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Yunisrina Qismullah Yusuf
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Department of English Education, Faculty of Teacher Training and Education Universitas Syiah Kuala Jalan Tgk. Hasan Krueng Kale No. 3, Kopelma Darussalam Banda Aceh, 23111, Indonesia
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Studies in English Language and Education
Published by Universitas Syiah Kuala
ISSN : 23552794     EISSN : 24610275     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 60 Documents
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Search results for , issue "Vol 10, No 2 (2023)" : 60 Documents clear
Exploring Indonesian EFL teacher-student interactions in online learning Siti Mafulah; Yazid Basthomi; Bambang Yudi Cahyono; Nunung Suryati
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.23804

Abstract

The use of online platforms has been shown to help students engage in learning writing. The student’s engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teacher’s and students’ discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students’ understanding of the teacher’s instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teacher’s interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students’ responses toward the teacher’s patterns of interaction depend on the teacher’s talk. There is no initiative from the students to start the discussion. The student’s background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.
Learners’ attitudes and perspectives towards English pronunciation abilities with different religious backgrounds in Thailand Rahmah Bakoko; Budi Waluyo; Kritsadee Songkhai
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27524

Abstract

A plethora of studies has examined EFL learners’ attitudes towards and perceptions of English pronunciation, yet little has been discussed about the influence of religious backgrounds on one’s pronunciation abilities, especially in the Thai context. This study aims to extend the research area by studying Buddhist and Muslim EFL learners’ attitudes and perspectives about their English pronunciation abilities in Thailand. Using a mixed-method design, it collected survey data from 60 undergraduate students (50% Buddhist, 50% Muslim) at a university in south Thailand. An English pronunciation test was conducted to gather data on the students’ English pronunciation performances. The quantitative findings revealed that Buddhist and Muslim Thai EFL learners possessed moderate levels of attitudes towards their English pronunciation and perceived indirect influences of their religion on their English pronunciation. Although the learners’ attitudes and perceptions were connected, they were not significant predictors of their actual English pronunciation. Religion and gender had no direct impact on the learners’ attitudes; however, their frequent religious practices have led to the awareness that students from some religious backgrounds can have an advantage in pronouncing some English sounds, letters, or words over their friends with a different religion. The results of this research also suggest that there is much more to be learned about the effects and contributions of religious backgrounds on learners’ English pronunciation among learners.
The language contact phenomenon in Thailand: English borrowing, comprehension, and public attitudes Wararat Whanchit; Nootchanat Sukkaew
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26277

Abstract

As the English lexicon has become more frequently borrowed and used in Thai mass media and social media, Thais are quickly adapting to such foreignness and are open to language contact-induced change. The current study explores the extent of the public’s familiarity with borrowed words in contemporary Thai public media and attitudes toward language borrowing. The study participants comprised 120 Thais who voluntarily completed a questionnaire. They were from different age groups and were relatively highly educated. The instrument for the data collection was an online three-part questionnaire probing demographic information, an individual’s comprehension of the borrowed lexicon as tested via 15 questions of lexical borrowing in context, and personal views probed in the questionnaire questions about English lexical borrowing. Follow-up interviews with six selected respondents according to age groups verified and elicited attitudes toward lexical borrowing. The findings revealed that high exposure to English resulted in a high level of comprehension, especially when words were transcribed in the Thai script with tone markers. If the borrowing was in Romanized script, it was less likely to be understood. The majority of the respondents recognized the need for English language borrowing in Thai communication, especially for terminology. They also expressed positive views toward the adoption of the practice. English was perceived as necessary for effective Thai communication, particularly among acquaintances and professionals. The ubiquity of English in Thai society today has led to general adaptability and acceptance of borrowing as part of language evolution; such practices are no longer a sign of prestige. The study suggests that language classrooms should consider using borrowed English lexicons to assist Thai EFL learners in developing English proficiency.
Factors affecting English performance between students residing in tourist and non-tourist areas Tuti Hidayati; Sari Diana; Faizatul Husna; David D Perrodin
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27237

