J-SHMIC : Journal of English for Academic https://journal.uir.ac.id/index.php/jshmic <p style="text-align: justify;">J-SHMIC: Journal of English for Academic (pISSN&nbsp; =&nbsp;<a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1402909829&amp;1&amp;&amp;2014">2356-2404</a>&nbsp;and eISSN&nbsp; =&nbsp;<a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1474280614&amp;1&amp;&amp;2016">2641-1446</a>&nbsp;) is a biannual journal that publishes original research, conceptual, and best practice articles in applied linguistics. It is published by Universitas Islam Riau (UIR) Press in&nbsp;<strong>February</strong>&nbsp;and&nbsp;<strong>August</strong>. This journal is indexed in&nbsp;<a href="https://sinta.ristekbrin.go.id/journals/detail?id=3632">SINTA (S4)</a>,&nbsp;<a href="https://scholar.google.co.id/citations?user=RydkxrYAAAAJ&amp;hl=en">Google Scholar</a>, and&nbsp;<a href="https://garuda.ristekbrin.go.id/journal/view/14542">GARUDA</a>. All submitted manuscripts will be initially reviewed by editors and are then evaluated by&nbsp;<strong>two Reviewers</strong>&nbsp;through the&nbsp;<strong>double-blind review&nbsp;</strong>process.&nbsp;</p> <p style="text-align: justify;"><img src="//public/site/images/jshmicjm/Sertifikat_Akreditasi_JSHMIC_Peringkat_5_001_compress1.png" alt=""><em><strong>Accredited by Ministry of Research, Technology, and Higher Education of the Republic of Indonesia, <a title="Sertifikat Akreditasi" href="https://drive.google.com/file/d/1y5IgHJVbu4-dcXdqeKPJhVHpVCLIzKg6/view?usp=sharing">No.36/E/KPT/2019</a>, 13 December 2019.</strong></em></p> UIR Press en-US J-SHMIC : Journal of English for Academic 2356-2404 Portfolio-Based Assessment in English Language Learning: Highlighting the Students’ Perceptions https://journal.uir.ac.id/index.php/jshmic/article/view/6327 <p>Portfolio-based Assessment (hereafter, PBA) plays an indispensable role in language assessment. PBA represents the development of the students’ learning process outcomes, trains autonomous learning, and stimulates metacognitive awareness. Conversely, a few investigative attempts, addressed the students’ perceptions of PBA in the Indonesian EFL Context. Therefore, this study aimed to decipher the perceptions of EFL students in Indonesia on PBA use in the English subject. Empirically speaking, two female students were involved as the participants in this study. The data were collected through a semi-structured interview and analyzed with Thematic Analysis (TA) (Braun &amp; Clarke, 2006). The findings revealed that students articulated their perceptions in three major themes, namely <em>developing self-monitoring from the students’ learning processes, generating discipline, responsible and autonomous language learning attitudes, </em>and <em>mitigating perceptual mismatches among teachers and students.</em> Pedagogically speaking, this study indicates that PBA employment can provide opportunities for students to monitor their learning progress, and enhance their self-confidence and learning motivation.</p> Ahmad Syamsul Ma'arif Fuad Abdullah Asri Siti Fatimah Arini Nurul Hidayati Copyright (c) 2021-02-28 2021-02-28 8 1 1 11 10.25299/jshmic.2021.vol8(1).6327 The Effect of Google Classroom in Blended Learning on University Students’ English Ability https://journal.uir.ac.id/index.php/jshmic/article/view/6216 <p>This research aimed to investigate Google Classroom's effect on blended learning on university students’ English ability. This research utilized a quasi-experimental design which included experimental and control group design.&nbsp; The study participants comprised 68 students in the first semester at STMIK-AMIK Riau in Pekanbaru-Riau, Indonesia. This research instrument was an achievement test in multiple-choice questions administered to the participants in pre-test and post-test.&nbsp; The quantitative data were collected by using pre-test and post-test to gauge the students’ English ability before and after conducting the treatments in both groups. The finding revealed that statistically, there was a significant difference in the mean score between the experimental and control group in the post-test. The experimental group that learned English through Google Classroom in blended learning achieved a significantly higher score than control group that learned English through the conventional method.&nbsp; It was proved that the t-test was higher than the t-table value (5.270&gt;2.042) at the level of significance 0.05 and p=0.000. This study concluded that blended learning through Google Classroom had contributed to the improvement of students’ English ability.