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SALEE: Study of Applied Linguistics and English Education
Published by STAIN Sultan Abdurrahman Kepulauan Riau
ISSN : 27159795     EISSN : 27161617     DOI : https://doi.org/10.35961/salee
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
SALEE (Study of Applied Linguistics and English Education) journal publishes articles related to English language teaching and learning, language assessment, language curriculum and material development, linguistics and applied linguistics, and cultural issues in language education.
Arjuna Subject : Umum - Umum
Articles 18 Documents
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Search results for , issue "Vol. 5 No. 2 (2024)" : 18 Documents clear
Analyzing Higher Order Thinking Skills in Reading Exercises of Indonesian EFL Textbook Maryamah, Siti Ega; Wati, Setyo; Suharto, Pipit Prihartanti
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.927

Abstract

To face 21st-century challenges, the elements involved in the pedagogical approach, such as textbooks, must enable students to enhance their higher-order thinking skills (HOTS). This qualitative research aims to determine to what extent HOTS is incorporated in an Indonesian EFL textbook. The comprehension questions of reading texts in the textbook for 7th grade were analyzed through content analysis based on the six cognitive domains in the revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001). The findings of the study revealed: (1) 80,4% of the reading comprehension questions classified as lower-order thinking skills (LOTS), particularly level 1 (remember) and level 2 (understanding), whereas 19,6% of the questions classified as higher-level thinking skills, primarily the level 4 (analyze) and level 5 (evaluate). (2) The reading comprehension check questions were organized systematically from lower-thinking to higher-thinking skills, which develops students’ comprehension and provides instructional organization for teaching texts to English teachers. This study is expected to benefit English teachers, textbook authors, and future researchers to elaborate on implementing HOTS in English language teaching and learning.
Translation Strategies Used by Tiffany Tsao in Rendering Culture-Specific Items in Dewi Lestari’s “Paper Boats” Ifadloh, Nur; Nufus, Zahratun; Haura, Raudhatul; Aulia, Syairatul; Sari, Yustika Desta
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1011

Abstract

To This study aims to reveal the translation strategy used by Tiffany Tsao in rendering of CSIs in the novel “Paper Boats” by Dewi Lestari based on Baker's theory. This study is descriptive qualitative research. The data consist of lingual units, in the form of words or phrases, which contain culture-specific items. The source of data is taken from “Paper Boats” novel by Dewi Lestari that translated by Tiffany Tsao. The data were collected through observation and by taking notes and analyzed using the equivalent and referential methods. The findings show that there are six translation strategies used by Tiffani Tsao in rendering CSIs in Dewi Lestari's paper boats novel. Superordinate (translation by a more general word) becomes the most dominant translation strategies in rendering CSIs in this novel followed by translation using a loan word or loan word plus explanation, translation by cultural substitution, translation by paraphrase using related words, translation by paraphrase using unrelated words and translation by omission.
Instructional Components Involved in Content-Based Instruction (CBI) Tasks for Secondary School: Teachers’ and Students’ Thoughts Maming, Khadijah; Yassi, Abdul Hakim; Nasmilah, Nasmilah; Amaluddin, Amaluddin
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1121

Abstract

This study is directed to explore the teachers’ and students’ thoughts on instructional components involved in CBI tasks for productive skills learning in Indonesian secondary school context. There are ten teachers with more than five years of experience teaching English and eighty-six students taken as respondents. The findings reported the teacher voices focus on appropriate instructional components to support design of task-based learning through CBI approach, namely learning objective, learning material, learning activity, class organization, delivery mode, skill focus, use of media, learning resource, students’ worksheet and evaluation. In designing CBI tasks, learning objectives firstly formulated based on basic competence, the selection of learning material theme is surrounding-based materials and cultural-based materials, learning activities are organized in pairs and group in order to active interaction process in a learning atmosphere. They recommended to utilize web-based materials as learning resources and arrange students’ worksheet to empower the autonomous practical activity. Additionally, the students’ voices on contents of productive skills tasks clarified the tasks cover vocabulary, specific information, caption of picture, reading text, short dialogue and short paragraph as well as including the integration of language sub skills and skills. It is supportive contents for English learning tasks based on CBI approach.
Navigating Bilingualism: Exploring Language Dynamics in Indonesian Children Reluctant to Speak With Parents Using Foreign Language Rahman, Muhammad Arinal
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1202

