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Publisher: UIN Ar-Raniry Banda Aceh (Total: 9 journals) [Sort by number of followers]

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	Ar-Raniry : Intl. J. of Islamic Studies (Followers: 3)
	BIOTIK : Jurnal Ilmiah Biologi Teknologi dan Kependidikan
	Cyberspace : Jurnal Pendidikan Teknologi Informasi
	Elkawnie : J. of Islamic Science and Technology
	Englisia J.
	Jurnal Justisia : Jurnal Ilmu Hukum, Perundang-undangan dan Pranata Sosial
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	Petita : Jurnal Kajian Ilmu Hukum dan Syariah

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Englisia Journal
Number of Followers: 0

This is an Open Access Journal

Open Access journal
ISSN (Print) 2339-2576 - ISSN (Online) 2527-6484
Published by UIN Ar-Raniry Banda Aceh

[9 journals]

IMPROVING STUDENTS’ LISTENING COMPREHENSION BY TEACHING CONNECTED
SPEECH
- Authors: Siti Musfirah, Khairil Razali, Yuliar Masna
  Pages: 64 - 74
  Abstract: This present research was conducted in order to find out the improvement in students’ listening comprehension and to figure out whether students’ interest in listening class increases after being taught the aspects of connected speech. This research used a quantitative method with pre-experimental design, namely pre-test post-test involving only the experiment group. The population of this research was all the students of the eleventh-grade who are studying at MAS Darul Ihsan which amount to 184 students. In addition, the sample of this research was 30 students of class XI F that was chosen using purposive sampling. Moreover, this research used pre-test and post-test as well as questionnaires as data collection instruments. The research found that teaching connected speech in the listening classroom improved students’ listening comprehension. This was indicated by the comparison of t-score which is higher than t-table, (3.61 > 2.04). Therefore, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Furthermore, the result of students’ response sheets indicated that students have positive perception toward the teaching connected speech and it can increase their interest in learning listening.
  PubDate: 2019-05-31
  DOI: 10.22373/ej.v6i2.4565
  Issue No: Vol. 6, No. 2 (2019)
STUDENTS’ MOTIVATION AND RESPONSIVE PEDAGOGY IN LANGUAGE CLASSROOM
- Authors: Syarifah Dahliana
  Pages: 75 - 87
  Abstract: 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.
  PubDate: 2019-05-31
  DOI: 10.22373/ej.v6i2.4601
  Issue No: Vol. 6, No. 2 (2019)
RESEARCHING STUDENTS’ ORAL PERFORMANCE: What’s wrong with their use of
grammar, vocabulary and pronunciation'
- Authors: Amiruddin Amiruddin
  Pages: 88 - 101
  Abstract: 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.
  PubDate: 2019-05-31
  DOI: 10.22373/ej.v6i2.3485
  Issue No: Vol. 6, No. 2 (2019)
STUDENTS’ PERCEPTION TOWARD THE EFFECTIVENESS OF TEACHING ENGLISH AT
UNIVERSITAS TEUKU UMAR
- Authors: Endah Anisa Rahma, Rusma Setiyana
  Pages: 102 - 116
  Abstract: This paper aims to investigate the students’ perception about the effectiveness of teaching English at Universitas Teuku Umar from non-English major students. Data were collected from the students of six faculties: Economics, Social and Political Science, Fisheries and Marine Science, Engineering, and Agriculture. A number of 120 participants were selected from each faculty by using the random sampling technique. The instruments used included questionnaire and interview guide. The data were analyzed qualitatively following four effective learning criteria; material, learning method, learning motivation, and classroom management. The results showed that (1) some students were still disstatisfied with the materials given since they were hard, (2) the teaching methods used did not stimulate the students to learn English well, (3) some students did not like learning English because they could not speak like native speakers, and (4) the lecturers paid little attention towards the students’ questions and rarely did they give rewards to their students such as praising for students’ achievement. Further, the students’ obstacles in learning English included lack of vocabulary, problem in pronunciation, and grammar difficulty.
  PubDate: 2019-05-31
  DOI: 10.22373/ej.v6i2.3289
  Issue No: Vol. 6, No. 2 (2019)
CRITICAL RESEARCH ON THE PEDAGOGICAL, INDIVIDUAL, AND SOCIAL IMPACT OF THE
TOEFL PBT INTRODUCTION AS A TESTING INSTRUMENT
- Authors: Imam Munandar
  Pages: 117 - 129
  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.
  PubDate: 2019-05-31
  DOI: 10.22373/ej.v6i2.4547
  Issue No: Vol. 6, No. 2 (2019)
TEACHER TEACHING STYLES IN INTRODUCING CONCEPT MAPPING STRATEGY IN READING
COMPREHENSION ACTIVITY AT SENIOR HIGH SCHOOLS IN MEUREUDU, ACEH
- Authors: Khairiah Syahabuddin, Rahmat Yusny, Nia Zahara
  Pages: 130 - 145
  Abstract: 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.
  PubDate: 2019-05-31
  DOI: 10.22373/ej.v6i2.4548
  Issue No: Vol. 6, No. 2 (2019)
ENGLISH AS A MEDIUM OF INSTRUCTION IN INDONESIAN PRIMARY AND SECONDARY
EDUCATION: Theory and reality
- Authors: Imam Khasbani
  Pages: 146 - 161
  Abstract: The globalization phenomenon marked by the flow of people movements, the advancement of informational technology, and the shrinking price of transportation has brought people around the world into one global community. Comprised by people from diverse linguistic backgrounds, this community sees the need to use a common language to bridge the communication gap. With a long-established economic and political power, English comes to the forefront as a global lingua franca. With its growing and pervasive influence, the need to learn English has never become more apparent. This need is often translated by government into language-in-education policy. This paper, to start with, will observe how language policy and globalization build a causal relationship. In the section that follows, language-in-education policy in Indonesian context will be presented. The following part will move on to discuss the use of EMI in Sekolah Berstandar Internasional (SBI)-International Standard School in Indonesia. In the end, a reflection and conclusion of EMI in Indonesia context will be discussed. In doing so, this paper employs literature study approach to explore the EMI practice in Indonesian schools. All relevant information was collected from several sources such as books and journal articles. The information was then utilised to build on discussions on existing theoretical framings, language policy and globalization, and on language-in-education policy and practice in Indonesia.
  PubDate: 2019-06-19
  DOI: 10.22373/ej.v6i2.4506
  Issue No: Vol. 6, No. 2 (2019)