Articles
179 Documents
<![CDATA[PODCAST: An alternative way to improve EFL students’ listening and speaking performance ]]>
<![CDATA[Marisa Yoestara]]>;
<![CDATA[Zaiyana Putri]]>
<![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.v6i1.3805
<![CDATA[This article aims to view the impacts of using podcast in improving listening and speaking performance. As there is a trend of using ICT in language teaching growths, the authors intend to discuss about the media that can be used in enhancing students’ ability in listening skill and speaking performance. The authors collected the information related to the topic of this article from several sources such as, books, journal articels, and previous studies. From these sources, it can be concluded that podcast can bring many benefits in teaching listening and speaking for EFL learners.]]>
<![CDATA[THE APPLICATION OF FARS IN A NATIVE SPEAKER OF ENGLISH AND EFL TEXTS ]]>
<![CDATA[Imam Munandar]]>
<![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.v3i1.686
<![CDATA[The research shows that in term of frequency of segment relation, the NS’s text shows the dominant use elaborative relation. On the other hand, EFL text predomi-nantly employs List relation which is slightly higher from Causal relation which comes in the second place. The NS text also reveals lower degree of explicitness which is indicated by low occurrence of conjunction realized in unmarked way. Hypotaxis in the NS’s text is almost equal in number as parataxis, and by comparison it has higher number of hypotactic relation compared with the EFL text. On the other hand, EFL text shows higher degree of explicitness, which is identified by higher number of conjunctions employment which is mostly realized in unmarked way. All of these features of text can be linked to the types of texts and linguistic and cultural background of the writers. The NS’s text which predominantly uses elaborative relation can be linked to the writer-responsible theory. This is where the writers have responsibility to make their text become as comprehensible as possible. Elaborative relation is purposed to advance the flow of understanding of the text by readers by providing clarification and other relevant information. Higher number of hypotactic relations can be influenced by Aristotelian argumentation which encourages writers to argue their point of view. Low explicitness in NS’s text reflects the higher English proficiency of the writers in making the text become coherent without heavily relying on conjunction. On the other hand, EFL text uses larger number of List and Causal relations which is expectedly found in an argumentative text. Its higher number of unmarked conjunction indicates the writer’s heavy reliance on conjunction in making the text coherent. The lower degree of hypotactic relation is linked to politeness strategy and keeping harmony following the Confucianism tradition of writing. Consequently, paratactic relation is tended to be used to avoid aggressiveness in presenting a point of view.]]>
<![CDATA[CLASSROOM RELATED TALKS: Conversation Analysis of Asian EFL learners ]]>
<![CDATA[Nur Akmaliyah]]>
<![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.v2i1.323
<![CDATA[In this paper, the author first records, transcribes, and then analyses a short extract from an English conversation among three graduate students with different cultural backgrounds. It aims to analyse several aspects of conversation analysis; turn-taking, topic change, preference organisation, listing, use of figurative language, face saving, breakdowns and repairs, and dysfluency. The data analysis shows that there is an interesting feature occurs concerning to overlapping during conversation. Moreover, dysfluency is also one of noticeable features which exist regularly during the conversation. However, the figurative language that is expected to emerge during talk among different cultural background cannot be figured out because the participants tend to avoid using such complex and idiomatic language structure.]]>
<![CDATA[Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the causes, impacts and possible solutions ]]>
<![CDATA[Dodi Widia Nanda]]>;
<![CDATA[Khairul Azmy]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v8i1.6771
<![CDATA[Reading comprehension is considered a challenging part of learning English for many Indonesian secondary school students. This study aims to explore the causes, impacts, and possible solutions for poor reading comprehension issues. The study scrutinizes the issue by reviewing previous studies, in which a number of articles and books were critically analyzed. The results indicate that poor reading comprehension occurs due to three remarkable factors, which are students’ lack of motivation, low prior knowledge, and poor English vocabulary. Moreover, this issue also leads to three main adverse impacts, such as reducing students’ learning achievement, hindering students’ problem-solving skills, and inhibiting students’ future studies and careers. Therefore, in responding to the problem above, this study proposes two learning approaches, which are the Cooperative Integrated and Reading Composition (CIRC) Technique and Metacognitive Strategy.]]>
<![CDATA[APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS ]]>
<![CDATA[Leni Amelia Suek]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v5i2.3072
<![CDATA[Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.]]>
<![CDATA[ACEHNESE ONOMATOPOEIAS: INVESTIGATING, LISTING, AND INTERPRETING THEIR MEANINGS ]]>
<![CDATA[Ida Muliawati]]>;
<![CDATA[Dara Yusnida]]>
<![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.v7i1.5184
