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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 2 (2024)" : 33 Documents clear
Exploring the intricacies of politeness and impoliteness in Acehnese speech variations Taib, Rostina; Wardana, Muhammad Kiki; Safhida, Maya; Nurrahmah, Nurrahmah; Subhayni, Subhayni
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35005

Abstract

This study examines politeness and impoliteness in Acehnese speech variations conveyed through various linguistic features, including honorifics, politeness markers, and respectful forms of address. The research employed a descriptive qualitative method, commencing with observation in different social settings in Acehnese society to identify instances of polite and impolite speech. The data for this study consists of oral data obtained from 13 informants residing in North Aceh, Aceh Pidie, Aceh Besar, and South West Aceh. Data were collected using direct observation techniques and free recall techniques. To ensure well-documented data collection, the researcher recorded the data in manual notes and electronic recordings. Data analysis was conducted using contextual methods. The results demonstrate that in Acehnese language, the politeness and grammaticality of an utterance are highly dependent on the region of use or dialect. Generally, in Acehnese, language is considered polite if the utterance uses proclitics corresponding to the actor in a sentence. However, in the South West Aceh dialect, this rule does not apply. In this dialect, language politeness does not rely on the regular use of proclitics. Proclitics are usually not used in speech and should be attached to the verb, given in the repetition of the subject as the doer of the action. Additionally, politeness in this language is highly dependent on pronouns. Conversely, the rules for using honorific pronouns in other dialects do not measure politeness and grammaticality.
Does it really help? Exploring the impact of Al-Generated writing assistant on the students English writing Rahmi, Regina; Amalina, Zahria; Andriansyah, Andriansyah; Rodgers, Adrian
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35875

Abstract

The increasing use of tools that assist English as a Foreign Language (EFL) learners in achieving writing fluency has drawn attention to the rapidly evolving role of AI in education. This study evaluates an AI-generated writing assistant in English language learning, that is the ParagraphAI text generator, focusing on its potential impact and effectiveness for L2 learners writing skills. This AI-powered writing software curates writing content according to writers preferences. Four seventh-semester EFL students were selected using homogeneous purposive sampling. Data collection involved tests and questionnaires, with subsequent analysis including text comparison to measure Lexical Diversity indices, followed by descriptive analysis. The results indicate that while the AI writing assistant aids in correcting grammatical errors and enhancing text cohesion and coherence, it lacks content density at times. In some instances, the intended message and thoughts of the students were not effectively conveyed, leading to the inclusion of ideas unrelated to the initial topic. This study underlines the importance of considering linguistic and content-related aspects in evaluating AI-generated writing assistants. While the tool enhances grammatical accuracy and structural coherence, further refinement is needed to address deficiencies in content density. The analysis of four seventh-semester EFL students offers valuable insights into the evolving AI in education, prompting considerations for optimizing these tools to better meet the diverse needs of language learners and educators.
Exploring collaborative scriptwriting and virtual drama performance: Enhancing English language education through technology integration Inderawati, Rita; Eryansyah, Eryansyah; Vianty, Machdalena; Zuraida, Zuraida; Hayati, Rita; Muthmainnah, Muthmainnah; Putri, Ermalati
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35993

Abstract

The present study elaborates on the process of collaborative scriptwriting for drama and the implementation of virtual platforms for theatrical performances. The qualitative design approach was used to provide a detailed explanation of how the virtual drama performance about The Spread of Islam in the 16th Century by Ratu Bagus Kuning was rehearsed and recorded. The subject of the study was 18 graduate school students who took the Appreciation and Literature Teaching course in a Graduate School of English Education at a state university in Indonesia. The data obtained from observation, interview, and documentation were analyzed by utilizing a thematic process. The result of the study reveals two main findings: it emphasizes innovative scriptwriting and video presentation in virtual educational drama, and it also shows the communication, cooperation, critical thinking, and creativity involved in writing drama scripts and performing virtually. The study highlights the process of collaborative drama script writing, focusing on Palembangs heroic tale of Ratu Bagus Kuning. Using the universitys LMS for dialogues, research, and creative collaboration, students prepared for a virtual drama performance. They paired up to draft scenes, actively applying 21st-century skills, such as critical thinking and creativity. Peer feedback and revisions improved script quality. Despite continuity issues and technical constraints, students showed resilience and adaptability. Rehearsals and the final virtual performance demonstrated their dedication and innovation. The integration of technology and cultural sensitivity highlighted virtual dramas transformative potential, emphasizing communication, collaboration, critical thinking, and creativity.
Academic and recreational reading attitudes among primary students in a rural Malaysian village Yulia, Astri; Joshi, R. Malatesha; Husin, Nor Azilah; Nadarajan, Na~Thinamalar Magiswary; Mohd Zin, Norhayati; Nadarajan, Cheli
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35011

