Articles
372 Documents
<![CDATA[Adjustment and adaptation: English curriculum development in pesantren ]]>
<![CDATA[Dwi Andriani, Zulfi Zumala]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.19862
<![CDATA[As the religious institution which focuses on religious teaching, however Pesantren began to incorporate English Language Teaching (ELT) in its curricula by doing some adjustments in line with the Pesantren context. This paper aims to examine English curriculum development at Pesantren Darussalam Blokagung Banyuwangi both in formal and informal institutions inside Pesantren. The incorporation of English Language Teaching (ELT) and the authority of the Pesantren leader in modifying the English curriculum according to the Pesantren context are discussed. The research is a qualitative research approach by employing a case study methodology. The data is collected through in- depth interviews of six participants, observations and documentation. The study reveals two curriculum facets: formal and informal. The formal curriculum aligns with the national school system, while the informal one encompasses English courses progressing from basic to advanced levels, an English language dormitory, and extracurriculars like news reading, storytelling, debate, and public speaking. The research concludes that Pesantren Darussalam effectively integrates English education to complement formal schooling. Yet, to enhance students' English skills and local awareness, ELT materials are needed to be tailored to the Pesantren context. This approach underscores the institution's adaptability and commitment to holistic education.]]>
<![CDATA[ICT integration into English language teaching-learning: Insights from some private higher education institutions ]]>
<![CDATA[Haerazi, Haerazi]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.19913
<![CDATA[The integration of technology within language classrooms is a pivotal facet of modern education. Due to this, this study aims to investigate the English lecturers’ views about the use of educational technology in English language classrooms and the English teachers’ implementation strategies about ICT integration into ELE programs in higher education. The study employs a qualitative research approach to facilitate an in-depth exploration and elucidation of its findings. The participants under scrutiny consisted of English lecturers affiliated with English language education study programs situated within private universities located in the West Nusa Tenggara region. The selection of participants was facilitated through the utilization of a convenient sampling method, which was deemed appropriate for the purposes of data collection in this study. In total, the study encompassed the involvement of 25 participants, and it is noteworthy to mention that the composition of this participant pool exhibited certain demographic characteristics. This study used semi-structured interview guidelines as the research instruments. The data analysis process encompassed several key stages, including data condensation, data display, and drawing conclusions. The research findings highlight a diverse landscape of ICT integration among English lecturers in private universities in West Nusa Tenggara, Indonesia. While some educators demonstrate a propensity for innovative and multifaceted technology integration, others exhibit more conventional and hardware-focused approaches. It can be concluded that English lecturers have views about the technology use that should be optimized in the ICT integration within English language education programs.]]>
<![CDATA[Improving academic writing skill: Difficulties encountered by undergraduates of English studies in Bangladesh ]]>
<![CDATA[Muniruzzaman, Sheikh Md.]]>;
<![CDATA[Afrin, Sadia]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.19918
<![CDATA[Bangladeshi students of English programs encounter some barriers in their attempt to develop academic writing skill at undergraduate level. The majority of the students who study in English programs in Bangladesh receive their primary and secondary schooling in the instruction medium of Bangla, while a few percent in English medium and English version instructions. Testing and assessment in English studies predominantly focuses on academic writing skill and many students cut a sorry figure in formative and summative assessments in the very first semester due to poor writing competence. This study examined two issues: the difficulties that Bangladeshi undergraduates of English studies confront while developing academic writing skill, and the ways to develop L2 English writing skill. Participants of this study were 6 students studying English in different Bangladeshi universities and 3 English teachers who were teaching at tertiary level. Data collection tools were composition writing samples on a selected topic for undergraduates and a semi-structured interview schedule for teachers. Results indicated that poor grammatical competence and brainstorming skill, insufficient vocabulary, inadequate knowledge of mechanics and writing style, and mother tongue interference were the major barriers that Bangladeshi undergraduates of English studies frequently faced while writing in English.]]>
