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[Rhetorical structures, strategies, and linguistic features of problem statement to promote a teaching writing model ]]>
<![CDATA[Katharina Rustipa]]>;
<![CDATA[Sugeng Purwanto]]>;
<![CDATA[Fahrur Rozi]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.30855
<![CDATA[Studies about rhetorical moves in the introduction section have been widely conducted. However, the studies focusing on the research problem statement is still limited. This current study investigated the rhetorical structures, strategies, and linguistic features of the problem statement written by undergraduate students, which aimed to contribute to the teaching model in teaching academic writing. This research was a qualitative case study belonging to genre analysis, using Swale’s CARS model. Thirty undergraduate students’ problem statement texts were explored, and interviewers were further conducted to collect the data. The results indicated that nine types of rhetorical structures were employed, most of which were characterized as incomplete. The rhetorical strategies employed by the students were making a centrality claim, making topic generalizations, reviewing previous research, indicating a gap, establishing need and problem, continuing a tradition, outlining purposes, and announcing the state of the present research. Specific linguistic features were used in each move and step although the students admitted that they had lack of knowledge with linguistic features. Based on the research finding, a Critical Genre-Based model for teaching problem statements in writing is proposed because this model has facilitative effect on consciousness-raising of the genre’s rhetorical structure.]]>
<![CDATA[Native experts and reputable journals as points of reference: A study on research-article discussions ]]>
<![CDATA[Mohammad Ali Salmani Nodoushan]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.29282
<![CDATA[The current study sought to compare the rhetorical moves and steps that native-English-speaking and Iranian authors of research articles (RAs) employ in writing up the ‘discussion’ sections of their RAs. It was hypothesized that the latter group is not as proficient in writing RA discussions as the former group. A total of 66 (N=66) RA discussions from three reputable international academic journals and three Iranian journals were sampled from years 2009 to 2019. This corpus was then analyzed by three human coders who used Yang and Allison’s (2003) rhetorical move analysis model for scoring the sampled RA discussions. Results showed stark differences between Iranian and native RA writers; the majority of the rhetorical moves and steps that are considered obligatory or conventional by the native group are seen as options by the Iranian group. With the native group and the reputable international journals being the standard points of reference, it was concluded that Iranian authors of RAs lack the professional knowledge and expertise prerequisite to writing standard RA discussions. It is recommended (a) that non-native authors of RAs receive professional training for writing standard discussions, and (b) that journal editors be more sensitive to rhetorical moves and steps before they accept a submission for publication. ]]>
<![CDATA[Measuring Malaysian lower secondary learners' reading ability on a CEFR-aligned text ]]>
<![CDATA[Revathi Gopal]]>;
<![CDATA[Mahendran Maniam]]>;
<![CDATA[Kesavan Nallaluthan]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.28013
<![CDATA[To capture learners’ interest in reading and help them understand the content of their reading, it is important to write at a level that aligns with their reading abilities. This will motivate learners to read and comprehend the material. A CEFR-aligned textbook is a valuable tool for improving the English language skills of lower secondary learners in English Language classrooms. Therefore, it is significant to assess learners’ reading competence in text comprehension using a reading text from a CEFR-aligned textbook. These assessments were conducted based on a narrative text from the CEFR-aligned textbook using two different techniques: miscue analysis and retelling. The sample comprised 20 ‘C’ grade learners randomly selected from Malaysian lower secondary schools. The data on miscues were analysed quantitatively, following Goodman, Watson, and Burke’s In-Depth Procedure (2005). The quality of retelling was evaluated based on the criteria set by Irwin and Mitchell’s (1983) 5-point scoring method. The findings revealed that all 20 learners achieved the target descriptor scale B1, indicating that they can read simple texts on topics relevant to their field and interests with sufficient comprehension. This study implies that CEFR-aligned reading texts are appropriate for lower secondary learners to read and understand. Furthermore, miscue analysis and retelling can effectively monitor learners’ reading comprehension levels and help enhance reading skills among low intermediate-level learners. Based on learners’ reading habits that require assistance, teachers can plan upcoming reading lessons.]]>
<![CDATA[Negotiating the challenges in speaking English for Indonesian undergraduate students in an ESL university ]]>
<![CDATA[Winnie Winnie]]>;
<![CDATA[Hugh John Leong]]>;
<![CDATA[Ida Fatimawati Badiozaman]]>;
<![CDATA[Alyssa Yap]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.26563
