Articles
372 Documents
<![CDATA[TEACHING METHODS USED BY STUDENTS OF DEPARTMENT OF ENGLISH LANGUAGE EDUCATION OF UIN AR-RANIRY IN TEACHING ENGLISH AT ENGLISH COURSE ]]>
<![CDATA[Dara Fitria Munzaki]]>;
<![CDATA[Lilis Suadah]]>;
<![CDATA[Risdaneva Risdaneva]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v4i1.1023
<![CDATA[Learning can take place in school, course, and community. There are some differences of teaching at school and course, such as teaching methods used. It is one of the most important elements in teaching. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets. Therefore, this research focused on teaching methods that were used by English Education Department students in UIN Ar-Raniry in teaching grammar at English courses. The purposes of this research were to identify which methods were used in teaching grammar at courses and to describe the teaching techniques that were applied in classroom. The participants were five English Education students who have been teaching English at English courses. They were selected using purposive sampling with a consideration that they have completed Teaching Method, Micro Teaching, and Teaching Practice (PPL) subjects in their previous semesters. This research was conducted by using qualitative descriptive and two techniques for collecting data namely observation and interview. Based on the research findings, writer found that all of the selected teachers used Grammar Translation Method (GTM) as the main teaching method which was sometimes combined with some techniques of other methods such as Direct Method, Communicative Language Teaching (CLT), and Bilingual Method.]]>
<![CDATA[ELT IN INDONESIAN CONTEXT: Issues and Challenges ]]>
<![CDATA[Rahmat Yusny]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 1, No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v1i1.140
<![CDATA[This paper is aimed to render an analysis on how the impression of linguistic imperialism of English in the era of globalization would affect Language Teaching of English in Indonesian context. English is known to globally spread very rapidly. Starting from the two major diasporas in 16th and 18th century, now, English is accepted in even more countries through the initiatives which is claimed as a practice of Linguistics Imperialism. Indonesia, unlike other neighboring countries such as Singapore, Malaysia, and the Phillipines, has a very little exposure on English due to never become regulated under the British colonial. Hence, English has never been widely spoken in the Indonesian society. But in contrast, English is taught in Indonesian schools as a compulsory subject in grade 7 of secondary school to University levels and considered very important compared to other subjects in Indonesian education system. This is proven by the fact that English is tested the Indonesian national examination (Minister of National Education, 2007). This paper discusses about both the historic view and present-day view of ELT as a form of Linguisitics Imperialism to be noted and anticipated in the practice of ELT in Indonesia in order to plan for a more benefitting reason. Hopefully, by being aware of these issues and accusations, ELT in Indonesia will advance better in the future.]]>
<![CDATA[DEVELOPING PRAGMATIC COMPETENCE OF INDONESIAN EFL LEARNERS THROUGH TEACHING SPEECH ACTS OF ORAL AND WRITTEN COMPLAINTS ]]>
<![CDATA[Waliyadin Nuridin]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 6, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v6i1.3167
<![CDATA[The lack of pragmatic competence could result in unexpected effects on the speakers; for example, the speakers are considered as rude and aggressive people. Accordingly, developing pragmatic competence for EFL learners should be a great concern. This article is aimed to fill in the needs of pragmatic teaching by providing examples of teaching practices that could be used to develop EFL learners’ pragmatic competence. There are two tasks that have been designed by drawing on discourse processing framework proposed by Celce-Murcia and Olshtain (2000) to achieve the production of both written and spoken discourses. The first task is on speaking, particularly on the speech act of oral complaints. The second task is on writing a letter of complaint. This article suggests that developing pragmatic awareness through the speech act of oral and written complaints is desirable.]]>
<![CDATA[INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND ITS ROLE IN EDUCATIONAL ASSESSMENT ]]>
<![CDATA[Marina Marina]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v3i1.664
<![CDATA[This paper identifies the role of ICT in assessment practices in education. The significant factors that schools and teachers should consider include the benefits it can provide to improve and enhance assessment. The primary focus of this paper is: What are the roles ICT can provide to support assessment in education? ICT has several roles and supports in educational assessment practices. This paper empha-sizes its roles in two parts: testing, and tasks. ICT can be used in testing to administer tests, to score the tests, to analyse the result and to facilitate teachers in assessing learning outcomes. Besides, ICT can be integrated in completing student’s task such as portfolio and project-based assessment. ICT provides opportunities for students to create electronic versions of their portfolio. ICT can also support students to complete their project. It is essential for teachers to realise that the rubric used to assess e-portfolios and projects must also assess students’ technology use.]]>
<![CDATA[EXPLORING INTERPERSONAL INTERACTION IN WRITTEN DISCOURSE ]]>
<![CDATA[Risdaneva Risdaneva]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 2, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v2i1.322
<![CDATA[The purpose of any discourses, either spoken or written ones, is to communicate the messages to the targeted audiences. Written discourse appears to be the most cau-tious piece of work since it is a product of a well-organised and long-term writing process. To achieve the communicative purpose, an author should interpersonally interact with the targeted readers. The interpersonal interaction can be realised through the use of modalisation to express certainty and uncertainty as well as the use of attitudinal evaluation to evaluate things, events, people, situations and etc. In this case, the analysis of some extracts which are produced as guidelines for the teachers suggest that the written texts are quite convincing and evaluative as well as successful in persuading the readers. This is typical to this genre of discourse as its ultimate goal is to win over the interest of the reader in using the product. In other word, the author tries to make the text convincing and persuasive in order to win over the teachers’ interest in using the textbook in their classrooms.]]>
<![CDATA[Critical thinking skills toward YouTube resources in students' argumentative texts ]]>
<![CDATA[Andik Nur Wijaya]]>;
