Previous studies have reported that second language (L2) learners filter non-native L2 sounds through their existing native or first language (L1) sounds when learning L2 sounds. The degree of similarity between L1 and L2 sounds can predict the ease of acquisition of non-native L2 sounds. In the context of English language learning in Indonesia, most learners are likely to speak two languages before they learn English at school; Acehnese is not wituout any exception. As a result, they have larger phonemic inventories to rely on when learning English sounds. This study seeks to investigate how Acehnese-Indonesian bilinguals perceive five sets of vowel contrast in English (i.e., /ɪ/ - /iː/, /æ/ - /ɛ/, /ʌ/ - /ɑː/, /ʊ/ - /uː/, and /ɑː/ - /ɔː/). A special focus is given to their perception of English vowel contrasts that are new, similar, and identical to Acehnese and Indonesian vowels. A group of 31 high school students (N=31) from an Islamic boarding school in Aceh participated in this study. An AX test comprising repetition and minimal pairs of English vowel contrasts in CVC word contexts was randomly presented to the students. The data were analyzed by comparing the means of each vowel pair followed by a general linear model statistical analysis and interpreted based on speech perception and production models. The findings indicate that the Acehnese-Indonesian bilinguals discriminate the vowel pairs /æ/ - /ɜː/ and /ɑː/ - /ɔː/ better than the /ɪ/ - /iː/, /ʌ/ - /ɑː/ and /ɑː/ - /ɔː/ pairs. The vowel pairs in which both vowels are novel to Acehnese and Indonesian were moderately discriminated compared to the pairs in which one vowel is similar in both Acehnese and Indonesian. It can be said that students perceived pairs with one vowel similar to Acehnese-Indonesian better than pairs with both vowels or one vowel novel in Acehnese and Indonesian. The findings reported in the paper are expected to inform pedagogic practices, particularly in the development of materials for the teaching of English pronunciation. English teachers in Aceh may incorporate Acehnese words that have similar sounds to English while emphasizing the novel sounds which are absent from the Acehnese vowel system.

Abstrak— Mata kuliah Bahasa Inggris pada pendidikan vokasi merupakan mata kuliah umum (MKU) wajib. Berbeda dengan pendidikan di universitas, pendidikan vokasi menuntut konten pengajaran suatu mata kuliah dalam bentuk konten praktis. ESP, English for Sepcific Purpose adalah salah satu cabang ilmu pendidikan Bahasa Inggris yang dapat diterapkan dalam mengembangkan MKU Bahasa Inggris pada pendidikan vokasi. Studi pustaka ini menganalisis beberapa jurnal dan buku yang berkaitan dengan ESP dan mewawancarai dosen Bahasa Inggris pada tingkat universitas untuk menentukan materi Bahasa Inggris yang sesuai untuk pendidikan vokasi. Hasil kerangka need analysis (NA) Basturkmen dan Dudley-Evans, St John, & Saint John, dipaparkan dan diuji dengan kebutuhan pendidikan vokasi jurusan mesin [1, 2]. Hasil kajian pustaka dan Analisa kebutuhan menunjukkan perlu adanya kurikulum, silabus, dan aktivitas berbeda untuk setiap jurusan pada pendidikan vokasi. Silabus Bahasa Inggris umum di perguruan tinggi tidak dapat dipakai sepenuhnya untuk kebutuhan pendidikan vokasi. Kata kunci: Analisa Kebutuhan, English for Specific Purposes, Bahasa Inggris Umum, Pendidikan vokasi Abstract— English courses in vocational education are compulsory general courses (MKU). In contrast to university education, vocational education demands the teaching content of a course in the form of practical content. ESP, English for Specific Purpose is one branch of English education that can be applied in developing the English course in vocational education. This literature study analyzes a number of journals and books related to ESP and English language lecturer studies at the university level to determine appropriate English material for vocational education. The results of the Basturkmen and Dudley-Evans, St John, & Saint John's framework of need analysis are presented and tested with the vocational education needs of across three majors [1, 2]. The results of the literature review and need analysis indicate the need for different curriculum, syllabus, and activities for each department in vocational education. The general English syllabus in universities cannot be fully applied for vocational education needs. Keywords: Needs analysis, English for Specific Purposes, General English, Vocational Education

