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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 3 (2024)" : 33 Documents clear
Tracking teachers experience of adopting my English step to infuse differentiated instruction Mayuni, Ilza; Chen, Yinghui; Ratminingsih, Ni Made; Palupi, Tara Mustikaning; Halim, Nurhasanah
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.35500

Abstract

As a post-developmental study, this qualitative research is intended to evaluate teachers continued experience in adopting My English Step (MES) digital learning material and promoting inclusion in Differentiated Instruction (DI) at junior high school (JHS). Nine junior high school teachers with MES experience were selected through focus group interviews. Research data were achieved by transforming recorded interviews into verbatim transcription. Three corresponding flows of activity were conducted during data analysis: data condensation, data display, and conclusion drawing and verification. The consistency of findings was triangulated by comparing findings from interviews to those in documents on teachers adoption of MES in class and the literature review. The first finding shows that experiences have influenced MES-usability and teachers intent to adopt MES. Previously perceived as an English learning platform, MES is now posited as an adaptive digital learning object. This digital educational resource can be modified and adhered to its contextual connection. Next, improvements in content and functionality are requisite for MES to be adhered to in English learning in the enactment of Kurikulum Merdeka (KurMer). The last finding affirmed that teacher modification questioning strategies can promote inclusion when adopting and adhering to MES to KurMer. Future research should explore the extent to which students potential to learn English is improved by adopting MES.
Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners Min, Changyong; Sukying, Apisak
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.36562

Abstract

Academic vocabulary plays a critical role in L2 argumentative writing. Recent studies have specifically examined the importance of academic vocabulary and academic word lists for EAP and ESP learning and research. However, it is unclear how English as a Foreign Language (EFL) learners perceive academic vocabulary and the challenges they face using this vocabulary in university argumentative essays. The present study adopted a case study approach to investigate Chinese university EFL learners perceptions of, and problems with, academic vocabulary in an argumentative writing task. Five fourth-year advanced EFL learners were assigned to write an IELTS essay before participating in a one-on-one interview. The results indicated that while participants had a heightened awareness of the importance of academic vocabulary, they lacked a comprehensive understanding of this construct. More specifically, they knew little about the academic register, and their academic vocabulary size was small. Consequently, various problems arose in relation to the use of academic words in their argumentative writing, including word choice and the over-reliance on Chinese word meaning and word spelling knowledge. The EFL learners also reported that the biggest challenge to their academic writing was the lack of academic collocation knowledge. These findings have pedagogical implications for understanding the academic lexical problems facing Chinese EFL learners in their academic writing.
Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context Amalia, Suci Nugrah; Widiati, Utami; Rachmajanti, Sri; Anugerahwati, Mirjam; Waluyo, Budi
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.34942

Abstract

The willingness to communicate (WTC) of English-as-a-foreign-language (EFL) students requires a complicated process, including motivational, contextual, metacognitive, and communicative factors. Neglecting the intricate interplay of these factors may impede the attainment of desired levels of student WTC, thus underscoring the need for comprehensive investigation. The purpose of this exploratory factor analysis (EFA) is to investigate the complex interplay of motivational, contextual, metacognitive, and communicative factors as predictors of situated WTC in the Indonesian EFL context, which includes variables such as motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and L2 self-perceived communicative competence (SPCC). We used Partial Least Squares-Structural Equation Modeling (PLS-SEM) model analysis in a quantitative study design. An online questionnaire with 50 items adapted from prior studies was distributed to 310 EFL students from multiple universities in Indonesia who had taken English classes. The data revealed that motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and SPCC are major determinants of students WTC. These findings suggest that EFL educators can create language learning programs that encourage active involvement in communication tasks and enhance students WTC by recognizing and utilizing the factors that support it. This could lead to more effective and engaging language learning experiences, resulting in increased WTC in the target language. Further discussion focuses on educational consequences and future research recommendations.
Initiating language engagement with multimodal learning tasks Garca-Pinar, Arnzazu
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.35450

Abstract

Engaging students in meaningful learning is currently a significant challenge for many teachers and those who observe daily how students attention spans are affected by a variety of distractions in the classroom. In fact, engagement has become one of the most fashionable research topics in educational psychology. The present study explores the engagement among five engineering undergraduates for one semester while working on L2 tasks, which entailed the multimodal analysis of 8 technology-related TED Talks and was purposefully designed to initiate them into multimodal literacy and foster their language learning. A narrative qualitative analysis of an open-ended questionnaire that the students completed at the end of the semester shows that the students were working on the task and engaged in the process. All five students acknowledged that they found L2 task completion meaningful because it could lead to positive academic outcomes and help them see the relevance of L2 in the real world. The multimodal L2 task presented in this study may offer a pedagogical scenario that can be replicated by other L2 lecturers across different contexts and communities to develop students multimodal competence while initiating their language engagement.
Princess power: Deconstructing the influence of popular culture on local traditions in a novel Nasir, Muhammad; Haryanti, Rahayu Puji; Sumbayak, Desri Maria
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.35411

