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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
Factors affecting English performance between students residing in tourist and non-tourist areas Hidayati, Tuti; Diana, Sari; Husna, Faizatul; Perrodin, David D
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, andsocial media, and (3) family support.
The language contact phenomenon in Thailand: English borrowing, comprehension, and public attitudes Whanchit, Wararat; Sukkaew, Nootchanat
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 publics 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 individuals 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.
Negotiating the challenges in speaking English for Indonesian undergraduate students in an ESL university Winnie, Winnie; Leong, Hugh John; Badiozaman, Ida Fatimawati; Yap, Alyssa
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.v10i2.26563

Abstract

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.
English variations in ELT: A case of rural schools in North Kalimantan, Indonesia Utomo, Aries
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.
Vocational high school students identity and investment in learning English in a rural area Annisa, Nur; Mirizon, Soni; Silvhiany, Sary
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.v10i2.27167

Abstract

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.
A comparative study of lexical bundles in accepted and rejected applied linguistic research article introductions Kurniawan, Eri; Haerunisa, Zahra Fadillah
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.v10i2.28119

Abstract

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.
The use of semantic transparency and L1-L2 congruency as multi-word units selection criteria Barghamadi, Maryam; Rogers, James; Arciuli, Joanne; Mller, Amanda
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 Bauers (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.
Linguistic landscape in Malaysia: The case of language choice used in signboards Mansoor, Siti Salwah; Hamzah, Nurul Huda; Shangeetha, R.K.
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.
Effects of formative tests and communicative grammar instruction on EFL students oral response ability Hadeli, Hadeli; Kustati, Martin; Zulfikar, Teuku; Azmi, Hidayat Al; Arumugam, Nalini
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.v10i2.29544

Abstract

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.
Native experts and reputable journals as points of reference: A study on research-article discussions Salmani Nodoushan, Mohammad Ali
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.v10i2.29282

Abstract

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 Allisons (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.

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