Studies in English Language and Education
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.
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<![CDATA[“That’s the biggest impact!” Pedagogical values of movies in ELT classrooms ]]>
<![CDATA[Nyak Mutia Ismail]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.6351
<![CDATA[Since many say watching movies can have a positive effect on language learning outcomes, this research was done to find out which skills movies can contribute most to, whether speaking, listening, reading, writing, vocabulary, grammar or cultural aspects. A qualitative research method was used for this study. This study was done to find out the teachers’ perceptions of using English movies in English Language Teaching (ELT) processes. Teachers from three different levels: primary, secondary, and senior high-school teachers were asked to answer a questionnaire set in accordance with the research topic. Five of them were senior high school teachers, two of them were junior high school teachers, and three of them were elementary school teachers. Creative interviews were also used as an additional data source. The results showed that most of the teachers agreed that movies play their biggest role and considerable advantages in developing cultural aspects and listening skills. Furthermore, some integration is possible between listening and speaking as well as with reading and writing because watching movies works better with integration of skills. Apparently, even though vocabulary can develop with this technique, grammar is not enhanced alone without being accompanied by writing.]]>
<![CDATA[Assessing the relationship between Vocabulary Level Test (VLT) and reading comprehension ]]>
<![CDATA[Alpino Susanto]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.5118
<![CDATA[It has been considered crucial about how vocabulary knowledge in relation with reading comprehension. This research was conducted to explore the link of Indonesian students Vocabulary Level Test (VLT) performance and their reading textbook on reading subject. Through this pilot research, it can describe the implications profile in English teaching process especially in reading. Furthermore it can give more information in how to measure the reading textbook reference for reading subject or other similar subject that involve reading activities. There were 30 undergraduate students in Universitas Putera Batam that participated in the VLT. Their English textbook (Mosaic 1) was profiled to measure the lexical vocabulary level. The results indicated that only 1% of the participants had mastered the 2000-word level which means the vocabulary textbook-level is still far from students vocabulary knowledge. From the level of comparison theoretically they would have difficulties to comprehend the reading textbook, and some additional activities would be recommended, before, during and after the reading subject. ]]>
<![CDATA[Lessons from experience: ESL student teachers' reflection during practicum through reflective journals ]]>
<![CDATA[Intan Safinas Mohd Ariff Albakri]]>;
<![CDATA[Mohd Hassan Abdullah]]>;
<![CDATA[Ahmad Jazimin Jusoh]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.8039
<![CDATA[Reflection is a prospective alternative in exploring student teachers’ thinking during practicum. The data gained from student teachers’ reflection are significant in informing teacher education programs on how to equip pre-service teachers to become quality teachers. It is also crucial in addressing issues and conflicts highlighted by student teachers when they interact with the real context. This study is conducted with six semester seven student teachers undergoing their Bachelor in Education with honors Teaching English as a Second Language (TESL) program. The student teachers were asked to write reflective journal entries throughout the 14 weeks of their teaching practicum experience. The aim of the study is to identify the focus of the student teachers’ reflection and the challenges faced by them during practicum. Data were gathered using the reflective journal entries and semi-structured interviews with all the participants. The data were analyzed according to emerging themes. The findings indicated that the student teachers focus on three main themes in their reflections, which are managing learning, pedagogy and teacher attributes. While the challenges highlighted were difficulty in socializing with members of the institution, lack of professional support and lack of ability to manage a classroom.]]>
<![CDATA[Implementation of classroom management by English teachers at high schools in Jambi, Indonesia ]]>
<![CDATA[Akhmad Habibi]]>;
<![CDATA[Amirul Mukminin]]>;
<![CDATA[Muhammad Sofwan]]>;
<![CDATA[Urip Sulistiyo]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.6104
<![CDATA[This study was aimed at analyzing the implementation, processes and problems of classroom management in two Indonesian high schools from the perspective of English teachers in accordance with the latest, 2013, Indonesian curriculum. The research was qualitative with a case study approach. The sites for this study were two national senior high schools in Jambi Province, Indonesia. Eight teachers of English were involved as the research participants to provide a broad perspective of implementation of classroom management. The researchers used four techniques for collecting data: interviews, focus group discussions, observations, and document review. To assess the trustworthiness of the research, the researchers did triangulation, member checking and reflexivity. The findings, describing the implementation, processes and problems of classroom management, are divided into three themes: (i) teaching standards, rules and procedures, (ii) classroom climate, and (iii) timing and scheduling. Policy recommendation proposed such as to limit the number of students (in a class), to provide up-to-date technology and to provide more training for teachers are not only for teachers but also for school authorities, and other stake holders for the betterment of Indonesian education. ]]>
<![CDATA[QAR: Strategy implementation for reading comprehension of recount texts ]]>
<![CDATA[Nira Erdiana]]>;
<![CDATA[Usman Kasim]]>;
<![CDATA[Nadia Juwita]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.8500
