focuses on identifying effective strategies to improve students' reading comprehension skills. A qualitative research method was used, involving semi-structured interviews with four high school English teachers in Indonesia who were purposively selected. Data were collected in January 2024 through interviews conducted at different times and locations. The data were analyzed thematically to identify recurring challenges and effective strategies. The findings revealed that teachers faced significant barriers, such as students' limited vocabulary and difficulties with long texts. To address these issues, teachers used strategies such as selecting passages based on students' interests, using skimming and scanning techniques to quickly identify key ideas and specific information, and using mind mapping to help students organize and understand complex information. In conclusion, the study highlighted the importance of adaptive teaching methods in overcoming reading comprehension challenges. The suggested strategies - interest-based texts, skimming, scanning and mind mapping - were found to be effective in improving students' reading skills. Further research is recommended to investigate the long-term effects of these strategies and to develop additional methods for improving reading comprehension.
Artificial intelligence for language learning and teaching: A narrative literature study Butarbutar, Ranta
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.v12i1.23211

Abstract

The purpose of this study was to examine teachers' beliefs, the factors that influence the use of AI tools, and the advantages, disadvantages, opportunities, and threats of artificial intelligence in language learning and teaching. To accomplish this, the study used a narrative literature review and ATLAS.ti 9 to analyze the data. The results of the study showed that teachers believed that Artificial Intelligence in Language Learning and Teaching (AILLT) included assessing student needs, developing appropriate learning resources, promoting collaboration among resources, providing real-time assessment tools to improve the educational process, and increasing teaching efficiency and effectiveness. Second, AI tools for writing tools, including Paperpal, Quillbot, Jenni AI, ChatGPT, Elicit, as well as in applications to improve speaking skills, such as Speeko and Vocaroo, and "Siri and Say It" for listening and pronunciation skills. Third, factors that may influence students' use of AI-based language learning tools include adaptability, engagement, motivation, autonomy, immediate or direct feedback, accessibility and inclusivity, and teacher and parent support. This research found that AI enhances accessibility, adaptability, personalization, and immediate feedback, but it also has limitations, such as dependence on technology, inadequate human interaction, limited contextual understanding, and algorithmic biases. In addition, AILLT faces potential threats such as quality control, privacy concerns, and job or task displacement. Narrative literature studies provide theoretical insights, and it is expected that future studies at different levels of language learning will incorporate empirical evidence from experimental and case study-based research.
An analysis of teacher’s multilingual practices used in teaching EFL students Muthalib, Kismullah Abdul; Ummah, Sari Yatul; Silviyanti, Tgk Maya
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.v12i1.24783

Abstract

The aim of this study was to analyze the multilingual practices and predominant languages used by an English teacher during classroom activities. It also sought to assess students' reactions to the teacher's language use and to determine the rationale for the teacher's choice of each language in the English language classroom. Six observations were conducted in the three selected classes to assess the use of Indonesian, English, Kluet, Jamee and Acehnese in classroom activities. A total of 48 student respondents from three classes completed the questionnaires, with the English teacher at Junior High School 1 Kluet Timur serving as the sample. The results showed that Indonesian was the most dominant language used in the classroom with a rate of 47.1%, followed by English, Kluet Jamee and Acehnese. The responses to the questionnaire showed that the students believed that using Indonesian and local languages in learning English could help them to understand the material presented by the teacher. In addition, the study showed that the teacher's reason for using Indonesian and local languages was to enhance students’ comprehension of English materials, which ensure effective learning.
Term papers: A chance or challenge for university students? Sarair, Sarair; Trisnawati, Ika Kana; Nurfaizah, Nurfaizah
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.v12i1.22840

Abstract

This study aims to investigate how university students perceive term papers as part of their course assignments. The study used the qualitative research method to collect the data. The data were obtained by means of semi-structured interview. A total of 20 students majoring in English Education participated in the study, selected using random sampling technique. The data were then analyzed by using thematic analysis. The findings revealed that the students viewed term papers as a chance to develop their knowledge as well as motivation and confidence. On the other hand, some also perceived that term paper assignments were challenging due to several factors, such as lack of learning resources, lack of cooperation, lack of ability to explain difficult topics, and lack of academic writing and critical thinking skills. This study suggests that lecturers foster student collaboration, offer personalized assistance, and provide explicit instructions on scientific writing in order to make term paper assignments easier and beneficial to all students in higher education.
Project-based learning: Does it improve students’ ICT literacy skills and English learning autonomy? Menggo, Sebastianus; Ndiung, Sabina
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.v12i1.23436

Abstract

This study aims to investigate and disclose the integration of project-based learning in promoting high school students' ICT literacy and English learning autonomy in Ruteng, Indonesia. This study surveyed 595 students from six senior high schools in Ruteng City. The questionnaire and interview served as the primary instruments for data collection, followed by quantitative and qualitative examination of the results using Jeffreys' Amazing Statistics Program. The results of the study indicate that the level of ICT literacy among the students falls in the medium category (3.5), and English learning autonomy was included in the medium category (3.32). Sixteen statements of ICT literacy competence indicated the category of ICT literacy competence, while ten items indicated English learning autonomy. In addition, five factors challenged the respondents' achievement of ICT literacy, namely, lack of enthusiasm and initiative of students regarding digital media literacy (61.59%), lack of cost of purchasing Internet data packages (71.20%), insufficient time allocated for using specific English learning software (59.48%), unstable Internet network connectivity (58.27%), and lack of available ICT infrastructure in schools (58.33%). Various issues hinder the level at which students could acquire ICT skills, and stakeholders are encouraged to address or overcome these obstacles.

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