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372 Documents
<![CDATA[USING PREZI PRESENTATION AS INSTRUCTIONAL MATERIAL IN ENGLISH GRAMMAR CLASSROOM ]]>
<![CDATA[Rahmat Yusny]]>;
<![CDATA[Desi Nanda Kumita]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v3i2.995
<![CDATA[Utilizing digital technology as a medium for educational instruction has now become one of the 21 century pedagogy trends. Numerous researches suggested that using digital technology provides positive impacts as it gives more access to resources for the learning. In Foreign language pedagogy, using digital technology fosters learners’ autonomy by self-managing the amount of learning inputs outside the classroom. However, many studies emphasize more on the communicative and the vast resources accessible for the learners. Very limited attention given to the impact of the visual aid that focuses on aesthetic values of instructional design. English Grammar is one of many subjects that often received complaints by learners and claimed as a “boring†subject. Many English teachers especially in developing countries still utilize traditional method in teaching grammar. They introduce sentence structure using grammar formulas. Although, this method is still very popular, it often considered monotonous by many learners. This paper discusses about the study of using Prezi.com presentation to deliver grammar instruction materials in an English language classroom. From the study, it was found that the majority of the students involved in the study are fond of the materials and the post-test results showed grammar mastery improvement after receiving a grammar lesson that shows instructional materials using prezi. On the other hand, the control class that uses only writing boards and worksheets showed less improvement. This research provides new technique in developing grammar instruction design using a web tool called Prezi in enhancing the display of the instruction material. The experiment was given to students of English Language Education. The result of the study shows students’ positive perception toward the use of Prezi in English grammar instructional material.]]>
<![CDATA[STUDENTS' ATTITUDE TOWARD THE TEACHERS IN ISLAMIC TRADITIONAL SCHOOL (DAYAH) IN ACEH ]]>
<![CDATA[Muhammad AR]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 1, No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v1i1.138
<![CDATA[This article discusses students' attitude toward the teachers in Traditional Islamic School (Dayah) Aceh. Akhlak (moral, attitude, behavior) is one of the most importance subjects in dayah curriculum that must be taught either for the new students or the senior ones. Dayah (traditional Islamic institution/school) are found throughout Aceh. This institution in another part of Indonesia is called Pesantren. In this institution, most of subjects studied are religious instruction under Syafi'i School of Thought. The students are adviced to study books under Syafiism only. Apart from Syafiism are not allowed. In teaching moral values, the books used are are Taysir al-Akhlak, Ta'lim Muta'allim, and Ihya 'Ulum al-Deen, These books discuss much about how to behave toward teachers, and therefore the students of dayah respect their teachers excessively. The way to respect teachers are spreading Salam when meeting teachers, talk softly with teachers, kissing teachers' hand after shaking hand, and etc. In case of respecting teachers, the students follow not only what they have studied in the books but they follow what they are looking through the attitude of their teachers in the dayah everyday. Therefore, the relationship between students and teachers in dayah are very close any time and anywhere.]]>
<![CDATA[RETHINKING THE USE OF L1 IN L2 CLASSROOM ]]>
<![CDATA[Zulfikar Zulfikar]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 6, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v6i1.2514
<![CDATA[Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.]]>
<![CDATA[THE INTERNET AND ICT: Opportunities or Threats to the Education World? ]]>
<![CDATA[Habib Habiburrahim]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v3i1.533
<![CDATA[In this millennium era, the Internet plays pivotal roles in providing educational access. It serves as a significant tool to communicate, discuss, and even explore various information from a different world and reference. In educational world in most developed countries, the Internet is used as an important educational transformation, especially for those who struggle with times and geographical boundaries. As such, the Internet could flexibly bridge between a Professor and a student to communicate and coordinate with regard to their research progress. Beside its advantages, some educational practitioners have harshly criticized the implication of the Internet used in the educational world. Opponents of the Internet users claim that the Internet could threat anyone, including educational world. Oftentimes the Internet is used to do crimes and other unlawful actions, stealing other people's information and money is one of the tangible examples associated with the Internet. Issues on intellectual and copy rights, and other academic misconducts are also connected to the Internet in the last few years. This paper attempts to provide a brief discussion on the advantages and disadvantages of the Internet in higher education.]]>
<![CDATA[EVERYDAY TALK: The Construction of Student Identities ]]>
<![CDATA[Faishal Zakaria]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 2, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v2i1.144
<![CDATA[This brief article discusses the notion of Identity Construction through everyday talk among interlocutors. In particular, this article discusses how I construct and co-construct my identities as a graduate student as I communicate with others. The re-search data used in this article was analysed through the framework of expert-novice constitution, co-construction, and legitimate peripheral participation. The data show their relevance to the notions of expert-novice, co-construction, and legitimate peripheral participation where the interlocutors are actively negotiating their identities as they try to claim their right to speak.]]>
