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[Language attitudes toward Global Englishes: Is Thai accented English our identity? ]]>
<![CDATA[Charatwattananich, Monparath]]>;
<![CDATA[Proces, Jeremy]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.29941
<![CDATA[This study examines language attitudes toward Global Englishes (GE) among employees of multinational companies in Thailands Chonburi and Rayong provinces. Sequential mixed-method research is applied. The survey questionnaires were first distributed and a total of 120 participants responded. The participants were employees in multinational companies and used English as their primary working language. The analysis of questionnaires revealed a prevailing inclination towards native speakerism while acknowledging the importance of GE in the global workplace. Participants demonstrated proficiency in communicating with both native and non-native English speakers. An in-depth interview approach is used with 10 informants for confirming or disconfirming the survey results. However, interviews highlight a complex attitude towards GE, particularly among high-ranking individuals who strongly adhere to standard English ideology. Nonetheless, a significant number of participants recommended introducing GE concepts to Thai students as a valuable step towards familiarizing them with diverse English varieties. This recognition of the need to prepare the next generation for a globalized world is encouraging. The prevalence of native speakerism underscores the urgency of addressing language attitudes and promoting linguistic inclusivity within the global workplace. By fostering on cultural awareness and embracing linguistic diversity, we can create a more inclusive environment that appreciates and values different English accents and expressions. This study highlights the ongoing importance of these efforts in promoting a comprehensive understanding of GE and nurturing a global mindset among individuals and institutions alike.]]>
<![CDATA[The dynamic influence of interactive feedback on elevating EFL students writing skills ]]>
<![CDATA[Masrul, Masrul]]>;
<![CDATA[Wicaksono, Bayu Hendro]]>;
<![CDATA[Yuliani, Sri]]>;
<![CDATA[Erliana, Santi]]>;
<![CDATA[Rasyidah, Ummi]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.30836
<![CDATA[This study investigates the effect of interactional feedback on students writing skills. One hundred participants enrolled in an intermediate EFL course at the State University of Malang, Indonesia, were recruited for this research. The quantitative method was employed for data analysis. The primary data analysis method used was the ANCOVA test, followed by the Wilcoxon and Mann-Whitney tests. The results reveal that the dependent variables in the experimental group exhibited higher means compared to the control group. The ANCOVA test show that the dependent variables (writing length, accuracy, and effectiveness) were significantly affected by the addition of feedback (p = 0.000). However, no significant differences were found between the experimental and control groups regarding accuracy (p = 0.425) and writing length variables (p = 0.731). As a result, interactional feedback significantly impacted EFL students writing ability. This result highlights the need for thorough planning and preparation, including preparing ESL/EFL students through explicit instruction prior to peer review, to ensure that learners interactional feedback is useful. The findings suggest that EFL teachers should carefully select feedback styles that align with the intended purpose of providing feedback. For instance, more specific feedback options may prove more effective in assisting students in revising and improving their written assignments. Finally, this study provides valuable recommendations for further research in this field.]]>
<![CDATA[A critical content analysis of writing materials covered in Indonesian high school English textbooks ]]>
<![CDATA[Siregar, Renol Aprico]]>;
<![CDATA[Sukyadi, Didi]]>;
<![CDATA[Yusuf, Fazri Nur]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.30169
<![CDATA[Despite many studies addressing writing materials in English language learning textbooks in the Indonesian context, few reported the conformity of the English writing materials in senior high school textbooks intended for the 2013 curriculum to the genre of written language paradigm. The present study critically analyzed the existing writing materials covered in Indonesian senior high school textbooks. The data sources for this research were three English textbooks designed for three levels of senior high school students in Indonesia. The writing materials were selected from the textbooks as the representatives of the analysis objects. The data were analyzed following content analysis by integrating Brown (2004) as the conceptual framework. The results reveal that the writing materials are consistent with the framework. The books cover all text genres, including academic, professional, and personal writing. However, not all framework-informed sub-categories of texts are reflected in the writing materials of the examined textbooks. In addition, the evaluated textbooks emphasize student exposure to intensive writing tasks (grammatical transformation, short-answer sentence completion, and picture-cued tasks) and extensive writing tasks (paragraph construction, guided question and answer, and paraphrasing). These results highlight the need to align textbooks with the curriculum genre of the written language paradigm and to balance intensive and extensive writing tasks to prepare students for real-life writing situations.]]>
<![CDATA[Subversion of neo-imperialist hegemony: A postcolonial study of Red Birds by Mohammed Hanif ]]>
<![CDATA[Tilwani, Shouket Ahmad]]>;
<![CDATA[Hassan, Ahdi]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.31206
