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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
Developing pre-service teachers intercultural communication competence: Learning through extracurricular informal digital learning of English Drajati, Nur Arifah; Tan, Lynde; Wijaya, Surya Agung; Tyarakanita, Agustina
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.v11i2.34775

Abstract

Intercultural communication and language proficiency have become increasingly essential in preparing Indonesian EFL pre-service teachers (PSTs) for cultural diversity. Indonesian EFL PSTs only communicated English to people with the same majors or educational background. This study explores the implication of developing PSTs intercultural communication competence (ICC) at one of the universities in Indonesia that designed and implemented informal digital learning of English (IDLE) as an extracurricular program. Thirty-seven university PSTs from various multicultural backgrounds with insufficient overseas experiences (such as exchange programs or internship programs) participated in this study. We conducted the study for one semester during the pandemic, where the PSTs mainly communicated in online environments. Combining the analysis from observations, artifacts, diaries, and interviews, this study reports that engaging in extracurricular IDLE potentially unlocked PSTs to 1) become aware of the value of their own cultural background and biases in developing their perception of other cultures and 2) evaluate their English language choices that potentially affected on how they addressed some topics and interpretation with overseas friends (OFs). Furthermore, this study provides insight into the benefits of implementing ICC for PSTs, especially in language development, and how they perceived this as a motivation for designing their future classroom practices.
Using drawing to learn about figurative language among tertiary EFL English literature students Ling, Clara Boon Ing; Ladin, Che Aleha; Lim, Jia Wei
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.v11i2.36285

Abstract

Visual art has gained popularity in education and highlighted remarkable results in terms of improving the learning experience. This has triggered a response to investigate how visual art, particularly drawing, can be applied in an educational setting. Nevertheless, there is still a missing link on how drawing functions as a tool for tertiary English as a Foreign Language (EFL) English Literature students to learn about, specifically, figurative language. This paper employs an action research method to investigate how drawing using soft pastels is used to scaffold learning about figurative language at the same time, study its benefits. Using selected literary texts involving mainly eleven tertiary EFL English Literature students, this action research qualitative study incorporates Richard Mayers Cognitive Theory of Multimedia Learning in three repeated cycles. This investigation may be construed as a means to transition from conventional pedagogical methodologies into contemporary paradigms, functioning as a facilitative instrument for the amalgamation of knowledge about learning literature while enhancing confidence, higher-order cognitive skills, and expressive capabilities. It allows educators to adapt their approaches, stimulating increased reflection and participation. The findings delineate two primary strategies employed in elucidating the efficacy of incorporating drawing as a pedagogical tool for English Literature students, i.e., mining to trigger thoughts and engaging with senses to assist EFL students in learning about figurative language. It can be asserted that integrating drawing empowers individuals to formulate idiosyncratic responses by exploring concepts, articulating emotions, validating responses, and discerning the profound dimensions of literary texts.
Do we need mother tongue language maintenance in Aceh? Voices from the school setting Mulyani, Mulyani; Trisnawati, Ika Kana; Syarfuni, Syarfuni; Syahputra, Mulyadi; Sariakin, Sariakin; Rosdiana, Rosdiana
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.v11i2.34781

Abstract

There is a possibility that the Acehnese language and other locally used languages in Aceh Province could become threatened if the locals do not make efforts to maintain them. This study aims to explore teachers perspectives on maintaining the Acehnese mother tongue in schools. Employing a mixed-methods research design, data was collected through surveys and semi-structured interviews. The survey was distributed via Google Forms to 217 schoolteachers selected through voluntary sampling in Aceh, while interviews were conducted with seven teachers who willingly participated in the study. The results indicate that most teachers agree on maintaining the use of local languages in schools. However, language maintenance may face challenges e.g., globalization, family role, and youth attitude. Hence, teachers recommend that schools should actively promote the use of local languages by designating a special day for celebrating their use and incorporating the languages into local content lessons. This study intends to provide insightful recommendations for policy development regarding the maintenance of local languages in the school setting, particularly in Aceh. It also suggests educational implications, such as integrating these languages into formal schooling and developing educational resources to enhance their use in schools. Furthermore, future research could focus on documenting and preserving local languages, as well as implementing language immersion programs aimed at preserving local languages in Aceh.
Language and business: Patterns in the annual report translations of public companies in Indonesia Octoveria, Emma Natasha; Munandar, Aris
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.v11i2.34786

