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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 12, No 3 (2025)" : 33 Documents clear
Developing English for Maritime coursebook through project-based concern: Aligning with seafarers certification requirements Nusi, Ahmad; Zaim, Muhammad; Ardi, Havid
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.39794

Abstract

This study investigates the implementation of Project-Based Concern (PBC) to develop an English for Maritime coursebook (EMC) model for maritime aligned with Seafarers STSDD certification requirements. Following Gall et al (2007)s model design, the research aims to create an interactive teaching material model suitable for a foundational English course tailored for seafarers. Twenty-five Seafarers and two experts were identified through questionnaires, interviews, and documentation, revealing ten thematic areas structured with twenty-seven subtopics. These thematic areas encompassed essential topics such as maritime communication, safety procedures, navigation, marine engineering, cargo operations, environmental awareness, cultural competence, legal aspects, health, and emergencies. Topics within these areas include theoretical knowledge, in-class exercises, and practical field assignments designed to enhance both individual and group learning experiences. These components were meticulously aligned with standards designed to enhance English language skills for maritime purposes among seafarers preparing for STSDD certification. The result of the EMC model, through PBC, tailored the guidelines to the unique contexts of maritime training. Effectiveness was assessed using the N-Gain Score, yielding a score of 0.86 (86.36%), indicating a significant improvement in language skills. The findings suggest that this PBC not only improves seafarers English for maritime language skills but also holds practical implications for onboard application. By incorporating PBC and specific materials, educators can optimize training programs to better equip seafarers for the linguistic demands of their roles and the requirements of STSDD certification exams.
The representation of 21st-century themes in the English textbooks in the Philippines Barrot, Jessie Saraza
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40894

Abstract

In an increasingly interconnected and rapidly changing world, the need to equip students with relevant skills and knowledge has become a critical educational priority. English language teaching (ELT) textbooks play a crucial role in preparing them for the multifaceted challenges of modern society. However, there is limited research on how effectively these textbooks integrate 21st-century themes. Thus, this study investigates the representation of 21st-century themes in ELT textbooks used in the Philippines. Specifically, this study examines the extent of using 21st-century themes in the ELT coursebooks, the ways these themes are incorporated into the textbooks, and the types of assessment activities where 21st-century themes are incorporated. A descriptive approach was employed to examine 30 textbooks from three major educational publishers. Findings reveal significant variability in the representation of themes such as civic literacy, health literacy, and environmental literacy, as well as the three primary methods of integrating these themes. The study highlights a lack of systematic integration of 21st-century themes, largely influenced by the absence of a standardized national curriculum framework and the varied orientations of textbook authors. These results underscore the need for a more comprehensive and balanced integration of 21st-century skills across educational materials. Implications for curriculum development, textbook design, teacher training, and future studies are discussed.
The invasion of globalization to higher education: The critical discourse study of emancipated learning policy Irawan, Andi Muhammad; Iskandar, Iskandar; Afdal, Zul; Haris, Andi Muhammad Arif; Warsidi, Warsidi
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.35029

Abstract

This study employs Critical Discourse Analysis (CDA) to explore the argumentation strategies or Topoi analyses used to justify the importance of the Emancipated Learning Policy (Merdeka Belajar Kampus Merdeka/MBKM) in response to the globalization of education. The discourse of globalization of education around the world, including in Indonesia, has been a topic of growing concern that attracts researchers and academics. In the context of Indonesia, this country deserves a close look since globalization has shaped and reshaped the education policy and practices, as well as enforced the shift of higher education curriculum. Besides unfolding the argumentation strategies utilized by the government to legitimize the policy, the study sheds new light on an alternative analysis to comprehend the marketization of higher education in Indonesia. The topoi analysis was used to identify how globalization shapes the policy and how the national authority discursively justifies the claim of its importance. By analyzing topos of urgency utilized in policy texts and the ministers speech, the findings reveal that the presence of globalization invasion in the policy is evident, as identified in the following arguments, namely link and match, quick change, competitiveness, and collaboration. These findings convincingly show that the education policy and its implementation should be advanced to match the global values of globalization, which is expected to bring a positive impact to national education, especially in the higher education context.
Bridging language and nursing proficiency: Technology-enhanced TBLT integrated into CLIL in ESP instruction Mulyadi, Dodi; Wijayatiningsih, Testiana Deni; Hartiti, Tri; Singh, Charanjit Kaur Swaran
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.43482

