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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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Why vernacular language planning matters for preserving Acehnese languages? Syahputera, Iskandar; Ginting, Siti Aisah; Saragih, Amrin; Sibarani, Berlin; Ginting, Immanuel Prasetya; Lubis, Fauziah Khairani; Natsir, Muhammad; Indah Pane, Isli Iriani
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.v12i1.22739

Abstract

Language planning policy is essential for language preservation, yet research rarely addresses vernacular or local languages specifically. This study examines how vernacular language planning policies can contribute to the preservation and revitalization of local languages, focusing on the case of Aceh, a province in Indonesia with a rich variety of local languages requiring preservation efforts. The study’s primary goal is to identify an effective framework for vernacular language planning in Aceh that can serve as a practical reference for language policymakers, planners, and researchers in Indonesia and beyond. Utilizing a systematic review method, this research analyzes literature on language vitality, endangerment, revitalization, and planning policy. Key findings reveal a newly developed vernacular language planning framework tailored to the current vitality status of Acehnese languages, offering a suitable model for their preservation and revitalization. This framework has the potential to serve as a foundational tool for efforts to sustain and revive Acehnese and other vernacular languages more broadly.
Strategies used by Indonesian high school English teachers to improve students' reading comprehension: A qualitative study Fitria, Risa; Widyantoro, Agus; Sukarno, Sukarno
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.v12i1.22830

Abstract

Reading comprehension is essential in ESL/EFL teaching, yet many students in Indonesia face difficulties in comprehending English passages. This study aims to investigate the strategies used by English language teachers to address these challenges. The research problem focuses on identifying effective strategies to improve students' reading comprehension skills. A qualitative research method was used, involving semi-structured interviews with four high school English teachers in Indonesia who were purposively selected. Data were collected in January 2024 through interviews conducted at different times and locations. The data were analyzed thematically to identify recurring challenges and effective strategies. The findings revealed that teachers faced significant barriers, such as students' limited vocabulary and difficulties with long texts. To address these issues, teachers used strategies such as selecting passages based on students' interests, using skimming and scanning techniques to quickly identify key ideas and specific information, and using mind mapping to help students organize and understand complex information. In conclusion, the study highlighted the importance of adaptive teaching methods in overcoming reading comprehension challenges. The suggested strategies - interest-based texts, skimming, scanning and mind mapping - were found to be effective in improving students' reading skills. Further research is recommended to investigate the long-term effects of these strategies and to develop additional methods for improving reading comprehension.
Term papers: A chance or challenge for university students? Sarair, Sarair; Trisnawati, Ika Kana; Nurfaizah, Nurfaizah
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.v12i1.22840

Abstract

This study aims to investigate how university students perceive term papers as part of their course assignments. The study used the qualitative research method to collect the data. The data were obtained by means of semi-structured interview. A total of 20 students majoring in English Education participated in the study, selected using random sampling technique. The data were then analyzed by using thematic analysis. The findings revealed that the students viewed term papers as a chance to develop their knowledge as well as motivation and confidence. On the other hand, some also perceived that term paper assignments were challenging due to several factors, such as lack of learning resources, lack of cooperation, lack of ability to explain difficult topics, and lack of academic writing and critical thinking skills. This study suggests that lecturers foster student collaboration, offer personalized assistance, and provide explicit instructions on scientific writing in order to make term paper assignments easier and beneficial to all students in higher education.
Refining English tutors' skills: Documentary films as pre-teaching reference Sarbeni, Irwan; Sugihartono, Ranang Agung; Suyanto, Suyanto
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.v12i1.22886

Abstract

Training spoken English tutors requires a variety of resources, including audio-visual references. However, popular social media tutorials often focus on teaching specific English materials, neglecting broader teaching techniques. Ideal tutors need a positive and engaging personality, knowledge transfer strategies, adaptable approaches to classroom conditions, meticulous preparation, and effective wrap-up activities - elements that are missing from most tutorial videos. This study investigates the potential of short documentary films as a reference for teaching techniques for 13 prospective tutors in an intermediate English class. Through an integrated mentoring program for the production of short documentaries, the study explores, describes and addresses the challenges of teaching preparation through observation, interviews and literature review. It also analyzes the potential of documentaries to support teaching and formulates criteria for effective documentary content relevant to teacher preparation. The findings suggest that integrating documentary film production into the English language teaching curriculum can equip tutors with the necessary skills for successful micro-teaching experiences. This approach allows tutors to create personalized short documentaries that serve as a reference for teaching techniques tailored to their specific pre-teaching needs. Tutors gain a deeper understanding and ability to demonstrate not only teaching techniques, but also classroom management elements such as preparation, wrap-up activities, brainstorming and teaching approaches.
Student-teacher relationship: Written feedback provision and writing performance Sulistyo, Teguh; Dewantara, Arie; Widiastuti, Oktavia; Marhaban, Saiful
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.v12i1.23104