Abstract

Reading is crucial for development and educational outcomes, yet access to literacy resources and supportive environments is uneven, particularly in rural and low-income areas. Positive reading attitudes are linked to better reading achievement, but research on these attitudes among ESL speakers in non-Western, rural contexts remains limited. This study explores the attitudes of 4th and 5th graders towards recreational and academic reading in a rural Malaysian village, assessing students who participated in a reading program. Utilizing the Elementary Reading Attitude Survey, data were gathered from 74 of the 120 participants, achieving a 62% response rate. Analysis through Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed a nuanced relationship between childrens reading attitudes and their engagement with various reading contexts and activities. Findings underscore a pronounced preference for recreational over academic reading, with both types of reading attitudes significantly interrelated. This suggests the programs environment and involvement of reading partners may significantly shape childrens reading perceptions. Moreover, the study highlights the pivotal role of the reading context, indicating a direct correlation between childrens positive perception of their reading environment and their engagement levels. While the study did not delve into the impact of socio-economic status on program effectiveness, it signals the need for further research across diverse cultural settings to fully understand the efficacy of reading programs. The research concludes that after-school reading initiatives are instrumental in enhancing childrens academic and recreational reading attitudes, providing valuable insights for educators, policymakers, and researchers focused on literacy development.
Revealing the potential of ChatGPT for English language teaching: EFL preservice teachers teaching practicum experience Kusuma, I Putu Indra; Roni, Marianus; Dewi, Kadek Sintya; Mahendrayana, Gede
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34748

Abstract

The potential of ChatGPT as a novel Artificial Intelligence (henceforth, AI)-powered language model for language instruction, particularly for preservice teachers (henceforth, PSTs), remains unclear since earlier studies mainly provided theoretical concepts that have not yet been empirically verified. Therefore, the purpose of this study was to unleash the potential of ChatGPT for English language teaching and professional development. This qualitative study employed a phenomenological approach. The participants in this study were eight preservice English as a foreign language (henceforth, EFL) teachers at an Indonesian public university who were completing teaching practicums. Combining online and offline meetings, this study used in-depth, semi-structured interviews. Inductive thematic analysis was employed to analyze the data, and the results show that the PSTs used ChatGPT for four main purposes (innovative teaching content creation and presentation, collaborative instructional strategies, development of effective assessments, and language proficiency improvement) to improve their teaching techniques during the teaching practicums. The results also suggest that ChatGPT could provide comprehensive and relevant information. Still, at some points, it also has some drawbacks regarding the quality and accuracy of the information. Although ChatGPT has several disadvantages, the participants had a positive view of ChatGPTs value to novice teachers professional growth. This study offers three implications for improving English language teaching and preservice teacher professional development.
Analyzing semantic shifts in English and German by exploring historical influences and societal dynamics Asri, Wahyu Kurniati; Rhamadanty, Winda Ayu Utami; Burhamzah, Muftihaturrahmah; Alamsyah, Alamsyah
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.37460

Abstract

This research examines the mechanisms of semantic change in English and German, focusing on comparing and contrasting these processes across the two languages and investigating the influence of major historical events and societal shifts. By utilizing digital text corpora, libraries, archives, and modern digital media, the study conducts qualitative analyses, including case studies and discourse analysis, to explore semantic evolution. Thematic analysis was employed to thoroughly examine and interpret the data, allowing for the identification of recurring patterns, themes, and significant insights. The results showed that both English and German undergo significant semantic shifts driven by a metaphorical extension (i.e., narrowing or broadening of meanings, pejoration and amelioration, frequency and pathway of change, cultural and historical influences) and historical events and societal shifts that influence semantic change (i.e., wars and conflicts, industrialization, technological advancement, globalization, and cultural exchange, societal movements, and ideological shifts). The role of metaphorical extension is seen in adapting language to technological advancements while highlighting linguistic evolution through narrowing and broadening meanings influenced by cultural, historical, and linguistic factors. Additionally, pejoration and amelioration reflect societal changes and attitudes. Historical events and societal shifts, such as wars, industrialization, technological advancements, globalization, and social movements, significantly impact semantic changes in both English and German. These external influences catalyze language use and meaning shifts, illustrating the interaction between language and human experience.
English literacy learning loss during the COVID-19 pandemic in Indonesia Gustine, Gin Gin; Setyarini, Sri; Rodliyah, Rojab Siti
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34888