</p> Liya Astarilla Dede Warman Copyright (c) 2021-02-28 2021-02-28 8 1 12 23 10.25299/jshmic.2021.vol8(1).6216 Mind Mapping-Enhanced Reading Comprehension to Indonesia Islamic Junior High School Students: An Action Research https://journal.uir.ac.id/index.php/jshmic/article/view/6029 <p class="Abstract" style="text-align: justify; text-indent: 0cm; line-height: normal; margin: 12.0pt 0cm 30.0pt 0cm;"><span lang="EN-GB" style="font-size: 12.0pt;">This classroom action research was conducted in a State Islamic Junior High School in Tanjung Pinang at the 8th grade in academic year 2020-2021. The purpose of the research was to describe how mind mapping can improve students’ reading comprehension of descriptive texts. The participants of the research consisted of 27 students. To gather the research data, the researchers used observation and test. The test was administered three times (pre-test, post-test 1, and post-test 2). Then, the data got from the observation were analyzed qualitatively while those from test were analyzed quantitatively. The result of pre-test was 9 students (33,3%) scored ≥70. In the post-test first cycle, the score of 16 students (59,25%) was ≥70, and in the post-test cycle II, 20 students (74,1%) scored ≥70. The results of the tests showed that the number of students who got score ≥70 improved. Meanwhile, the result of the observation showed that the use of mind mapping was successful in improving students’ reading comprehension. The students became more interested and more motivated to learn. It showed that ≥70% of the students participated actively in the teaching and learning process. Therefore, it is recommended for teachers to use this technique to upgrade students’ learning achievement. </span></p> Dewi Nopita Satria Agust Yuni Indriani Copyright (c) 2021-02-28 2021-02-28 8 1 24 31 10.25299/jshmic.2021.vol8(1).6029 Development of Thematic Teaching Materials Integrated with Riau Malay Cultural Values for Grade Elementary Students in Pekanbaru https://journal.uir.ac.id/index.php/jshmic/article/view/5816 <p>This study aims to develop thematic teaching materials integrated with Riau Malay cultural values for grade IV elementary students in Pekanbaru by using the Educational Research and Development or Educational R&amp;D method. The development research is carried out in 3 stages, namely: 1) the preliminary study conducted by applying a qualitative descriptive approach by distributing questionnaire and interviewing the teachers and the students in order to find out their actual needs of teaching materials 2) the development of teaching material designed and integrated with the Riau Malay cultural values, followed by expert judgment, revisions, and improvements, limited trials, as well as evaluation and improvement, 3) evaluation which includes the implementation of models created by the quasi- experimental method using the pretest-posttest control group design. The results showed that the research team designed the required teaching material in the second stage in the form of a book entitled ”The 2013 Curriculum Integrated Thematic Supplement,” which can be used by elementary schools in Pekanbaru.</p> Erna Nawir Marhamah Ahmad Hamid Yulianto Elpri Darta Putra Hariri Waldi Sisi Adelia Copyright (c) 2021-02-28 2021-02-28 8 1 32 44 10.25299/jshmic.2021.vol8(1).5816 The Effect of Online Written Feedback Through Social Media on Student’s Writing https://journal.uir.ac.id/index.php/jshmic/article/view/6034 <p class="Abstract" style="text-align: justify; text-indent: 0cm; line-height: normal; margin: 12.0pt 0cm 30.0pt 0cm;"><span lang="EN-GB" style="font-size: 12.0pt;">Writing is considered as a hard language skill for students. English teachers have been trying to find the effective way to enhance their students’ writing skill. One of them is providing feedback in students’ written work, also known as written Feedback. This article retrieved from the research on</span> <span lang="EN-GB" style="font-size: 12.0pt;">the effect of online written feedback through social media on students’ writing in SMAN 4</span> <span lang="EN-GB" style="font-size: 12.0pt;">Tanjungpinang. This research aims to find out the effect of Online Written Feedback on students’ writing skill through social media Facebook at SMAN 4 Tanjungpinang. A pre-experimental design</span> <span lang="EN-GB" style="font-size: 12.0pt;">with one group pre-test-post-test was used in this research. There were 30 eleventh grade students of SMAN 4 Tanjungpinang as the sample of the research. This research used written assignment as its instrument. A pre-test is administered at the beginning of the research and followed by providing online written feedback on students’ writing personal letter as the treatment. A post-test was also conducted after the treatment. The pre-test and post test scores were analysed by using a paired sample t-test to</span> <span lang="EN-GB" style="font-size: 12.0pt;">answer the research</span> <span lang="EN-GB" style="font-size: 12.0pt;">hypothesis. This research showed that online written feedback did not significantly affect the students’ writing skill in SMAN 4 Tanjungpinang. There was a difference between the mean score of pre and post-test, from 83.07 to 85.70, but it was not significantly. </span></p> Rona Elfiza Aninda Sri Reszki Dewi Nopita Copyright (c) 2021-02-28 2021-02-28 8 1 45 54 10.25299/jshmic.2021.vol8(1).6034 Discourse Markers in News Articles of the Jakarta Post https://journal.uir.ac.id/index.php/jshmic/article/view/6251 <p>Discourse markers facilitate text