cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Yunisrina Qismullah Yusuf
Contact Email
yunisrina.q.yusuf@usk.ac.id
Phone
+6282272620820
Journal Mail Official
sielejournal@usk.ac.id
Editorial Address
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
Location
Kab. aceh besar,
Aceh
INDONESIA
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
 1   2   3   4 
Search results for , issue "Vol 11, No 2 (2024)" : 33 Documents clear
I know this is good, but I am confused: English teachers self-efficacy in implementing the Independent Curriculum Rohmah, Zuliati; Hamamah, Hamamah; Junining, Esti
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.v11i2.34804

Abstract

Several studies have been conducted to determine the implementation of the Independent Curriculum. However, the existing studies have not identified English teachers self-efficacy in implementing the curriculum. Therefore, the present research aims to investigate the English teachers self-efficacy in applying the Independent Curriculum in secondary schools in Indonesia. This study was a mixed method study using a questionnaire and focus group discussions with teachers in teacher support groups. The data was collected from 171 secondary school English teachers. The results show that most English teachers understand the freedom offered by the government to schools and teachers in the new curriculum. However, they have low self-efficacy in implementing the curriculum in the teaching-learning process. They do not have adequate knowledge of how to translate the learning objectives specified by the government into their own syllabi. They do not have sufficient understanding or ability to conduct a needs analysis and syllabus design as a prerequisite for implementing the curriculum. Our research suggests that the teachers need further support from the government and teacher trainers through in-person hands-on training and workshops on needs analysis, syllabus design, and materials selection and development to effectively implement the Independent Curriculum.
Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand Anggoro, Kiki Juli; Nurmala, Nurmala
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.v11i2.34928

Abstract

Technological advances have introduced English instructors to various ways of delivering successful online classes. Using an Interactive Response System (IRS) as a supporting tool is one of them. This qualitative study investigates the perceptions of foreign English language teachers in Thai universities regarding the use of IRS in online classes. The study involved 10 non-native English university teachers, 7 females and 3 males, aged 27 to 35, with 3 to 6 years of teaching experience in Thailand. They are affiliated with three different Thai universities. Data were gathered through multiple online interviews and observations via Zoom or Google Meet, tailored to each participants convenience. The data analysis was conducted using a robust content analysis approach. The findings of this study showed that educators integrated IRS tools to boost engagement, benefiting both students and instructors. Additionally, peer influence encouraged IRS adoption and enhanced teaching methods. IRS tools served various roles, ranging from assessment to promoting motivation and enhancing comprehension. The advantages of IRS tools included increased interactivity, competition, and engagement. They aided in monitoring student attentiveness and comprehension while fostering independent learning. Challenges such as unequal internet access, device limitations, technology literacy, fees, workload, and language barriers existed, along with concerns about potential cheating during IRS activities.
Exploring pre-service English teachers digital competence in creating interactive instructional materials Limbong, Effendi; Wadham, Ben
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.v11i2.35103

Abstract

The Digital Competence of Educators (DigCompEdu) is critical in 21st-century education, which helps educators teach digital literacy to students. However, published empirical evidence regarding pre-service English teachers competence in creating interactive instructional materials with specific software applications remains scarce. This paper is grounded on the implementation of digital instructional courses at an Indonesian state university, aiming at developing pre-service EFL teachers digital competencies in designing interactive instructional materials using PowerPoint, Audacity, CapCut, Inknoe ClassPoint, Filmora, the Internet, and Canva (hereafter PACIFIC). The paper describes the pre-service English teachers self-reported abilities and challenges they encountered in designing the PACIFIC-based interactive teaching materials after completing these courses. Guided by the DigCompEdu framework, the primary data from six focus group interviews with a total number of 30 participants were analyzed by using thematic analysis. The study indicates that pre-service EFL teachers reported an adequate level of competencies in designing digital interactive instructional materials in four aspects of the DigCompEdu framework. They also reported several challenges encountered while creating the teaching materials, which mostly related to resources, such as internet connectivity and subscription access to the PACIFIC software. These findings highlight the critical need for better resource allocation and support to improve pre-service EFL teachers digital literacy and performance in designing digital teaching materials.

Page 4 of 4 | Total Record : 33

 1   2   3   4 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol 12, No 3 (2025) Vol 12, No 2 (2025) Vol 12, No 1 (2025) Vol 11, No 3 (2024) Vol 11, No 2 (2024) Vol 11, No 1 (2024) Vol 10, No 3 (2023) Vol 10, No 2 (2023) Vol 10, No 1 (2023) Vol 9, No 3 (2022) Vol 9, No 2 (2022) Vol 9, No 1 (2022) Vol 8, No 3 (2021) Vol 8, No 2 (2021) Vol 8, No 1 (2021) Vol 7, No 2 (2020) Vol 7, No 1 (2020) Vol 6, No 2 (2019) Vol 6, No 1 (2019) Vol 5, No 2 (2018) Vol 5, No 1 (2018) Vol 4, No 2 (2017) Vol 4, No 1 (2017) Vol 3, No 2 (2016) Vol 3, No 1 (2016) Vol 2, No 2 (2015) Vol 2, No 1 (2015) Vol 1, No 2 (2014) Vol 1, No 1 (2014) More Issue