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Studies in English Language and Education

SiELE
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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 24 Documents

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Search results for , issue "Vol 5, No 2 (2018)" : 24 Documents clear

Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate Lailatus Sa'adah; Joko Nurkamto; Suparno Suparno
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist that the teacher’s oral corrective feedback does not make them reluctant to communicate to their peers or teacher in the class. Therefore, it can be concluded that teacher’s oral corrective feedback strategy does not disturb the interaction between the teacher and students in the class. It can be inferred that oral corrective feedback is necessary to be implemented in the class because it assists their second language learning.

Progressive peer evaluation: Important but absent in EFL speaking classes Bustami Usman; Asnawi Muslim; Ibrahim C.R. Champion; Iskandar Abdul Samad
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Comprehensive teaching-learning about speaking evaluation, especially peer evaluation, is conspicuous by its absence in English Foreign Language (EFL) Speaking classes at all secondary and tertiary levels in Indonesia, especially in Aceh, This comparative research study looks at the various aspects used for evaluation and especially looks at peer evaluation in EFL speaking classes in Aceh. The paper describes twenty three (23) components recommended for evaluation of speaking communications: the seen, the spoken and the script (content) components. The results showed that teachers of EFL speaking are not using and are not even taught such detailed evaluation systems. Moreover the syllabi for speaking English at upper secondary level are severely lacking as are those used in tertiary courses. Educators need to learn from the Toastmasters International systems for evaluation and for making evaluation speeches, in particular the need to prioritise praise in evaluation with only a pointer or two on how to improve the next speech. This paper includes a simplified format for peer evaluations that students can easily be taught to use and also stresses the need for praise, not punishment, for successful evaluation. Teachers of Speaking English EFL, who practice the recommendations from this paper, should get much better results from their students.

Error analysis in complex sentences written by Indonesian students from the English education department Adaninggar Septi Subekti
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

This study was aimed to analyse errors made by learners in writing four types of complex sentences; complex sentences with adjective clauses, noun clauses, adverb clauses, and multiple-clause structures in an Essay Writing class. This study was done based on the realisation that learners’ grammatical knowledge is not always translated into accurate language production in real writing contexts and as a continuation of a previous study with the same participants which found that learners’ mastery of complex sentence structure affected their L2 writing achievements. Through document analysis of 40 essays, by these learners, using Thematic Analysis, the present study found five major themes of errors. They were lack of tense consistency, errors of omission, which included omission of verbs, omission of subjects and verbs, and omission of subjects, errors of addition, incorrect verb formations (double finite verbs), and the combination of several errors. Using Error Analysis as a framework, some possible contributing factors were further examined. Based on the findings, pedagogical implications and limitations, along with suggested directions for future research were also presented.

Extensive versus strategic reading for learning English at Khulna University, Bangladesh Molla Nazim Uddin Ahmed; Molla Azizur Rahman; Md. Obaidullah
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

This article reports on a small-scale research study conducted to investigate the comparative utility of extensive reading versus strategic reading for learning English at the undergraduate level in the English Discipline at Khulna University, a public university in south-western Bangladesh. The study is based on the schema theory where background knowledge is the basis of comprehension. A pre-tested questionnaire was used to conduct a survey. Data was collected from 158 respondents, all undergraduate students in the English Department who were selected at random. The results of the study showed that strategic reading is more favorable to students compared to extensive reading for the purpose of learning ESL/EFL. Finally, the results showed that strategic reading was more effective than extensive reading for learning English. The paper concludes with a call for further large-scale studies.

Boosting students’ speaking ability through Community Language Learning Halimah Halimah
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

This study was done to find out the effect of using the Community Language Learning (CLL) Method for teaching-learning speaking English with second semester students in the English Education Study Program at a private university in West Java in an effort to improve the English speaking skills of the students. This study used an action research method where the researcher was accompanied by an observer as a collaborator. Three cycles were done for this study. Data were gathered from observations, a questionnaire, interviews and tests. In the preliminary study, the mean score of the student’s speaking was 61. The percentage of students who passed the minimum criterion of 70 was 22% with only 6 out of 27 students passing the minimum score. The mean score from post-test 1 was 63 and only 7 students or 26% passed the minimum score. The mean score from post-test 2 was 76 and 89%, i.e. 24 students passed the minimum score. While from post-test 3 the mean score was 84 and all of the students (100%) passed the minimum score. Hence the results showed that the use of the CLL method was a success. The students enjoyed their lessons more, and were more motivated, interested and confident during the teaching-learning sessions.