Abstract

Living in a tourist area is frequently viewed as an advantage for students learning English as it provides more opportunities to practice the language. The present study looked at the English performance of students residing in tourist and non-tourist areas and explored how they learned English and the factors affecting their language performance. A comparative study was conducted using a concurrent mixed-method approach. The data were collected through documents, tests, and interviews and analyzed quantitatively and qualitatively to examine differences and determine the main themes between the respective groups. The result of the study indicates that the two groups differed statistically in terms of English school grades and speaking test scores with large effect sizes (d = 3.26 and d = 1.28), respectively. Even though the proficiency test did not show a significant difference (p = .72), the non-tourist group outperformed the tourist group in all assessment types. The interviews revealed that regardless of the different attributes and sites where students lived, the two groups were similar in how they learned English. The main factors affecting the English language performance of both groups were (1) strong motivation, (2) exposure to English through songs, games, movies, and  social media, and (3) family support.
English variations in ELT: A case of rural schools in North Kalimantan, Indonesia Aries Utomo
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27911

Abstract

American and British English variations in Indonesia are mostly known in society and schools. However, the two variations, including others, have not been taught specifically in schools. This current case study discusses English variations in ELT (English language teaching) by involving two senior high schools in rural areas of North Kalimantan, Indonesia, viewed from students’ perspectives. There are two aims of conducting this current research, namely: (1) to identify students’ perceptions of English variations used in learning English at senior high schools and (2) to analyze English variations taught by their English teachers. To collect data, questionnaires, interviews, and document analysis were employed. To analyze data, the interactive analytical model and the statistical formula were employed. Based on the findings, it was found that (1) American English is mostly known among students to speak, and (2) English teachers endorse several kinds of English variations to students. In addition, the teachers still speak mixed English-Indonesian language when explaining materials in the classes. It can be concluded that students in the rural areas of North Kalimantan have been endorsed by several kinds of English variations (mainly American and British English). Yet, the students have not known how to distinguish those variations and when to use them in conversations.
Linguistic landscape in Malaysia: The case of language choice used in signboards Siti Salwah Mansoor; Nurul Huda Hamzah; R.K. Shangeetha
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28338

Abstract

This study aimed to investigate the languages used in shop signs in three different areas in Semenyih, Selangor, Malaysia. Using a mixed-method approach, this paper identified the preferred language for shop signs in the town of Semenyih, Pelangi Semenyih, and Setia Ecohill, as well as examined the relationship between the language choice in signages and linguistic landscape in Malaysia. A total of 180 signboards was photographed to ensure the impartiality of data collection, and they were coded based on four aspects: full names of the shops in various languages, the business scope of the shops, the number of languages used in shop signs, size of the scripts, and layout of languages highlighted, adopted from the study of Shang and Guo (2017). Questionnaires and interviews with the shop owners were also employed to elicit information about their preferences regarding the language choice for their shop signages, which shed light on the impact of the development in Semenyih towards the choice of shop signages. The findings revealed that, despite the regulations imposed by the local city council (Majlis Perbandaran Kajang (MPKJ) or Kajang Municipal Town Council) on the permissible shop signages, the shop owners still used languages other than the Malay language in their signboards, such as English, Mandarin, and Tamil, with English being the most dominant one. This indicates that, as the towns develop, the linguistic landscape here changes with importance being given to signboards in English compared to Malay.
The use of semantic transparency and L1-L2 congruency as multi-word units selection criteria Maryam Barghamadi; James Rogers; Joanne Arciuli; Amanda Müller
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28644

Abstract

Multi-word units (MWUs) are defined as two or more words that commonly co-occur. There is evidence that knowledge of high-frequency MWUs is essential to language fluency, leading to growing research identifying valuable MWUs to learn and the impact of L1-L2 congruency and semantic transparency on the learning burden of MWUs. Therefore, there needs to be more research on which MWUs should be selected with these criteria. This article highlights an investigation of the role of congruency and semantic transparency using a corpus-based list that offers a sizable sample of MWUs that appear in general English. In this study, we analysed a list of 11,212 high-frequency MWUs created using a lemmatised concgramming approach to examine the role of semantic transparency and L1-L2 congruency. The list was translated into Persian, and L1-L2 congruency ratings were given to each item. The list was also classified based on Grant and Bauer’s (2004) taxonomy to explore the role of semantic transparency to determine the extent to which these two factors play a role in the learning burden of the MWUs. The results showed that 85% of items were literal, and a low number of opaque items were found in the high L1-L2 congruency rating, suggesting a positive relationship between congruency and transparency. The current research then discusses the implications of these two criteria for teaching English as a second language and considers their importance in designing teaching materials.
Request modifications by Malay speakers of English in the workplace: A contrastive pragmatic analysis Aizatul Aisyah Mohd Idris; Isma Noornisa Ismail
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26464

