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Englisia Journal
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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Articles 372 Documents
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Scrutinizing online instructional approach: What drives faculty to adopt synchronous virtual classroom Muluk, Safrul; Habiburrahim, Habiburrahim; Safrul, Muhammad Safwan; Hakim, Lukman; Amiruddin, Amiruddin
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19656

Abstract

The successful implementation of a method appliance can be attributed to the method itself. The matter of synchronous virtual classrooms is influenced by several factors. The adoption of synchronous virtual classrooms by faculty members provides a valuable experience for both students and lecturers. This study aims to identify the triggering factors that motivated faculty members to adopt synchronous virtual classrooms. Additionally, it seeks to examine the challenges faced by students and lecturers in implementing this method. The researchers utilized interviews and literature sources as instruments for data collection. A total of five lecturers were selected as respondents for this research. The criterion for selection was their implementation of this method in their department's courses and their experience with synchronous virtual classrooms. The collected data was thematically analyzed. The results revealed that the main triggering factor for adoption was the Covid-19 pandemic. The challenges faced by students and lecturers were not limited to technological and internet issues but also included a lack of preparation from the faculty. Based on the data analysis and interviews, future research could explore the potential of combining methods to create a more effective approach in different situational conditions.
Analyzing non-English major students’ needs, attitudes, and English language learning strategies Sari, Farnia; Atmanegara, Yunani; Manurung, Jenny Elvinna; Ali, Helena Verusha; Amaliah, Amaliah
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19423

Abstract

Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.
Measuring the endangering stage of indigenous Gayonese language and its relation to English as a global language Munandar, Imam
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17600

Abstract

There has been a growing concern about the decreasing number of the Gayonese young generation who are literate in their mother language. Unfortunately, little scientific effort has been made to determine its leading causes. While the previous studies limitedly focused on the structure and form of the Gayonese language, this research seeks to fill the gap by attempting to uncover the contributing factors leading to the Gayonese young adults' reluctance to employ the Gayonese language in their regular interaction and their views regarding the language. Besides, the study attempts to determine if English as a global language has to do with endangering the Gayo language. The research employed a case study methodology and semi-structured interviews to collect data. The data is mined from thirty university students, aged 18-21 years old, who have Gayonese language background. The result of the research showed that unfavorable views against the Gayonese language are on the rise among the young Gayonese generation. Furthermore, young Gayonese are now used to speaking the official Indonesian language instead of their native tongue for the following reasons; the Indonesian language indicates upper-class status and is more prestigious; the Indonesian language is more sensible and efficient for talking with the opposite sex; and the Indonesian language is more straightforward and more accessible to use when greeting new friends. Meanwhile, it is also revealed that the powerful status of English as a global language has nothing to do with the cause of the young Gayonese generation abandoning their mother tongue. Given this finding, the researcher envisages the Gayonese language as in stage six of the endangered language according to the GIDS scale. Stage six suggests that the language needs preservative treatments to avoid a total loss. The researcher also forwards that the Gayonese families introduce the mother language to their children at an early age and better realize that English is not the cause of abandoning the Gayonese language by their children. Also, the local government should carry out language revitalizing efforts by regulating the provision of the Gayonese language in primary schools.
EFL students’ emotional responses to oral feedback: The case of Indonesia Purwandari, Junita Duwi
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17794

Abstract

Feedback, a crucial component in supporting student learning, has been subject to extensive research in the field of English as a Foreign Language (EFL). Although some studies have explored students' emotional reactions to written feedback provided by teachers, there is a scarcity of research on emotional responses to oral feedback. Thus, this case study seeks to enhance the existing literature by investigating how students emotionally react to oral feedback. The study argues that the manner in which oral feedback is delivered can elicit unexpected emotional responses from students. This study was conducted in three senior high schools in Jakarta, Indonesia, with six participants from each school. Each student participated in a semi-structured interview, resulting in a total of 18 interview data. Thematic analysis was employed to analyze the data. The findings revealed that students expressed both positive and negative emotions in response to teacher oral feedback, with a tendency towards the latter outweighing the former, resembling an imbalanced scale. This study contributes to a deeper understanding of students' reactions to oral feedback and encourages teachers to reflect on their feedback practices.
Exploring challenges and strategies in English speaking among Indonesian university students: A case study of AKM university Anggrisia, Nur Fitria; Robah, Asna
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19156

Abstract

English language education in Indonesia spans from primary school to university levels. However, achieving mastery in English, particularly in speaking, remains a significant challenge for Indonesian university students. This study aimed to investigate the problems faced by these students in speaking English and describe their efforts to overcome this deficiency. The research utilized a descriptive qualitative method, employing questionnaires and interviews as instruments. The study participants consisted of 45 second-semester students from the English Education Department at AKM University (pseudonym). The findings revealed that students encountered both linguistic and psychological challenges when speaking English. Linguistic problems included confusion in tense usage, a lack of grammar understanding, and difficulty in selecting appropriate vocabulary. Psychological issues encompassed feelings of nervousness, lack of confidence, fear of making mistakes, and the fear of being laughed at. Furthermore, insufficient practice emerged as an environmental factor contributing to speaking difficulties. To address these challenges, students adopted various learning strategies proposed by Oxford (1990), including memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies.
Thesis writing anxiety among Indonesian pre-service teachers of English: A survey study Kawengian, Grisel Englin; Subekti, Adaninggar Septi
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.18940