<![CDATA[In Indonesia, English is not widely used for communication. Hence, Indonesian high school graduates who desire to study abroad may encounter difficulties communicating in English. One of the destination countries Indonesian students choose to study in is Malaysia. When studying in Malaysia, some may transition from EFL (English as a Foreign Language) to ESL (English as a Second Language) speakers as they are required to speak English more frequently, especially in academic contexts. Thus, this study was conducted to investigate the challenges of speaking English for Indonesian undergraduate students, the contributing factors to the challenges, and the strategies used by the students to navigate the challenges. A number of 15 Indonesian EFL undergraduate students still registered as active students in an ESL university in Malaysia participated in this study. Data was collected via semi-structured interviews, transcribed, and thematically analysed. The findings were presented thematically with narrative excerpts to support them. The results indicated some challenges faced when students adjusted themselves in their higher education institution, including their psychological reactions, speaking academic English, and online learning. Therefore, to help EFL students be more prepared to speak English for academic contexts in an ESL environment, stakeholders in the education sector in Indonesia should consider providing more actions to focus on improving the English-speaking skills of students.]]>
<![CDATA[Vocational high school students’ identity and investment in learning English in a rural area ]]>
<![CDATA[Nur Annisa]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Sary Silvhiany]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.27167
<![CDATA[This study explored vocational high school (VHS) students’ identity and investment during their English learning in the class at a private VHS in a rural area. The aim of this study was to understand how student identity impacted their investment in learning English. This study also attempted to seek factors that influenced students’ investment in learning English. To answer the research questions of this study, the narrative method was applied. This study involved six students from a VHS. The data were collected through semi-structured interviews and focus group discussions which was used to explore learning English at the VHS. The results revealed that the students had different ideas about their English learning. They are learning English outside the classroom, English necessity for future career, reluctant in learning English, perspective on future self. This study also revealed that the participants’ investment in learning English was hindered by five factors such as teaching method, inconvenient classroom environment, lack of knowledge, family, peer support, and having a part time job. VHS students need support to encourage them to commit investing their time and effort in improving their English language skills. The implication of this study is the importance of teachers encouraging learners’ investment in order to achieve desirable learning outcomes.]]>
<![CDATA[A comparative study of lexical bundles in accepted and rejected applied linguistic research article introductions ]]>
<![CDATA[Eri Kurniawan]]>;
<![CDATA[Zahra Fadillah Haerunisa]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.28119
<![CDATA[Multi-word expressions referred to as lexical bundles are the important ‘discourse building blocks’ to construct and signal fluent writing, particularly in an attempt to produce high-quality research articles that can be accepted by reputable journals. A number of studies have reported the use of lexical bundles in various sections of research articles, including introductions as the holder of research rationale. In spite of that, attention is barely paid to the comparison between accepted and rejected manuscripts. With the intention to fill this gap, this study is aimed at investigating whether the manifestation of lexical bundles will differ between the introduction sections of accepted and rejected research articles in applied linguistics. A total of 15 introductions for each data group were analyzed under the frameworks of lexical bundles structures (Biber et al., 2004) and functions (Hyland, 2008). Findings reveal that noun phrase-based and research-oriented bundles were respectively detected as the most prevalent main structure and function in both accepted and rejected data sets. Closer inspection, however, evinced a greater frequency and richer variety of lexical bundles in accepted introductions. Even so, this study confirmed that the two datasets exhibit different subcategories of lexical bundles in numerous cases. Implicationally, the findings of this study may shed further light on the comprehension of lexical bundles use in preparing related future studies.]]>
<![CDATA[Effects of formative tests and communicative grammar instruction on EFL students’ oral response ability ]]>
<![CDATA[Hadeli Hadeli]]>;
<![CDATA[Martin Kustati]]>;
<![CDATA[Teuku Zulfikar]]>;
<![CDATA[Hidayat Al Azmi]]>;
<![CDATA[Nalini Arumugam]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.29544
<![CDATA[This study investigates the effect of formative exams and communicative grammar teaching strategies on the students’ oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students’ ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students’ verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students’ oral-response ability by adopting appropriate assessments using more deductive learning are discussed.]]>
