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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 12, No 3 (2025)" : 33 Documents clear
Smoke Signals: Decoding the Multimodal Strategies of Cigarette Health Warnings in Australia Sadallah, Shadha H.; Halawachy, Huda
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

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Abstract

This study examines the cigarette pack warnings of Australia focusing on how textual and pictorial elements interact to communicate health risks. It identifies the cigarettes companies adopted warning strategies, examines their functions, and investigates how language influences smoker perceptions and behaviours within Australias diverse demographic landscape to optimise health messages for effective tobacco control. This study employed a qualitative design to examine warning strategies and semiotic elements (textual and pictorial) used on Australian cigarette packs. Data embraced health warnings given on seven cigarette packs purposively selected from various brands in Australia, then analyzed according to Kress and van Leeuwens model (2001). The findings revealed a multimodal strategy of warnings on cigarette packs were exploited effectively by incorporating powerful plain texts and pictures to engage the public and smokers in the severe health hazards description. It is through these warnings that the manufacturers aim at, for instance, threatening or advising the Australian smokers to grasp health risks. Worth considering that utilizing vivid symbols, as colours, in health warnings on cigarette packs effectively highlights the severe health risks of smoking, making the dangers more tangible and emotionally compelling for smokers. Recommendations for improving these warnings include enhancing visual impact, using audience-specific messaging, and incorporating easily accessible quit support information. Ongoing updates, legislative support, and complementary public health campaigns are also advised to maintain effectiveness and support broader public health goals against smoking.
Transboundary Haze in Indonesian and Malaysian News Media: Corpus-Assisted Ecolinguistics Suhandano, Suhandano; Isti'anah, Arina; Suryani, Diana Sri; Aziz, Roslina Abdul; Abas, Nadhratunnaim; Ariffin, Kamisah; Ahmad, Badli Esham
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

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Abstract

Transboundary haze has gained critical attention from global scholars since its impacts on society, economics, and health are prevalent in mass media. This study aims to examine transboundary haze from an ecolinguistic viewpoint of Indonesian and Malaysian mainstream media. From the data collected, this study; 1) analyses the themes of transboundary haze news in Indonesian and Malaysian media and 2) interprets the themes represented in the discourse ecologically. Using corpus analytical tools provided by Sketch Engine, this study examined the corpuss keywords, collocations, and concordances. Findings show that, despite some identical themes, Indonesian mass media foreground the fires location, mitigation action, and non-human species impacted by the haze. In contrast, Malaysian mass media focuses on the affected areas and health issues. Both media involved similar strategies to frame the government as the responsible agent for mitigating the fires and haze. Ecologically, the discourse of transboundary haze in Indonesian and Malaysian mass media is ambivalent. In Indonesian media, transboundary haze is regarded as a disaster rather than a conflict due to human activities related to land clearings, whereas Malaysian media captures transboundary haze as a health and pollution issue. The ambivalent discourse is proven by the lack of human activities that cause transboundary haze, even though the media advocates for environmental and health issues as prevalent themes in news broadcasts. Ecologically, this study recommends mass media to emphasise the anthropocentric causes of transboundary haze to raise public awareness about human activities and their environmental consequences.
Balancing Local and Foreign Languages: Family Language Policy in Multicultural Samarinda Lubis, Indah Sari; Siregar, Bahren Umar; Manara, Christine
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

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Abstract

This study investigates the interaction between local, national, and foreign languages in family language policies in Samarinda, Indonesia. The main focus is on how these policies affect social cohesion and educational opportunities. The study emphasises a notable deficiency in comprehending the manner in which multilingual policies are managed inside the household in multicultural environments. This research utilised a qualitative case study methodology to investigate language practices and attitudes in 10 multilingual families in Samarinda. The investigation involved conducting in-depth interviews and participant observation. The results demonstrate that these families effectively handle language usage, striking a balance between preserving their culture and meeting the linguistic requirements of a globalised world. This, in turn, promotes social integration and improves economic prospects. The careful management of languages within family settings indicates that comprehensive and adaptable language policies are essential for promoting social unity and expanding opportunities for education and economic participation. It provides both theoretical and practical contributions to the discussion on family language policies, delivering valuable insights that may be used to improve policy-making in similar multicultural settings. This research not only expands scholarly comprehension of linguistic dynamics in multicultural environments but also offers practical suggestions for policymakers to promote linguistic diversity and enhance availability of language resources.
Exploring Vocabulary Characteristics Across Nine Music Genres: A Corpus-Based Study for Vocabulary Learning Nonthasen, Nonthawat; Samakketwit, Sinaphat; Srisompak, Patsarapa; Laosrirattanachai, Piyapong
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

