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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 33 Documents
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Search results for , issue "Vol 11, No 1 (2024)" : 33 Documents clear
Teachers made writing assessment instrument: Pedagogical insight from process to product Khotimah, Khusnul; Batunan, Deisyi Anna; Mukminatien, Nur
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.26774

Abstract

Despite the urgency of assessment instruments in teaching foreign language writing, evidence regarding how teachers develop assessment instruments and maintain their quality, particularly for comparison and contrast essay writing based on a genre-based approach to teachers classroom practices, is scantily reported. To address this empirical need, this article showcases how a set of teacher-made assessment instruments for a comparison and contrast essay based on a genre-based approach in a writing essay course at a public university in East Java was carefully and deliberately developed. To attain the research objective, this research enacted design-based research (DBR) inspired by Cavallaro and Sembiante (2021). In addition to content validity, face validity and inter-rater reliability were ensured by involving ten students, three fellow writing teachers, and two trained raters. This assessment instrument development project produces a set of valid formative assessment instruments, comprising a writing prompt and scoring rubric. The inter-rater reliability shows a high degree of positive correlation with a reliability coefficient of 0.862 from a correlational analysis based on Pearson correlation coefficient. This in-practice assessment instrument development can be used as a reference, contributing to the teachers assessment literacy development. It also serves as a valuable model for future researchers to develop and expand nested classroom assessment scholarship. A well-structured validity and reliability process of assessment instrument development will practically enhance the teaching practices in the essay writing course in particular and EFL teaching in general.
The ethnoecology of the Malay sacred myth through narratives of Kampung Tua Nongsa in Batam Arianto, Tomi; Adrias, Adrias; Septriani, Septriani; Yulika, Febri
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.19006

Abstract

The condition of the Malays is significantly marginalized due to the migration and the rapid industrial development in Batam, Indonesia. However, the Malay sacred myth is still sustained as a local wisdom for the Malay generations. Therefore, this study aims to analyze the ethnoecology behind the story of the sacred myth of Bumbum, Puak, and Batu Belah as a representation of environmental Malay local wisdom in Kampong Tua Nongsa, Batam. Within the conceptual framework of ethnoecology as a bridge to understanding the relationship between literature in the form of folklore and the culture of society, this qualitative research collected data through observation by being directly involved in the community and in-depth interviews with 21 informants including the key jury of the sacred places, community advice, community leaders, village officials, and the younger generation of Malay people in Kampong Tua Nongsa. Data analysis was carried out by comparing, reconfirming, classifying, and interpreting the data with an ethnoecology approach. The results showed that there were three important ethnoecological representations: (1) the ecological ties between forests and humans in the sacred Bumbum, (2) the reflection of the wise king in the sacred of Puak, and (3) the sea as the central life of nature in the sacred of Batu Belah. Sacred site prohibitions reveal deep connections between human behavior and nature, emphasizing ethical considerations; these stories highlight cultural values, insights for heritage preservation, and solutions for environmental challenges within an ethnoecological framework, stressing the importance of ethics in human-nature interactions.
Lexical cohesion analysis on articles of the Russia-Ukraine conflict in Arabic and English online newspapers Hadi, Syofyan; Triana, Hetti Waluati; Tafiati, Tafiati; Wartiman, Wartiman; Reflinaldi, Reflinaldi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30977

Abstract

Discourse studies on the Russia-Ukraine conflict have been conducted in the past few years, especially in newspapers. Comparative studies on the media in several countries have been widely carried out; however, none so far focused on comparing Arabic and English newspapers. Thus, this article aimed to examine the lexical cohesion of Arabic and English newspapers to identify each newspapers tendency to represent the conflict. Aljazeera and The Guardian newspaper were designated as subjects of the study, in which five opinions published in March 2022 by each newspaper were purposively selected as data sources. Data was collected through internet archival documentation techniques and analysed by referring to the lexical cohesion theory framework proposed by Halliday and Matthiessen (2013). The results showed that repetition was the dominant cohesive device used in Aljazeera, whereas repetition and collocation were the most used lexical cohesion devices in The Guardian. The use of these lexical cohesion devices showed that Aljazeera took a neutral position in representing conflicts and actors. On the other hand, The Guardian tended to side with Ukraine while framing Russia and Putin negatively. Differences in these tendencies were due to the differences in interests. Aljazeera could stay impartial because Qatar had no political interests in the conflict. By contrast, The Guardian was positioning itself against Russia and Putin because Britain had economic and geopolitical interests in the conflict.
Effective English teachers in online EFL learning: A post-pandemic reflection on students perspectives Agustin, Fitri; Suherdi, Didi; Purnawarman, Pupung
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30124

