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372 Documents
<![CDATA[CHARACTER EDUCATION IN PRODUCING ISLAMIC PERSONALITY ]]>
<![CDATA[Maskur Samir]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 1, No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v1i1.137
<![CDATA[Character education is necessary to be seriously concern in facing modernization. It is believed that character is one of elements to reach the aims of education. Precisely, education is an effort to form inner strength, behavior, as well mind. This article focuses on method and strategy to build the character which subsequently build personality refers to the Islamic fundamental sources namely as being commanded by Allah through His Prophet. There are some ways being introduced in the article to form good personality through building character optimally. First is to infuse positive thinking upon Allah as the Creator of good and bad personality. Second, good personality could only be reached by strongly cling to values as it was conducted by the Prophet. Third is inculcating simple act though it may seem elementary but key factor in forming one's character which subsequently form one's personality.]]>
<![CDATA[APPLYING TEAM TEACHING TO IMPROVE STUDENTS’ ABILITY IN UNDERSTANDING ENGLISH NARRATIVE TEXTS ]]>
<![CDATA[Saiful Akmal]]>;
<![CDATA[Asrul Hadi]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v2i2.532
<![CDATA[The title of this study is applying team teaching to improve students’ ability in understanding English narrative texts. The purposes of this study are to identify the advantages and to find out the strategies of applying team teaching to improve students’ ability in understanding English narrative texts. The population of this study is the first year students of SMAN 4 Banda Aceh, and the sample are an experimental class (X IA 2) and a control class (X IA 6). The total numbers of the samples are 66 students. This research was conducted on April, 2010. In collecting data, several techniques were used namely; observation, test, questionnaire and interview. According to data analysis, team teaching gave more advantages to improve students’ ability in understanding English narrative texts. Some advantages of team teaching to the first year students of SMAN 4 Banda Aceh; (1) Team teaching directed the students to focus on material, the method was not tedious and learning motivation had been increased by using it, so that their ability in understanding English narrative text had been increased. (2) The students who studied by using team teaching obtained higher score than the students who studied without using team teaching. It means the students who studied by using team teaching could improve their abilities in understanding English narrative text. (3) The students should focus on the study because the teachers observed what they do in the class comprehensively. The student also could receive knowledge not only from the main teacher, but also from the co-teacher and they could ask both teachers if they found some problems. Some advantages of team teaching to the teachers of SMAN 4 Banda Aceh are; team teaching could be effective while teaching and learning process was underway because the teachers could remind each other and they also could plan good materials. In applying team teaching to improve students’ ability in understanding English narrative texts, the teachers used many strategies. One of the general strategies to apply team teaching in SMAN 4 Banda Aceh was by excercising the so called semi team teaching. The special strategies that conducted by teachers were; (1) Presenting an interesting and understandable topic in every meeting for students. (2) Making group discussion, reading the legend and translating it, giving regularly the test and games. (3) Asking the students to comprehend the generic structure of the text before coming to the class.]]>
<![CDATA[EFL learners’ code-switching: Why do they switch the language? ]]>
<![CDATA[Yuliar Masna]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v8i1.6662
<![CDATA[This qualitative study aims to figure out the factors that influence EFL learners’ code-switching. In collecting data, a semi-structured interview was conducted which involved five EFL learners as the participants. Those participants were selected through the purposive sampling method: being second-semester students of the English Language Education Department of Universitas Islam Negeri Ar-Raniry, and taking Basic Speaking class. Semi-structured interviewed was applied to collect the data needed. The finding of this study showed that all participants employed code-switching in their class. The reasons for EFL learners’ code-switching were influenced by participants’ roles and relationships, selected topics, and interactions. Thus, code-switching was regarded as a useful strategy that helped the learners convey their ideas to be fully understood and meaningful in the interaction process.]]>
<![CDATA[I LOVE TEACHING: The reflective stories of English teachers at achieving shools in Banda Aceh ]]>
<![CDATA[Khairil Razali]]>;
<![CDATA[Teuku Zulfikar]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 6, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v6i1.3849
<![CDATA[The study explored the teachers teaching strategies in six high achieving schools in Banda Aceh. One main purpose of the study was to explore particular strategies teachers use in conducting teaching effectively. The study was approached using the qualitative classroom research. The settings of the study were six high achieving secondary schools in Banda Aceh. The data of the study were collected through in-depth semi-structured Interview, observation and also focus group discussion. The data which was analysed using coding techniques reveals that most teachers interviewed suggested that they feel teaching at schools was at ease, and this due to mostly their extensive teaching experiences, trainings and Students’ learning passion.]]>
<![CDATA[The analysis of flouting maxim in Good Morning America (GMA) talkshow ]]>
<![CDATA[Rofa Marlisa]]>;
<![CDATA[Didin Nuruddin Hidayat]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v7i2.6630