<![CDATA[Siti Roki'ah]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v8i1.6622
<![CDATA[This study explored critical thinking skills toward YouTube resources in students' argumentative texts. The study was conducted at two non-English majors of the universities in the Indonesian context. The data were in the argumentative forms that were constructed by selected students. This study used a content analysis approach that was involved in coding and categorizing to analyze the data. After the data were analyzed, the findings showed that the patterns of critical thinking elements of the student's argumentative texts were varied, and the integration of technology resources was able to foster critical thinking skills. However, it is based upon the quality of the technology itself and the instruction in the classroom. Thus, technology implementation, YouTube resources should be found on the quality of the resources and teaching in the school.]]>
<![CDATA[AN ANALYSIS OF TENSES USAGE IN ANIMATED MOVIE “UPâ€: The relevance with 2013 curriculum for teaching EFL at junior high school in Indonesia ]]>
<![CDATA[Nuzulul Isna]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v5i2.2332
<![CDATA[Movies have been seen as an encouraging media in learning English, tuning out the formal fear of English. They have helped increase students’ confidence and initiative to ask and answer the questions, and improve their listening skill and attention span in English drastically (O'Donnell, 1990). This article is intended to seek the applicability of the English sentences used in the movie Up and their uses for EFL learning in Indonesia. The 2013 curriculum was used as the standard guideline to determine the sentences’ appropriateness. A qualitative research by imposing content analysis method was employed to conduct the data analysis in this article. The findings classified the specific numbers of sentences generated in this research into ten (10) categories of English tenses. Another finding also indicated the applicability of those sentences for teaching EFL/ESL in junior high schools. Remarkably, these findings were substantial for appending the teachers’ resources in teaching English tenses.]]>
<![CDATA[INVESTIGATING EFL LEARNERS’ MORALS TOWARD CHARACTER EDUCATION AT STKIP MUHAMMADIYAH ACEH BARAT DAYA ]]>
<![CDATA[Rina Syafitri]]>;
<![CDATA[Puan Tursina]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v7i1.5201
<![CDATA[Being smart and having good grades are the dreams of students in learning process. However, to achieve those goals they have to be aware that affective or character aspect is equally important as cognitive and psychomotor aspect in the learning process. Thus, this study aimed to reveal the learning process of EFL learners’ morals toward education character. The research method of this study was quantitative; the questionnaire was used to collect the data. A total number of 34 participants were selected from each semester of English education department (EED) at STKIP Muhammadiyah Aceh Barat Daya by using convenience sampling. The data were analyzed quantitatively by using percentage. The results revealed that (1) most of students had positive attitudes toward character education in the learning process and (2) the common positive responses implied by EED students toward character education were in terms of commitment, responsibility and discipline. In summary, most of the students had a good character toward the implementation of education character in the classroom while having courses. However, there were only a few of EED students who were still not able to imply a good attitude toward education character in the classroom. Therefore, it is recommended for lecturers to give more attention toward the implementation of students’ education character in the classroom and continuously create strategies to develop students’ good character so that they will have good moral and knowledge.]]>
<![CDATA[MANAGING DISRUPTIVE BEHAVIOR OF STUDENTS IN LANGUAGE CLASSROOM ]]>
<![CDATA[Siti Khasinah]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v4i2.1661
<![CDATA[This article describes students’ disruptive behaviors in language classroom that may greatly affect language teaching and learning process, especially in ESL or EFL classes. Teachers should know what disruptive behavior is to enable them to deal with problems occurred in their classroom or to take preventive actions to keep their students well-behaved during the class. This can reduce the occurrence of misbehavior of students in their classroom. To prevent disruption in the classroom, teachers should establish behavioral expectations in the first day of the semester and the expectations can be based on students attendance, arrivals and departures, class participation, full English speaking, and other appropriate conducts in the syllabus and discuss them at the outset of the term. The agreement is then assigned as a learning contract or a code of conducts with which bounds the whole class. Consequently, whenever students are misbehaved, teachers and other students will directly know and recognize that the behaviors are out of the code. There are factors reasoning students to behave badly, so teachers as trouble solvers have to find appropriate strategies that are effective in helping students keep the code. Otherwise, the disruptions will escalate quickly and the problems will increase in numbers rapidly and finally, teachers will have to work very hard to avoid teaching failure and “losing face†when they cannot manage the disruption as listed in the expectation.]]>
<![CDATA[CORRELATIVE ASPECTS OF LANGUAGE SPECIFIC OPERATION AND ARITHMETIC PROCESSING IN BILINGUALS’ BRAIN; AN OVERVIEW OF BEHAVIOURAL AND NEUROLOGICAL STUDIES ]]>
<![CDATA[Erlyna Abidasari]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 1, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v1i2.185
<![CDATA[This study talks about what aspects correlated between the language specific operation and arithmetic processing skills that occur in bilingual people’s brains. Some studies toward the behaviour and neurology’s aspects are discussed as well as their findings in order to answer the research questions of the study. The discussions reveal that both skills have a positive correlation and that both occur in the brain’s left hemisphere; however, the left hemisphere largely participates in automatic language specific operations and simple calculations, while the right hemisphere dominates advanced control processing operations in calculation (e.g. calculus, logarithm) and language information transfer. In addition, studies show that the bilinguals’ language dominance does not clearly determine the correlation between the language and arithmetic skills. Further, in order to retain better arithmetic concepts, comprehensive and simultaneous training should be conducted in both languages and in the early stage of language development, especially during bilinguals’ critical age of language learning.]]>