Abstract

Despite the acknowledged benefits of bilingualism in children's language development and executive functioning, a significant gap persists in understanding instances where bilingual children actively avoid using their acquired language skills with their parents. This study addresses this gap by examining the factors contributing to the reluctance of Indonesian children proficient in foreign languages to speak them with their parents. Through qualitative exploration deeply embedded in the participants' cultural and linguistic context, the research focuses on parental influence and intergenerational dynamics. This theme underscores parents' pivotal role in shaping bilingual children's language choices and preferences, revealing insights into their tendency to avoid speaking a foreign language. The complex dynamics of language dominance and exposure in bilingual families, influenced by factors such as parental beliefs, language policies, and the broader sociocultural context, are explored. The interplay between parental guidance and a child's preferences underscores the intricate nature of language dynamics within the family. Additionally, the study examines how navigating multicultural environments within bilingual families significantly impacts bilingual children. This unique case sheds light on how parental influence and cultural exposure jointly shape a child's bilingual language preferences, providing a nuanced understanding of language choices within a family setting.
Grammatical Errors in Indonesian Journal: A Case of Nursing Research Article Abstracts Noprival, Noprival; Alfian, Alfian; Kuswoyo , Heri; Adika , Dimas; Eko Pranoto, Budi; Yelia
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1248

Abstract

Despite the existence of many studies on the analysis of grammatical errors in writing, little scholarly work reports the errors in academic articles, especially in medical journals. To fill this empirical gap, the present study investigates grammatical errors within written English abstracts of academic articles from a nursing journal in Indonesia. In particular, it attempts to classify the errors based on a surface strategy taxonomy proposed by Dulay et al. (1982), namely misformation, omission, addition, and misordering. The method used is content analysis. The results of this study indicate that errors were found from all four classification categories. Further, we noted that the most commonly found errors were in the category of misformation followed by omission, addition, and misordering. The findings of this research are expected to serve as a reference for future scholars when avoiding errors in writing English abstracts for academic articles.
Exploring EFL Classroom Interactions in An Online Setting: A Case Study in Indonesia Abdusyukur, Muhammad Rafi
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1347

Abstract

The COVID-19 pandemic has transformed the form of interaction in the EFL classroom in Indonesia. Consequently, it is vital for Indonesian EFL teachers to analyse the current form of interaction in online settings to ensure quality teaching and learning. Even though many studies have addressed the issue, this study offers an alternative analysis by adapting FIACS (Flanders Interaction Analysis Category System) as one of the most common tools for classroom interaction analysis. This case study aimed to explore EFL classroom interaction by using FIACS as the framework. The necessary data was collected through direct and indirect observation between an EFL teacher and his lower secondary students. Based on the analysis, it appeared that the online EFL classroom interaction was dominated by the teacher. One of the causes was the passiveness of the students due to the technological glitches. The pattern and characteristics of the interaction also changed. One of the most notable changes was the difficulty to observe and manage the interaction between students. These observed features of the EFL online classroom portrayed how the class is conducted as well as ideas for other EFL teachers and practitioners to prepare and organize it.
Speaking with Distance: Exploring the Effectiveness of Remote Practice Tauchid, Ahmad; Seftika; Zumrudiana, Ainu; Suwandi, Edi
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1359

