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.
Articles
60 Documents
Search results for
, issue
"Vol 10, No 2 (2023)"
:
60 Documents
clear
<![CDATA[Building knowledge about language for teaching IELTS writing tasks: A genre-based approach ]]>
<![CDATA[Damayanti, Ika Lestari]]>;
<![CDATA[Hamied, Fuad Abdul]]>;
<![CDATA[Kartika-Ningsih, Harni]]>;
<![CDATA[Dharma, Nindya Soraya]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v10i2.26957
<![CDATA[As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.]]>
<![CDATA[American orientalism: A critical reading through Edgar Allan Poe ]]>
<![CDATA[Alfawara, Loiy Hamidi Qutaish]]>;
<![CDATA[Alghaberi, Jameel Ahmed]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v10i2.25564
<![CDATA[To date, The Arabian Nights still create frames of reference outside its fictive core. The article critically examined the adaptations and appropriation of the classic Arabian Nights by Edgar Allan Poe and how he invested his interest in the Orient to advance his career as a writer. More specifically, the aim was to study the links between European Orientalism and the new version of the Orient constructed in the United States. Various modes of reading and approaches were used to critically interpret the primary texts. Orientalism and postcolonial theories provided a theoretical framework for the study, and the deconstructive approach was applied in certain contexts to deconstruct and dismantle the stereotyping and mythologizing of the Orient. The article contributed to the growing scholarship on American oriental discourse by offering a counter perspective. Poes poems and short stories all perpetuate negative oriental representations. His obsession with the Orient is not reflected as aesthetic appreciation but it is rather appropriation that distorts and never restores. Poes oriental discourse is only examined lately by Arab critics of American literature and more specifically it surfaced through translations of his works into Arabic. Through stereotypical duplication in the world of realism, a fake Orient has become there in the world of reality.]]>
<![CDATA[Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized ]]>
<![CDATA[Padmadewi, Ni Nyoman]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Ratminingsih, Ni Made]]>;
<![CDATA[Suhardiana, I Putu Andre]]>;
<![CDATA[Zamzam, Ahmad]]>;
<![CDATA[Juniarta, Putu Adi Krisna]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v10i2.27408
<![CDATA[Project Based Learning (PBL) is highly important to be suited to the students needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students research proposal writing in Research Method Course and develop their independence and learning autonomy.]]>
<![CDATA[Citation studies in English vs. Indonesian research article introductions (RAIs) in the history discipline ]]>
<![CDATA[Warsidi, Warsidi]]>;
<![CDATA[Irawan, Andi Muhammad]]>;
<![CDATA[Adnan, Zifirdaus]]>;
<![CDATA[Samad, Iskandar Abdul]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v10i2.28343
<![CDATA[Citation studies in research articles (RAs) have been widely conducted worldwide, but such studies rarely compared English and Indonesian RAs, especially within the history discipline. Therefore, the researchers intended to analyze and compare citations in English and Indonesian research article introductions (RAIs) in the history discipline using a genre approach for the analysis and a descriptive qualitative approach for the reports. In this regard, 30 RAIs from both data sets were analyzed using two different frameworks: one is to identify citation ways and, the other one is to analyze citation types. The results revealed that English and Indonesian authors tended to employ descriptions more than other techniques when citing sources. However, English authors employed this technique more than Indonesian authors. In addition, both English and Indonesian authors also used a non-integral type more frequently than the integral counterpart, but English authors employed this type more frequently than Indonesian authors. Thus, these results conclude that although both English and Indonesian authors tended to assimilate their citations and avoid integrating them, English authors still employed this citation technique and type more frequently than Indonesian authors.]]>
<![CDATA[Exploring Indonesian EFL teacher-student interactions in online learning ]]>
<![CDATA[Mafulah, Siti]]>;
<![CDATA[Basthomi, Yazid]]>;
<![CDATA[Cahyono, Bambang Yudi]]>;
<![CDATA[Suryati, Nunung]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v10i2.23804
<![CDATA[The use of online platforms has been shown to help students engage in learning writing. The students 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 teachers 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 teachers instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teachers 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 teachers patterns of interaction depend on the teachers talk. There is no initiative from the students to start the discussion. The students 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.]]>