interpretation. Discourse markers (DMs) were key attributes in linking sentences, rendering the text coherent. This study aimed to analyze Discourse Markers (DMs) found in four News Articles of The Jakarta Post based on Halliday and Hasan point of view. They were additive, adversative, causal and continuative. The writer used a descriptive qualitative method, in which the data were sentences that contain discourse markers in the articles. The data were analyzed by applying the theory of discourse markers from Halliday and Hasan (1976). The result showed there were 21 discourse markers found in four news articles. All the news articles included additive, adversative, causal, and temporal/continuative discourse markers. In the Jakarta Post news article, the numbers of the discourse markers were ample for readers to understand the articles better. &nbsp;</p> Yulianto Yulianto Copyright (c) 2021-02-28 2021-02-28 8 1 55 63 10.25299/jshmic.2021.vol8(1).6251 Developing an E-book with Past Tenses Materials for the Students of English Education Study Program in the Indonesian Context https://journal.uir.ac.id/index.php/jshmic/article/view/6209 <p class="Abstract" style="text-align: justify; text-indent: 0cm; line-height: normal; margin: 12.0pt 0cm 30.0pt 0cm;"><span lang="EN-GB" style="font-size: 12.0pt;">An e-book is one type of instructional materials that play important roles to ensure learning interactivity by integrating technology to its context. However, studies on the integration of an e-book in English language teaching mostly focus on its implementation process, not its developing process which in fact may influence the validity quality of an e-book. Thus, this study aims to use expert’s review to develop an e-book with past tenses materials for students of English study program. Development research design proposed by Akker was used to develop the e-book. Expert’s reviews on the past tenses materials and the e-book media design were used to determine the validity of the e-book. The results showed that the e-book with past tenses materials was valid which indicated that it can be employed in teaching and learning simple past tense and past continuous to the students of English education study program.</span></p> Nurul Fitriyah Almunawaroh Kuntum Trilestari Ayu Riani Copyright (c) 2021 J-SHMIC : Journal of English for Academic 2021-02-28 2021-02-28 8 1 64 74 10.25299/jshmic.2021.vol8(1).6209 EFL Students’ Perception of Distance Learning Practice in a Vocabulary Class https://journal.uir.ac.id/index.php/jshmic/article/view/6325 <p>The perception of English as a Foreign Language (EFL) students toward the significance of distance learning practice in EFL teaching at university is essential to provide suggestions for enhancing distance learning practice in the context of EFL teaching. Therefore, the purpose of this study was to investigate students’ perception towards distance learning practice at University of Muhammadiyah Gresik, especially in Words in Contexts class as the main course for learning vocabularies. Therefore, this study explored several aspects that needed in the implementation of distance learning practice. The subjects of this study were 34 first semester students of English education department who had applied distance learning practice. Questionnaire was used as research instrument to collect data from the respondents who had been selected. In addition, interview was also conducted to confirm the result of questionnaire. After the data were collected, they were analyzed using quantitative and qualitative analysis method. The finding indicated that students had average perception towards the implementation of distance learning practice, since distance learning practice provided advantages for their learning process. However, there were setbacks and problems such as students’ participation, internet connectivity, and material clarity that needed to be solved in order to improve the quality of distance learning practice.</p> Ribeh Najib Muhammad Copyright (c) 2021-02-28 2021-02-28 8 1 75 85 10.25299/jshmic.2021.vol8(1).6325 Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration https://journal.uir.ac.id/index.php/jshmic/article/view/6305 <p>Mainstream children generally experience typical stages throughout the milestones of their language development, from crying, cooing, babbling, until mature speech. Nevertheless, children with special condition usually have difficulties in getting through each phase of the development, such as those having expressive language disorder. These children usually encounter problems in communicating their needs and ideas verbally or non-verbally. This study attempts to present a story of the first five-year journey of Zaid’s language development, a child with expressive language disorder. Through interview, observation, and documentation, the study informs that Zaid was a late talker and experience difficulties in structuring well-ordered sentences.&nbsp;</p> Dewi Rosmala Arini Nurul Hidayati Fuad Abdullah Copyright (c) 2021-02-28 2021-02-28 8 1 86 96 10.25299/jshmic.2021.vol8(1).6305