Studies in English Language and Education
Studies in English Language and Education (SiELE) is a peer-reviewed academic journal published by the Department of English Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The journal presents research and development in the field of teaching and learning of English language, general linguistics and literature. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. Submissions that do not adhere to the guidelines provided will be rejected. Please submit your article through the online submission of this journal. You may address further inquiries to the Editor at sielejournal@usk.ac.id. From 2014-2020, SiELE Journal published twice a year, in March and September. From 2021 onwards, it publishes three times a year in January, May, and September. The journals have a policy of “Zero Tolerance on Plagiarism”. We recommend that authors check their articles with plagiarism prevention tools (ithenticate.com, turnitin.com, etc.) before submission.
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<![CDATA[Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners ]]>
<![CDATA[Astri Yulia]]>;
<![CDATA[R. Malatesha Joshi]]>;
<![CDATA[Nor Azilah Husin]]>;
<![CDATA[Sakhiyyah A. Rahim]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.25740
<![CDATA[For second language learners, language proficiency is normally gained through formal instructions in the English as a second language classroom. However, besides the classroom, language can also be learned in a natural setting, for example, through social interactions. This study examines social interaction as an alternative approach to improving English language proficiency. A total of 93 students participated in the study. Sixty of the students were from the school of education, and 38 were from a private university. The participants took an Online English level and vocabulary test as part of data collection of this study. The data analysis was conducted using two multiple regression models in SPSS version 22. The multiple regressions yielded a correlational report between the social circle and English language proficiency among the students. Results demonstrated that the students’ social circle was close (M=60). These variables are not critical when accounting for social and close circles independently in a regression model. Only vocabulary was detected as a significant factor influencing the students’ English proficiency. However, the interaction between the social circle and vocabulary positively contributes to English proficiency. This finding supports the social capital in which learning can be enhanced through social interactions within a social circle. Furthermore, this finding calls for teachers’ and education practitioners’ attention to facilitate vocabulary learning through social interactions.]]>
<![CDATA[Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia ]]>
<![CDATA[Didin Nuruddin Hidayat]]>;
<![CDATA[Fitriah Fitriah]]>;
<![CDATA[Mahlil Mahlil]]>;
<![CDATA[Jon Mason]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.26145
<![CDATA[Teachers bring various experiences to the classroom, and their beliefs about ‘creative teaching’ or ‘good teaching’ practices are frequently influenced by various factors, including their own teaching experiences, individual motivation, and organizational constraints. This context frames their early efforts to develop creative practices, and recognition of influences further affects the level of creativity displayed by teachers. This study aims to ascertain the factors that affected teachers’ creativity in English language teaching (ELT) in contemporary Indonesian higher education. We interviewed twenty Indonesian English as a Foreign Language (EFL) teachers about the factors influencing their creativity and their motivations for teaching creatively. We identified three factors which influenced teachers’ creativity: their knowledge and teaching experiences, their motivation, and the role of technology. These three factors served as a guide for teachers regarding how they might integrate creativity into their teaching practice. Additionally, Indonesian EFL teachers believed that their creativity was necessary to assist students in learning, create an enjoyable learning experience, and encourage students to be creative. This belief appears to be partially due to the affordance of the rapidly changing digital environment which enables student-centred and self-directed learning. Finally, this study indicates that creativity is not instinctive to teachers; however, they can nurture their creativity by accepting their innovative ideas through developing their abilities to teach creatively.]]>
<![CDATA[A contrastive analysis of morphological and syntactic aspects of English and Indonesian adjectives ]]>
<![CDATA[Luthfi Auni]]>;
<![CDATA[Abdul Manan]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.27401
<![CDATA[This study’s main focus was describing adjectives’ characteristics in English and Indonesian. It examined the similarities and differences in the features of adjectives in the two languages through a parallel comparison using the contrastive analysis approach. Data were collected from linguistics books from both languages. The results indicated that similarities and differences are found almost in all aspects of adjectives in both languages when analysed from the viewpoint of their classifications according to their forms, formations, meanings, and positions. At the morphological level, the reduplication form found and shared in Indonesian is not found in English. The habits of using Indonesian reduplication adjectives, which denote something done repeatedly and used for emphasis, tend to make Indonesian learners apply this rule to English. Both languages use different systems in terms of affixation as the formation of adjectives. English adjectives only have two kinds of affixes, namely prefix and suffix, while Indonesian ones have four kinds of affixes such as prefix, infix, confix, and suffix. The differences between native and foreign languages in forms, formations, meanings, and positions cause learning and teaching process difficulties. By knowing and understanding similarities and especially differences, teachers and students can solve the problems of learning and teaching English adjectives since these differences are the fundamental aspects of the problems faced by Indonesian native speakers when studying the target language. Consequently, having a good understanding of this critical aspect of the English language can reduce problems of learning and teaching English to Indonesian native speakers.]]>