Abstract

In the framework of conventional academic settings, there have been a large number of studies on the qualities of effective teachers; however, studies in the context of online environments seem to be scarcely documented in the literature. This explanatory sequential mixed-method study of 224 secondary school students, 21 of whom were interviewed in detail, examined their perspectives on effective teacher characteristics in online EFL instruction. This study differed from earlier investigations of the qualities of effective teachers in terms of its research site and inquiry emphasis. The results of the surveys and interviews provided students judgments of effective teacher traits in terms of roles, professional abilities, personal qualities, and pedagogical expertise. According to the results of the polls, the most significant criteria for effective online learning management were instructors classroom management roles and their professional skills. The interviews stressed the importance of teachers qualities in managing classrooms and their pedagogical knowledge. In an online EFL instruction, students needed their teachers to scaffold them and explain what they should do with the lesson and the procedures they should follow for activities and assignments. In addition, the interviews validated teachers capacity to establish a favorable rapport with the students to facilitate their meaningful learning. As this study identified teachers professional abilities in managing online learning as a requirement, an online-learning-based professional development program for teachers is highly recommended as the most plausible alternative for the post-pandemic reflection of this current study.
EFL students motivational currents during Extensive Reading Programs: A retrodictive qualitative modelling Maharsi, Ista; Sugirin, Sugirin; Ashadi, Ashadi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30185

Abstract

Motivation to read, the driving force to achieve ones reading goals, plays a significant role in language learning as it relates to reading engagement and achievement. Its presence is prominently necessary for a longer learning period. This article explores the features of nine pre-service students motivational currents and how their motivation changes throughout the task performance in Extensive Reading Programs (henceforth ERPs). Data were collected from diaries, and a retrodictive qualitative model was applied to recount the experiences of the student participants motivational currents following Drnyeis Directed Motivational Currents (DMC). Themes of diaries and interviews were generated following the Interpretative Phenomenological Analysis. The findings show that the features of DMC are salient and functioning throughout the students learning experiences and facilitate the construction of their future identity as readers. Four patterns of motivational currents during the students learning were a steady wave, slight wave, moderate wave, and great wave patterns. The variability and stability of task performance motivation indicate that students motivational trajectories are unique, conditional, and context-bound. Identifications of the sources of motivators and demotivators provide hints for designing more engaging classroom activities, enriching the task features, and sustaining students motivation. This study concludes with possible directions for future motivation research.
A natural semantic metalanguage approach on the meaning of animal taboo names in the Acehnese culture Ulfa, Maria; Mulyadi, Mulyadi; Pujiono, Mhd.; Nasution, Khairina
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.31061

Abstract

This paper utilizes the Natural Semantic Metalanguage Approach (NSM) to explore the meanings of animal-related taboo names among the Acehnese in Indonesia. Through qualitative interviews with 12 respondents from Langsa City and Peureulak District in East Aceh, the NSM approach reveals two categories of animal taboos. The first, the taboo of swearing, involves offensive language equating individuals with animals like bui (pig), ase (dog), paee (gecko), muruwa (monitor lizard), and lemo (cow). The second, the taboo of fear, rooted in cultural beliefs, deems certain animals sacred and prohibits mentioning their names in natural settings, including rimueng (tiger), gajah (elephant), buya (crocodile), badeuk (rhinoceros), uleue (snake), and tikh (rat). Acehnese use alternative names to show respect, reflecting a belief that respecting nature facilitates harmonious living. The semantic primitive meaning of animals taboo for swearing involves a substantive component, a substantive relational of a kind, and bad as an evaluator. Equating humans with these animals is prohibited when their names are used in the context of insulting others. The taboo of fear is attributed to the animals perceived holiness and sacredness, with the semantic primitive involving something kind and bad. Acehnese believe these animals possess mystical powers and can hear their names when being called, hence suggesting the use of alternative names for these animals is preferable.
Prominent linguistic features of pedagogical texts to provide consideration for authentic text simplification Siregar, Try Mahendra; Purbani, Widyastuti
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30815