Abstract

The economic benefits of English proficiency and the pervasive use of English in business communications have increased the demand to translate business texts. As a part of the business text genre, an annual report is translated into English as a form of information disclosure for foreign investors of a public company in Indonesia. This study aims to explore translation patterns in annual reports from Indonesian to English using Catfords classification of translation shifts and Bechers classification of explicitations and implicitations. This research employed a mixed-method approach with both qualitative and quantitative analyses. The data sources were six annual reports of Indonesian public companies in three sectors (financial, non-cyclical consumer, and energy) obtained from each companys official website. By applying qualitative and quantitative approaches, the analyses reveal patterns of annual report translation. The findings of this study indicate that there were significant differences between annual reports in various sectors, as evidenced by the chi-square test result (X2(4, N = 138) = 20.21, p .001) and by variations in how translation shifts are used. Patterns in translating annual reports from Indonesian to English were identified, namely the use of explicitations and implicitations in interactional, cohesive, and denotational manners through translation shifts. The results of this study suggest that annual report translation was made possible through shifts involving changes in syntactic structure and the choice of information to be added, omitted, or substituted.
Ecological wisdom in the legend of Otak Aiq Tojang: An ecocritical analysis Hilmi, Hubbi Saufan; Andayani, Andayani; Wardani, Nugraheni Eko
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.v11i2.35428

Abstract

This study examines the Legend of Otak Aiq Tojang to explore ecological wisdom and spirituality within the Sasak people. Otak Aiq Tojang is a spring sacred to the Sasak people in Lendang Nangka village. This study used a literary ecocriticism approach with data collection techniques in the form of observation and interviews. Interviews were conducted with five informants representing predetermined social layers in the community using purposive sampling. The analysis reveals that the legend has profound significance in Sasaks life, symbolizing a harmonious balance between humans and nature. The connection between ecological policy and sustainability is underscored by the legend of Dewi Anjani, a purported mythological being, and Betere Indra Guru Saktis arrival and subsequent discovery of the spring. These tales have an impact on religious observances, including Begawe Beleq and Maulid Adat, which commemorate Prophet Muhammads birth. These legends serve not only as historical narratives but also as sources of spiritual and ecological insights. The water deemed auspicious by Otak Aiq Tojang symbolizes sustainability, reflecting the communitys holistic perspective on the environment. Prohibitions of indiscriminate entry and specific food offerings during rituals signify a dedicated preservation effort, illustrating the interconnectedness of cultural norms and ecosystem maintenance. This study enhances our understanding of Sasaks ecological wisdom, particularly within the context of the Otak Aiq Tojang legend. The implications extend to a deeper comprehension of the interplay between myths, religious rituals, and nature conservation in local cultural settings, thus providing a basis for future research in this domain.
The force of questioning and pragmatic strategies in courtroom interrogation: A conversation analysis Anisah, Anisah; Sari, Diana Fauzia
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.v11i2.35587

Abstract

This is a conversation analysis study on courtroom communication. This study aims to investigate how the forces of question (information seeking and confirmation seeking) were achieved and the pragmatic strategies, particularly repetition, and reformulation, used by the prosecutor during a cross-examination of the defendant in an Indonesian murder case; a courtroom trial of a cyanide poisoning case considered weak due to a lack of sufficient evidence against the defendant. The data was obtained from the Kompas TV YouTube Channel and was transcribed using Jeffersons (2004) technique of transcription. This study employed a descriptive qualitative method to discover the force of questions and pragmatic strategies. The data was analyzed by adapting Gibbons (2003) and Archer's (2005) classification of question form and question force. The results demonstrate both information-seeking and confirmation-seeking questions were used by the prosecutor. Gibbons (2003) repetition and reformulation strategies were used to further investigate the pragmatic strategies. The finding shows pragmatic strategies, particularly repetition, and reformulation, were also evidenced in the lines of questioning. The patterns of the findings indicate that the prosecutor attempted to portray the defendants unreliability and untrustworthiness in court. These findings also implicate that the existence of the strict rules of courtroom communication and power imbalance in court allows the prosecutor to influence the defendants response.
Unlocking potential: Integrating pronunciation into business instruction to inspire students and strengthen content teachers Kanoksilpatham, Budsaba; Pariwatnanont, Chongrug
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.v11i2.34767

Abstract

Integrating content and language instruction has gained popularity worldwide because it allows students to improve their content knowledge while concurrently honing their language skills. Although this approach seems beneficial in principle, it can be quite demanding, particularly on the content teachers part in practice. This study aims to examine the effect of language instruction integrated into a content class at a university in Thailand. Based on a content teachers voluntary participation, a class of business students (N = 52) were exposed to 5-8 minutes of English word stress instruction in eight business lessons spanning over the entire course. A similar 40 business words for the pretest and post-test were administered at the beginning and toward the end of the course. Subsequently, a focus group discussion of six students was conducted to elicit the students attitudes toward such integrated instruction. The analysis of both quantitative and qualitative data shows that integrating pronunciation instruction with content instruction can be beneficial. Cognitively, the students word stress placement skills have substantially improved, as determined by a high value of the t-test. Psychologically, the students had positive attitudes, greater motivation to learn English, higher engagement in the lessons, and more confidence in speaking English. Overall, the study demonstrates that pronunciation instruction minimally integrated with content instruction could lead to immense pronunciation success. The study has important implications for English language educators who seek to effectively integrate pronunciation instruction into their content instruction programs, benefiting both students and content teachers.
Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights Pelenkahu, Noldy; Ali, Muhammad Ilham; Tatipang, Devilito Prasetyo; Wuntu, Ceisy Nita; Rorintulus, Olga Anneke
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.v11i2.35832