<![CDATA[Although the erstwhile colonies in the Third World are free from the colonial occupation, the imperialist hegemony continues, to be resisted in the societies. For, such enterprise has provided the pretext for the concepts of Self and Other followed by occupation, a reign of violence and terror loosened upon the natives. This paper aims to study Red Birds (2018) a novel by Mohammed Hanif to highlight the plight of the Other with their aggressive vitality and fervor of resistance to counter the imperialist agenda-hegemony. As qualitative research, it employs the postcolonial method, while seeking theoretical insights from the arguments of Orientalism by Edward Said, and the theory of hegemony by Antonio Gramsci to be interpretive in nature to analyze the text. It explores how the text, gleaned selectively from the novel offered, like Orientalism a fabric of textual analyses that is highly critical of the Eurocentric notions and hegemony of the Western world. It underlines the ways and practices sketched by the novel through the troubling encounter of the characters from the East to the West to offer a subversive narrative to the failure of the efforts and narratives of the West. For better analyses of the text to underline the American neo-imperialism and the native dreams of subversion, it takes to the tone of Gramscian precepts to conclude that the powerful subjugates through hegemonythe geo-political method used to gain indirect imperial dominance which is maintained mainly through ideology instead of using means like economic force, or coercive strategies.]]>
<![CDATA[Social literacy practices of Afghan and Somali refugees in a transitional setting ]]>
<![CDATA[Othman, Juliana]]>;
<![CDATA[Wei, Lim Jia]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.30256
<![CDATA[The purpose of this paper is to explore the social literacy practices of Afghan and Somali refugees in a transitional context. Although refugees have been the subject of previous research in various domains, our understanding of their literacy practices in urban areas, particularly in Malaysia, is still limited. The lack of literacy research in this setting exposes a gap in the current literature aimed at better understanding refugee literacy practices in a transitional situation. Thus, this study examines urban refugee literacy experiences via the lens of literacy as a social practice. It was exploratory in nature and used a qualitative methodology. Face-to-face interviews with four refugees were conducted at two community centres to collect primary data. In addition, field notes based on community centre visits provided by the participants were used as a secondary data source in the study to understand the literacy experiences of the participants better. The findings indicated that participants enacted literacy practices in their transitional setting for three primary purposes: to increase their funds of knowledge, to enact personal agency, and for community building. These results challenge the stereotype that refugees are powerless and highlight avenues or ways in which refugee communities can be supported in a transitional context.]]>
<![CDATA[Students and lecturers experiences in courses provided for the English thesis defense examinations ]]>
<![CDATA[Samad, Iskandar Abdul]]>;
<![CDATA[Fitriani, Siti Sarah]]>;
<![CDATA[Nomnian, Singhanat]]>;
<![CDATA[Bahri Ys, Syamsul]]>;
<![CDATA[Sofia, Sofia]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.33080
<![CDATA[Thesis Defense Examination (TDE) is an assessment that most undergraduate students around the world have to pass in order to graduate from universities. Some students can pass the examination satisfactorily, while others fail due to their poor performance. In the EFL general context, the issue of poor performance of undergraduate students in the TDE conducted in English is a piece of common knowledge among lecturers as the examiners and students as the examinees. Within the Indonesian context, this study aims at investigating students and lecturers experiences in Research Methodology (RM) (focusing on written competence) and Seminar on ELT (SoELT) (focusing on oral competence) courses, where the case was taken from the English Education Department of a public university located in Banda Aceh, Indonesia. By using a purposive sampling technique, we involved five students who have passed RM and SoELT, two lecturers who teach RM, and two lecturers who teach SoELT as the participants in this qualitative research. Interviews were employed to gather the data to address the investigation. We consulted Hyland (2004) for the analysis of the teaching and learning of written competence, and Alptekin (2002) to analyze the teaching and learning of oral competence in classroom activities. The results of the analysis show that there are matches and mismatches between what was experienced by the students and what the lecturers experienced. We also found that some activities in the courses hindered students from being competent in their performance in TDE.]]>
<![CDATA[Measuring the English vocabulary acquisition of Japanese learners ]]>
<![CDATA[Ishikawa, Yoshie]]>;
<![CDATA[Otaki, Ayano]]>;
<![CDATA[Okamura, Hiromu]]>;
<![CDATA[Shirahata, Tomohiko]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.30460
<![CDATA[The measurable vocabulary knowledge of Japanese learners of English (JLEs) has yet to be fully investigated. This study, therefore, attempts a detailed investigation of JLEs vocabulary knowledge to clarify the relationship between the frequency of words and their difficulty level and to identify the factors that affect the difficulty of vocabulary learning. We tested 192 university-level JLEs on 1,035 verbs, requesting that they choose a correct Japanese translation. The average number of correct answers for each verb was compared with its frequency ranking. Moreover, the characteristics of verbs that received high and low percentages of correct answers were examined. The three major findings were as follows. First, the average number of correct answers was 751.97 (72.65% of the verbs investigated). Second, the average number of correct answers decreased as the frequency of the verb decreased. However, this tendency diminished beyond the 4,000-word level. Finally, not a few low-frequency verbs garnered a high percentage of correct answers; these were verbs that included affixes or were English loanwords that were possibly known to JLEs. However, other low-frequency verbs received a low percentage of correct answers because they had abstract or multiple meanings and lacked clues that could facilitate an understanding of the words meaning. We concluded that these were the main factors affecting the degree of difficulty in learning each vocabulary item. Regarding this studys pedagogical implications, efficient use should be made of English-based loanwords and affixes, and university-level JLEs should intentionally learn low-frequency words.]]>