<![CDATA[The objective of this research is to find out whether QAR strategy is effective in reading comprehension of recount text. This research uses experimental research design. This research took place at Madrasah Tsanawiyah Negeri Model Banda Aceh. A second grade class was chosen as the research sample, which consisted of 36 students. The research instrument used to gather the data was a set of essay tests, which were divided to pre-test and post-test. The result of the research was analyzed by using paired t-test formula. The calculation result shows that the observed t value is less than t lower critical vaue in the t distribution table (-5.624 2.030) at the 0.05 level of significance with 35 degree of freedom. It means that null hypothesis (H0) is rejected, which proves that Question Answer Relationship strategy effectively improves the second grade students’ reading comprehension of recount text.]]>
<![CDATA[EFL reading comprehension and reading strategies of different genders ]]>
<![CDATA[Neneng Islamiah]]>;
<![CDATA[Yudha Aprizani]]>;
<![CDATA[Iwan Perdana]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.6658
<![CDATA[Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension. ]]>
<![CDATA[Model answers for Yes/No questions from EFL students in public senior high schools ]]>
<![CDATA[I Wayan Dirgeyasa]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.7717
<![CDATA[This research aims to find out the typical categories of answers to Yes/No questions most used by students at selected Public Senior High Schools in Medan, Indonesia. These schools were classified into top favorite, medium favorite and non-favorite schools. Through a stratified clustered random sampling technique, six schools were chosen consisting of two schools from each classification. A number of 40 students were chosen from three class X, three class XI and three class XII at each of the six chosen schools, making a total sample of 720 students with 360 sets of dialogue scripts. Data was collected through documentation-recording dialogues. The data was transcribed and analyzed by descriptive analysis. The results of the research showed that: 1) the categories of the students’ answers to the Yes/No questions were distributed variously in terms of the six models. However, the distribution of the answers was not proportionally equal amongst all the models, 2) the dominant distribution of the answers was the third model with the formula Yes/No+additional information such as confirming, supporting, etc., reaching 37% of the total answers, whilst the least common models were the sixth and fourth categories respectively, which had 1% and 3% of the answers respectively, and finally 3) there was no significant difference in the distribution of the students’ answers in terms of the class of school whether top favorite, medium favorite or non-favorite. In conclusion, the ways to answer Yes/No questions need to be developed amongst students by their teachers by teaching and learning using natural, real life-like situations and in contextual ways.]]>
<![CDATA[The analysis of speech acts patterns in two Egyptian inaugural speeches ]]>
<![CDATA[Imad Hayif Sameer]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.7271
<![CDATA[The theory of speech acts, which clarifies what people do when they speak, is not about individual words or sentences that form the basic elements of human communication, but rather about particular speech acts that are performed when uttering words. A speech act is the attempt at doing something purely by speaking. Many things can be done by speaking. Speech acts are studied under what is called speech act theory, and belong to the domain of pragmatics. In this paper, two Egyptian inaugural speeches from El-Sadat and El-Sisi, belonging to different periods were analyzed to find out whether there were differences within this genre in the same culture or not. The study showed that there was a very small difference between these two speeches which were analyzed according to Searle’s theory of speech acts. In El Sadat’s speech, commissives came to occupy the first place. Meanwhile, in El–Sisi’s speech, assertives occupied the first place. Within the speeches of one culture, we can find that the differences depended on the circumstances that surrounded the elections of the Presidents at the time. Speech acts were tools they used to convey what they wanted and to obtain support from their audiences. ]]>
<![CDATA[Students’ perceptions of teachers’ teaching and interactions with students: Voices from a Tsunami affected school in Banda Aceh ]]>
<![CDATA[Fadliadi Ubit]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.6097
<![CDATA[Casualties and physical destruction of the 2004 tsunami in Aceh are well documented in the literature. However, little is known about lives of teachers and students after the tragedy, particularly about the teaching and learning including teacher-student instructional relationships at the affected schools in the province. This cross-sectional qualitative case study, which was conducted between April and October 2010 at a public junior high school in Banda Aceh that was severely affected by the Aceh 2004 tsunami, provided evidences that the tragedy affected the quality of teachers’ teaching and teacher-student relationships. Data were obtained from semi- structured interviews with ten students from the school, supported by data collection observations over a period of six months. In general, the students commented about their teachers in negative terms. This included students’ deficit views about teachers’ lack of commitment on their teaching practice and their poor interactions with students at the school, affecting the quality of students’ learning at the school.]]>
<![CDATA[The functions of code switching in an English language classroom ]]>
<![CDATA[Eva Fachriyah]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.6327
<![CDATA[The aims of this research is to gain a deep understanding and to knowing the use of code-switching that have done by students and lecturers in interaction when teaching learning in English class. Specifically or as sub-focus in this research was aimed to determine the functions for the use of code switching that is used by both of the speaker and hearer that in this case the interaction between lecturer and students when learning takes place. This research was conducted at the campus of the State Islamic Institute "Sultan Maulana Hasanuddin Banten" at the Faculty of Education and Teaching in English department at the third semester. This study was a qualitative research by using ethnography of communication method. The techniques and procedures of data collection were used such as observation, recordings and transcripts, and interviews. Based on data analysis, the use of code switching in English classroom has got the result for functions of code switching in interaction when the learning take place. Key words: code switching, English learning, ethnography communication.]]>