Abstract

This study explores the impact of the COVID-19-induced school closures in Indonesia on the decline of secondary school students learning, particularly in their English literacy. While numerous studies have delved into the repercussions of school closures on literacy skills in European countries, Australia, and the USA, such investigations have been relatively limited in Asia, particularly within the Indonesian context. Employing a qualitative approach for impact assessment, this research gathered data from diverse sources, including online surveys, one-on-one interviews, and focus group discussions. The survey involved 140 English teachers from four Indonesian provinces, including Java, Sumatra, Riau Islands, and Bali provinces. Ten English teachers were selected to participate in the individual online interviews, followed by a focus group discussion with four teachers. Within an inductive approach and thematic analysis framework, data were analysed, and five primary literacy skills emerged from the analysis that show a decline during the period of school closures: having critical thinking while reading, drawing inferences from texts, summarising text content, having good attitudes toward writing, and composing longer paragraphs. These initial findings, although on a small scale, are anticipated to help educators, school administrators, and policymakers in the Indonesian education sector in devising more effective plans for addressing unforeseen challenges in the future, including the development of programs to help students recover from learning loss.
Dysphemism in eating expressions in Javanese: A study of cognitive semantics Hermandra, Hermandra; Citraresmana, Elvi; Sarudin, Anida; Hassan, Hasmidar
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.36643

Abstract

The word eating can produce positive meaning as it is closely tied to human needs. This term is also intricately linked to eating habits. In Javanese society, this term serves to satisfy basic human needs and plays a pivotal role in defining social etiquette. Eating expressions have a broader meaning when examined from a dysphemistic perspective within cognitive semantics. This study employed a descriptive qualitative methodology, with data collection covering interviews, active listening, observation, and note-taking. The data were then analyzed using image schemas and conceptual meaning. The study found that the eating expressions underwent dysphemism in Javanese such as lambene ngemrus wae ket mau! (your mouth keeps eating!), wes, ngrokoti koyo tikus! (you eat like a rat!), Gimin esuk-esuk wis nguntal (Gimin ate too early this morning), wah, yahene wis nyekek ping pindho (you have eaten twice by this time), nyo, badhogen kabeh, aku rasah dingengehi (eat all the food and dont bother to spare for me), panganan kok di gaglak (how come you gulping the food?), and menungso kok gragas?! (how on earth could you only eat?!). Moreover, the study identified conceptual metaphors, comprising six structural metaphors and two orientational metaphors. Structural metaphors arise from systematic relationships observed in daily experiences, whereas orientational metaphors impart spatial direction, including the recognition of top-down image schemes, part-whole image schemes, existence image schemes, and merging image schemes.
Comparative analysis of interactional metadiscursive resources in academic writing by L2 and L1 English writers Al-Mudhaffari, Musa; Hussin, Supyan; Abdullah, Imran Ho
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35456

Abstract

Interactional Metadicursive Resources (IMRs) are established as the most common rhetorical features that assist writers in achieving interaction with the discourse community. The purpose of this study was to compare the use of IMRs in research articles (RAs) authored by Yemeni L2 writers and L1 English writers, while also examining the extent to which both groups employ these resources to achieve persuasive purposes. Based on Hylands (2019) model, AntConc was used as an analytical tool in a corpus-based methodology to analyze the use of IMRs in their context of use, both quantitatively and qualitatively. Moreover, Swales models were adapted to identify rhetorical moves in the different sections of RAs. The findings indicate that L1 writers tended to use IMRs more frequently and effectively to pursue ethos and pathos. However, Yemeni L2 writers tended to use IMRs sparingly, lacking familiarity with their persuasive role. L1 writers tended to express epistemic and affective stances and used these resources throughout their research, while Yemeni L2 writers tended to focus more on propositional content, using limited IMRs in their writing. Furthermore, unlike L1 English writers, who tended to negotiate their claims in the RA introduction and engage their audience in the RA conclusion, Yemeni L2 writers almost exclusively strengthened their line of argument when initiating and concluding their research. The study concludes by discussing the pedagogical implications of the effective use of IMRs in L2 academic writing.
Pronunciation learning attitudes: The case of EFL undergraduate students in Indonesia Indrayadi, Toni; Mulyono, Herri; Ningsih, Sri Kusuma; Mukminin, Amirul
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.30781

Abstract

A pronunciation-learning attitude is essential to help students improve their pronunciation proficiency. It is problematic when students do not care about learning proper pronunciation in the process of teaching and learning. Several studies have investigated EFL students perceptions toward attitudes of pronunciation learning. However, little research focused on the role of gender on students attitudes in this context. Therefore, the present study aimed to investigate students attitudes toward English pronunciation learning related to gender. An explanatory sequential mixed-method approach, integrating questionnaires of Gardner 1985s Attitude Motivation of Test Battery (AMTB) and Elliot 1995s Pronunciation Attitude Inventory (PAI) and interviews, was employed in this study. Descriptive and inferential statistical analyses were used to analyse quantitative data gathered from 151 students. For qualitative data, the semi-structured interview transcripts of eighteen participants were analysed using thematic analysis. The questionnaires reveal that the students had positive pronunciation learning attitudes, and no significant differences were found between females and males. Moreover, based on the results of the interviews, the students believed that proper pronunciation learning is important to make the message understood. Reflecting on the study results, it is hoped that English lecturers select more practical pronunciation teaching media that can make students more involved in the teaching and learning process and contribute to English pedagogy about the importance of improving learners positive attitude in pronunciation learning.

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