<![CDATA[Theme structure in an introduction section of articles published in Indonesian national journals ]]>
<![CDATA[T. Thyrhaya Zein]]>;
<![CDATA[T. Silvana Sinar]]>;
<![CDATA[Nurlela Nurlela]]>;
<![CDATA[Tasnim Lubis]]>;
<![CDATA[Rusdi Noor Rosa]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.25181
<![CDATA[One of the important parts of a research article is an introduction. As the initial part of an article, it should provide all the ideas confirming that the study needs to be conducted. Therefore, the ideas presented should be well organized. One of the ways to confirm a good organization of ideas in the introduction is by paying attention to the theme structure used to build the clauses. This study analyzed the theme types and structure used in the introduction section of articles published in Indonesian national journals. This study was conducted using qualitative content analysis. Using a documentation technique, the data were collected from 15 research articles published in the latest volumes (2020-2021) of four Indonesian national journals. The data were analyzed using a content analysis method, following the established procedure of the clause theme analysis. The results of the study found the dominant use of simple themes in the introduction section of the research articles, indicating a lack of ideas organization. Besides, it was also found that the theme structure of the clauses was realized in nine theme patterns. These patterns are used in presenting different contents of an introduction. It is concluded that theme types and patterns contribute to producing a good quality introduction section of a research article.]]>
<![CDATA[The use of i-THINK Mapping in teaching reading comprehension among ESL teachers ]]>
<![CDATA[Siti Rohaya Sharif]]>;
<![CDATA[Charanjit Kaur Swaran Singh]]>;
<![CDATA[Eng Tek Ong]]>;
<![CDATA[Dodi Mulyadi]]>;
<![CDATA[llmi Zajuli Ichsan]]>;
<![CDATA[Henita Rahmayanti]]>;
<![CDATA[Tee Tze Kiong]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.24271
<![CDATA[This study investigated the use of i-THINK Mapping in teaching reading comprehension by ESL teachers to a group of Form Five students, and the factors and challenges the ESL teachers faced in teaching reading comprehension using i-THINK Mapping. A qualitative approach, specifically a case study design, was employed in this study. Classroom observations, semi-structured interviews, and document analysis of their lesson plans were used to collect the data. Four ESL teachers with a minimum of 5-year teaching experience in a rural secondary school in Hulu Selangor, Malaysia, were selected using a purposive sampling technique to participate in this study. Thematic analysis was used to analyse the data obtained from classroom observations and interviews. The findings show that the teachers had applied five i-THINK maps, including a Circle Map to define in context, a Bubble Map to describe, a Double Bubble Map to compare and contrast, a Flow Map to show the sequence of an event, and a Tree Map to classify different ideas. The i-THINK Mapping motivated the students to discuss, brainstorm, and cooperate with their peers to detect the details from the given reading texts. The teachers’ challenges include the time constraints in preparing the lesson with i-THINK Mapping and a low level of student English proficiency. One implication of this study is that teachers’ use of i-THINK Mapping to teach reading comprehension could assist students in generating ideas, expanding ideas, and expressing them orally.]]>
<![CDATA[Principles of politeness used and violated by Acehnese-speaking Khatibs in their Friday prayer sermons ]]>
<![CDATA[Ramli Ramli]]>;
<![CDATA[Ridwan Ibrahim]]>;
<![CDATA[Kismullah Abdul Muthalib]]>;
<![CDATA[Teuku Alamsyah]]>;
<![CDATA[Ahmad Nubli Gadeng]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.26418
<![CDATA[This research focused on the politeness of the preachers (henceforth, Khatibs) in delivering sermons. The objective was to find out how politeness principles were applied in the Acehnese language sermons delivered by the Khatibs in Friday prayer processions in Aceh Besar, Indonesia. The data for this research was 15 Friday sermons given at seven sub-districts in Aceh Besar. This study used naturally occurring data from the Friday sermons collected over two months by recording them at 15 mosques within the area of Aceh Besar. Data were transcribed and analyzed using Grice’s maxim theory. The results showed that out of the six politeness maxims, only two maxims, the sympathy maxim, and the tact maxim were found and identified to be applied in the Friday prayer sermons. The sympathy maxim was dominantly used by the Khatibs with 52 occurrences or 68.4% of data, while the tact maxim was found to be used in 24 occurrences or 31.6% of data. Meanwhile, the approbation maxim, the agreement maxim, the modesty maxim, and the generosity maxim were not found in the data. This might be attributed to the nature of the discourse of the sermons as one-way dialogues. It can be concluded that Friday prayers only used the sympathy maxim and tact maxim of politeness because of the one-way communication of Friday sermons. The reasons for the absence of the other four politeness maxims are contextually discussed in this paper.]]>
<![CDATA[Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences ]]>
<![CDATA[Saiful Marhaban]]>;
<![CDATA[Usman Kasim]]>;
<![CDATA[Arifin Syamaun]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.26026
