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<![CDATA[RESEARCHING STUDENTS’ ORAL PERFORMANCE: What’s wrong with their use of grammar, vocabulary and pronunciation? ]]>
<![CDATA[Amiruddin Amiruddin]]>
<![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.v6i2.3485
<![CDATA[This study was conducted to investigate errors in oral performance among the third year English Education Department students of UIN Ar-Raniry. It was aimed at two folds of research objectives. First, it sought to investigate the most frequently-committed error of the third year English Education Department students of UINAr-Raniry. Second, it attempted to identify the causes of students’ errors in their oral performance. This study employed qualitative research methods. The participants of this study were 20 students registering in Public Speaking Course. To investigate the students’ errors, a speaking test was used as a research instrument. The test was in the form of individual speaking performance on a topic of “Do we need native speakers in our Tarbiyah Faculty?” The participants were required to speak about the issue, which lasted for 10 minutes each. 20 oral performances were transcribed to enable the analysis of the errors. To analyze the student’s oral performance errors, the content analysis was used. This process was followed by analyzing the different aspects of language: grammar, pronunciation, and categories of error causes in communication. The results revealed that puzzling vowel insertion was the most commonly committed error (316/62.7%) compared to shifts in tense (10/2.0%), word order (19/3.8%), subject verb agreement (14/2.8%), and case of referent (15/3%). These errors were identified to have been caused by interlanguage factor. In an effort to respond to these compelling issues in the students’ speaking performance, lecturers who teach English at the University are required to give their maximum attention in order to improve their students’ oral performance.]]>
<![CDATA[ENGLISH LANGUAGE TEACHING IN ISLAMIC EDUCATION IN INDONESIA; CHALLENGES AND OPPORTUNITIES ]]>
<![CDATA[Tuti Hidayati]]>
<![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.v3i2.751
<![CDATA[The dominant use of English in every field covering politic, economic, and sosial culture these days has manifested in its gaining a special position in many countries where it is not spoken. In Indonesia, it is a foreign language officially constituted as part of national education curriculum and becomes a requirement in a number of higher education and workforce entry. Yet, ELT in Indonesia faces various constraints including, but is not limited, the anxiousness to threat the purity of Bahasa Indonesia, the national language, and the worry about liberal western values embedded in English to corrupt the youngsters moral and attitudes. Interestingly, Islamic education that maintains a vital role among Indonesians has included English alongside other secular sciences and technology as part of its curriculum in its current advancement. In this regard, the paper will show how critical Islamic education role among Indonesians is, how ELT in Indonesia has developed, what challenges it experiences, and what opportunities it posseses in the context of Indonesian Islamic Education. The paper argues that Islamic education remains the choice of the Indonesian Muslim communities as long as it is able to meet the demands of living in the globalization era while keeping the Islamic values in all the learning process. It further suggests that ELT in Indonesia needs to incorporate Islamic values and show that English learning put no threats and negative influences to Indonesian culture in general and Islamic religious values in particular.]]>
<![CDATA[EXCELLENT SCHOOL, STATUS AND ITS EXISTENCE ]]>
<![CDATA[Syarwan Ahmad]]>
<![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.v1i2.25
<![CDATA[The excellent school and effective school share their characteristics. Their main characteristic is that higher student academic achievement and there is no disparity or gap across the scores gained. The status of the excellent school is a dynamic process. It should not be decided by educational authorities. The existence of the excellent school has become heated discussions lately. The status of the government supported excellent schools including the RSBI (International Standard School Pilot Project) has recently been revoked. However, the existence of the school should be maintained. Further research on the excellent school is badly needed.]]>
<![CDATA[VALIDITY IN COMPUTER-BASED TESTING: A LITERATURE REVIEW OF COMPARABILITY ISSUES AND EXAMINEE PERSPECTIVES ]]>
<![CDATA[Ika Kana Trisnawati]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v2i2.345
<![CDATA[These past years have seen the growing popularity of the Computer-Based Tests (CBTs) in various disciplines, for various purposes, although the Paper-and Pencil Based Tests (P&Ps) are still in use. However, many question on whether the use of CBTs outperform the effectiveness of the P&Ps or if the CBTs can become a valid measuring tool compared to the PBTs. This paper tries to present the comparison on both the CBTs and the P&Ps and their respective examinee perspectives in order to figure out if doubts should arise to the emergence of the CBTs over the classic P&Ps. Findings showed that the CBTs are advantageous in that they are both efficient (reducing testing time) and effective (maintaining the test reliability) over the P&P versions. Nevertheless, the CBTs still need to have their variables well-designed (e.g., study design, computer algorithm) in order for the scores to be comparable to those in the P&P tests since the score equivalence is one of the validity evidences needed in a CBT.]]>
<![CDATA[The effect of teacher- and peer-assisted evaluative mediation on EFL learners’ metacognitive awareness development ]]>
<![CDATA[Sajjad Fathi]]>;
<![CDATA[Enayat A. Shabani]]>
<![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.v8i1.7101
<![CDATA[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.]]>
<![CDATA[IMPROVING ARCHITECTURE STUDENTS’ ENGLISH VOCABULARY THROUGH THE USE OF ARCHITECTURAL DRAWINGS ]]>
<![CDATA[Fidyati Fidyati]]>
<![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.v5i2.3073
