cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota banda aceh,
Aceh
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 372 Documents
 16   17   18   19   20 
The development of syntactic complexity in university students’ essays Istiharoh, Agus Ferani; Pranowo, Dwiyanto Djoko
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.v11i1.19129

Abstract

This research aimed to describe quantitatively the development of students’ syntactical complexity during the Essay Writing Course measured with the L2SCA tool by Lu. The research basically implemented a descriptive-quantitative research design. The primary data were collected from 20 students majoring in Agribusiness and taking an essay writing course in Yogyakarta Muhammadiyah University (UMY) during one semester from February to July 2022 in a researcher class. They wrote three essays gradually from one session to the third session of the class. The essays were analyzed quantitatively using the L2SCA tool by following the indices of the tools as the reference to see the students’ syntactical complexity. In addition, the participants wrote three essays divided into three times writing tests. Overall, the analysis method was conducted by following a systematic procedure; classifying, scoring, displaying, describing, interpreting, discussing, and concluding. As a result, this study reveals that syntactical development of students’ essays during a semester session of writing course fluctuated from the first writing until the third writing. Although along the writing supervision, they had consultation sessions, the result did not show gradual and constant progress. It implied that the students’ acquisition of syntactical complexity represented in writing did not improve progressively in all syntactical indices. However, among the three essays the participants wrote, they excel most in second essay or argumentative essay. Further, it is necessary to relate the essay’s genre to the result of students’ writing for each of the essays has a special characteristic and level of difficulty.
The development of an online-based TPACK questionnaire for ELT teachers Surayya, ST Ayu; Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
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.v11i1.17364

Abstract

The concept of Technological Pedagogical Content Knowledge (TPACK) has gained significant attention in the field of education due to the widespread adoption of innovative technologies, particularly accelerated by the COVID-19 pandemic and the surge in online teaching. To effectively measure TPACK, the utilization of a well-designed and tailored questionnaire has emerged as a sophisticated approach. The aim of this research is to develop a questionnaire that is valid and reliable specifically for the context of online learning. In order to ensure the validity of the questionnaire, expert validation was conducted with three professionals from diverse backgrounds, including an Indonesian professor, a Ph.D. student, and a local education supervisor. By incorporating their recommendations, the questionnaire underwent revisions and refinements. Subsequently, the validity of the questionnaire was assessed by administering it to 43 participants across four Indonesian provinces: West Java, East Java, East Boneo, and West Nusa Tenggara. The findings indicated that the questionnaire demonstrated strong validity and reliability, making it a valuable tool for evaluating teachers' TPACK in online teaching environments. Statistical analysis using the SPSS 23.0 software confirmed the validity and reliability of all 24 questionnaire items, further endorsing its readiness for future research endeavors. Additionally, this questionnaire can be tailored to meet the unique requirements of teachers across different education programs, thereby enhancing its applicability and versatility. In conclusion, this study contributes to the field of online teaching by providing a robust instrument for assessing teachers' TPACK, facilitating targeted interventions and improvements in instructional practices.
Error analysis on students’ essay writing: A case study Surjowati, Ribut
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.v11i1.15009

Abstract

The objective of this research is to determine the types of errors committed by the students of the English Department at the Faculty of Language and Science, Wijaya Kusuma Surabaya University (FBS UWKS), as well as to describe the origins of these errors. The research conducted was descriptive in nature, utilizing qualitative methods. The participants involved in the study were fourth semester students of the English Department at FBS UWKS. Out of the 20 participants, a total of 80 data sources were obtained during the learning process. The researchers collected the data through the use of interview sheets and essays. Once collected, the data underwent a process of reduction, classification, display, and analysis. The procedures for data analysis were outlined as follows: 1) the collection of essays, 2) the classification, counting, and analysis of errors based on the error types proposed by Brown (2007), and 3) the analysis of errors to identify their sources using the concepts of interlingual transfer and intralingual transfer as proposed by Brown (2007) and Touchie (1986). From the analysis, it was discovered that the errors could be categorized into two main groups, namely essay organization errors and grammatical errors. The essay organization errors consisted of seven classifications, including issues with the thesis statement, topic sentences, unity, coherence and cohesion, as well as supporting sentences. On the other hand, the grammatical errors encompassed omission, addition, and punctuation mistakes. The sources of these errors were found to be inadequate learning, false conceptualizations, overgeneralization, and ineffective teaching practices.
Responses and preferences of rural Islamic university EFL learners for written corrective feedback Mudra, Heri
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.v11i1.17943