<![CDATA[English learning motivating and demotivating factors among post-socialist Mongolia's future English teachers ]]>
<![CDATA[Solongo Shagdarsuren]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v7i2.6623
<![CDATA[A declining number of credit hours of English courses for English-majoring students at the National University of Mongolia lead teachers and students to focus on effective English education and what factors would affect it within credit hours allowed at the university. Meanwhile, English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the national interest in learning English, resulting in a greater demand for English teachers. This study investigated the motivation of Mongolian English-majoring students towards learning English and the factors affecting them to be demotivated. A total of 20 students majoring in English teaching at the National University of Mongolia, Erdenet School of the 2019/2020 academic year completed the questionnaire on English learning motivation and attended focus group interviews. The findings showed that the students had instrumental orientation and demonstrated a strong desire to learn English. However, they felt demotivated by their teachers’ and classmates’ attitudes and living situations. The researcher recommends that the students and the teachers create a conducive environment in the classroom, where the students can feel comfortable despite making mistakes, and also suggests other practical takeaways given this post-socialist English learning environment.]]>
<![CDATA[IDENTIFYING THE CONCEPT OF BILINGUALISM AND BILINGUALS THROUGH SEVEN BAKER’S DIMENSIONS OF BILINGUALISM ]]>
<![CDATA[Mulyani Mulyani]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v5i1.1669
<![CDATA[The study is mainly aimed at investigating and analyzing the concept of bilingualism and bilinguals based on seven Baker’s (2011) dimensions of bilingualism; ability, culture, context, age, use, elective bilingualism, and balance of two languages. All of the dimensions were discussed specifically and comparatively based on Baker’s bilingualism dimensions related to the experience of learning second language (L2) of both the participants. However, another dimension; development is not discussed in this study since there is insufficient information and no correlation to the participants’ experience in learning L2. There were two participants involved in this study; they are Australian but coming from different backgrounds and experiences of learning L2. The data was collected by means of semi-structured interviews using both closed-question and open-question methods. The findings indicates that it is arduous to specify to what extent the concept of bilingualism and bilinguals are.]]>
<![CDATA[EXPLORING ENGLISH TEACHERS' BELIEFS ON THEIR TEACHING PROFESSION ]]>
<![CDATA[Fajrinur Fajrinur]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v7i1.3012
<![CDATA[The aim of this study is to explain the influence of the English teachers’ beliefs toward their teaching profession in Bireuen District, Aceh Province. This is a quantitative study which involved thirty English teachers as the respondents. These teachers teach at six high schools in Bireuen. The schools were purposively selected to cover the broad area of Bireuen District. Some of the schools were in the rural area, some are in the city. Five English teachers from each high school were randomly selected. The data collection was done using questionnaires. It can be concluded from the answer that in general the teachers have positive beliefs toward their profession, they satisfied with their job, they feel confidence about their job, it can also be seen from the answers that most teachers received appraisal and feedback from other teachers and most of the teachers believe that appraisal and feedback can increase teaching passion. Beliefs about overall job-related principles, job satisfaction, self-efficacy and appraisal and feedback give big influence toward their teaching profession as English teachers. This big influence is affecting teachers is various way. Beliefs appear to have the strongest impact on teacher learning, followed by changes in teacher behavior and last on students learning.]]>
<![CDATA[NATIONAL LANGUAGE & MINORITY LANGUAGE RIGHTS ]]>
<![CDATA[Faishal Zakaria]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v4i1.1247
<![CDATA[This brief paper highlights the perspectives of those proposing and opposing the idea of Minority Language Right (MLR). Then, the paper relates this discussion to the context of bi/multilingualism in Indonesia by referring to cases of bi/multilingualism in different contexts. In particular, it is also discussed whether MLR is relevant to Indonesian, a national language of Indonesia, seen through historical, political, social, and economic perspectives of bi/multilingualism in Indonesia. In the end, the author’s stance of MLR is asserted.]]>
<![CDATA[AN ANALYSIS ON THE ADVANTAGES OF COOPERATIVE LEARNING APPROACH IN TEACHING WRITING ]]>
<![CDATA[Chamisah Chamisah]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 1, No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v1i1.143
<![CDATA[This article aims to explain an analysis of cooperative learning approach advantages in teaching writing. Accordingly, learning writing by using cooperative learning makes the students easier in developing the ideas to write. This approach is more than just putting students into groups, but the students can work together, share information, and they are responsible for completion of the tasks in group as well. Besides, in this approach, the students can transfer their information and knowledge to the others and help each other in getting the ideas to develop in written communication during teaching-learning process.]]>