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Abstract

The use of music for vocabulary learning has been extensively researched, yet there remains a gap in studies focusing on vocabulary across different music genres. This study aims to examine the vocabulary characteristics of nine music genres. Data were collected from Billboard and YouTube songs between 2014 and 2023, categorising the songs into nine genres, forming a corpus of 671,051 tokens. The study analysed five aspects of vocabulary. The findings are as follows: 1) Lexical profiling: Jazz covers the highest percentage of words from the GSL (91.33%), while hip-hop has the lowest (78.88%). Hip-hop also includes the highest percentage of OWL words (20.52%). 2) Lexical Level: Country and folk, jazz, and alternative have the highest use of high-frequency words (K1-K3) at 95.20%, 94.74%, and 94.23%, respectively, while hip-hop has the lowest (87.01%) but employs the most mid-frequency (K4-K9) and low-frequency words (K10-K25) at 4.06% and 8.93%, respectively. 3) CEFR: Beginners (A1-A2) should listen to country and folk, jazz, alternative, and rock. Intermediate learners (B1-B2) are best suited to RB/soul, children, pop, and electronic. Advanced learners (C1-C2) should choose hip-hop. 4) Lexical variation: Jazz (43.44%) and children (39.73%) exhibit the highest vocabulary variation. 5) Lexical density: Hip-hop has the highest lexical density at 52.88%, followed by children (51.80%) and RB/soul (50.25%). These findings provide guidance for selecting music genres to enhance vocabulary learning at different proficiency levels, both in and out of the classroom.
Sustainability integration in EFL curricula: Evidence from Indonesian and Malaysian Universities Usman, Jarjani; Zakaria, Abdul Razak; Yulia, Astri; Hasan, Kemal Kurnia
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.v12i3.41046

Abstract

This study investigates the integration of the 17 Sustainable Development Goals (SDGs) in English as a Foreign Language (EFL) curricula within Indonesian and Malaysian universities. Specifically, it examines how SDGs are represented in EFL curricula, how EFL lecturers perceive the integration of SDGs, and how they implement SDG-related content in their teaching practices. Drawing on Bronfenbrenners (2000) Ecological Systems Theory (EST), a qualitative narrative inquiry was employed, using document analysis of course outlines, lecture slides, and materials, and assessments, as well as semi-structured interviews with nine EFL lecturers from four universities. Course documents were analyzed using content analysis to examine SDG integration in the curricula, while interview transcripts were thematically analyzed, coded, and mapped onto ESTs microsystem and mesosystem levels. The content analysis of syllabi and course materials showed limited and inconsistent references to SDGs, with few explicit outcomes, activities, or assessments. Microsystem analysis showed all nine lecturers valued integrating SDGs in EFL to build students knowledge, skills, and attitudes; whereas, mesosystem data indicated the SDG implementation was driven mainly by individual initiative, with only sporadic program- or campus-level support. The nine lecturers also reported a mix of course-embedded activities and co-/campus initiatives to integrate SDGs. To move beyond ad hoc efforts, universities should embed the SDGs in learning programs and learning outcomes, provide SDG-ready materials and assessment rubrics, fund professional development, and offer rewards and incentives for supporting consistent integration.
Lessons learned from investigating EFL pre-service teachers competencies Sukyadi, Didi; Damayanti, Ika Lestari Lestari; Hamied, Fuad Abdul; Gunawan, Wawan; Suryatama, Kurniawan; Asyifa, Firly
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.v12i3.44064

Abstract

This study investigates the English proficiency levels, perceptions, and pedagogical competencies of pre-service English teachers who graduated from one of the teacher education universities in Indonesia, along with stakeholder evaluations and future quality benchmarks. This research employed a mixed-methods case study approach, with data collected from TOEFL-like test score reports and a survey involving 52 pre-service teachers, two classroom observations, interviews with two employers, and focus group discussions (FGD) involving four stakeholders from other teacher education universities. Score report and survey data were analyzed through descriptive statistics, while observation notes, employers interviews, and FGD data were analyzed using thematic analysis. The findings from the report revealed that most pre-service teachers possessed B2 or higher English proficiency. The survey result showed that they valued courses on English for Young Learners and general pedagogy clusters, though several courses on the English for Specific Purposes cluster were perceived as less supportive. Classroom observations and employer feedback revealed strong pedagogical competencies, creative use of resources, and technology integration abilities, while also indicating the need for future improvement. Additionally, FGD results emphasized the need for pre-service teachers to master TPACK, obtain standardized English certification, develop leadership skills, possess AI ethico-onto-epistemological awareness, and demonstrate competence in multiliteracies and multimodal pedagogies.
Effects of using code-switching for teaching and learning of English as a second language in a multilingual environment Mohammed, Kolo Baba; Shangeetha, R.K.; Hamzah, Nurul Huda
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.v12i3.39990

