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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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Being an effective English teacher through internship: Voices from the involved parties Murtiningsih, Sri Rejeki; Swastika, Rafika Nedya; Puspitasari, Evi; Putri, Anisa Wahyu Dwi
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20447

Abstract

The Indonesian national curriculum encourages higher education stakeholders to provide an internship program to increase students’ employability. In the field of education, an internship comes in the form of a teaching practicum where all interns or prospective teachers get hands-on experience in schools to develop the characteristics of effective teachers. To identify areas for improvement in the running program, gathering insights from those involved is necessary. The current case study details how the internship program facilitates effective teaching for prospective teachers. This research also discussed recommendations from involved parties to obtain reliable references to improve the program. The data were collected by interviewing four prospective teachers, two university supervisors, and two mentor teachers. This study used transcribing, member checking, and coding to analyze the interview results. The data revealed that the four steps in the program, i.e., deployment, observation, coaching, and teaching practices, helped the prospective teachers to build a robust construct of effective teachers, including socio-affective skills, pedagogical competence, content knowledge, and personal qualities. Additionally, the findings demonstrated the participants’ suggestions related to several technical issues of the program and recommendations to the prospective teachers regarding what they should do in joining the program. Regardless rooms of improvements that the program should follow-up, all participants agree to say that the practice teaching facilitates prospective English teachers to develop competencies of being an effective teacher.
Metacognition in ELT writing: Teacher’s facilitation and students’ strategies Rimun, Jennifer Cristy; Yumarnamto, Mateus
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20563

Abstract

Metacognition is central in understanding learning processes in the classroom, especially in the context of EFL writing. This study explores how an English teacher facilitated the mastery of metacognition strategies used by students in English writing classes, metacognitive strategies used by the students, and the impact of metacognitive strategies on students’ writing. The subjects were 17 eleventh grade students enrolled in the social program and their English teacher (one teacher) at a private school in Surabaya. The data were collected from students’ writing works, observation, and interviews. The data were coded and analyzed further by using thematic analysis. The findings reveal that the teacher played a role in fostering the mastery of metacognition skills in an English writing class by providing students with background knowledge, monitoring their progress, and encouraging an awareness of future tasks. With these types of facilitation, students could enhance their metacognitive strategies, such as using personal styles, planning, and self-evaluation. The findings show the importance of metacognition to promote students' awareness, self-regulation, and reflection. The findings imply that writing pedagogy should also involve in developing metacognition by means of effective teachers’ facilitation. 
A critical discourse analysis of Jayland Walker's demise in digital journalism Tengku Firmansyah, Handika Dewa; Degaf, Agwin
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.21792

Abstract

This research investigates the shooting incident involving Jayland Walker, an African American citizen, on June 27, 2022, resulting from a traffic violation in Akron, United States, and its subsequent coverage across major online media outlets such as CNN News, NBC News, and The Washington Post. Utilizing qualitative methods and drawing on Van Dijk's (1985) Critical Discourse Analysis (CDA) model, the study focuses on analysing the ideologies embedded in ten online news stories from June 2022 to August 2022. The findings highlight a discernible trend in the representation of Jayland Walker by CNN News and The Washington Post, where he is predominantly portrayed as a victim, with the police depicted negatively through strategic use of lexical elements and metaphors, underscoring the influence of media ownership ideologies in shaping news content. In contrast, NBC News maintains a more neutral stance, attributed to frequent changes in ownership. The research contributes theoretically to CDA, providing a conceptual framework for students engaged in critical discourse analysis studies, and offers insights into the complexities of media representation in incidents involving discrimination and police violence.
Using reading journals to identify moral values in the extensive reading books Prancisca, Stella; Rizqi, Muhammad Ainur
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22129

Abstract

With the mushrooming popularity of extensive reading in language classrooms, teachers might be unaware that students are not only gaining linguistic inputs from their reading but also those related to non-linguistic ones, such as moral values. Frankly speaking, some values may suit their culture, but others may not. This research then aimed to investigate these non-linguistic inputs the students obtained when participating in the Extensive Reading ER program. This is important amid the domination of Western culture in stories that students mostly use. This research tried to identify the types of moral values students attained after attending a one-semester ER program. Also, it questioned if these values fit with the culture and place where they lived. Using the diary method, this research collected students’ post-reading journals over one academic semester. The journals should be filled in every time the students finish reading. Involving 30 students as participants, the research generated 397 entries, 13 on average. The data were analyzed by classifying the students’ responses into five principles of moral values proposed by the Indonesian Ministry of Education and Culture. This research found that most moral values in the ER program aligned with those in Indonesia, despite a few differences. It also provided two most frequent moral values that were surprisingly close to Western culture. This research shared some interesting discussion, including the possible reasons why these two categories have a strong domination, outperforming other categories. Finally, the research also provides important notes regarding what teachers should do and key suggestions for future research.
EFL teacher self and collective efficacy scale (ETSCE): Developing efficacy measures in teaching EFL Pratama, Raga Driyan; Imaniar, Fahmy; Lestari, Lies Amin; Anam, Syafi'ul; Rochmawati, Laila
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22232

Abstract

This study aimed to develop a self- and collective efficacy measure for Indonesian EFL teachers focusing on teaching responsibilities, undertaken student advisory, coping English as classroom communication, English milieu, and institutional tasks. This study focused on demonstrating the development and validity of EFL Teacher Self- and Collective Efficacy Scale (ETSCE). The study used a quantitative research approach with cross-sectional survey research design. There were sixty-two EFL teachers involved in the study chosen using a voluntary sampling technique. Results showed that Content Validity Ratio (CVR) index was .5 with four panelists arguing valid with no revision. The internal consistency test showed a very highly reliable (α = .977) with no negative value in Inter-Item Correlation, which indicated all items measured the same underlying characteristics. Another result showed that all sub-scales in both self- and collective efficacy were categorized in a very highly reliable (α > .7) Therefore, the final ETSCE produced by this study is valid and reliable and can be a reference for those who have sought to study self- and collective efficacy in teaching EFL in Indonesia.
Online interaction in public speaking course: Implementation and challenges of MOOC in students exchange program Hafifah, Gusti Nur
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22250

