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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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Manifesting community language learning activities in Islamic boarding school speaking program Bukhori, Bukhori; Irsyad, Muhammad
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.28491

Abstract

Community Language Learning (CLL) is an educational approach designed to foster speaking proficiency. This study explores the application of CLL activities within an English-speaking program at an Islamic boarding school in Indragiri Hilir Regency, Riau. Employing a qualitative case study methodology, data were gathered through observations, interviews, and document analysis, involving four teachers and two students. Findings reveal that the CLL approach was implemented through four key activities: repetition, free conversation, listening practice, and daily speaking exercises, supported by media such as vocabulary boards (Richards & Rodgers, 2001). These activities significantly enhanced students’ speaking skills, fostering an interactive and collaborative learning environment. In conclusion, specific CLL activities proved effective for developing speaking proficiency in this Islamic boarding school context. Recommendations include addressing identified challenges to further optimize program effectiveness.
Textual and linguistic characteristics in ELT research article abstracts: Insights from Indonesian novice writers Malik, Zulfikri; Setiawan, Slamet
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.28747

Abstract

In academic writing, particularly in research article abstracts, rhetorical moves and linguistic features are pivotal for effectively communicating findings to a broad audience. This study explores the rhetorical moves employed by Indonesian novice writers in their research article abstracts and their linguistic realization. Using a descriptive qualitative design, we analyzed 25 English Language Teaching (ELT) abstracts written by Indonesian novice writers, employing a checklist instrument for data collection. The results indicate that purpose and product moves are obligatory, method and conclusion moves are conventional, and introduction moves are optional. Rhetorical patterns predominantly follow a linear structure, with embedded and less frequent moves occurring less often. Linguistically, active voice prevails across all moves, surpassing passive voice usage. Present tense is the most common, followed by past, perfect, and future tenses. Key interactional metadiscourse devices, including hedges, boosters, and attitude markers, are evident, while engagement markers and self-mentions are notably absent. This study underscores variations in rhetorical structures and linguistic features among Indonesian novice writers, offering insights to enhance their academic writing practices.
Unveiling EFL students’ views on gamified learning experience: A survey study Armanda, Muhamad Laudy; Priyana, Joko
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.28825

Abstract

Gamification has gained power in education for its potential to boost student motivation through engaging, game-like experiences. However, the specific dimensions driving its effectiveness in language learning remain underexplored. This study investigates English as a Foreign Language (EFL) students’ perceptions of gamified learning tools (e.g., Classcraft, Kahoot! Quizizz, Duolingo) in enhancing their English acquisition. A cross-sectional survey design was employed, utilizing the GAMEFULQUEST online questionnaire to capture immediate responses from 155 EFL students at a state university in Central Java, Indonesia. Participants, selected via purposive sampling, had experience with gamified learning platforms inside and outside the classroom. Findings revealed high satisfaction across all seven dimensions of the gamified experience, with no significant variations by gender or age. These results highlight the universal appeal of gamification in EFL contexts and provide a foundation for future research.
Countering misogyny in the manosphere: Examining language, identity, and ideological confrontations in #MeToo narratives Jegede, Olusegun Oladele
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.29119

Abstract

This study investigates the ideological confrontations between #MeToo advocates and the manosphere, focusing on their competing visions of masculinity, accountability, and gender equality. It explores how these groups define and contest gender roles, particularly masculinity, and how their opposing ideologies shape contemporary gender discourse. The research objectives are to analyze contrasting perspectives on masculinity, evaluate debates over accountability, and examine differing interpretations of equality. Using a qualitative approach, the study applies critical discourse analysis to textual data from #MeToo and manosphere forums, social media posts, and key movement narratives. Findings indicate that #MeToo advocates promote empathy, equality, and respect to challenge traditional masculinity, while the manosphere defends a dominance-oriented view. #MeToo emphasises systemic accountability, in contrast to the manosphere’s focus on individual responsibility. The study concludes that this ideological conflict reflects a broader cultural struggle over gender norms and power dynamics, with #MeToo advocating for structural reform. Examining the dynamic relationship between #MeToo and the manosphere, this research offers novel insights into how they shape public perceptions of gender and inequality.
Rethinking AI literacy: How high school students navigate ChatGPT in English language learning Hasanah, Farah Faridatul; Degeng, Putu Dian Danayanti
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.29157

Abstract

This study explores high school students’ AI literacy and their use of ChatGPT in English language learning, addressing the gap in AI application research at the secondary education level. Utilizing an explanatory sequential mixed-methods design, the study evaluated the AI literacy of 100 high school students via a validated questionnaire, assessing affective, behavioral, cognitive, and ethical dimensions. Follow-up interviews with six students of varying AI literacy levels provided deeper insights into their experiences and perceptions of ChatGPT. Findings indicate positive attitudes toward ChatGPT, with high scorers demonstrating robust engagement, adaptability, and ethical awareness in using the tool for English learning. Conversely, low scorers showed limited understanding, over-reliance on ChatGPT for superficial tasks, and underutilization of its potential for deeper learning. Despite its benefits, concerns about over-reliance and ethical issues highlight the need for structured guidance. Variations in AI literacy emphasize the importance of targeted interventions to promote critical thinking and responsible AI use. This study offers practical recommendations for integrating AI literacy into curricula to ensure effective and ethical use of AI tools. Future research should investigate the impact of comprehensive AI literacy programs on student engagement and learning outcomes.
Exploring higher order and lower order thinking skills in Indonesian junior high school ELT textbooks Shabrina, Dinda Bunga; Basthomi, Yazid; Zen, Evynurul Laily
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.29201

