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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
Arjuna Subject : -
Articles 372 Documents
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The development of an online-based TPACK questionnaire for ELT teachers Surayya, ST Ayu; Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry 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.
Portraying Indonesian English language teachers’ readiness for teaching online classes Tutyandari, Caecilia; Purnamaningwulan, Rina Astuti
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17484

Abstract

Amidst the proliferation of the COVID-19 virus in Indonesia, educators, students, and educational institutions are still adapting to the implementation of online instructional methods. This investigation delves into the preparedness of English as a Foreign Language (EFL) teachers in conducting online classes, as well as the obstacles they encounter while doing so. The purpose of this study is to serve as a foundation for schools to develop effective strategies for administering online classes, and to equip teachers with the necessary skills to facilitate learning in the online realm. This current research employed a mixed-method design in order to gather the essential information required to address the research questions at hand. The data was collected through the utilization of an online Likert-scale questionnaire and focus group interviews. The questionnaire was utilized to evaluate teachers' preparedness across three dimensions: Technological Pedagogical Content Knowledge (TPACK), teachers' presence, and institutional support. A total of 336 EFL teachers from various high schools in Indonesia voluntarily participated in the survey, while nine participants took part in the focus group interviews. The findings of this investigation indicate that, on average, EFL teachers possess a moderate to high level of perceived preparedness across the three aforementioned dimensions. This suggests that the majority of teachers are adequately equipped to engage in distance learning. However, the present findings also shed light on the concerns expressed by teachers during the online teaching and learning process. These challenges encompass the proficiency of teachers in utilizing TPACK, the workload imposed on teachers, the psychological well-being of students, and the support provided by educational institutions. Furthermore, this exploration provides a concise overview of the intricate nature of teachers' preparedness.
Exploring Al-Ghazali’s concept of education: A study of speech acts through English language lens Zurriyati, Zurriyati; Perangin-angin, Alemina Br; Rahman, Fadhlur
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.17515

Abstract

The purpose of this study is to provide an in-depth analysis of the types, functions, and manner of speech acts utilised in al-Ghazali's notion on educational concept. The study employed a content analysis methodology, which entailed gathering data from a variety of sources, including Al-Ghazali's writings and scholarly articles related to his works. The findings of this study reveal that al-Ghazali's idea of education in is dominated by directive speech acts, followed by assertive acts and constative acts. The category of recommending acts makes up the vast majority of directive acts, whereas order acts are somewhat less common. Further, Al-Ghazali’s use of speech acts tends to emphasize a competitive function, followed by a collaborative one. Interestingly, neither convivial nor conflicting functions are presented in this study. The dominance of directive speech acts, highlight Al-Ghazali's preference for providing guidance and advice to his readers in a harmonious and respectful communication style. Furthermore, Al-Ghazali's use of speech acts can be classified primarily as literal and direct speech acts, with subsequent employment of indirect and non-literal forms.. These findings contribute to the teaching learning process including English language in applying speech act. Finally, this study highlights the significance of considering the types, functions, and manner of performing speech acts propose to  teachers and students in English language teaching learning process.
An examination of newspapers' role in English language learning in Pakistan: Issues and recommendations Khan, Jamila
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry 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.
Measuring the endangering stage of indigenous Gayonese language and its relation to English as a global language Munandar, Imam
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry 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.
When English language matters: Internationalizing PhD research by Indonesian political scientists Rüland, Jürgen
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.17607

Abstract

The essay traces frequent language problems and un(der)developed academic writing skills of Indonesian PhD students in the field of political science and international relations. The author thereby draws on personal experiences as a thesis supervisor. Apart from problematic scope conditions in the Indonesian university system, he identifies a lack of training in academic writing at the undergraduate and graduate levels of education and a missing research and publication culture in social sciences. The remainder of the essay reflects about how the problem of deficient language and academic writing skills can be remedied. It argues that both Indonesian universities and also host universities abroad must develop measures to overcome the identified problems.
EFL students’ emotional responses to oral feedback: The case of Indonesia Purwandari, Junita Duwi
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry 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.
Responses and preferences of rural Islamic university EFL learners for written corrective feedback Mudra, Heri
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry 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.
Post-pandemic impact: E-learning crack-up and English learning quality Ramli, Ramli; Risky, Risky; Kusmaryani, Woro
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry 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.
Indonesian master students’ motivation and metacognitive strategies in academic writing Gloria, Gloria; Mbato, Concilianus Laos
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry 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.

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