Abstract

The research examined the perspectives of ESP learners and lecturers regarding the implementation of technology-enhanced task-based language teaching (TBLT) integrated into content language integrated learning (CLIL) in ESP instruction, and it identified key factors affecting its effective integration. A qualitative research design was employed, involving 95 nursing students and 10 ESP lecturers, who completed an open-ended questionnaire. Moreover, participants took part in focus group discussions (FGDs), including ESP students, heads of the nursing program, ESP lecturers, nursing lecturers, stakeholders, and professional nurses. Thematic data analysis of the open-ended questionnaire and FGDs results revealed that students and lecturers viewed the implementation of technology-enhanced TBLT integrated into CLIL as beneficial for integrating nursing theory with English language proficiency, thereby significantly improving content knowledge and language competence. Nonetheless, substantial obstacles arose, encompassing technology limitations, insufficient instructor preparation, and limited interdisciplinary collaboration. The results indicate that successful implementation necessitates a robust technology infrastructure, continuous professional development for educators, and enhanced collaboration between language teachers and nursing departments. The results of this study also show that technology-enhanced TBLT integrated into CLIL can relate theoretical lessons to real-world applications. These results create a complete learning environment that gives nursing students the skills they need to meet the high standards of the medical field.
Boosting pedagogical innovation in grammar class among EFL learners through microclass teaching strategies Rokhaniyah, Hesti; Putra, Mulia Alde; Fachriza, Aries
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.39491

Abstract

Microclass is a teaching strategy which involves dividing large classes into smaller, more manageable groups. These smaller classes are managed by learner facilitators who have received microteaching training and take on teacher-like responsibilities such as facilitating learner activities, assessing work, leading discussions, and providing feedback. This research was conducted at one of the Islamic universities in Ponorogo, Indonesia, employing an exploratory sequential research design with a triangulation method. Data was gathered through semi-structured interviews with eight learner facilitators, questionnaires from 32 learners, and classroom observations. Descriptive analysis was applied to evaluate the role of lecturers and learner facilitators, the level of involvement, and the impact of microclass on the English language teaching process. The finding shows that lecturers and learner facilitators worked together responsibly and effectively to implement microclass. Lecturers conducted microteaching sessions, observed the classes, consulted with learners, and provided feedback. Meanwhile, learner facilitators took on roles as motivators, collaborators, discussants, and initiators, employing techniques such as pairing and scaffolding throughout microclass stages. This collaborative approach resulted in a well-organized classroom. Additionally, the innovative microclass format significantly enhanced learner participation in the learning process, leading to the development of soft skills such as problem-solving, teamwork, and self-confidence. It enables language lecturers to engage learners while developing language and 21st-century soft skills, and it therefore merits further exploration.
Exploring reading self-efficacy among EFL learners from different academic disciplines Sukserm, Patsawut
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.41863

Abstract

Reading self-efficacy plays a crucial role in the academic success of EFL learners, yet the extent to which it varies across academic disciplines remains underexplored. This study aims to (1) examine the level of reading self-efficacy among EFL learners from business, social sciences, and sciences; (2) investigate the relationship between different components of reading self-efficacy; and (3) compare self-efficacy levels across these academic disciplines. A total of 217 university-level EFL students in Thailand participated in the study. A 25-item reading self-efficacy questionnaire with strong reliability (Cronbachs alpha = 0.915) was employed. Data were analyzed using descriptive statistics, Pearson correlations, and ANOVA. The results reveal significant positive correlations between assessment of content (AOC) and summary of content (SOC) (r = 0.522, p 0.001), and between opinion on content (OOC) and SOC (r = 0.387, p 0.001). ANOVA results indicate significant differences in recognition of content elements (ROE) across disciplines, with business students scoring higher than science students (p = 0.015). Business students also demonstrated significantly higher self-efficacy in OOC compared to social science and science students (p = 0.001). These findings suggest that reading self-efficacy is influenced by students academic disciplines, supporting the view that self-efficacy is task-specific and context-dependent. Therefore, EFL instructors should implement tailored instructional approaches that address discipline-specific reading challenges to enhance students reading confidence and academic performance.
Comparing the effectiveness of multimodal vs monomodal digital flashcards for L2 vocabulary learning Hicks, Joshua; Marnita, Rina; Oktavianus, Oktavianus
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.39630

