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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
Examining students linguistic and non-linguistic speaking issues and coping mechanisms in English presentations Khasinah, Siti; Akmal, Saiful; Izza, Khairul; Amiruddin, Amiruddin; Farhan, Muhammad
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.v11i3.30709

Abstract

This study investigated types of speaking problems faced by students in English presentations and their strategies to overcome such problems. This was a mixed-method study, in which data were collected using a set of questionnaire and interviews. A purposive sampling technique was used to select students in the academic year of 2017 at the Department of English Language Education, Universitas Islam Negeri Ar-Raniry Banda Aceh. In addition, this study employed descriptive statistics to analyze the questionnaire data, and Miles data analysis approach to analyze interview data. The results reveal that the students encountered both linguistic and non-linguistic problems in their English presentations. Linguistic problems include incorrect grammar, lack of vocabulary, and inaccurate pronunciation. Meanwhile, non-linguistic problems include fear of making mistakes, nervousness, shyness, lack of confidence and motivation, and hesitation in using the mother tongue. To overcome these problems, students used several strategies, such as being physically and mentally well-prepared, memorizing the materials, and rehearsing the presentation materials. Furthermore, they also used other strategies, such as preparing notes and making minimal eye contact in their presentations. The result of this study is expected to offer a practical yet realistic reflection and anticipative coping strategies for English lecturers to address students problems in EFL speaking classrooms.
Challenges in implementing English-only instruction: Insights from EFL student teachers in Taiwan Chang, Jackie
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.v11i3.37793

Abstract

English-only instruction is promoted intensely by the Taiwanese government as an effective method to enhance students English language skills in primary schools. Determining how to effectively employ English-only instruction is a major concern for many English educators and authorities in Taiwan. This study explored the challenges encountered by English as a Foreign Language (EFL) student teachers in their English language proficiency while providing English-only instruction in an English language teaching practicum at a Taiwanese elementary school. A qualitative research design was employed in this study. The participants of this study consisted of 11 EFL student teachers. Lesson plans, class observations, and reflective journal entries were the sources of the research data in this study. A thematic analysis was employed to analyze the data of this study. The results indicate that EFL student teachers English language proficiency gave them challenges while employing English-only instruction due to inappropriate and inadequate English usage, poor presentation, and infallible native speaker models. Moreover, there is no clear link between EFL student teachers English proficiency and their teaching effectiveness. The results also imply that the challenges encountered by EFL student teachers regarding their English language proficiency in employing English-only instruction are related to micro (classroom) and macro (Taiwanese society) relations. The results further provide insights for those involved in designing English-only instruction training programs to be more critically concerned about designing effective pre-service or in-service training programs for EFL teachers.
Syntactic and semantic variations in negative interrogatives: Contracted vs. uncontracted forms Khalsiah, Khalsiah; Yasin, Burhanuddin; Yusuf, Muhammad; Fatmawati, Fatmawati
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.v11i3.39866

Abstract

This study investigates the forms and uses of negative interrogatives with auxiliary verb contractions in English, focusing on syntactic and semantic differences. Data was drawn from conversations in an English class at a university in Lhokseumawe, Indonesia, between a lecturer and students and students and students. The aim was to examine three types of negative interrogatives: Yes-No questions, negative rhetorical questions, and both marked (nt) and unmarked (not) forms. The research employs a descriptive method with a synchronic time frame, utilizing distributional analysis, including immediate constituent analysis and mark reading techniques, to categorize and analyze the data. The findings reveal that negative interrogatives involving auxiliary verbs exhibit positive and negative presuppositions, with adjectival negative interrogatives showing variations between contracted and uncontracted forms. Adverbial negative interrogatives were found across all three types, indicating their versatility in forming questions. The study highlights that the choice between not and nt affects the tone and emphasis of negative interrogatives, influencing the interpretation of responses. Contracted forms often carry a rhetorical or presumptive tone, while uncontracted forms are more formal and explicit. These variations show the importance of auxiliary verbs and negative markers in shaping the structure and meaning of negative interrogatives. This research contributes to the understanding of how negative interrogatives function in English, revealing the nuanced ways in which they impact communication and interpretation.

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