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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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Thesis writing anxiety among Indonesian pre-service teachers of English: A survey study Kawengian, Grisel Englin; Subekti, Adaninggar Septi
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.v11i1.18940

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.
Grammatical interference in Islamic school students’ English narrative writings Ayu, Dian Pawitri; Nurweni, Ari
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.v11i1.18947

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.   
The development of syntactic complexity in university students’ essays Istiharoh, Agus Ferani; Pranowo, Dwiyanto Djoko
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.v11i1.19129

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.
Exploring challenges and strategies in English speaking among Indonesian university students: A case study of AKM university Anggrisia, Nur Fitria; Robah, Asna
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.v11i1.19156

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.
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 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.v11i1.19318

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.
Quality of translation via google translate in comedy texts Bania, Allif Syahputra; Faridy, Najihatul
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.v11i1.19364

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.
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 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.v11i1.19423

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.
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 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.v11i1.19656

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.
Teacher as a peace leader: A new peace linguistic approach to “Freedom Writers” Chandra, Yuliyanto
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.v11i1.19737

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.
Metaphorical expressions for successful doctoral study abroad Usman, Jarjani; Zainuddin, Zamzami; Lugendo, Dorine; Maskur, Maskur; Murni, Murni
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.v11i1.19855

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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