Abstract

This applied psycholinguistics study explores whether multimodal flashcards (containing text, audio, and a picture) are more effective than monomodal flashcards (containing text only) as a tool for learning the meanings of novel second-language (L2) concrete nouns. The research instrument was Anki, a flashcard application that utilises active recall and spaced repetition. The study used a within-subject design, where each participant (n = 25) studied a total of 30 L2-L1 (EsperantoIndonesian) word pairs over the course of seven study sessions utilising an assortment of 15 multimodal and 15 monomodal flashcards, with each word pair being presented multimodally to approximately half of the participants and monomodally to the other half. When (re)viewing the answer side of a card, participants were instructed to tap Good if they recalled the answer correctly or Again if not. Recall accuracy data for the two card types were collected and then analysed using a Wilcoxon signed-rank test, which indicated that the number of user-initiated reviews (Again count, which is indicative of the number of memory lapses) was significantly higher for monomodal flashcards (Mdn = 61, n = 25) than for multimodal flashcards (Mdn = 50, n = 25), Z = -3.4, p 0.001, r = -0.7. These results support the hypothesis that multimodal flashcards are more effective than monomodal flashcards as a tool for learning the meanings of L2 concrete nouns. By implication, language learners can enhance their recall accuracy of L2 concrete nouns by creating and using flashcards that utilise multiple semantically congruent modes.
Key predictors of proficiency in L2 writing: Syntactic, lexical complexity, and accuracy Park, Shinjae
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.42039

Abstract

While many studies have examined individual aspects of complexity, accuracy, and fluency (CAF) as indicators of language performance, only few have explored how syntactic complexity, lexical complexity, and accuracy function together to measure writing proficiency. This study aims to fill that gap by identifying reliable methods to measure 14 indices of syntactic complexity, five of lexical complexity, and nine of accuracy. It additionally investigates how these indices contribute to holistic writing assessments. It further examines which specific indices best predict writing proficiency and determine writing quality. A total of 138 essays by Korean learners of English were analyzed using the L2 Syntactic Complexity Analyzer and Text Inspector. Multiple regression analyses were conducted to interpret the data. The results show that proficiency is best predicted by the number of coordinate phrases per clause and dependent clauses per T-unit (syntactic complexity), sophistication (lexical complexity), and article usage (accuracy). Lexical sophistication emerged as the strongest predictor of proficiency. The paper also discusses the Common European Framework of Reference for Languages (CEFR) rubrics and offers insights into selecting and categorizing writing proficiency measures. Implications highlight the need to prioritize lexical sophistication and syntactic complexity in L2 writing assessment and pedagogy.
Linguistic relationship and dialect variation of Banten Javanese and Sundanese in Indonesia Juansah, Dase Erwin; Baihaqi, Akhmad; Rosidin, Odien; Riansi, Erwin Salpa
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.45734

Abstract

Banten people in Indonesia speak two different local languages: Banten Javanese and Banten Sundanese. In reality, it demonstrates that both languages share similarities in phonological and morphological patterns. The purpose of this study is to investigate the language kinship and dialect variations that occur within these local languages. This research employed a case study that involved eight native speakers of Banten Javanese from Serang, as well as eight native speakers of Banten Sundanese from Pandeglang and Lebak. In this study, non-participant observation was used to investigate the dialect variation used among the respondents. Then, semi-structured interviews and documentation were used to analyze the language kinship and separation time between Banten Javanese and Sundanese. The data were analyzed using Miles et al.s model in combination with Swadeshs lexicostatistical technique. The results revealed that (1) 51 pairs of identical words share both morphemic and phonemic similarities; (2) glottochronological estimates suggest that the separation of these local languages from the proto-language occurred between 1171 and 311 BC; and (3) regional dialects are the primary influence on the dialectal variation of these languages. Since these local languages are widely spoken in Banten, the findings reveal important linguistic relationships among local languages, emphasize the role of regional factors, and determine the value of glottochronology in tracing language development and variation.
A corpus-based study of authorial presence in the academic writing of Indonesian higher education EFL learners Suhandoko, Suhandoko; Ningrum, Dian Riesti; Mustofa, Ali
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.39813

Abstract

Using appropriate stance markers is essential to enhance argumentation. However, scholars have consistently reported that linguistic, cultural, and instructional factors make developing persuasive skills in L2 writing instruction challenging. This quantitative study employed a corpus-based methodology to investigate the use of stance markers in the academic writing of Indonesian EFL learners to establish persuasive arguments. The dataset comprises academic essays from 59 learners who were part of their academic writing coursework. The stance markers were identified using AntConc software and analyzed following Hylands (2019) stance framework. The research revealed learners reliance on transitions to create a logical structure in their text, while the use of boosters slightly surpasses the use of hedges, reflecting their growing understanding of the need to balance certainty with caution in academic writing. The high frequency of markers for disagreement and doubt indicates their ability to engage effectively with alternative viewpoints. The findings of this study challenge the stigma that Asian EFL learners are less assertive in expressing their arguments and challenging opposing views because they adhere to their cultural communicative norms. However, we found the limited use of markers indicating subjectivity and evaluation, which points to a potential gap in pedagogical approaches and suggests the need for more targeted instruction to bridge culturally appropriate communication norms and academic writing conventions.

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