Objective: The imposition of protective health protocols in public spaces to curb the spread of COVID-19 has confronted the ritual of congregational prayers in mosques for Muslims. This study examines the adoption of protective behaviours in the early stage of the COVID-19 outbreak and the influence of religion on risk perception by comparing precautionary behaviours in public and in mosques. Methods: Data was collected through an online survey of 327 Muslim men across the Aceh province, Indonesia, from 21 April 2020 to 2 May 2020. The Wilcoxon signed-rank test and the paired t-test were employed to compare the uptake of protective behaviours in public and mosques. Results: The adoption of protective behaviours was higher in public rather than in mosques. It further revealed that the understanding of Islamic teachings during the pandemic has influenced perceived risk and the way Muslim men comply with the protective guidelines. Those who have complete, incomplete, or no compliance of precautionary behaviours have their own interpretation of Islamic teachings that inform their individual actions to manage the risk. Conclusion: This study suggests the significance of religious views for developing public health preparedness during the current and future pandemics in Aceh and other Muslim majority regions.

Lack of students enrolling in diploma programs compared to what occurred Germany is a sign that Indonesian high school graduates are discouraged from enrolling in the program. Previous studies have mostly focused on the perception and expectation toward vocational high school, leaving motivation and satisfaction under-researched. The current study aims to look at the motivation of students enrolling at the two-year diploma and how satisfied they are with the program. Factors contributing to their satisfaction would be presented accordingly. The study used a qualitative research approach with a case study design by examining current students at AKN Aceh Barat. A focus group discussion coupled with interview were employed to obtain the data and a total of 23 first year diploma students participated in the study. The study found that students were encouraged to enroll for the diploma program due to practical skill benefit, short durational advantage, and financial constraints of their families. They valued practical skills over theoretical knowledge and a short time of study over four years in college.  The financial constraint also implies that most students enrolled in the program originate from financially unfortunate families. Most students have been satisfied with the program indicating that their initial motivation has been fulfilled. Factors contributing to their satisfaction include practical skills, theoretical knowledge, laboratory facilities, building infrastructure, and the number of students. They have been satisfied with the balance between practical skills and theoretical balance offered by the program yet felt the need for improvement in the other areas.

Diphthong has been reported as the character of old Acehnese, which is now eroded in some words of modern Acehnese. However, some dialects, such as Daya and Pidie, still retain certain diphthongs in certain Acehnese words. Samatiga dialect is one of the dialects in Aceh Barat. People in Aceh Barat has commonly marked this dialect as producing certain vowel as diphthong similar to those in Teunom and Daya. Thus, the current study aims to explore the diphthongization of certain monophthong in Acehnese words by the people in Samatiga. Specifically, it aims to learn the monophthongs often diphthongized in this dialect, the position in which the diphthong occurs, and the movement trajectory of the diphthong. Two language consultants are consulted to explore their diphthongization, and two other Acehnes are discussed to determine their diphthongization. Their production is recorded using a high-quality recorder and analyzed in Praat to obtains its formants data. The findings indicate that not all monophthongs are produced as diphthongs in Samatiga dialect. Samatiga dialect replaces vowel /ɛ/and /ɔ/ with diphthong /ai/ and /au/. The diphthong /au/ seems to be unique to Samatiga dialect since previous studies did not mention Acehnese diphthong ending in /u/. The diphthongization only occurs when it comes in the word final and open syllable. The diphthong /au/trajectory movement is greater than /ai/, indicating the former, not the initial may experience transformation into monophthong like other major dialects in Aceh.