Abstract

The study employed a descriptive methodology with a cultural perspective, with a key focus on dissecting the novel Princess: A True Story of Life Behind the Veil in Saudi Arabia by Jean Sasson published in 1993 to explore the impact of popular culture on the identity of Saudi women, focusing on the princesses within the royal palace. The cultural environment of Saudi Arabia presents a complex scenario for women as they reconcile traditional Islamic values with pervasive Westernized influences. This inquiry scrutinized how popular culture, introduced through migration and media exposure, molded Saudi womens attitudes and actions, particularly those of the royal lineage. This novel is the source of data for the research. The analysis focused on themes, representations, and cultural significance. It examined language, imagery, and narratives to uncover meanings and relate them to broader societal issues, ultimately revealing how popular culture reflects or challenges prevailing ideologies. The findings revealed Sultanas struggle to balance her Saudi princess identity with Western influences, revealing the complexities of cultural exchange, marriage practices, and societal expectations in both Western and Islamic contexts. Sassons narrative highlights how global influences, particularly Western culture, shape perceptions and interactions, enriching yet complicating societal norms. Vivid depictions of gender roles, sensory experiences, and emotional responses underline the ongoing struggles women face in patriarchal societies. These stories provide an understanding of the intersections of culture, gender, and identity, reflecting personal journeys while echoing broader themes of empowerment, resistance, and evolving cultural identities in a globalized world.
Why do the Acehnese migrate? A study of the Hikayat Ranto from the socio-cultural perspective of Acehnese society Mukhlis, Mukhlis; Rusli, Herman; Arianto, Budi
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.34805

Abstract

This qualitative research focuses on linguistic texts as the subject of investigation, the Hikayat Ranto, written by Leube Isa and translated by Ramli Harun. The Acehnese people are renowned for their successful migration. In almost every region, within and outside Indonesia, one can find traces of Acehnese migrants. This article examines Acehnese societys social and cultural aspects as successful migrants who have explored various regions. Two fundamental questions addressed are (1) Why do Acehnese people choose to migrate? (2) What are the social characteristics of Acehnese people who migrate versus those who stay in their hometowns? These questions shed light on the culture of Acehnese society from a social and religious perspective. The data source for this study is the Hikayat Ranto. This earliest literary work narrates the tradition of migration in Acehnese society. Text analysis is conducted using coding methods with a hermeneutical approach. The study reveals that this hikayat (1) is one of the earliest literary texts that portray the social-religious aspects of Acehnese society concerning the facets of migration, which has become a tradition, (2) shows that migration tradition in Acehnese society occurs due to reasons related to family, education, and religion, and (3) demonstrates the social-religious characteristics of Acehnese society concerning the tradition of migration depict human-to-human and human-to-God relationships. These findings highlight how migration in Acehnese society is deeply rooted in both social bonds and unworldly devotion, reflecting their communal and cultural characteristics as both social beings and religious individuals.
Cross-cultural communication challenges among pedicab drivers and vendors with foreign tourists in Aceh, Indonesia Fajrina, Dian; Wardana, Andri; Achmad, Diana; Adnin, Laily Nurul
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.37180

Abstract

In the context of globalization, English plays a pivotal role, particularly in the tourism industry, where daily interactions with foreign visitors are common. This study investigates the motivations, challenges, and efforts of pedicab drivers and vendors when communicating with foreign tourists at the Tsunami Museum and Ulee Lheue Port in Banda Aceh, Indonesia. Utilizing a qualitative descriptive approach, data were gathered through interviews with eight respondents: four pedicab drivers and four vendors. This studys findings reveal that pedicab drivers and vendors have a complex use of English, reflecting their motivations, challenges, and efforts to improve their language skills. The respondents expressed a strong desire to engage with foreign tourists, promote their products, and conduct tours, often motivated by positive interactions. However, they faced significant challenges, such as word recall, understanding foreign accents, and unfamiliar vocabulary, often relying on basic English or Indonesian for communication. To address these issues, they are making efforts to enhance their English proficiency through interactions with tourists and peers, demonstrating a commitment to improving communication and better serving their customers. The study emphasizes the need for improved language support in the tourism sector and offers valuable insights for educators. It accentuates the importance of increasing students awareness of Englishs practical relevance, especially for those pursuing careers in tourism and other globalized fields.
A study on enhancing EFL students vocabulary proficiency via TikTok Usman, Muhammad; Yoestara, Marisa; Rizal, Muhammad; Nurjannah, Cut; Mohamed, Noorul Azra
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.38472

