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Englisia Journal
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Core Subject : Education,
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Articles 128 Documents
STRATEGIES IN IMPROVING READING COMPREHENSION THROUGH VOCABULARY ACQUISITION Khairil Razali; Irhami Razali
Englisia: Journal of Language, Education, and Humanities Vol 1, No 1 (2013)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v1i1.136

Abstract

Vocabulary acquisition concerns on how people expand the numbers of words they understand when learning a new language. Knowing words in a second or foreign language is vitally important because the reader will be able to understand the written text well and the speaker will be able to communicate basic ideas through vocabulary even if the person does not understand how to create a grammatically correct sentence. As Madsen argued, "mastering vocabulary is the primary thing that every student should acquire in learning English" (Harold, 1983). Therefore, acquiring a sufficiently large vocabulary is one of the important tasks faced by L2 learners in order to comprehend the written texts in reading as one of the four basic features of language learning.
IRONY IN CHARLES DICKEN'S OLIVER TWIST Ika Kana Trisnawati; Sarair Sarair; Maulida Rahmi
Englisia: Journal of Language, Education, and Humanities Vol 3, No 2 (2016)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v3i2.1026

Abstract

This paper describes the types of irony used by Charles Dickens in his notable early work, Oliver Twist, as well as the reasons the irony was chosen. As a figurative language, irony is utilized to express one’s complex feelings without truly saying them. In Oliver Twist, Dickens brought the readers some real social issues wrapped in dark, deep written expressions of irony uttered by the characters of his novel. Undoubtedly, the novel had left an impact to the British society at the time. The irony Dickens displayed here includes verbal, situational, and dramatic irony. His choice of irony made sense as he intended to criticize the English Poor Laws and to touch the public sentiment. He wanted to let the readers go beyond what was literally written and once they discovered what the truth was, they would eventually understand Dickens’ purposes.
CRITICAL RESEARCH ON THE PEDAGOGICAL, INDIVIDUAL, AND SOCIAL IMPACT OF THE TOEFL PBT INTRODUCTION AS A TESTING INSTRUMENT Imam Munandar
Englisia: Journal of Language, Education, and Humanities Vol 6, No 2 (2019)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v6i2.4547

Abstract

This research is a descriptive research by nature which tries to demonstrate various impacts to diverse communities. It gathers several important findings from previous research and draw a comprehensive outlook on how the TOEFL test has influenced the decision makers, teachers, students and outer community themselves. It is found that there has been a significant impact as the TOEFL test is administered as a test instrument worldwide. These include positive and negative impacts. For instance, the test has demanded schools to include teaching TOEFL preparation as an integrative part of syllabus. Still, students are forced to learn English intensively, but they are more inclined to attend the TOEFL class rather than regular classes. The research also shows that students prefer studying American English dialect since it is found in the test content. In wider community, the test opens job opportunities for many people especially publication industries and English private courses. However, the test also contributes to the inequality of educational opportunity between wealth and poor families.
CORRELATIVE ASPECTS OF LANGUAGE SPECIFIC OPERATION AND ARITHMETIC PROCESSING IN BILINGUALS’ BRAIN; AN OVERVIEW OF BEHAVIOURAL AND NEUROLOGICAL STUDIES Erlyna Abidasari
Englisia: Journal of Language, Education, and Humanities Vol 1, No 2 (2014)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v1i2.185

Abstract

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.
MANAGING DISRUPTIVE BEHAVIOR OF STUDENTS IN LANGUAGE CLASSROOM Siti Khasinah
Englisia: Journal of Language, Education, and Humanities Vol 4, No 2 (2017)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v4i2.1661

Abstract

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.
INVESTIGATING EFL LEARNERS’ MORALS TOWARD CHARACTER EDUCATION AT STKIP MUHAMMADIYAH ACEH BARAT DAYA Rina Syafitri; Puan Tursina
Englisia: Journal of Language, Education, and Humanities Vol 7, No 1 (2019)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v7i1.5201

Abstract

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.
AN ANALYSIS OF TENSES USAGE IN ANIMATED MOVIE “UP”: The relevance with 2013 curriculum for teaching EFL at junior high school in Indonesia Nuzulul Isna
Englisia: Journal of Language, Education, and Humanities Vol 5, No 2 (2018)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v5i2.2332

Abstract

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.
EXPLORING INTERPERSONAL INTERACTION IN WRITTEN DISCOURSE Risdaneva Risdaneva
Englisia: Journal of Language, Education, and Humanities Vol 2, No 1 (2014)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v2i1.322

Abstract

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.
Critical thinking skills toward YouTube resources in students' argumentative texts Andik Nur Wijaya; Siti Roki'ah
Englisia: Journal of Language, Education, and Humanities Vol 8, No 1 (2020)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i1.6622

Abstract

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.
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND ITS ROLE IN EDUCATIONAL ASSESSMENT Marina Marina
Englisia: Journal of Language, Education, and Humanities Vol 3, No 1 (2015)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v3i1.664

Abstract

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.

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