Abstract

The primary objective of this current investigation was to provide a detailed account of the experiences of English as Foreign Language (EFL) learners in their response to Written Corrective Feedback (WCF). Additionally, the study aimed to explore the preferences of these learners regarding the utilization of WCF in their thesis writing within the context of a rural Islamic higher education institution. The participants of this study consisted of twenty-two senior EFL learners who were in the process of writing their theses as their final projects. To gather the necessary data, semi-structured interviews were extensively utilized. The findings of this study revealed that EFL learners employed various strategies when responding to WCF, including a focus on grammatical error correction, an emphasis on overall error correction, the utilization of online grammar checkers, and seeking guidance from their supervisors. Furthermore, the learners' perception of WCF included their preferences, disfavored aspects, advantages, and disadvantages. These results indicate that EFL learners are expected to engage in intensive learning of grammar and writing. Additionally, it is crucial to establish standardized approaches to providing WCF. In conclusion, WCF proves to be a valuable tool for EFL learners in their thesis writing endeavors.
Quality of translation via google translate in comedy texts Bania, Allif Syahputra; Faridy, Najihatul
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.v11i1.19364

Abstract

A translation process of considerable quality should possess the ability to effectively communicate a clear and definite meaning from the source language to the target language. While Google Translate serves as a useful tool for comprehending translated textual content in a general sense, it is important to note that automated machines still possess inherent weaknesses and limitations. The translation of jokes within comedic texts, particularly in relation to language and cultural differences, proves to be a challenging task. This research was undertaken utilizing a qualitative-descriptive approach, with the bilingual comedy book titled "Jokes in English-Book 1" serving as the subject of study. The primary objective of this research is to assess the level of translation quality achieved by machine translation in terms of accuracy, acceptability, and readability, and to compare these results with the translations provided in the bilingual book. The findings of this research indicate that 62.5% of the translations exhibit a high level of accuracy, while 37.5% are somewhat less accurate. Furthermore, 37.5% of the translations are deemed acceptable, while 62.5% are regarded as less acceptable. Finally, 37.5% of the translations demonstrate a high degree of readability, whereas 62.5% exhibit a moderate level of readability. Upon comparing the translation results obtained from Google Translate with the original translations presented in the bilingual book, it was determined that 100% of the translations in the book were found to be satisfactory in terms of accuracy, acceptability, and readability. Although the translations from English to Indonesian of comedy texts via Google Translate are deemed satisfactory, there is still room for improvement and ongoing development in order to enhance the quality of these translations.
An examination of newspapers' role in English language learning in Pakistan: Issues and recommendations Khan, Jamila
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.v11i1.17587

Abstract

Pakistan is a developing nation characterized by its lower income, turbulent economy, elevated commodity prices, and escalated inflation. The government sector's progression has been disappointingly inadequate due to limited resources and a meager budget allocation for education. In light of these prevailing circumstances, this article endeavors to illuminate the newspaper as an economical and invaluable source of diverse information that can be utilized as authentic material for enhancing the teaching and learning of languages, particularly English. The article underscores the significance and affordability of newspapers in primary and secondary educational institutions, specifically public schools, within the context of Pakistan. A comparative analysis of Pakistan's literacy rate vis-à-vis other countries in the region and the substitution of English newspapers for English readers to ameliorate English language acquisition are deliberated upon. Additionally, the article scrutinizes the budgetary allocation for the educational sector in Pakistan from 2017 to the present year, as well as the price range of English readers from this vantage point. Given the significance of the English language and the challenges associated with its instruction and acquisition, this paper proffers several recommendations for the integration of newspapers into primary and secondary levels at public schools.
Teacher as a peace leader: A new peace linguistic approach to “Freedom Writers” Chandra, Yuliyanto
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.v11i1.19737

Abstract

The role of a language teacher as a character educator and peace-builder is sometimes undermined by the pervasive thinking that language teaching solely entails transference of knowledge about language. However, it is a fallacy that language teaching is not facilitative of character development. Since language has the power of creating peace and even war, this study seeks to interrogate how a language teacher as a leader in a classroom can be a model of peacebuilding through language use. Using New Peace Linguistics (henceforth NPL)—a newly emerging framework in linguistics and peace studies—this study analyzed the pragmatics, specifically the speech acts, as found in Erin Gruwell’s utterances in “Freedom Writers”, a movie about teacher who has to deal with a group of rebellious students. The study found that Erin Gruwell mostly used mediating, expressing empathic concern, complimenting, disciplining, apologizing, giving instruction, and encouraging for creating peace, healing traumatic experiences, and changing the students’ behavior.
Indonesian master students’ motivation and metacognitive strategies in academic writing Gloria, Gloria; Mbato, Concilianus Laos
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.v11i1.18559