Abstract

Three types of online interaction: Learner-Instructor; Learner-Learner; and Learner-Content, were facilitated profoundly during the public speaking class in the massive open online course using the SPADA-DIKTI learning management system. This paper explores in-depth how the online interactions occurred, the challenges, and the students' responses toward the program. The classroom setting was done fully online during one semester that consisted of 16 meetings and was participated by 40 university students throughout Indonesia. The learner-content is the most dominant interaction since the course was conducted fully online and learners completed several assignments based on the timeline. There were enough portions for learner-instructor interaction via the conference meeting class and social media group chat that allowed students to consult with the instructor directly. Although there were peer activities related to assignments and assessments, learner-learner interaction is the least happening since it can only be controlled during online synchronous meetings. Despite the students' enthusiasm for joining the course, the course objectives were not completely achieved. Only 50 % of the students passed the course and managed to complete the course learning activities. Some issues related to the workload of assignments, student motivation, and autonomous learning attitude in online courses have become problems.
International pre-service teachers’ anxiety and coping strategies: Perspectives of a geographically disadvantaged Islamic boarding school ., Dzulfikri; Azami, Mochamad Imron
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22505

Abstract

This study aims to delve into anxiety experienced by international pre-service teachers who taught English in a very remote Islamic boarding school in Malaysia and how they cope with their feelings. This study employs narrative inquiry involving two research participants. The findings reveal that both participants felt anxious particularly because the students have very diverse English competencies which further creates negative effects such as unequal class participation, losing interest, etc. which subsequently affect classroom management. Varying teaching techniques and employing strategies favoured by the majority of students are considered to be the best ways to improve both their class participation and learning interest; hence, alleviating their anxiety. They include teaching through language games, learning through songs, grouping students in varied competence levels, and prized quizzes. Cultural differences are also the factors causing their anxiety, further calling for intercultural competence when living through cross-cultural encounters. Immersing in the target community is a strategic way to achieve such competence. This article ends with further pedagogical implications. 
Tapping into family power: Enhancing English learning for Chinese children in Banda Aceh through parental involvement Erdiana, Nira; Yusuf, Yunisrina Qismullah; Lie, Jacqueline
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22662

Abstract

Learning English at an early age is believed to lead to a significant improvement in children's language skills. Parental involvement is thought to have a positive influence on children's development in learning English as a second/foreign language. A preliminary study found that Chinese parents are actively involved in helping their children learn English. Therefore, this study aims to investigate the types of parental involvement of Chinese parents and their roles in helping their children learn English in Banda Aceh, Indonesia. The focus of this study is on six types of parental involvement (parenting, communicating, volunteering, supervising children's learning at home, decision making, and collaborating with the community) and five roles of parents (motivators, models, facilitators, sources of knowledge, and coordinators) in children's education as proposed by Epstein (2011). The participants of this study are ten Chinese parents, seven mothers and three fathers, who have enrolled their children for early English language learning in one of the private courses in Banda Aceh, Indonesia. This study used a qualitative approach and was conducted through interviews. The findings show that Chinese parents engage in four types of parental involvement: parenting, communication, monitoring children's learning at home, and decision making. They also fulfil five parental roles in their children's language learning: motivators, models, facilitators, knowledge sources and coordinators. As this study focuses on parental involvement in children's English learning at primary school level, it is suggested that further research should aim to examine parental involvement in children's English learning at different levels of education, such as middle school or senior high school.
The implementation of the flipped classroom approach to improve the EFL students’ reading ability Septiani, Rahmah; Muluk, Safrul; Habiburrahim, Habiburrahim
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22732

Abstract

Reading is a vital language skill that necessitates mastery for knowledge acquisition. However, the focus of students has shifted away from reading due to technological advancements. Despite this, the literacy levels of students in Indonesia are alarmingly low, ranking 74 out of 79 in the PISA Survey 2018. This study aimed to explore the integration of technology in educational settings. Specifically, by implementing a technology-based flipped classroom model, the researcher aimed to encourage and educate junior high school students on the constructive use of smartphones. The primary objective was to investigate whether the adoption of flipped classrooms, combined with technology utilization, could potentially enhance students' reading proficiency. To achieve this goal, an experimental research design was employed, comprising both an experimental group and a control group. Pre-tests and post-tests were conducted for both groups, with the experimental group receiving the flipped classroom intervention, while the control group experienced traditional classroom methods. The findings indicated that the experimental group exhibited superior performance compared to the control group.
Researching factors and coping strategies of EFL students’ speaking anxiety Diana, Meutia; Renandya, Willy Ardian; Dahliana, Syarifah
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22733

Abstract

English students often face challenges with speaking anxiety when asked to speak in front of the class. Many students are unaware of the factors contributing to their anxiety and lack strategies to manage it effectively. This research aims to identify the causes of speaking anxiety and the strategies EFL students use to cope with it. A descriptive qualitative approach was used, employing semi-structured interviews to gather data. Convenience sampling was applied to select six English students who had completed a speaking class as participants. The findings revealed five key factors contributing to speaking anxiety: (1) lack of preparation, (2) fear of making mistakes, (3) limited English skills, (4) excessive worry about meeting academic targets, and (5) fear of others’ reactions. Additionally, four strategies for managing speaking anxiety were identified: (1) changing mindset, (2) relaxation, (3) building confidence, and (4) improving speaking skills.

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