<![CDATA[The present study is an analysis of the flouting maxim in Good Morning America (GMA) talk show in which Jackie Chan was invited as the guest star. The goals of this research are to find out the performed flouted maxim(s) by the hosts and the guest and to reveal the reason(s) behind the occurrence of the maxim(s). In this study, the researchers employed the qualitative method and data were collected from a video. The transcript text of the utterances between the hosts and Jackie Chan as a guest consisting of flouting maxim was the instrument of this research. Then, to find and analyze the flouting maxim showed in the video, the researchers used Grice’s theory, the Cooperative Principles consisting of four maxim types: quality, quantity, relation, and manner. The result showed that all four types of maxim flouting were committed by both Jackie Chan and the two hosts of the GMA talk show. The highest flouting maxims found were flouting the maxim of quantity and manner. Further, the study also revealed the rationales behind maxims flouting which were beneficial to build fun communication and to elaborate more explanations.]]>
<![CDATA[CORRELATION BETWEEN ABILITY TO RECOGNIZE SENTENCE ERRORS AND ABILITY TO PRODUCE GRAMMATICALLY CORRECT UTTERANCES ]]>
<![CDATA[Masrizal Masrizal]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v5i1.1662
<![CDATA[This article summarizes and reports an empirical study investigating students’ ability in recognizing grammatical errors and producing grammatically correct sentences. Thirty eight university students were involved in a set of grammar tasks which were specifically created to measure their ability to both identify errors and avoid them in language productions. The main purpose of the study is to prove whether their ability to pinpoint errors within sentences resembles their ability in producing grammatically correct sentences using the same features. The study also measures the appropriateness of the test items in order to see how it affects students’ performance. Final test data collected from the students in two different groups reveal that their ability to recognize sentence errors has positive correlation to their ability to produce correct sentences. The correlation figure among the more proficient students (group 2) is relatively larger, indicating that the amount of knowledge on relevant features positively influences, to a certain extent, the quality of language production and responses.]]>
<![CDATA[ENHANCING EFL LEARNERS’ WRITING SKILLS THROUGH BLOGGING ]]>
<![CDATA[Lilis Suadah]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 2, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v2i1.135
<![CDATA[This paper presents some reasons why English teachers aiming to increase their learners’ writing skills should use blogs in their teaching, particularly in EFL context. It is found that despite its drawbacks, putting pressure on computer illiterate learners and exposing them to non-standard English, blogging is an exceptional technological platform that offered learners numerous advantages such as it encourages them to write constructively, use English more frequently, and retain their motivation. This paper also highlights that to get most benefits of blogging, the teachers play major roles in ensuring the availability of reliable facilities (computer and the internet), teaching learners how to use blog purposefully, and controlling the bloggers (learners) to not only write their blog posts but also read, and provide feedback to their peers’.]]>
<![CDATA[ACEHNESE UNDERGRADUATE STUDENTS’ STRATEGIES IN PREPARING FOR TOEFL PREDICTION: A PRELIMINARY STUDY ]]>
<![CDATA[Ayuna Netta]]>;
<![CDATA[Ika Kana Trisnawati]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v7i1.5779
<![CDATA[This study focused on the strategies of undergraduate students in preparing for the TOEFL Prediction. The study distributed questionnaires to the students of Universitas Muhammadiyah Aceh, gathering a sample of 15 students of different majors. The findings revealed that the students’ most used strategy was self-study, involving learning with various English materials. This study suggests that future research focus on the reasons influencing test-takers’ decision in test preparation strategies.]]>
<![CDATA[ANALYSING THE CHARACTERISTICS OF A PAIR TALK ON AN EDITING TASK ON TWO INTERMEDIATE INDONESIAN LEARNERS OF ENGLISH ]]>
<![CDATA[Risa Fitria]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v4i1.1293
<![CDATA[Recent studies have paid attention to peer interaction as a means of second language (L2) learning. Interaction among learners in carrying out task is believed to mediate the process of L2 learning. The study therefore observed the nature of a pair talk in an interaction while completing a grammar task. The interaction was recorded and analysed by using language related episodes (LRE) in terms of form, lexicality, and mechanism. LRE was used in order to understand the characteristics of a pair talk at homogenous (intermediate-intermediate) level and to examine the participants’ accuracy in completing the task. The results suggest that even though the pair solved the questions in the task using form-focused LRE (F-LRE) and resolved the task interactively, they were not able to make correct decisions over grammar errors.]]>
<![CDATA[THE COMPARISON OF CONVENTIONAL METAPHOR OF ANGER BETWEEN ENGLISH AND MALAY LANGUAGE AND THE IMPLICATION FOR TEACHING AND LEARNING ]]>
<![CDATA[Nur Akmaliyah]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 1, No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v1i1.142
<![CDATA[Metaphor is often defined as a phrase used in an imaginative way to describe, com-prehend and conceive one thing in terms of something else. (Lakoff and Johnson, 1980) They, in addition, note that language, activity and human thought are con-ceptualized in metaphoric way. Furthermore, the metaphorical concept in thought is developed from several correlated experience. (Lakoff, 1992; Kovesces, 2005) For example, as it is explained by Lakoff, people talk about love in the way of talking about journey. Love is conceived in the way of journey is understood. Two lovers are positioned as two persons who are in traveling. Their relationship is the vehicle to gain their love expectations in the same way as destination in a journey. They use journey to conceptualize love and act of love in that way. When they find several difficulties along the way, it means that they have problems in their relationship.]]>