<![CDATA[Linguistic landscapes in multilingual urban settings: Insights from translation perspectives ]]>
<![CDATA[Napu, Novriyanto]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.29559
<![CDATA[A multilingual urban area is a translation space that allows the exchange of ideas across languages and cultures. Yet, little research has examined how translation plays a role in shaping linguistic landscapes that depict coexisting languages in public spaces. This paper aims to examine the linguistic landscape of public signage from the viewpoint of translation. A total of 123 bilingual signage was collected from the linguistic landscape of Gorontalo City, an emerging tourism industry with an interesting multilingual setting in Eastern Indonesia. The data were analyzed using the translation category of multilingual writing developed by Reh (2004) and Edelman (2010) to provide an understanding of the translational practice evident in the signage. The analysis also looked at the direction of the translated signage, including official and non-official translation based on the linguistic landscape orientation (top-down and bottom-up), as well as translation to demonstrate collective identity. Translation practices, categorized into word-for-word (67 items), free (8 items), partial (11 items), and non-translation (37 items), demonstrate a growing trend toward linguistic diversity. The top-down approach is evident in official translations (50 items) by government entities, while non-official translations (73 items) dominate commercial spaces. Arabic, displayed alongside Indonesian and English, symbolizes religious identity in public signage. Overall, Gorontalos linguistic landscape reflects a shift to bilingualism, particularly with widespread English translations. Its linguistic landscape showcases a dynamic interplay of language, translation, and cultural identity in an evolving urban environment.]]>
<![CDATA[Exploring English lecturers self-efficacy in the use of educational technology in post COVID-19 pandemic ]]>
<![CDATA[Rabbianty, Eva Nikmatul]]>;
<![CDATA[Utami, Diana Nur]]>;
<![CDATA[Humairoh, Mega Fariziah Nur]]>;
<![CDATA[Suryati, Nunung]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.30978
<![CDATA[This study examines the levels of self-efficacy and factors influencing the self-efficacy on the use of educational technology among English lecturers in Islamic higher education institutions in East Java, Indonesia, in the post-COVID-19 pandemic. There are two research questions addressed: 1) What levels of self-efficacy do the lecturers exhibit on the pedagogical skills and actual use of educational technology in the postCOVID19 pandemic? 2) What factors influence the lecturers self-efficacy on the use of educational technology in the postCOVID19 pandemic? Utilizing a survey research design, data were collected using an adapted version of the Professional Self-Efficacy Scale for Information and Communication Technology Teachers (PSES) questionnaire. The data from 37 participants were then analyzed using descriptive statistics. The result showed that the lecturers self-efficacy in their pedagogical skills and the actual use of educational technology was moderate, and they will continue integrating educational technology in their classrooms in the postCOVID19 era. Moreover, the qualitative data indicated that the lecturers had moderate skills in using technology with limited educational technology tools. Age, gender, qualifications, and teaching experience emerged as factors influencing the lecturers self-efficacy on the use of educational technology in classrooms. The findings highlighted the need for English lecturers in Islamic higher education institutions to broaden their skills in using educational technology for learning. Policymakers need to design appropriate strategies to enhance lecturers pedagogical practices in using educational technology for online learning to ensure effective and efficient teaching in the post-COVID-19 pandemic.]]>
<![CDATA[A case study of argument diagramming in Thai and Indonesian higher education argumentative essays ]]>
<![CDATA[Maretha, Annisa Laura]]>;
<![CDATA[Pradita, Intan]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i1.30418
<![CDATA[This study explores first-year undergraduate students argumentation essays using argument diagramming structure. A corpus-driven data of 394 argumentative essays were gathered from both Indonesian and Thai universities. A content analysis was employed to examine the dataset of the students argumentative essays. After gathering primary information from the body parts of their essays, we subcategorized their argumentations into claims and premises in a compliant reading. To ensure data trustworthiness, this study employed triangulation by source and method. The findings show that the most prominent type of argument diagramming was a basic argument, followed by convergent and divergent arguments. Regardless of how the argument diagramming was written, the study found that the students still lacked mastery in structuring their logic when building up the case to be extended to claims and premises. This study suggests a need to revisit pedagogical instructions, in which there should be a provision not only on the basic knowledge of argument structures but also on the skills to recognize the quality of a good argument cognitively. This additional practice will provide important insights to recognize the representational strengths and weaknesses of the students argumentative writing proficiency to achieve a better performance in the content of their essays.]]>