<![CDATA[Examining the framing of COVID-19 vaccines: A corpus-based investigation of Malaysian newspapers ]]>
<![CDATA[Malik, Norasyikin Abdul]]>;
<![CDATA[Shak, Mohamad Syafiq Ya]]>;
<![CDATA[Hasni, Nurul Ain]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v10i2.25883
<![CDATA[The widespread dissemination of misinformation or the infodemic surrounding COVID-19 poses a significant challenge as the virus continues to spread globally, compounded by the reluctance of many individuals to accept COVID-19 vaccines. While existing research has predominantly explored how the media framed the disease, its psychological impact, and the presence of disinformation in its messaging, limited attention has been given to the portrayal of COVID-19 vaccines in the media and their reception among the general population. This study employs a corpus-based methodology to examine the framing of COVID-19 vaccines within a specific English Malaysian newspaper corpus. The data for analysis was gathered through the compilation of news reports from The Star, one of the nations primary English newspapers. The analysis showed that the vaccine was positively framed and correlated with keywords like special, effective, and important, as well as with keywords indicating its importance to ones health and the masses. However, two negatively connoted keywords were also used to describe the act of immunisation. This studys findings can encourage informed decision-making on COVID-19 vaccination by dispelling unwarranted fears. Positive news coverage can boost confidence and prevent panic while mitigating negative emotions and risk perceptions. These findings can help media practitioners better frame vaccine-related issues in their writings and understand how the public perceives them.]]>
<![CDATA[Exploring self-regulated writing strategies: A comparison between paragraphs and essays ]]>
<![CDATA[Sari, Ratih Novita]]>;
<![CDATA[Umamah, Atik]]>;
<![CDATA[Anggraini, Merliyani Putri]]>;
<![CDATA[Arianto, M. Affandi]]>;
<![CDATA[Kurniasih, Kurniasih]]>;
<![CDATA[Mukminatien, Nur]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v10i2.26146
<![CDATA[Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.]]>
<![CDATA[Learners attitudes and perspectives towards English pronunciation abilities with different religious backgrounds in Thailand ]]>
<![CDATA[Bakoko, Rahmah]]>;
<![CDATA[Waluyo, Budi]]>;
<![CDATA[Songkhai, Kritsadee]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v10i2.27524
<![CDATA[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 ones 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.]]>
<![CDATA[Moodle and Telegram to develop students language performance and knowledge co-construction in technology-enhanced CLIL ]]>
<![CDATA[Imamyartha, David]]>;
<![CDATA[Widiati, Utami]]>;
<![CDATA[Anugerahwati, Mirjam]]>;
<![CDATA[Hamat, Afendi]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v10i2.28295
<![CDATA[This study compared Moodle and Telegram as mobile-instant messaging (MIM) to understand how the platforms performed in technology-enhanced content and language integrated learning (TECLIL) settings. It involved 68 English for Academic Purpose (EAP) students enrolled in two groups, i.e., Moodle group and Telegram group. Using the mixed-method design, the study garnered quantitative data through pre- and post-tests of language performance coupled with post-tests of spoken presentation, content knowledge, and collective knowledge co-construction. Qualitative data concerning the interaction patterns in online discussion forums were amassed by retrieving students postings on both platforms. This study garnered additional quantitative data as covariates, which involved a survey of technology acceptance and a survey of teacher evaluation. Upon analysis, paired sample t-test was operative to identify noteworthy differences between groups with respect to technology acceptance, evaluation of teacher performance, language performance, and content knowledge. For the qualitative inquiry, thread analysis on the interaction patterns in both groups was conducted to scrutinize their depth of knowledge co-construction. Although the interaction trends in both platforms mark the dominance of knowledge sharing, the findings lend credence to the stronger potential of Moodle to empower students in-depth knowledge co-construction while exercising their subject-specific language performance. For deep engagement in knowledge co-construction and authentic language use, teachers need to provide appropriate scaffolding through modeling effective collaboration, making explicit the characteristics of quality discussion, and establishing a mutual understanding of what students need to achieve in the online discussion forum.]]>
<![CDATA[Measuring Malaysian lower secondary learners' reading ability on a CEFR-aligned text ]]>
<![CDATA[Gopal, Revathi]]>;
<![CDATA[Maniam, Mahendran]]>;
<![CDATA[Nallaluthan, Kesavan]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 Burkes In-Depth Procedure (2005). The quality of retelling was evaluated based on the criteria set by Irwin and Mitchells (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.]]>