Abstract

For decades, language anxiety has been a popular research topic in the field of language learning and studies suggested that learners' second/foreign (L2) writing anxiety, one of the anxiety constructs, negatively affected learners' L2 writing achievement. This study aimed to investigate the thesis writing anxiety of Indonesian pre-service English teachers working on their theses in the final semesters of their study. The participants of this study were 105 pre-service teacher participants from ten universities across six different provinces in Indonesia. The study employed an online survey as the method of data collection. It found that generally, the participants had a moderate level of thesis writing anxiety. The detailed findings were further elaborated under four categories: “Difficulty in Grammar and Writing Anxiety”, “Negative Feelings when Writing a Thesis in English”, “Positive Feelings when Writing a Thesis in English”, and “Degree of Influence of Advisors and Peers to Writing Anxiety”. Based on the findings, possible contributions, implications, and limitations are suggested alongside suggested directions for future studies.
Unveiling deixis expressions in the Oxford junior secondary English webinar by Icy Lee Rifiyani, Andri Jamaul; Dzulfikri, Dzulfikri; Elfiyanto, Sonny
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.16860

Abstract

The significance of deixis expression within the English language context, particularly within the spoken form, is crucial for the further examination of deixis as a specific area of pragmatics in order to enhance the theory and practice of verbal communication development. Thus, this recent investigation aimed to assess the presence of deixis in the Oxford junior secondary English webinar conducted by Icy Lee from a pragmatics and discourse analysis perspective. The researchers employed a qualitative research approach and adopted a descriptive analysis method. The data were acquired from a webinar video available on the YouTube channel and website of the Oxford junior secondary English webinar. The transcripts were meticulously analyzed and evaluated based on Levinson’s (1983) theory. In summary, the findings uncovered that Icy Lee’s webinar exhibited five classifications of deixis: person, time, social, discourse, and place deixis. Notably, person deixis was the most frequently utilized category, accounting for 223 utterances (48%). Each deictic expression possesses a diverse significance contingent upon the speech context. However, certain implications were still brought to light in this current investigation, and it is anticipated that subsequent researchers will explore the webinar in alternative contexts.
Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback Murtiningsih, Sri Rejeki; Sumantri, Agus; Hidayatulloh, Sibakhul Milad Malik
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19318

Abstract

This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.
Post-pandemic impact: E-learning crack-up and English learning quality Ramli, Ramli; Risky, Risky; Kusmaryani, Woro
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17948

Abstract

This study delved into the impact of the E-learning crack-up on the learning process during the pandemic to the post-pandemic learning process and the quality of English learning during face-to-face learning. This study applied qualitative research methods. The researchers selected six students from class XI-1 and one teacher at SMAN 1 Nunukan to participate in the interview session. In the data collection process, documents, observations, and interviews as research instruments were implemented. The researchers analyzed research data through three phases: data condensation, presentation, and conclusion verification. From the data analysis, the researchers found that E-learning crack-ups in the learning process during the pandemic affected students' learning processes. This is evidenced by the results of student interviews, which stated that they were still trying to adapt to the learning process in the post-pandemic period. However, based on the observations and document reviews, the researchers also found that the students' adaptation process during the post-pandemic learning period was excellent because it was supported by an exciting learning process and the implementation of Kurikulum Merdeka at Nunukan 1 Public High School. Thus, the quality of learning at SMAN 1 Nunukan is outstanding.
Metaphorical expressions for successful doctoral study abroad Usman, Jarjani; Zainuddin, Zamzami; Lugendo, Dorine; Maskur, Maskur; Murni, Murni
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19855

Abstract

Timely positive feedback to students pursuing a Ph.D. program motivates completion.  Drawing upon Skinner's Reinforcement theory and Lakoff and Johnson's Conceptual Metaphor Theory (CMT), this study aimed at uncovering metaphors employed in feedback practices by exploring the linguistic expressions of supervisors and peers, which encouraged students to complete their Ph.D. studies in Australia. The methodology employed the use of a semi-structured interview to delve into the lived experiences of two Indonesian Ph.D. students (currently EFL lecturers) during their studies in Australia. The results that the use of positive expressions from supervisors and peers strongly motivated the students to complete their Ph.D. programs. The four types of expressions used served to praise, give hope, give direction as feedback to support completion, and reminders to keep the student on track. The following expressions were commonly used to motivate completion: "Do not worry, mate, you will get there," and "Wow, it's great work! I understand it is not easy to write academically in such good English, but you did." These expressions metaphorically imply that:  "PhD study is a journey," and "Work speaks louder than words." These findings suggest that positive verbal feedback from supervisors' and peers' can motivate PhD students' completion.

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