Abstract

Teaching materials are significant items that are unique and specific. Therefore, the selections should be relevant to students proficiency. This research aimed (1) to disclose lexical density, readability, nominalizations, and modifiers in pedagogical texts as teaching materials, (2) to reveal the linguistic features functional roles on text for pedagogical demand, and (3) to attempt to suggest consideration for simplification on authentic text. This research employed qualitative content analysis. The data sources were 18 pedagogical texts from senior high school textbooks by the Indonesian Ministry of Education. Human instruments and a text analyser for the automatic computation were utilized for the analysis under Systemic Functional Linguistics (SFL) pilots. This research disclosed the appropriate text lexical density for senior high school students is a fairly difficult construction. Then, nominalizations within the texts are unpreventable and process nominalization is frequently used. The nominalization and the modifiers affect sentence complexities; the nominalizations function to condense information, collocate words, create cohesiveness, interfere with conciseness, and use as trans-categorization while modifiers are to add explicitness to nouns. The simplification considerations are by utilizing lexical density and readability algorithm, de-nominalization, measuring modifiers, and splitting substance of modifiers to increase text accessibility.
Learner autonomy: Moroccan EFL university students beliefs and readiness Oussou, Said; Kerouad, Smail; Hdii, Saida
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30007

Abstract

Learner autonomy has attracted considerable scholarly attention in language learning. Research on this concept is abundant and continues to flourish. However, to date, scant attention has been paid to researching autonomy in the Moroccan context. Thus, the present mixed-methods study aimed to partially bridge the gap by investigating university EFL students beliefs and their perceived readiness level of autonomy. For this purpose, both quantitative and qualitative methods were employed to collect data. Questionnaires were administered (n=245), and interviews were conducted with selected participants (n=16). An autonomy scale consisting of five parameters (planning and goal-setting, learners expected teacher roles, learners beliefs and affect management, learners social behaviors, and learners self-assessment and learning strategies) was used to elicit and analyze data. The items that made up the learner autonomy scale were adopted and modified from different influentially existing scales. Three main themes were generated and analyzed in the qualitative strand following thematic analysis procedures. The results demonstrate that most students held positive beliefs towards autonomy and appeared ready to embrace it in their learning journey. Students exhibited a strong inclination towards using English outside the classroom (89.8%), displaying a willingness to take responsibility for their learning (85.3%), and setting learning goals (82%). The qualitative results highlight some aspects, such as participating in content creation within lessons and effectively managing their time. In light of these findings, this study suggests pedagogical implications for EFL teachers to enhance learner autonomy in their classrooms as well as a set of recommendations for future research.
Exploring ethical frontiers: Moral dimensions in the tapestry of contemporary Indonesian literature Al-Ma'ruf, Ali Imron; Arifin, Zainal; Nugrahani, Farida
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.35142

Abstract

Literary works have the potential to enhance a readers internal reservoir of life values without being dismissive. Contemporary Indonesian literature specifically imparts moral messages to its readers. This study aims to explain the moral dimensions present in this literature, utilizing descriptive qualitative methods. Purposive sampling was employed for data collection, covering words, sentences, and discourse representing morals from contemporary Indonesian literary works. This research relies on a literature study for data collection, employing the dialectical method for analysis by oscillating between literary texts and social reality. The findings reveal diverse moral dimensions within contemporary Indonesian literature, each contributing significantly to enriching the readers inner repertoire. These moral dimensions include (1) transcendental: aligning oneself to God, (2) struggle against evil (jihad fii sabiilillah), (3) nationalism, (4) getting closer to God (transcendental value), (5) gender equality as respect for women, (6) upholding the dignity of women, (7) remembering God (dhikr), (8) low morale leading to corruption, (9) upholding religion above worldliness, and (10) religious idea: life is a pseudo-game. The studys implications suggest that contemporary Indonesian literature serves as a significant source for fostering moral values, contributing to readers inner development by highlighting themes such as spirituality, societal responsibility, and ethical conduct. This insight can inform educational and cultural initiatives to promote moral awareness and consciousness.
The contribution of online multimodal feedback-based weblogs toward students writing skills enhancement Muslem, Asnawi; Marhaban, Saiful; Gani, Sofyan A; Hamdalah, Siti; Amalia, Dina; Hankinson, Emma
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.31389

Abstract

Writing correctly and accurately in English is essential for communicating formally with others in this 4.0 era. Various approaches, methods, techniques, strategies, and media have been used to improve students writing skills. However, students still require help with writing correctly and accurately in English. This study aims to investigate whether online multimodal feedback-based weblogs improve students writing skills and to discover the students perceptions of using this teaching model. Fifty students were included in this quasi-experimental study. They were divided into two groups: experimental and control groups, with 25 students in each group. The experimental group was taught writing with online multimodal feedback-based weblogs, and the control group was taught writing using the traditional method. A written test was used to collect data in both pre-test and post-test. A set of questionnaires was also used to collect information about the students perceptions of the teaching model used. The research results showed that online multimodal feedback-based weblogs could improve the students writing skills. Furthermore, students in the experimental group positively responded to the use of online multimodal feedback-based weblogs in teaching and learning writing. Hence, it can be inferred that weblogs incorporating online multimodal feedback have the potential to enhance both the writing proficiency and motivation of students.

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