Abstract

In higher education, students must complete their studies by writing academic papers and publishing research articles. Students might have experienced ups and downs because not all students like to write, especially academic papers. Good writers use metacognitive strategies and maintain their motivation to improve their writing skills. The current researchers conducted a mixed-method study to determine master students’ motivation and metacognitive strategies in their writing and how metacognitive strategies affected their motivation in academic writing. The participants were 40 master’s students of English Education at Sanata Dharma University, Yogyakarta. The researchers gathered the data using a close-ended questionnaire on Academic Writing Motivation and Metacognitive Strategy and a semi-structured interview. The first finding revealed that master students were more extrinsically motivated to write academic papers. However, both intrinsic and extrinsic motivation were involved in their success. The second finding indicated that master students were conscious of metacognitive strategies applying the stages namely planning, monitoring, and evaluating in different ways in writing. Data analysis also revealed a strong positive correlation between motivation and metacognitive strategies. They agreed that motivation and metacognitive strategy were connected in academic writing to achieve goals. Therefore, the results underlined that students must activate and maintain motivation and metacognitive strategy during the writing process. The implications and future research opportunities were discussed in this research.
Grammatical interference in Islamic school students’ English narrative writings Ayu, Dian Pawitri; Nurweni, Ari
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.v11i1.18947

Abstract

Employing a qualitative approach, this study aims to discover the types of grammatical interference that mostly occur in narrative texts written by Indonesian students at a senior high school level. The grammatical interference covered in this article is categorized into two, namely syntactical interference and morphological interference. Moreover, 20 eleventh-grader students of an Islamic school were chosen randomly to be the sample of this research. The students were asked to compose a narrative text with a topic that has been determined by the teacher. Their writings were then analyzed descriptively to find out the dominant types of grammatical interference made by the students. It was revealed that the students encountered morphological inferences related to tenses, articles, subject-plural forms, and pronouns. Besides, syntactical inferences regarding word order, noun phrase, and passive voice are found in the students’ writings. Thus, it implies that students often used the grammatical rules of their first language in composing their writings in English.   
Employing multimodal dialogic feedback on EFL tertiary students’ writing: Formative assessment framework Thamrin, Nur Sehang; Madya, Suwarsih; Putro, Nur Hidayanto Pancoro Setyo
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.v11i2.20393

Abstract

Feedback is essential for improving EFL students' writing skills, even though it is still underutilized. Yet, only some studies examine multimodal dialogic feedback (MDF) on students' writing. To address the gap, this study, which employed an exploratory mixed-method, investigated the impact of MDF mediated by utilizing Google Docs and Zoom conferences as convenience platforms in a writing class among some Indonesian university learners and the impact of this MDF on the revision quality of the student texts. Furthermore, the study explored the students' perceptions of MDF from the formative assessment framework. While the quantitative method through classroom action research (CAR) with 39 students recruited purposively, examined the impact of MDF on students' writing skills, the qualitative approach using semi-structured in-person interviews with eleven students recruited conveniently, addressed the student's perceptions of the influence of MDF on their writing skills. The quantitative data were analyzed through simple descriptive statistical analyses to visualize the trend of students' improvement and the instructor's feedback. The qualitative data on the students' positive perceptions of the impact of MDF on their writing were analyzed using thematic analysis. Statistical analyses of the student's texts reveal that the student's writing skills are gradually developing. The results demonstrate how mediating MDF during teaching-learning writing affected the student's work on organization, content, language use, mechanics, and text length. Implications for writing instruction and the instructor's feedback are also discussed. Although this current study has limitations, suggestions for further research are offered.

Page 18 of 38 | Total Record : 372

 16   17   18   19   20 

Filter by Year

2013 2025


Reset
Filter By Issues
All Issue Vol 12 No 2 (2025) Vol 12 No 1 (2024) Vol 12, No 1 (2024) Vol 11, No 2 (2024) Vol 11 No 2 (2024) Vol 11, No 1 (2023) Vol 11 No 1 (2023) Vol 10 No 2 (2023) Vol 10, No 2 (2023) Vol 10, No 1 (2022) Vol 10 No 1 (2022) Vol 9 No 2 (2022) Vol 9, No 2 (2022) Vol 9 No 1 (2021) Vol 9, No 1 (2021) Vol 8, No 2 (2021) Vol 8 No 2 (2021) Vol 8 No 1 (2020) Vol 8, No 1 (2020) Vol 7 No 2 (2020) Vol 7, No 2 (2020) Vol 7, No 1 (2019) Vol 6, No 2 (2019) Vol 6, No 1 (2018) Vol 5, No 2 (2018) Vol 5, No 1 (2017) Vol 4, No 2 (2017) Vol 4, No 1 (2016) Vol 3, No 2 (2016) Vol 3, No 1 (2015) Vol 2, No 2 (2015) Vol 2, No 1 (2014) Vol 1, No 2 (2014) Vol 1, No 1 (2013) Vol 1 No 1 (2013) More Issue