Articles
<![CDATA[Understanding Language Testing Impacts in Optimizing Its Positive Washback ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Rizki Fajrita]]>;
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Veni Nella Syahputri]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 3, No 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35308/ijelr.v3i1.3680
<![CDATA[This article aims to discuss the impacts of language testing on someone’s personal life continuance and how language teachers should compromise to this reality and bring out the positive impacts that language testing can have on language learning (positive washback). The rationale of position of language testing in determining the flow of education, job and movement is firstly reviewed and then the cases of language testing impacts on various contexts is explored from previous studies. We then try to point out the main keys to maintain and optimize the positive washback from the existence of language testing. The consideration includes a good coordination between test producers, teachers and test-takers. Teachers, in addition, should provide follow-up teaching activities from the results of the students’ tests.]]>
<![CDATA[Reviewing the Maintenance of Acehnese Language from the Language Policy and Planning Perspectives ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Veni Nella Syahputri]]>;
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Rizki Fajrita]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 3, No 2 (2021): November ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35308/ijelr.v3i2.4529
<![CDATA[For over the last decade, the number of Acehnese speakers has continuously declined. The obstruction of Acehnese transfer from one generation to the next generation is believed to contribute to this condition. This paper addresses the role of language policy and planning to overcome the mentioned problem. The situation of Acehnese use and the studies related to this topic are reviewed to conclude the suggestions for the improvement of Acehnese language policy and planning. The results of the review indicate that the Acehnese language policy and planning is not well prepared, specifically related to corpus planning which affects Acehnese teaching in school. In addition, the local government does not optimally support the efforts of using Acehnese in public.]]>
<![CDATA[“Did They Review My Work Correctly?”: Students’ Perspectives towards the Implementation of Peer Review ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Rizki Fajrita]]>;
<![CDATA[Veni Nella Syahputri]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 1, No 1 (2019): November ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (321.331 KB)
|
DOI: 10.35308/ijelr.v1i1.1747
<![CDATA[The notion of utilizing peer review to assist student’s performance in English as a Foreign Language (EFL) classrooms has been the focus of research, yet there are still some shortcomings emerged in its implementation from both students’ and teachers’ sides. This study aims to determine students’ perspectives towards the implementation of peer review technique in their English writing class. The relevant data of this study are obtained by giving online survey questionnaire consisting of 14 questions regarding their perception towards the implementation of peer review technique in the students’ previous Argumentative Writingclassroom of Syiah Kuala University. The responses are analyzed by employing both of quantitative and qualitative method. The result of the analysis indicates that most of the students perceive that peer review is useful for the success of their learning, while at the same time 50% of them still get anxiety while giving feedback due to lack of English competence. Students’ responses also suggest that teacher intervention is the most essential factor in giving appropriate feedback since students are unconfident of their friends work and still favor teacher’s correction.]]>
<![CDATA[Supporting Literacy of English Language Learners in Mainstream Classrooms ]]>
<![CDATA[Firman Parlindungan]]>;
<![CDATA[Refanja Rahmatillah]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 2, No 2 (2020): November ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35308/ijelr.v2i2.5065
<![CDATA[English language learners (ELLs) may not yet be proficient enough to participate in a mainstream classroom in the U.S. schools, and they often feel anxious, frustrated, and embarrassed. Identifying best instructional practices to foster literacy learning of ELLs has been an urgent priority in research given the fact that the ELLs population continues to increase. Teachers in the U.S classrooms need to be equipped with sufficient knowledge and skills to meet the needs of these students. In this paper, current understanding of teaching literacy to ELLs in elementary classroom is presented, which revolve around discussion of oral language, complex text, and teacher engagement which is both culturally and linguistically relevant.]]>
<![CDATA[UPAYA PENINGKATAN KECAKAPAN BERBAHASA INGGRIS MELALUI TEKNIK INFORMATION GAP ]]>
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Giovanni Oktavinanda]]>;
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Khori Suci Maifianti]]>;
<![CDATA[Rahma Hidayati]]>;
<![CDATA[Samwil Samwil]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 2 No. 3 (2021): Volume 2 Nomor 3 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/cdj.v2i3.3048
<![CDATA[Masalah siswa tidak mampu berbicara dalam bahasa Inggris karena masalah linguistik dan psikologis masih banyak terjadi di kelas bahasa Inggris saat ini, seperti yang terjadi di SMPN 6 Kecamatan Meureubo, Kabupaten Aceh Barat. Para siswa memiliki kosakata bahasa Inggris dan waktu praktik yang terbatas serta tidak percaya diri untuk berbicara. Literatur menunjukkan bahwa teknik Information Gap dapat digunakan untuk mengatasi masalah tersebut. Kegiatan pengabdian masyarakat ini dilakukan bertujuan untuk membantu memecahkan masalah berbicara Bahasa Inggris siswa dengan menerapkan teknik Information Gap dalam kegiatan mengajar. Teknik tersebut diterapkan pada topik Pengenalan Diri untuk siswa Kelas VII. Kegiatan ini dilakukan pada 19 Oktober 2021 selama satu hari. Hasil dari pengabdian ini adalah siswa menunjukkan semangat untuk berusaha berbicara dalam bahasa Inggris. Selain itu, siswa setuju bahwa teknik ini bermanfaat bagi mereka untuk meningkatkan keterampilan berbicara. Disarankan bagi para guru di SMPN 6 Meureubo untuk tetap menerapkan teknik Information Gap dalam pembelajaran berbicara bahasa Inggris di kelas.]]>