Abstract

This study utilized Kemmis et al.s (2014) action research paradigm. It implemented a two-cycle action study within a single semester, encompassing four stages of learning tasks: comprehension of the problem, monitoring of students learning activities, problem-solving, assessment, and concluding. Every cycle offered learning activities that focused on metacognitive and critical thinking to refine students ability to write persuasive arguments. During the previous cycle, the students showed strong skills in stating their goals and identifying their planned actions. They used different approaches to pinpoint a key topic for their writing and monitor their progress by effectively managing their available time. The investigation found that integrating metacognitive and crucial thinking processes into instructional methods improved students argumentative writing skills, starting with critical skill requirements. Integrating metacognition into writing training is vital for enhancing writing skills at the college level. This study made a special effort to guarantee that each stage was attentively examined and received constructive recommendations for enhancement before going to further steps. However, it is important to acknowledge limitations. The study did not assess the long-term retention of enhanced writing skills, and the sample size may limit generalization. Additionally, while metacognition and critical thinking were beneficial, other factors influencing writing skills were not extensively explored. Future research could address these aspects for a more comprehensive understanding of sustained skill development.
Flipbook and e-learning for teaching English to elementary school teacher education students Usman, Herlina; Lestari, Ika; Siregar, Yulia Elfrida Yanty; Rafiqa, Syarifa Rafiqa; Sentryo, Izlan
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.v11i2.35476

Abstract

The purpose of this study is to investigate the lecturers and students perception of flipbooks and e-learning in enhancing English learning for teacher education students, the influence of technology integration on student-centered pedagogy for teacher education students, and the use of flipbooks and e-learning to improve English skills for teacher education students. Thirty students and nine lecturers from elementary school teacher education programs at three Indonesian universities participated in this study, which used the qualitative descriptive technique. They attend Universitas Halu Oleo Kendari in Southeast Sulawesi, Universitas Borneo Tarakan in North Kalimantan, and Universitas Negeri Jakarta in Jakarta. Data collection was conducted through documents, observations, interviews, and questionnaires. This study found that both lecturers and students positively perceive flipbooks and e-learning as tools for enhancing English learning in elementary school teacher education. Flipbooks effectively present complex concepts, while e-learning provides accessible, diverse resources that develop digital skills. Technology integration significantly benefits student-centered pedagogy but also poses challenges such as technical issues and increased workloads. The study highlighted the need for interventions to improve students listening and speaking skills, suggesting that combining effective teaching methods and digital media can enhance English language proficiency and the overall learning experience. It is suggested that more efforts should be directed toward promoting technology pedagogy content knowledge that fosters students higher-order thinking skills in English teaching materials for elementary school teacher education programs in higher education in Indonesia.
Variants and social interaction: A study of the Acehnese Daya Dialect Alamsyah, Teuku; Razali, Razali; Munawar, Teuku; Ramli, Ramli
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.v11i2.31018

Abstract

Every language has its varieties or dialects, including the Acehnese language, which includes the Daya dialect. This paper examines how the variants of the Acehnese Daya dialect are used in social interactions. The study employed a qualitative method, with primary data obtained from speakers of the Acehnese Daya dialect in each variant. Secondary data sources included literature on the Acehnese language and its variants, contributing to the interpretation of the primary data. Data collection involved observation and interviews, with data analysis conducted using the interactive model analysis, which includes four stages: data reduction, data categorization, data presentation, and conclusion. The study reveals that the Acehnese Daya dialect, as a variety of Acehnese, can be distinguished as the Meulon and the Meuke languages. The Meulon dialect does not have variants, while the Meuke dialect has two variants characterized by phonetic differences: bune, mane, jine, lake, and bunai, manai, jinai, and lakai, which mean earlier, taking a bath, now, and husband, respectively. Each variant also exhibits some phonetic, lexical, and semantic similarities. Unique lexical resources in the Acehnese Daya dialect are another distinguishing feature compared to general Acehnese. Code-switching and code-mixing between variants are also found in the speech of Acehnese Daya dialect speakers. The distinctiveness of the Acehnese Daya dialect, particularly its variants, emphasizes the importance of preserving linguistic diversity within communities.

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