<![CDATA[Sound-imitating words, called onomatopoeia, presents in most of languages in the world including Acehnese language, one of traditional languages in Indonesia, in which a great deal of onomatopoeias exist in it due to its unique constructions of onomatopoeia. This research aims at finding out kinds of Acehnese onomatopoeias understood and spoken among native Acehnese people by using Pidie dialect. Thus, five people in the Pidie Jaya regency were sorted out to be the subject informants by actualizing purposive and snowball technique. Moreover, a descriptive qualitative method was manifested in the research by actualizing some instruments to get the data such as structured interviewing and documentation. Hence, all of the data were interpreted in words by listing, transcribing their phonetics orderly, as well as describing both their function and meaning. A three-step analysis – data reduction, data verification, and data display-- was employed to describe the data gathered. Result of the research reveals that Acehnese Onomatopoeias covers a wide range of expressions in sound-imitating words which are categorized into three big classes; Phonomimes which includes auditory impressions of various imitative sounds of nature; Phenomimes -- mimetic words to describe objects’ condition and human’s activities; and Psychomimes – symbolizing psychological state or inner feelings. Still, most of Acehnese onomatopeic words are in forms of repetition and nasalization which seems to be more unique compared to other languages.]]>
<![CDATA[SOCIAL FACTORS PROMPTING ADULT BILINGUAL SPEAKERS TO CODE SWITCH ]]>
<![CDATA[Yunita Reny Bani Bili]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v4i2.1350
<![CDATA[It has been long known that bilinguals can switch their speeches from one language to another when interacting within their own community. Some experts argue that code switch occurs due to the lack of proficiency in languages, lazy choices and easy solutions in communicating, and impact of linguistic dominance. This paper describes the social factors which promote adult bilinguals in code switching. The paper focuses on three types of the social factors contributing to code switching.The first type deals with factors independent of specific speakers and circumstances such as prestige, cover prestige, and power relation. The second one is related to speakers’ competence both as individuals and members of a sub group. The last category refers to factors within the conversation where code switching emerges. To conclude, these social factors are highly relevant in prompting adult bilinguals to code switch.]]>
<![CDATA[SKOPOS THEORY: A PRACTICAL APPROACH IN THE TRANSLATION PROCESS ]]>
<![CDATA[Ika Kana Trisnawati]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 1, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v1i2.186
<![CDATA[Numerous criticisms have been addressed toward the application of Skopos theory within translation studies. Issues such as vague concepts of translation, ‘dethroning’ the source text, oversimplification and inapplicability to achieve equivalence for literary and religious texts are some of many critiques for Skopos theory. In addition, from a student’s perspective, it is argued that there is no specific guideline to carry out the theory. However, here, I would like to present my perspective as a student practicing translation as well as a brief overview of Skopos theory, its criticisms as well as its usefulness in actual implementation.]]>
<![CDATA[TEACHER TEACHING STYLES IN INTRODUCING CONCEPT MAPPING STRATEGY IN READING COMPREHENSION ACTIVITY AT SENIOR HIGH SCHOOLS IN MEUREUDU, ACEH ]]>
<![CDATA[Khairiah Syahabuddin]]>;
<![CDATA[Rahmat Yusny]]>;
<![CDATA[Nia Zahara]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 6, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v6i2.4548
<![CDATA[The objective of this study is to learn how English teachers’ teaching style at Senior High Schools (SMAs) in Meureudu in introducing concept mapping strategy in delivering reading comprehension lesson. In teaching Reading Comprehension, different teaching styles gives different students learning experience and output, and using concept mapping, students are stimulated to have better control over their comprehension. This study was conducted at SMA 1 Meureudu and SMA 2 Meureudu, a town located 123 kms from Banda Aceh, Indonesia. Very often, English classes in schools located far from the main cities in Aceh suffer from lack interesting activity The study was using qualitative approach through class activity observations and interviews. Concept mapping activities facilitated by the teachers at SMA 1 Meureudu used digital projector and paper handouts as the media for the group activities. The teacher of SMA 2 Meureudu used only handout paper as a medium and by pairing the students. The findings of this study showed that the teaching styles in delivering reading activity using the concept mapping activity used by the teachers in both schools differ in the way how the teacher assign student to work on the task. The students were found to be more fully engaged in the reading activity with concept mapping compared to any past reading activities using translating line-by-line and answering questions. Assigning group reading task also help boost the students motivation and collaborative responsibility to learn.]]>
<![CDATA[RE-CONCEPTUALIZING COMMUNICATIVE LANGUAGE TEACHING THROUGH SOCIO-CULTURAL PERSPECTIVE ]]>
<![CDATA[Lina Farsia]]>
<![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.v3i2.1137
<![CDATA[Communicative Language Teaching (CLT) has been know as one of the most successful approaches in teaching English to speaker of other languages. With this approach students are required to engage in communication trough interaction using the target language as much as possible. In the countries where English is taught as a foreign language or as a second language, this approach has become an ideal example on how activities are reconstructed in teaching learning activity to improve students’ ability in communicating in English both in spoken and written ways. Despites all of the advantages of CLT, there are still some the flaws found in he implementation of CLT in teaching learning activities. Therefore, in this paper, the writer will not only provide some critiques that are normally found in CLT but also suggesting some alternatives based on the socio cultural concepts to mitigate the shortcoming. The provided alternatives are aimed to re -conceptualize the CLT in based on the socio cultural perspective.]]>