Abstract

TikTok can be used for many purposes, including for mastering English vocabulary. This study aims to determine the improvement of EFL students English vocabulary ability after being taught vocabulary using TikTok videos. This study used a quasi-experimental design with a total of 178 Grade VII EFL students from a state junior high school in northern Sumatra. In this study, the sample consisted of two groups, totaling 61 students, which were then divided into two groups: the experimental group and control group. In collecting the data, the researchers conducted vocabulary tests in both the pre- and post-tests. The results revealed that the students average pre-test score in the experimental group was 66.44, while the average of the students pre-test scores in the control group was 65.77, indicating similar initial achievements. However, the mean post-test score of the experimental group after being taught vocabulary using TikTok videos remarkably increased to 91.39, while the mean post-test score of the control group was 79.99. Furthermore, the SPSS result also showed that the t-score of the post-test in the experimental and control groups was 5.83, at the 5% level of significance (= 0.05), which was out of the limits of 1.96 and 1.96. Therefore, the acceptance of the alternative hypothesis suggests that teaching vocabulary through the TikTok application has a significant positive impact on vocabulary proficiency. Therefore, EFL teachers are encouraged to selectively incorporate TikTok videos into their vocabulary teaching approaches.
Effects of Collaborative Assessment on Undergraduate Students Writing Performance Taufiqulloh, Taufiqulloh; Fadhly, Fahrus Zaman; Rosdiana, Ihda
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.37704

Abstract

This study investigates the impact of collaborative assessment on undergraduate students writing performance in English as a Foreign Language (EFL) courses in Indonesia. Collaborative assessment, which encompasses self-assessment, peer assessment, and teacher assessment, enhances writing proficiency and critical thinking skills. This study exclusively incorporates the field dependence-independence (FDI) cognitive styles to explore how these learning styles interact with collaborative assessment strategies. The research used a quantitative method to involve 120 students from Universitas Pancasakti Tegal, divided into field-independent and field-dependent groups. Over 14 weeks, students participated in collaborative assessment activities within their writing courses. Pre- and post-tests, along with survey questionnaires, measured improvements in writing performance and student attitudes. Results indicated significant improvements in writing skills for both cognitive style groups, with field-independent students showing slightly higher gains. The study concludes that collaborative assessment effectively enhances writing performance and fosters positive learning attitudes, regardless of cognitive style, and recommends integrating this approach into EFL writing instruction. The findings imply that collaborative assessment is a valuable tool for accommodating diverse learning styles in EFL education.
Lecturers perspectives on enhancing student proficiency through academic integrity in logic and writing strategies Altakhaineh, Abdel Rahman Mitib; Jarrah, Marwan; Younes, Afakh
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.38018

Abstract

Developing critical thinking and effective communication skills through argumentative essays is crucial to the success of university students. This study aims to identify the most engaging strategies used in teaching writing argumentative essays for university students. In spite of this, identifying the most engaging strategies to teach this skill remains a challenge. To this end, three focus group discussions were conducted with 30 English-language lecturers and professors in Amman, Jordan. Additionally, an online survey was distributed among 30 English-language lecturers and professors in Amman, Jordan, and 50 students to rank the identified strategies. Semi-structured interviews were also conducted with English language professors and students. The rankings mean scores and frequency counts were calculated for each strategy. The findings of this study indicate similarities and differences between the two groups preferences for prewriting and post-writing strategies. Both groups agreed on the importance of prewriting and post-writing strategies in writing instruction. Nevertheless, lecturers favored brainstorming and outlining as a prewriting strategy and teacher feedback as a post-writing strategy. At the same time, students preferred the read-write model as a prewriting strategy and peer review as a post-writing strategy. These findings have significant implications for both educators and students. Using the read-write model and peer review as part of the curriculum can enhance engagement and learning outcomes by incorporating students preferences into teaching methods. Exposure to various strategies helps students identify the most effective approaches for themselves, fostering adaptability and proficiency in writing argumentative essays.

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