Abstract

A request is one of the most frequently used speech acts in a person’s daily life. Many studies have been conducted on the act of request and several researchers have developed strategies and modifications that are used in delivering requests to mitigate the imposition of the FTA. Thus, this study aims to investigate the internal and external modifications applied in requests by Malay speakers of English and Malay to specific requestees in the workplace context following Blum-Kulka et al.’s (1989) Request Modification framework. To achieve the purpose of this study, a qualitative approach was employed. A number of 30 Malay workers were asked to complete a Written Discourse Completion Task (WDCT) which involves eliciting requests. The findings revealed that the respondents used more internal modifications in their requests with people of equal relative power compared to high and low relative power, and used more external modifications in requests with a higher degree of imposition in certain contexts. This implies the act of request from the viewpoint of the Malaysian workplace context. It offers meaningful insight into the preferences of working Malay speakers of English in modifying their requests, and shows the level of pragmatic competence of Malay speakers of English and Malay in the workplace environment.
Assessment design, learning strategies and obstacles in facing Computer-Based Madrasah Exam on the English subject Bahrun Bahrun; Rizki Maulana; Asnawi Muslem; Yulianti Yulianti
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.31954

Abstract

The objectives of this study were to describe how teachers design the Computer-Based Madrasah Exam (CBME) questions for English subjects, to investigate learning strategies students use, and to explore the obstacles the students face in this exam. Questionnaires and interviews were used as the instruments to collect data for this study. A number of 95 ninth-grade students and two English teachers of Madrasah Tsanawiyah Negeri No. 1 (MTsN 1; this school level is equivalent to junior high schools) in South Aceh, Indonesia, participated in this study. The data were analyzed quantitatively and qualitatively using thematic analysis. The results revealed that in designing the assessment of CBME, the teachers used four strategies which were preparing for the change in the final exam model, selecting sources in designing the exam questions, preparing students to face the exam in the new model, and resolving obstacles in developing the exam questions. Meanwhile, the students used five strategies in facing the exam, they are managing time, motivating themselves, creating study groups, practicing, and strengthening basic abilities. Furthermore, the obstacles that the students faced in the exam are a lack of skill in using a computer for the exam, slow internet access, limited computer availability, limitation of vocabulary mastery, taking time to understand questions, and peers’ interventions. Thus, this study suggests that more training is still needed for teachers in designing the assessment model of CMBE and the school also need sufficient facilities before they enforce CMBE to their students.
The sociopragmatic study of speech acts in Go’et Ira in the We’e Mbaru cultural rite Gabriel Fredi Daar
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26545

Abstract

We’e Mbaru is a cultural rite of entering a new house in the Manggarai speech community speaking the Pasat-Ruis dialect in Flores Island, East Nusa Tenggara Province, Indonesia. Ira is one of the phases in this cultural tradition. At this stage, a Tongka (spokesperson) and participant representatives conduct cultural interactions using go’et (expression or proverb). This study aimed to analyze the speech acts of go’et in the Ira phase. The study used a qualitative method with a phenomenological approach. Data were collected using in-depth interviews with seven key informants, taken purposively with the main criteria of having adequate knowledge of Manggarai culture, good ability to use go’et, and experience as a Tongka. The results showed that the speech acts of go’et in the Ira phase included representative and directive acts (illocutionary acts). The study also found that the expressive speech act of gratitude, prayers, and hopes, and the speech act of giving financial support are categorized as perlocutionary speech acts. The use of go’et by a Tongka and participant representatives is considered a language politeness strategy effective for refining the language used, especially for avoiding face-threatening acts. Tongka and participant representatives need to understand the context and situation of the speech so that the choice of go’et is appropriate and conveyed judiciously.

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