Abstract

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.
Factors influencing the completion of extensive reading tasks: A case study of Indonesian students in tertiary EFL class Fergina, Ana; Oktavianda, Melti
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.v12i1.23111

Abstract

Extensive Reading (ER) has received considerable attention in foreign language teaching and learning in Indonesia. However, research on student engagement and completion rates of ER assignments in higher education is limited. This qualitative case study investigates the factors that influence the completion of ER assignments among students in a counselling programme at a state university in Kalimantan. Using semi-structured interviews, the study explores students' perspectives and experiences to gain a comprehensive understanding of the challenges they face in completing extensive reading assignments. The findings reveal a complex interplay of factors that impede task completion, including lack of intrinsic motivation and interest in reading, vocabulary difficulties, and the learning environment. These findings highlight the critical role of English language teachers in creating a motivating and supportive learning environment, providing targeted vocabulary instruction and fostering a reading culture to maximise the benefits of ER for language acquisition and academic success in higher education.
Artificial intelligence for language learning and teaching: A narrative literature study Butarbutar, Ranta
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.v12i1.23211

Abstract

The purpose of this study was to examine teachers' beliefs, the factors that influence the use of AI tools, and the advantages, disadvantages, opportunities, and threats of artificial intelligence in language learning and teaching. To accomplish this, the study used a narrative literature review and ATLAS.ti 9 to analyze the data. The results of the study showed that teachers believed that Artificial Intelligence in Language Learning and Teaching (AILLT) included assessing student needs, developing appropriate learning resources, promoting collaboration among resources, providing real-time assessment tools to improve the educational process, and increasing teaching efficiency and effectiveness. Second, AI tools for writing tools, including Paperpal, Quillbot, Jenni AI, ChatGPT, Elicit, as well as in applications to improve speaking skills, such as Speeko and Vocaroo, and "Siri and Say It" for listening and pronunciation skills. Third, factors that may influence students' use of AI-based language learning tools include adaptability, engagement, motivation, autonomy, immediate or direct feedback, accessibility and inclusivity, and teacher and parent support. This research found that AI enhances accessibility, adaptability, personalization, and immediate feedback, but it also has limitations, such as dependence on technology, inadequate human interaction, limited contextual understanding, and algorithmic biases. In addition, AILLT faces potential threats such as quality control, privacy concerns, and job or task displacement. Narrative literature studies provide theoretical insights, and it is expected that future studies at different levels of language learning will incorporate empirical evidence from experimental and case study-based research.
Project-based learning: Does it improve students’ ICT literacy skills and English learning autonomy? Menggo, Sebastianus; Ndiung, Sabina
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.v12i1.23436

Abstract

This study aims to investigate and disclose the integration of project-based learning in promoting high school students' ICT literacy and English learning autonomy in Ruteng, Indonesia. This study surveyed 595 students from six senior high schools in Ruteng City. The questionnaire and interview served as the primary instruments for data collection, followed by quantitative and qualitative examination of the results using Jeffreys' Amazing Statistics Program. The results of the study indicate that the level of ICT literacy among the students falls in the medium category (3.5), and English learning autonomy was included in the medium category (3.32). Sixteen statements of ICT literacy competence indicated the category of ICT literacy competence, while ten items indicated English learning autonomy. In addition, five factors challenged the respondents' achievement of ICT literacy, namely, lack of enthusiasm and initiative of students regarding digital media literacy (61.59%), lack of cost of purchasing Internet data packages (71.20%), insufficient time allocated for using specific English learning software (59.48%), unstable Internet network connectivity (58.27%), and lack of available ICT infrastructure in schools (58.33%). Various issues hinder the level at which students could acquire ICT skills, and stakeholders are encouraged to address or overcome these obstacles.
Leveraging Canva to create a biographical recount text for vocational secondary students in ESP instruction Pratiwi, Wahyuni
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.v12i1.23487

Abstract

Integrating technology into English for Specific Purposes (ESP) instruction is essential for adapting to rapid technological advancements, and Canva offers significant potential in this area. However, research on Canva has mainly focused on general English instruction, with limited examination of its application in ESP. This study explores how vocational secondary school teachers used Canva to teach biographical recount texts in an ESP context, along with the rationale behind this choice. A qualitative study was conducted at SMKN 13 Malang, West Java, within the Merchant Nautical Ship Department. Data were collected through classroom observation and interviews with an experienced English teacher. Observations revealed the structured steps of using Canva to teach biographical recount texts, enabling more active students’ participation in class. Canva was chosen for its practical benefits, including students’ familiarity with the platform, ready-to-use templates, and the potential to boost students’ creativity, all of which support its effective use in vocational education.
EFL students' self-efficacy in technology-assisted language learning Istikharoh, Lutfi; Utami, Sri Yuli
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.v12i1.23920

Abstract

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms. 

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