<![CDATA[This study aims to find out the effectiveness of architectural drawings in teaching English vocabulary at first-semester college students of Architecture, Malikussaleh University, Lhokseumawe, Aceh, Indonesia. The media applied in the research worked in both improving Architecture-major students’ ability to learn the target language and motivating them in the teaching-learning process. A likert questionnaires analysis was used to determine factors affecting students’ lack of English vocabulary. The quasi-experimental method was applied to acquire the test data needed. The t-test formula was then used to find out the differences between conventional teaching technique and using-architectural-drawings technique through the pre-test and post-test scores. Based on the analysis, the findings showed that there was a significant success on improving the students’ vocabulary mastery. However, as the architectural drawings used in the research were limited on the presentation type of drawing, other kinds of architectural drawings may not result in the similar way.]]>
<![CDATA[An analysis of speech act of Omar Mukhtar's utterances in lion of the desert movie ]]>
<![CDATA[Syukri Rizki]]>;
<![CDATA[Jelena Golubović]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v7i2.6358
<![CDATA[Movies are brilliant choices to be subjects of discourse analysis since they bear resemblance to real-life phenomena. Lion of The Desert is one of the movies that actualizes the use of the English language as the dialogue and presents Islamic historical values as its content. Among a myriad of sub-disciplines of discourse analysis, this paper attempts to investigate speech act phenomena in the utterances of Omar Mukhtar, the main character of the movie. The discourse analysis is conducted on his utterances in order to extract the types of speech acts he employs. Primary data sources include the movie video file and its script. We execute several procedural steps of extracting the data, commencing with watching the movie while reading its script; re-watching it to identify the aspects like voice, intonation, and mimics; interpreting, and classifying the types of speech acts in accordance with the classification procedure of John R. Searle’s speech act theory. The findings revealed four types of speech acts, namely, representative, directive, commissive, and expressive, being identified and classified in Mukhtar’s utterances. The most frequently used type of speech act was representative, which is performed in 56 utterances, followed by a directive act which appears in 53 utterances. Commissive and expressive speech acts emerge in 9 and 7 utterances respectively.]]>
<![CDATA[METAPHORS IN THE EX-GAM'S POLITICAL DISCOURSES DURING PRE-PUBLIC ELECTIONS IN ACEH ]]>
<![CDATA[Jarjani Usman]]>
<![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.v4i2.1667
<![CDATA[The Free Aceh Movement, locally called Gerakan Aceh Merdeka (GAM), developed several unique political discourses after having signed a peace accord with the Government of Indonesia (GoI) in Helsinki in 2005. The discourses created are metaphorical in Acehnese language, aimed to structure people's mind and to be accepted and transformed into their actions that supported GAM during pre-public election post conflicts. However, research on analyzing the metaphors is scant. This research used Lakoff and Johnson's (1980a, 1980b) conceptual metaphor and Fairclough's framework of Critical Discourse Analysis (CDA) to critically analyze the political discourses in order to unveil the meaning and their ideology position. The research shows the most commonly used metaphor was ELECTION IS A BATTLE. However, the currently used political metaphors are more persuasive, urging people to voluntarily come back to their political party, than previously used ones that seemed to strongly force people to be on their side.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ FREE WRITING ]]>
<![CDATA[Rahmi Phonna]]>
<![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.v1i2.188
<![CDATA[Writing contains a compound process to be expressed that entails the writer to pay more attention on linking appropriate words together. Most linguists agree that a writer should attain high level of understanding to pursue the lifelong learning of academic writing pedagogy. This study aimed to analyze the students’ free writing by identifying the category of mistakes that often appear on their writing assignment. 28 free writings were collected, as the main data, from 28 students as the samples for this study. They were then analyzed by using the guidelines of correction symbols from Hogue (1996) and Oshima & Hogue (1999). The results revealed that 11 categories of grammar that often applied incorrectly on the students’ free writing. The misused of verb-agreement (V/A) was the most frequent category occurred, followed by word form (Wf) and Spelling (Sp). The least category of errors identified on the students’ free writing was conjunction (Conj) and wrong word (Ww) categories. Overall, 175 errors from different grammatical conventions were repeated in the students’ free writing.]]>
<![CDATA[STUDENTS’ MOTIVATION AND RESPONSIVE PEDAGOGY IN LANGUAGE CLASSROOM ]]>
<![CDATA[Syarifah Dahliana]]>
<![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.v6i2.4601
<![CDATA[Students’ motivation contributes to the successful teaching learning process as it determines self-engagement and participations in the classroom. Encouraging students’ motivation, then, becomes important for the teacher to achieve the teaching goal and to provide a meaningful learning process for the students. This research is aimed to discuss responsive pedagogy in encouraging students’ motivation to learn and participate in classroom learning process. One English speaking class becomes the object of the observation. The interviews with the teacher and some students were also part of data collection in order to obtain information about the students’ motivation in learning English speaking, teacher’s teaching strategy, and classroom interactions. The findings indicate that classroom activities are crucial in motivating students’ responsive learning. In addition, the teacher’s competency in creating a conducive environment and leading an interactive communication are the ways of the teacher influence students’ motivation in learning process.]]>