<![CDATA[The present study highlighted the importance of pre-service teachers’ teaching competences in English Language Teaching (ELT). Facts show that empowering pre-service teachers is very important, but inspiring lecturers to implement a suitable teaching model takes time. Thus, this study aimed to determine how student-teacher conferences and video-recorded microteaching sessions (VRMS) affected pre-service teachers’ competences. Besides, the self-reflection of the pre-service teachers after watching their own teaching performance video and the conference with the lecturer was also investigated to see their behaviors towards their teaching performances. This mixed-method study involved one group and applied three main instruments to collect data: interviews (student-teacher conferences), checklists of teacher self-evaluation forms, and teaching practicum performance tests using a scoring rubric adapted from Brown (2000). There were 20 participants who were taking the Microteaching Course at the Department of English Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The study was conducted in one consecutive semester consisting of 16 meetings, each of which was 200 minutes long (4 credits). The results proved that student-teacher conferences and VRMS stimulated pre-service teachers’ teaching competences. Pre-service teachers grew their self-reflection after watching their own teaching videos and understood their strengths and weaknesses after getting student-teacher conferences. It implies that the improvement of their teaching competences resulted from a process involving the willingness to do self-reflection and the lecturer’s help in understanding what areas the pre-service teachers had to improve. The implications of the study are also presented and discussed in this paper.]]>
<![CDATA[Students’ perception toward the use of open educational resources to improve writing skills ]]>
<![CDATA[Dewi Zulaiha]]>;
<![CDATA[Yunika Triana]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.25797
<![CDATA[Open educational resources (OER) can be used by English as a foreign language (EFL) students to improve their language skills, such as writing skills. The purpose of this study was to find out the students’ perception of using OER in improving their writing skills and to identify factors that affected their perception. A quantitative approach in the form of a descriptive survey design was used in this study. The study was conducted at Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia, with 270 EFL students as the participants. The survey adopted two previous studies in which the data were analyzed using descriptive analysis, Pearson product-moment, and multiple regression analysis. The finding revealed that most students had positive perceptions toward using OER to improve their writing skills. Perceptions of using OER were influenced by interest factors (type of writing activity, type of learning writing delivery), experience factors (teaching effectiveness in the writing skills, cost of education), and from the participants, including gender. It is crucial to maximize the use of OER from different aspects, including quality, value, cognitive, affective, and course quality, particularly to increase their perception toward using OER in improving writing skills.]]>
<![CDATA[Learning to unlearn faulty beliefs and practices in English language teaching ]]>
<![CDATA[Willy Ardian Renandya]]>;
<![CDATA[Minh Nguyen Thi Thuy]]>;
<![CDATA[George Martin Jacobs]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.26009
<![CDATA[Our actions arise from our beliefs about life: what we need and how best to achieve it. This article asks English language teachers to undertake an open-minded examination of some long-held beliefs in our profession and of the teaching practices that derive from those beliefs. Perhaps, based on this examination, teachers may wish to modify some beliefs and, correspondingly, change some practices. The particular beliefs examined in the article are as follows: people who begin second language learning at a younger age will be more successful than those who start at an older age; native speaker varieties of English (e.g., those spoken native-English speaking countries) should be valued over non-native varieties (e.g., those spoken in outer and expanding circle countries); the best outcome is for second language learners to use English only and stop using their mother tongue in and out of the classroom; in second language instruction, systematic, explicit and detailed instruction of grammar deserves top priority; vocabulary is considered less important than grammar; pragmatic competence need not be taught as students can acquire it on their own; learning depends on suffering, thus the famous saying “no pain, no gain”; teaching learning strategies deserves a great deal of attention; teaching materials should be difficult in order to move learning forward, and only lazy and uninformed teachers use cooperative learning.]]>
<![CDATA[English-language media discourse in the era of digitalisation: Special mission and functional potential ]]>
<![CDATA[Alla V. Guslyakova]]>;
<![CDATA[Nina I. Guslyakova]]>;
<![CDATA[Nailya G. Valeeva]]>;
<![CDATA[Irina V. Vashunina]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.25307
<![CDATA[The article addresses the problem of the functional potential of the present-day English-language media discourse and its role in English-speaking societies and other countries where English does not have official national status. The purpose of the research is to holistically understand key functions that the English language media discourse is performing in the 21st century. The theoretical framework of this study includes mutually influencing and complementary research doctrines of Halliday’s systemic functional approach, Stuart Hall’s cultural studies approach, and the pragmatic approach of Jeff Verschuren. The findings are based on qualitative and quantitative analyses of scientific works dedicated to the English-language media discourse and a massive media discourse corpus of leading English-language print and online media resources. Overall, the research has proved that the English-language media discourse may perform seven key pragmatic functions (political and economic function, educational function, environmental protection and sustainable development function, integration function, innovative function, cultural diplomacy function, and the social function of sport), which help promote a ‘missionary’ world of democracy and sustainability, affordable education and breakthrough innovations, multiculturalism, national identity and race-free ideology, healthy sport and well-being. Moreover, it is proved that modern English-language media discourse acts as a single holistic information management system whose goal is to become a global influencer and mediator navigating between English-speaking nations and non-English world communities.]]>