<![CDATA[Indonesian higher education students’ perception on critical literacy ]]>
<![CDATA[Hardianti, Meisela]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.20003
<![CDATA[Critical literacy is a crucial aspect of education that empowers individuals to analyse, interpret, and evaluate texts critically. Despite its significance, the integration of critical literacy in the Indonesian higher education system remains limited. This study aims to bridge this gap by examining the perceptions of Indonesian higher education students about critical literacy. The research question guiding this study is: What are the perceptions of Indonesian higher education students regarding critical literacy and its importance in the context of their academic and professional development? The study employs a qualitative research design using the single-case study method. Data collection is conducted through interviews, and the data is analysed using case study analysis techniques. The study takes place in an English language education program at a private university in Yogyakarta, Indonesia, which prioritises critical literacy in its curriculum. The findings of this study contributed to the understanding of how Indonesian higher education students perceive and engage with critical literacy and inform strategies to promote critical literacy skills among students. Ultimately, it aims to cultivate a generation of critically literate individuals who can actively engage in social, cultural, and professional contexts, contributing to the development of a knowledgeable and empowered society.]]>
<![CDATA[Toponymy and its aspects in naming villages as tourism destinations in Madura: An ethnolinguistics perspective ]]>
<![CDATA[Ayuningtias, Diah Ikawati]]>;
<![CDATA[Ekawati, Rosyida]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.20200
<![CDATA[This study is intended to analyze the category of toponyms of tourism destinations in Bangkalan, Madura in particular the four villages where the tourism destinations exist based on the aspect of the naming system. Then, it identifies the relation between the toponym with the cultural values of the names of those tourism destinations. This study used a descriptive qualitative method. The data are names of the villages in Kamal, Socah, and Bangkalan districts in which there are four tourism villages. The data collection was carried out by observing, interviewing the head of the villages, and reviewing the document of villages for tourism destinations. Results of the study show that there are three aspects of toponymy in the four tourism villages. They are toponymy of vegetation, history, and embodiment. There is no regional toponymy. From the aspect of naming the villages, it can provide important cultural and historical moments representing the people's lives, religious, and linguistic creativity. The place name is not merely arbitrary but depends on various factors or aspects and provides linguistic and cultural information toward the name of the four tourism villages in this study.]]>
<![CDATA[The effect of movies on listening comprehension for Saudi EFL students ]]>
<![CDATA[Alqahtani, Samah Abdullah]]>;
<![CDATA[Alhamami, Munassir]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.20302
<![CDATA[This study investigated the effectiveness of using movies to improve the listening skills of Saudi EFL students and their attitudes towards movie-based activities. A questionnaire was administered to 147 participants, 113 of whom were female and 34 of whom were male. The participants were divided into four age groups: 18-20 years, 21-25 years, 26-30 years, and above 30 years. Participants were required to have no history of hearing impairment or learning disabilities that may affect listening skills. Descriptive and inferential statistics were used to analyze the data. The results showed that movies had a positive impact on students' listening skills, and most participants had a positive attitude towards using movies as a learning tool. However, some challenges were also identified, such as finding appropriate movies and lacking guidance on effective movie use. The findings of this study have implications for English language teachers, providing insights into the benefits and challenges of using movies, and suggesting the need for training programs on incorporating movies into language teaching. Overall, this study contributes to understanding how technology-based tools like movies can enhance language learning outcomes.]]>
<![CDATA[The power of translanguaging by Papuan non-EFL students during EFL virtual class ]]>
<![CDATA[Sahib, Rahmawansyah]]>;
<![CDATA[Yamin, Ade]]>;
<![CDATA[Sileuw, Marwan]]>;
<![CDATA[Zulihi, Zulihi]]>
<![CDATA[ Englisia Journal Vol 12 No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v12i1.20306