<![CDATA[Current challenges and benefits of teaching World Englishes ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Ana Elvia Jakfar]]>;
<![CDATA[Giovanni Oktavinanda]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26905/enjourme.v7i1.7827
<![CDATA[The existence of multi varieties of English in today’s international communication requires the inclusion of what is called World Englishes (WE) in English teaching. While many have attempted to incorporate WE in English classrooms, such clear procedures on how to implement this along with the outcomes are so far hard to find. Therefore, this review elaborates on the implementation of WE, examines the challenges, and highlights the benefits of this incorporation. 18 research articles from the year 2010 to 2019 on the incorporation of WE worldwide starting from school to university context were reviewed. The review reveals that the teaching of WE is mostly still in the introduction phase since a majority of English teachers and learners still prefer the native English varieties. On the other hand, the introduction of WE to English learners may improve their confidence to use English. This review is expected to be able to provide clear current conditions of WE teaching, impose challenges that need to be addressed, and at the same time encourage the incorporation of WE in an English classroom.DOI: 10/26905/enjourme.v7i1/7827]]>
<![CDATA[Tertiary Students’ Strategies and Difficulties in Answering the TOEFL Test ]]>
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Rina Syafitri]]>;
<![CDATA[Giovanni Oktavinanda]]>;
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Veni Nella Syahputri]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v5i2.94
<![CDATA[The recent study investigates tertiary students' perspectives on the implementation of the TOEFL benchmark score as a graduation requirement. There were 100 students chosen randomly in this study. Their perspectives were gathered through a questionnaire and an interview to know the students’ strategies and difficulties in answering the TOEFL test. The results showed that most students agree with the TOEFL benchmark as a graduation requirement however they face obstacles in answering the test. From the interview, the result showed that they had difficulties in answering the listening and grammar sections. This resulted in unfamiliarity with foreign sounds and a lack of practice. Besides, students felt that the minimum TOEFL score for the graduation requirement was beyond their ability since most students were not introduced to TOEFL from the beginning of their study. Most students used their strategies in learning TOEFL through searching some materials on the internet as well as from the module they got from English courses. Such strategies help them to increase their ability to improve their TOEFL score.]]>
<![CDATA[Analyzing Factors Affecting the Effectiveness of Peer Assessment in EFL Teaching ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Rizki Fajrita]]>
<![CDATA[ Indonesian Journal of Teaching and Teacher Education Volume 2, No 2 (2022) July - December ]]>
Publisher : <![CDATA[Pencerah ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58835/ijtte.v2i2.124
<![CDATA[The use of peer assessment in EFL teaching is increasing due to the focus shift from teacher-centered to student-centered approach. However, factors such as attitudes, motivation, language proficiency and relationship bias are believed to contribute to the effectiveness of peer assessment. This paper aims to analyze how the factors affect the effectiveness of peer assessment implementation in EFL teaching. The method used to analyze is a literature review by examining fifteen prior studies of peer assessment use in EFL context. It is found that there are three factors that affect the effectiveness of peer assessment implementation in EFL setting, which are students’ attitude and motivation, students’ English proficiency, and students’ relationship-bias. All these three factors can be interfered with teacher supports such as by describing the benefits of peer assessment to students, pairing the students with same-level of English proficiency, and applying anonymous evaluation. It is suggested that these three factors need to be carefully considered by teachers in EFL context in order to achieve the success of peer assessment implementation.]]>
<![CDATA[The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills ]]>
<![CDATA[Firman Parlindungan]]>;
<![CDATA[Mursyidin]]>;
<![CDATA[Kurniasih]]>;
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Rahmad Nuthihar]]>;
<![CDATA[Said Oussou]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/jeels.v10i1.788
<![CDATA[Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.]]>
<![CDATA[Understanding the implementation of an at-home language test: A case of an online version of TOEFL-PBT ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Rizki Fajrita]]>;
<![CDATA[Endah Anisa Rahma]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v10i2.15899
<![CDATA[An at-home test is a unique mode of language test delivery as a result of mass-gathering prohibition during the COVID-19 pandemic. Despite the uniqueness, little is known about how to effectively implement an at-home test. This study aims to provide a deeper understanding of the test by exploring the execution of the online version of TOEFL-PBT in the Language Center of Syiah Kuala University. Four test administrators were interviewed to share their experiences and opinions related to considerations for implementing an at-home proficiency test, which includes technological resources, security, and validity concerns. The data were then analyzed descriptively. The results of this study revealed that the Language Center used Safe Exam Browser to deliver the test and Zoom to supervise the test-takers in real time. The proctors could stop the test and privately investigate the test takers using the Zoom Breakout feature. The validity of the test was claimed not to be a concern since the test provider used the same form of questions as the offline version. In addition, the Language Center expressed exhaustion in carrying out the online test, thus suggesting the development of a less complicated procedure of an at-home test.]]>