Abstract

The influence of code-switching on ESL teachers and students in a multilingual setting is regarded as one of the causes of poor learning and grammatical errors in English in Nigeria. This study investigated the effect of code-switching on English language instruction and learning in a multilingual region of Northern Nigeria. The primary objective of this study was to investigate the impact of code-switching on the instruction and learning of English by the ESL students in a multilingual region of Northern Nigeria. Myers-Scottons Markedness Model theory and quantitative technique were utilized. A questionnaire was used for data collection, and descriptive statistics were employed to analyse the demographic and questionnaire items using frequency distributions, means, and tables. Responses were expressed in percentages. The students from the Nigerian Certificate in Education programme participated in the study. The findings showed that the teachers and students employed code-switching in the classroom, and it had both positive and negative consequences. The results revealed that code-switching facilitated comprehension of lessons for the students with limited English abilities and eased the workload of the teachers, among other benefits. However, it had adverse effects on the students use of English at the tertiary level of education, as it affected their reading and writing abilities and proficiency. The study suggests that ESL teachers, policymakers, and researchers tailor their instructional approaches by considering students linguistic abilities, cultural backgrounds, and educational outcomes, which encourages the students use of the English language to improve their proficiency.
The evolution of ber- verbs in Indonesian and English: A morphological and translation analysis Aprilia, Fitria; Mayrita, Hastari; Neisya, Neisya
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.v12i3.41111

Abstract

This study aims to investigate how Indonesian verbs prefixed with ber- are translated into English, focusing on their semantic and grammatical transformations as part of a broader evolution of verbs across the two languages. It revealed how ber- verbs, shaped by affixation in Indonesian, evolved into structurally different forms in English, reflecting each languages grammatical tendencies. Using a descriptive qualitative method, the research analyzed a bilingual corpus derived from the Indonesian fairy tale Burung Hantu dan Putri Rajawali and its English translation The Owl and the Eagles Daughter. The data were collected through purposive sampling, comprising all ber- prefixed verbs in the source text. These verbs were analyzed based on their morphological forms, syntactic roles, and semantic shifts in translation. The analysis shows that most ber- verbs, such as berpikir (thought), bertemu (met), and berjuang (struggled), were translated using various English verb forms, including past tense, gerunds, and progressive aspect. Some verbs, such as berterima kasih (grateful) and berhadapan (ventured out), demonstrated more distinctive shifts, indicating cultural or idiomatic adaptation. Reduplicated forms like berkomat-kamit (muttered) and berjam-jam (for many hours) emphasized repeated or prolonged action, while the verb bekerja illustrated phonological alteration of the prefix. These findings highlight the translators strategies in rendering ber-verbs not only semantically but also functionally accurate in English, revealing the complex relationship of morphology, syntax, and meaning in cross-linguistic verb evolution.
Project-based or problem-based learning? Unveiling Islamic university students preferences and experiences in writing classes Angraini, Desti; Sulistiyo, Urip; Pratama, Aryawira
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.v12i3.40831

Abstract

Project-Based Learning (PjBL) and Problem-Based Learning (PBL) have emerged as the leading teaching methods of this century. Thus, this study investigates the students preferences and experiences with PjBL and PBL in the development of writing skills at an Islamic university in Indonesia. Utilizing the qualitative analysis framework proposed by Miles and Huberman (1994), this research provides an in-depth examination of the students experiences, preferences, and the pedagogical efficacy of these two approaches. The data were collected through semi-structured interviews with the students who participated in writing courses that incorporated both PjBL and PBL strategies, allowing for a comprehensive comparison of their impacts on writing skills. The findings reveal that PjBL was particularly effective in enhancing the students writing abilities by nurturing sustained engagement, enabling thorough content exploration, and supporting iterative refinement through extended project work that integrates research, critical thinking, and feedback. In contrast, PBL proved valuable in promoting critical thinking and concise writing by utilizing structured problem-solving tasks. Overall, the study contributes to the discourse on effective writing instruction in higher education by suggesting that, while PjBL offered a more comprehensive framework for writing development, PBL served as a practical complementary method. The combined use of these strategies could, therefore, provide a balanced framework for enhancing the students academic writing proficiency.
Explicit Instruction in Metacognitive Problem-Solving Reading Strategies: Developing Reading Comprehension and Strategy Use Mouchrif, Hassan; Mokhtari, Najat; Benzehaf, Bouchaib
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

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Abstract

This study examined the impact of Problem-solving Reading Strategies (PROBs), a specific subset of Metacognitive Reading Strategies (MRSs), on reading comprehension and strategy use among young Moroccan EFL learners. The first phase focused on assessing the feasibility of explicitly teaching PROBs to young learners, while the second phase examined the effects of PROBs on their reading comprehension and strategy use. The study involved 31 young EFL learners enrolled at a Moroccan EFL center, who were randomly assigned to an experimental group and a control group. Data were collected using measures of reading comprehension and strategy use, including the Metacognitive Awareness of Reading Strategies Inventory by Mokhtari and Reichard (MARSI, 2002). Data analysis using independent t-tests demonstrated that explicit PROB instruction is feasible when delivered through metacognitive scaffolding and structured PROB-based programs. This feasibility was reflected in the positive responses of students to the intervention. Moreover, the experimental group significantly improved their reading comprehension scores, achieving a p-value of 0.04 (p 0.05), indicating their enhanced ability to solve comprehension problems and maintain overall text comprehension. The intervention also elevated the students' strategy use, transforming them into active PROB users. These findings carry important implications for both educators and curriculum designers, highlighting the potential of PROB-focused instruction in improving EFL literacy outcomes.

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