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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
Request modifications by Malay speakers of English in the workplace: A contrastive pragmatic analysis Idris, Aizatul Aisyah Mohd; Ismail, Isma Noornisa
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 persons 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; Maulana, Rizki; Muslem, Asnawi; 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.
Students perceptions of personality traits, presentation skills, and audience factors in their online presentations Roslim, Norwati; Nimehchisalem, Vahid; Abdullah, Muhammad Hakimi Tew; Razali, Nornadiah Mohd
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.v10i2.25542

Abstract

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.
Will they listen to me? Investigating the utilization of audio feedback in higher education Saputra, Dwi Bayu; Arianto, M. Affandi; Saputra, Eko
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.v10i2.28173

Abstract

Many studies have discussed the importance of technology in delivering feedback to students assignments since its deployment provides convenience, timeliness, rich information, asynchronous discussion, and social presence. However, the effectiveness of audio feedback has received very scant investigation in the context of higher education in Indonesia. To fill such an empirical void, this exploratory sequential mixed method probes the students perceptions towards the use of audio feedback. Thirty-two undergraduate students from one of the public universities in Bengkulu, Indonesia, majoring in Early Childhood and Studies and taking English as a compulsory subject, participated in this study. Three data collection techniques were deployed to triangulate the data. A questionnaire was distributed to examine students perceptions of audio feedback, followed by a freeform writing and semi-structured interview to draw more pictures of the students experiences of this feedback mode. The results show that even though all participants in this study had never received this type of feedback, most participants had positive perceptions of using audio feedback. They mentioned they got thorough, detailed, and personal feedback, so they felt engaged in the learning processes. This finding is expected to enrich the knowledge of the effectiveness of audio feedback and to encourage eager teaching practitioners to use it in their teaching processes, as it could increase students engagement in the learning process.
The sociopragmatic study of speech acts in Goet Ira in the Wee Mbaru cultural rite Daar, Gabriel Fredi
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

Wee 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 goet (expression or proverb). This study aimed to analyze the speech acts of goet 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 goet, and experience as a Tongka. The results showed that the speech acts of goet 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 goet 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 goet is appropriate and conveyed judiciously.
Eclectic approach: A search for more effective assessment ways to meet EFL assessment principles Thamrin, Nur Sehang; Madya, Suwarsih; Putro, Nur Hidayanto Pancoro Setyo; Mustakim, Siti Salina; Hassan, Aminuddin; Retnawati, Heri
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.v10i2.26682

Abstract

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.
Rhetorical structures, strategies, and linguistic features of problem statement to promote a teaching writing model Rustipa, Katharina; Purwanto, Sugeng; Rozi, Fahrur
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.v10i2.30855

Abstract

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 Swales 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 genres rhetorical structure.
(Im)politeness employed by multilingual Indonesian EFL learners in argumentative conversations Nursanti, Emi; Andriyanti, Erna; Wijaya, Ikha Adhi
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.v10i2.26033

Abstract

Politeness might lessen imposition in argumentative conversations which potentially result in conflict. However, different conventions on politeness among different cultures may cause problems for EFL (English as a Foreign Language) learners who often transfer their native communication preferences to their target language usage. This article explores the (im)politeness employed by multilingual EFL learners in casual agreeing-disagreeing exchanges among peers. Using explanatory sequential mixed method design, students utterances in role plays were analyzed based on Leechs (2014) politeness theory, Kakavas (1993) disagreement strategies, as well as Lochers (2004) mitigating strategies on disagreement. It is found that in conversations with people of equal status and power, the observance of politeness maxims is more apparent than the violation. It indicates that maintaining others faces is essential irrespective of age differences, even in arguing conversations. The more frequent use of positive politeness than negative politeness strategies represents their greater orientation to others than to themselves. The prevalence of mitigated disagreement and the frequent use of an appreciation preface also show their priority to maintaining good relationships. Those findings support the view of Asians as a collectivistic group whose primary concern in communication is group membership. This suggests that awareness of politeness in argumentative conversations among EFL learners must be increased by giving them different perspectives from non-Asian cultures.
How do Indonesian EFL students writing strategies and writing process differ from English L1 students? Fajrina, Dian; Everatt, John; Fletcher, Jo; Astall, Chris; Sadeghi, Amir
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.v10i2.28888

Abstract

This research aimed to investigate the writing strategies applied by English as a Foreign Language (EFL) students in Indonesia. It also investigated how the writing process undergone by Indonesian EFL students differs from students using English as their first language (L1). The writing strategies questionnaire from Petri and Czrl (2003) was used to find out the strategies used by the EFL students. In addition, the adult writing process model of Hayes (2012), which was constructed based on the writing process of English as first language students, was used as the framework to investigate the writing process applied by Indonesian students. The participants were 135 English Education department students from two Indonesian universities. Participants answers to the questions in the questionnaire over the three stages of writing (pre-writing, drafting, and revising) were analysed using a 5-point Likert scale. The result revealed that the participants applied writing strategies at a moderate level. They only frequently used 15 of the 38 strategies provided in the questionnaire at high frequency. The 15 strategies used at high frequencies described the participants writing process which indicated some differences from that of the writing process undergone by the English L1 students. The findings aim to inform theories of second/foreign language writing performance, as well as support the design of teaching writing courses in English Education majors in Indonesia. The data may also be useful for educators in other countries teaching English as a second or foreign language.
Students enjoyment and anxiety in reminiscing about mind-mapping use in the English writing class Ariyanti, Ariyanti; Setiawan, Slamet; Munir, Ahmad
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.v10i2.28215

Abstract

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.

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