Abstract

The rising prominence of remote speaking practice in education and professional development underscores its critical significance. Enabled by advancing technology, remote platforms offer unprecedented convenience and accessibility for individuals to refine speaking skills. Research explores the efficacy of remote speaking practice, drawing on previous studies that have examined technology-mediated communication for language learning and public speaking training. Building on this foundation, this study investigates students' perceptions of remote speaking tasks' impact on pronunciation, speaking skills, and confidence. Through a qualitative approach involving open-ended surveys distributed to 19 English students at one of the Islamic private universities in Indonesia, attitudes and motivations shaping students' perspectives are explored. Analysis using NVivo 12 highlights the pivotal role of remote speaking tasks in improving pronunciation skills and fostering English speaking proficiency. Moreover, students' recognition of confidence as integral to successful language learning underscores the importance of supportive learning environments. The findings underscore the necessity of integrating remote speaking tasks into language curricula to enhance pronunciation and speaking proficiency effectively while emphasizing the pivotal role of confidence in facilitating language acquisition. These insights hold significant implications for language education, advocating for the incorporation of remote speaking practice to empower learners in developing fluency and proficiency in virtual environments.
The Use of WhatsApp in English Writing Activities: A Correlational Study of the Use of WhatsApp and the Writing Performance Tanashur, Panji; Aprianto, Dedi; Sutarman; Rahmawati, Lela
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1369

Abstract

There are differences of opinion arising from the results of research on the use of WhatsApp in ELT. The results revealed that the use of WhatsApp software contributed positively to the development of English writing proficiency, and the other results considered that the use of WhatsApp has many weaknesses and difficulties in writing and other language instructions. This controversy allowed the researcher to conduct research aimed at finding out whether there was a correlation between the use of WhatsApp as a tool in writing activities and EFL student writing performance and to find out how close the relationship between the two variables is. The statistical correlation from Pearson Product Moment revealed that the correlation of the independent variable (X) with the dependent variable (Y) showed a sig. value of 0.000 < 0.05, and the correlation rate was very strong with a correlation coefficient (r = 0.832), along with the hypothesis tested showing Ho: ?1 ? 0. This study shows a very strong correlation between the use of WhatsApp as a tool in English writing activities and writing performance. WhatsApp interventions into ELT in the form of group WhatsApp and individual WhatsApp’s text message interactions have contributed to EFL students’ writing skills as the correlation of two variables goes parallel. The more students do the writing activity through WhatsApp, the higher the writing achievement they acquire.
AI-Based English Learning Applications to Skyrocket Students’ English Morphological Awareness Suadi, Suadi; Sahyoni; Siregar, Ayu Meita Puteri; Anggoro, Kiki Juli
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1370

Abstract

This article investigated how AI-based English learning applications contribute to English morphological awareness. This study involved 62 participants of university students. A quantitative approach was employed. Data collection was conducted by distributing questionnaires via Google Forms. Participants completed three types of questionnaires; (1) students’ habits in using AI-based English learning platforms, (2) Students’ morphological awareness, and (3) compositional test where participants were asked to make sentences based on provided words. The results show that the majority of participants used AI-based English applications for learning English. Additionally, the majority of them said they understood morphology when utilizing the English language. Likewise, the significance value for students’ habit in using AI-based English learning applications and students’ English morphological awareness is 0.000 and the Pearson correlation is 0.464. This means there is a moderate and positive correlation between students' morphological awareness and their usage of AI-based English learning platforms. Ultimately, the majority of students demonstrated a positive degree of morphological skill in English in their compositional test responses using the provided English vocabulary.
Translation Strategies for Islamic Terms Used by English Teachers in the English Classroom Randa, Alyaa Hilmianti; Imani, Anugrah; Sulaeman, Dedi; Rohaedi, Tedi; Kurniawati, Nia
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1384

Abstract

This study aims to explore the translation strategies for Islamic terms used by English teachers. The study focuses on preservation, addition, globalization, and localization strategies used by English teachers in an Islamic school in Bekasi. It delves into the importance of accurate translation to convey the essence of Islamic terms, highlighting the reason for strategies that English teachers used. This study utilized a qualitative research approach to investigate the translation strategies employed by English teachers in Islamic schools. The research involved primary data collection through observation and interviews with English teachers at Quba Islamic School in Bekasi. Two English teachers, one for the lower and one for the upper levels, were selected as research subjects. The result found that preservation is the most common strategy for teachers when teaching students Islamic terms. However, teachers use fewer addition strategies. Teachers also use globalization of Islamic terms, which involves a global or universal perspective in teaching Islamic terms. Meanwhile, teachers do not use localization strategies in the English classroom. Additionally, these studies underscore the significance of teachers shaping students' understanding of Islamic terms through various strategies.

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