Abstract

English textbooks play a pivotal role in supporting English as a Foreign Language (EFL) learning, particularly for junior high school students. Critical thinking skills are essential for enhancing students’ English language proficiency. This study investigates the representation and frequency of Higher-Order Thinking Skills (HOTS) and Lower-Order Thinking Skills (LOTS) in instructional questions within the Grade VII Indonesian ELT textbook (2017 revised edition) published by Kemendikbud, widely used in Indonesian public schools. Employing a qualitative content analysis approach, this study utilized the revised Bloom’s Taxonomy to analyze the data, which were quantified into percentages and frequencies. Findings reveal a higher prevalence of LOTS compared to HOTS in the textbook’s instructional questions. Consequently, teachers are encouraged to creatively adapt these questions to foster critical thinking. Additionally, future textbook authors should prioritize integrating more HOTS-based questions to enhance students’ critical thinking skills in ELT contexts.
Exploring Papuan English teachers’ strategies in enhancing junior high school students’ reading motivation Romrome, Abel Yohanis; Sari, Rita
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.29273

Abstract

Reading motivation is a critical factor in English language acquisition, recognized as a significant issue for decades. Scholars have explored this topic from various perspectives, including teachers’ strategies and students’ intrinsic motivation. However, no studies have examined teachers’ strategies for fostering reading motivation among junior high school students in the Papuan context, particularly in Wamena, Papua Pegunungan Province. This study addresses this gap by investigating the strategies employed by Papuan English teachers to enhance students’ reading motivation. Data were collected using a qualitative approach through a descriptive case study. Eight Papuan English teachers participated, responding to open-ended questionnaires and semi-structured interviews. The findings indicate that teachers employed several strategies to boost reading motivation, including designing engaging reading materials, modelling enthusiasm for reading, allowing students to choose their reading texts, providing constructive feedback on reading progress, and fostering strong teacher-student relationships. These findings offer valuable pedagogical implications and practical recommendations for educators to underscore the importance of reading, thereby fostering greater student motivation to engage with texts.
Fostering collaborative learning in ESP: AI-driven approaches integrating learning styles and multiple intelligences Asrifan, Andi; Oliveira de Barros Cardoso, Luís Miguel; Vargheese, K.J.
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.29330

Abstract

The growing demand for English for Specific Purposes (ESP) calls for innovative learning methodologies that address diverse cognitive profiles. However, traditional ESP education often overlooks individual learning styles and multiple intelligences. This study explores how AI can enhance collaborative ESP learning by accommodating varied learning preferences, asking: How can AI improve collaborative ESP training by adapting to diverse learning styles and intelligences? A mixed-methods experimental design involved 100 university students from Engineering, Medicine, and Business, divided into experimental and control groups. The experimental group received AI-supported collaborative ESP training tailored to their learning styles and intelligences, while the control group followed conventional methods. Results showed the experimental group demonstrated significantly higher motivation, engagement, learning outcomes, and improved communication and collaboration skills. These findings suggest that integrating AI with cognitive-based learning models enhances collaborative ESP environments through adaptive content delivery, dynamic grouping, and personalized feedback, fostering more inclusive and effective professional language learning.
EFL pre-service teacher identity development during international teaching practicum program: A narrative study Anindya, Salma; Triyoga, Arilia
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.29443

Abstract

The international teaching practicum provides pre-service English teachers with opportunities to enhance their professional experiences and develop their teacher identity. This study explores the professional identity development of two Indonesian pre-service English teachers during a one-month teaching practicum in the Philippines, focusing on the factors shaping this process through the lens of teacher professional identity. The research centers on two students from the English Education Department at a private university in Yogyakarta. Employing a qualitative narrative approach, data were gathered through semi-structured interviews and analyzed thematically within the framework of teacher professional identity. Findings reveal that the practicum significantly advanced the participants’ professional identity across its key dimensions. Mentor teachers’ guidance, positive student relationships, and a supportive practicum environment were critical to this development. These results highlight the interplay between individuals and their environment, emphasizing the need for a nurturing setting to foster personal and professional growth.
An analysis of focused metalinguistic written feedback: How would learners react? Rizqiyyah, Rizqiyyah; Prianty, Tanty
Englisia Journal Vol 8 No 1 (2020)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i1.5972

Abstract

Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed Miles and Huberman’s qualitative data analysis approach. Meanwhile, the quantitative data, namely the basic analysis of focused metalinguistic written feedbacks were analyzed by employing Cumming’s writing approach. The findings reveal that: (1) learners revised and expanded their draft after getting back their paper; (2) lecturer’s feedbacks through email have reportedly motivated learners because such the feedbacks did not lead learners perplexity compared to the handwritten feedbacks; (3) the majority of participants used revising and responding, consulting a dictionary/grammar book, and referring to the previous composition as the ways to handle lecturer’s input.

Page 24 of 38 | Total Record : 372

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