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INDONESIA
Englisia Journal
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol 8, No 1 (2020)" : 7 Documents clear
Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the causes, impacts and possible solutions Dodi Widia Nanda; Khairul Azmy
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.v8i1.6771

Abstract

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.
EFL learners’ code-switching: Why do they switch the language? Yuliar Masna
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.v8i1.6662

Abstract

This qualitative study aims to figure out the factors that influence EFL learners’ code-switching. In collecting data, a semi-structured interview was conducted which involved five EFL learners as the participants. Those participants were selected through the purposive sampling method: being second-semester students of the English Language Education Department of Universitas Islam Negeri Ar-Raniry, and taking Basic Speaking class. Semi-structured interviewed was applied to collect the data needed. The finding of this study showed that all participants employed code-switching in their class. The reasons for EFL learners’ code-switching were influenced by participants’ roles and relationships, selected topics, and interactions. Thus, code-switching was regarded as a useful strategy that helped the learners convey their ideas to be fully understood and meaningful in the interaction process.
Power and impoliteness in Hancock action movie Favian Reswara Sani; Suhandoko Suhandoko
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.v8i1.6847

Abstract

This study examined the strategies employed by the main character in the Hancock movie named John Hancock to attack his interlocutors’ face, the way the recipients responded to his impoliteness, and how he used impoliteness to exercise his power. By using content analysis to draw inferences from utterances in the movie transcript, the study found that positive impoliteness is the most frequent strategy used by Hancock due to its abusive nature and withhold impoliteness is the least used due to its unlikeliness to damage the interlocutor’s face. Also, the study found that the recipients used all strategies to respond to Hancock’s impoliteness, except abrogation and dismissing. At the same time, apart from Hancock’s use of impoliteness to exercise power, such as to appear as superior, to get power over actions, and to dominate the conversation as Beebe (1995) noted, this study found that silence is also a way to exercise power to maintain control of undesired situations. The finding adds substantially to our understanding that silence as an impoliteness strategy might also serve the purpose of exercising power. This, of course, is open to debate and further research would verify or contradict this claim.
The effect of teacher- and peer-assisted evaluative mediation on EFL learners’ metacognitive awareness development Sajjad Fathi; Enayat A. Shabani
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.v8i1.7101

Abstract

Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition.  This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a test of English language proficiency. The participants were then randomly divided into teacher-assisted (n=20) and peer-assisted (n=20) groups. Before the instructional phase, a metacognitive awareness questionnaire was given to the participants. At the instructional phase, the learners in the teacher-assisted group received teacher-assisted mediation. The learners in the peer-assisted group, however, were exposed to mediation provided by their peers. After the instructional phase, the metacognitive awareness questionnaire was given to the participants as the posttest of the study. SPSS was used to analyze the data. The descriptive statistics, the Shapiro-Wilk test of normality, and the Paired Sample T-test for inferential statistics were used to analyze the data. The findings showed that peer-assisted evaluative mediation had positive effects on developing students’ level of metacognitive awareness, whereas teacher-assisted evaluative mediation did not reveal such effects. It could be concluded that peer-assisted evaluative mediation is an effective tool for improving students’ metacognitive awareness.
An analysis of focused metalinguistic written feedback: How would learners react? Rizqiyyah Rizqiyyah; Tanty Prianty
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.v8i1.5972

Abstract

Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed Miles and Huberman’s qualitative data analysis approach. Meanwhile, the quantitative data, namely the basic analysis of focused metalinguistic written feedbacks were analyzed by employing Cumming’s writing approach. The findings reveal that: (1) learners revised and expanded their draft after getting back their paper; (2) lecturer’s feedbacks through email have reportedly motivated learners because such the feedbacks did not lead learners perplexity compared to the handwritten feedbacks; (3) the majority of participants used revising and responding, consulting a dictionary/grammar book, and referring to the previous composition as the ways to handle lecturer’s input.
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.
Promoting students’ critical thinking through online learning in higher education: Challenges and strategies Tathahira Tathahira
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.v8i1.6636

Abstract

Living in the millennial era has encouraged all the learners to one step ahead maximizing the existed and updated technology for learning. Maintaining autonomous and long-distanced learning should have been introduced and implemented in higher education. Involving in an online learning environment is not enough without the ability to think critically. Critical thinking is the ability that is essentially required for learners in a higher education context. This paper discusses the challenges and strategies for implementing learners’ critical thinking through online learning. This paper used the literature study approach, in which all the information in this paper was obtained from books and journal articles. Briefly, the findings reveal that online learning can be good support for students to improve their critical thinking ability. However, there are also several challenges to do so involving the socio-cultural matter, the students’ previous learning habits, and the familiarity of using updated technology for learning. To end the discussion, the author provides several strategies to overcome those challenges. The well-designed online discussion (interactivity), critical-thinking learning content, and well-maintained instructions are several factors needed by online course instructors in order to improve their students’ critical thinking.

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