<![CDATA[The study focuses on addressing a knowledge gap in learning English for non-EFL students in higher education in Papua. Non-EFL students in Papua sometimes find English unattractive, if not frightening. Translanguaging helps non-EFL students to acquire and practice English skills in virtual classrooms. The purpose of this study is to investigate the process of non-EFL students' virtual EFL learning through translanguaging. A qualitative study was conducted through interviews and observations with EFL teachers and non-EFL students attending English classes. There are several non-English departments in one of the higher education institutions in Papua, which are sources of information in this study. The data are then analyzed qualitatively using a discourse analysis framework. The results of the study show that the power of translanguaging for non-EFL students is an option that is always used during virtual English learning. The process of virtual English learning uses different digital learning platforms such as Zoom meetings, WhatsApp groups and Google classroom. The use of this platform has its own privileges as long as it is used in virtual English learning with translanguaging. The process of learning English using different platforms can be described by two activities, such as teacher activities using translanguaging and student activities. Virtual English learning using translanguaging is also illustrated by the use of various language resources owned by students. This is an added value of virtual EFL learning using translanguaging. Therefore, it is highly recommended that EFL teachers use translanguaging during the virtual EFL teaching process to make it easier for non-EFL students to understand EFL subjects.]]>
<![CDATA[Exploring a web-based interactive writing assessment WISSE: User experiences ]]>
<![CDATA[Degeng, Putu Dian Danayanti]]>;
<![CDATA[Hamamah, Hamamah]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Hapsari, Yulia]]>;
<![CDATA[Fadillah, Alifa Camilia]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.20386
<![CDATA[This paper aims to investigate the user experiences of Web-based Integrated Writing Assessment (WISSE) developed to help lecturers and learners provide and navigate feedback for academic writing in English. User experience is one of the crucial elements for product success and reception in Research and Development (R & D). Aspects of user experience highlighted in this study are web features, ease of use, and design. The participants involved were two lecturers and twenty-eight learners from the English Language Education and the English Literature study program at one of the prominent universities in Malang. At first, both learners and lecturers created a temporary account on the web prototype, and they were assigned two different roles: learners wrote and submitted a short argumentative essay on the application, and lecturers provided feedback on the essays through a personal comment box. At the end of the trial, both groups revealed their experience and inputs on the features, operation accessibility, and web design through questionnaires. To a large extent, both lecturers and learners were satisfied with the goal of the application to provide easy accessibility to assessing academic text. However, both groups agreed that more distinctive features should be added, along with a manual book and language switch feature, as it is attainable that the future users of WISSE will not be limited to EFL learners. The user trial results illustrate that while WISSE needs further development and revision, it exhibits proper performance and is prepared for large-scale use.]]>
<![CDATA[Exploring nominalization and lexical density deployed within research article abstracts: A grammatical metaphor analysis ]]>
<![CDATA[Istiqomah, Faizatul]]>;
<![CDATA[Basthomi, Yazid]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.20390
<![CDATA[In research articles published for international reputable journals, the crucial role of abstracts to attract readers, especially reviewers or editors, is not in doubt. The article is expected to not experience direct desk rejection due to non-impressive and persuasive lexical choices in the abstract for further reading. This paper proposes a corpus study to scrutinize ideational grammatical metaphor (IGM) from the abstracts of successfully published articles in four applied linguistic quality indexed Scopus journals (Q1 and Q2) managed by Asian countries. The data were analyzed based on Halliday’s SFL framework focused on the realization of IGM in nominalization and lexical density. The pattern of IGM examined was on the transference of process and quality nominalization through morphological derivations. The findings show that the shift from process to thing dominates the other with many variations of suffixes within the words. In addition, the abstracts’ lexical density results ranged from 45 to 72 percent. Thus, it is suggested that English teachers consider raising students’ awareness of nominalization to produce lexically dense but informative texts in their academic writing classes.]]>
<![CDATA[Employing multimodal dialogic feedback on EFL tertiary students’ writing: Formative assessment framework ]]>
<![CDATA[Thamrin, Nur Sehang]]>;
<![CDATA[Madya, Suwarsih]]>;
<![CDATA[Putro, Nur Hidayanto Pancoro Setyo]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.20393
<![CDATA[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.]]>