<![CDATA[Students’ perceptions of personality traits, presentation skills, and audience factors in their online presentations ]]>
<![CDATA[Norwati Roslim]]>;
<![CDATA[Vahid Nimehchisalem]]>;
<![CDATA[Muhammad Hakimi Tew Abdullah]]>;
<![CDATA[Nornadiah Mohd Razali]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.25542
<![CDATA[This study aims to investigate undergraduates’ perspectives toward personality traits, presentation skills, and audience factors based on their experiences in online oral presentations as assessment tasks during English language classes. It also examines the factors affecting online oral presentations and suggestions to overcome them. To achieve this purpose, an online questionnaire with 5 sections and 28 items was distributed to 90 university undergraduate students. The data were analyzed descriptively using SPSS (version 26). The results revealed that the undergraduates’ perceptions of online oral presentations depended on three essential factors. Personality traits included fears of failure in the oral presentation assessment resulting in students’ anxiety even when they were well prepared. Oral presentation skills included their concerns on grammar, vocabulary, pronunciation, and reading from notes during the oral presentation. The audience included feeling frightened to present in front of an audience and worried if their peers were better than them. To conclude, the important factors that students realized were the audience, personality traits, and presentation skills. Hence, suggestions that students had provided included having enough preparation and practice as well as receiving good support from lecturers. This study highlights the vital role of lecturers in preparing learners for online oral presentations and underscores the need for guiding effective preparation strategies such as practice sessions. ]]>
<![CDATA[Eclectic approach: A search for more effective assessment ways to meet EFL assessment principles ]]>
<![CDATA[Nur Sehang Thamrin]]>;
<![CDATA[Suwarsih Madya]]>;
<![CDATA[Nur Hidayanto Pancoro Setyo Putro]]>;
<![CDATA[Siti Salina Mustakim]]>;
<![CDATA[Aminuddin Hassan]]>;
<![CDATA[Heri Retnawati]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.26682
<![CDATA[The current EFL curriculum for high schools in Indonesia demands integrating cognitive, affective, and psychomotor domains in assessment. Therefore, teachers must consider these domains in designing assessment instruments and use them, including in a full-online class. In this type of class, they must choose effective methods with principled eclecticism that meet the assessment principles. This study examines the teachers’ assessment process, from constructing the assessment devices to implementing the test in virtual classrooms. The qualitative research approach was used to explore the online-based assessments involving 16 English teachers recruited through convenience sampling techniques. Accordingly, the data were collected using virtual semi-structured interviews through a WhatsApp call. The data were analysed descriptively through a thematic analysis integrated with an interactive technique to locate and identify common patterns of meaning in a data set. The findings show that teachers used several methods to design their tests in the planning stage, considering several aspects based on the eclectic approach principles for effective assessment practices. However, teachers need more assessment literacy regarding their knowledge of test quality. This research employed qualitative data from a small number of teachers, so future studies that include more teachers from different locations and consider different viewpoints, including those of students, families, and policymakers, on how to evaluate student achievement virtually are recommended.]]>
<![CDATA[Students’ enjoyment and anxiety in reminiscing about mind-mapping use in the English writing class ]]>
<![CDATA[Ariyanti Ariyanti]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.28215
<![CDATA[The present study examines students’ foreign language enjoyment and anxiety when reminiscing about the mind-mapping app in the English writing class. This research uses sequential explanatory mixed method to cover quantitative and qualitative elements of students’ emotions in foreign language writing. Foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) questionnaires were distributed to 122 students at two universities in Indonesia, followed by interviewing some representative students. The findings revealed that students enjoyed the use of the mind-mapping app because they thought that they were free to design their own version of mind-mapping with interesting shapes and colours. However, indications of worrying about the mind mapping they made came from fear of being embarrassed in front of their friends. Additionally, the essence of competition also drove the students to be worried in the writing class. It made them feel that other friends had better mind maps. Second, even though having a group discussion in the writing class was interesting for the students, the fear of friends stealing ideas was detected. There was also an indication that the students were concerned about their achievement in writing class. It implies that teachers need to reminisce students’ ideas and not give negative comments in front of the class to avoid increasing students’ anxiety, but build up enjoyment instead to boost their devotion to the writing class.]]>