The ability to speak English of the local tour guides for promoting tourism at the Aceh Tsunami Museum Sofyan Abdul Gani; Cut Intan Damayanti
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

This research aimed to find out the English language proficiency of the local tour guides at the Aceh Tsunami Museum, Aceh, Indonesia, and the difficulties that they faced in communicating with foreign tourists in English. A quantitative and qualitative descriptive research design was utilized to collect data in which an English proficiency test and an interview were used as instruments. The research subjects were 13 local guides working in the Aceh Tsunami Museum. Based on the results from this research, it was found that virtually all the participating tour guides were in the categories of very good, good and average. However, they still experienced problems with several aspects of speaking EFL, such as expressing ideas verbally, poor collocations i.e. incorrect or inappropriate word choices, poor pronunciation, and lack of confidence when speaking English. It is expected that the results from this research will become a useful input for the management of English Education institutions for improving their instructional systems and for tour guides to continue learning and developing their communication skills, especially their oral English communication skills.

Perception of the attitudinal function of intonation in responding to Yes/No questions: A study of non-native English language teachers Noor Alhusna Madzlan; Che Ton binti Mahmud
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

This study highlights the importance of intonation and its function for intelligibility in communication, particularly amongst teachers in ESL classrooms. It was carried out to ascertain non-native English language teachers’ awareness of the attitudinal functions that intonation carries in responding to yes/no questions. Thirty Malay English language teachers working in a language centre were taken as the sample. Two different tasks, a listening test and an open-ended questionnaire, were provided to test their knowledge and perception of the attitudinal functions of intonation with regards to the responses given to yes/no questions. The findings from this study suggest that these teachers demonstrated an intermediate level of knowledge about intonation and its attitudinal function. However, they were in agreement about the importance of intonation for communication in classrooms, with students from various cultural and linguistic backgrounds. The implication of this study is that teachers should provide students with sufficient exposure to the proper use of intonation in order to avoid miscommunication. Students must be made aware that correct intonation facilitates correct interpretations.

The effect of Dictogloss Technique on the students’ writing skill Dian Pertiwi; Ngadiso Ngadiso; Nur Arifah Drajati
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Dictogloss can be considered as way for integrating form and meaning in the learning context. The main objective of this research is to analyze whether: (1) Dictogloss is more effective than Direct Instruction to teach writing for the eleventh grades students, and (2) students having high motivation have better writing skill than those having low motivation for the eleventh grade students. This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta, Indonesia. The sampling used in this research was cluster random sampling with two classes as sample, namely the experimental class taught using Dictogloss and the control class taught using Direct Instruction. To collect the data, there were two instruments used in this research namely, the writing test and the motivation questionnaire. After treatment was given to both classes in eight meetings, a post test of writing to obtain data was conducted. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing, and (2) students having high motivation have better writing skill than those having low motivation. Therefore, it is recommended for the English teacher to apply Dictogloss in writing activity to promote an effective teaching on writing skill. In conclusion, Dictogloss can be used to improve students’ writing skill for the eleventh grade students.

The shift of Acehnese language: A sociolinguistic study to preserve regional languages Maria Ulfa; Irma Dewi Isda; Purwati Purwati
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

This study uses a case study research method with a qualitative study design. The aims of the study were to find out the domains of Acehnese language shifts in Langsa and the reasons why Acehnese teenagers are shifting their language. Five districts in Langsa, one of the cities in Aceh, Indonesia, became the research location. They were Langsa Kota, Langsa Barat, Langsa Timur, Langsa Baroe and Langsa Lama. The respondents were Acehnese young adults within the age range of 18 to 21 years old. There were 10 respondents from each district, making a total of 50 respondents. The instruments used in this study were observations, a questionnaire, and interviews. Simple statistics were used to analyse the questionnaire, meanwhile the data analysis for the observations and interviews followed an interactive model from Miles and Huberman, namely: data reduction, data display, verification of data, and conclusions. The results showed that the domains of education (30 respondents) and of friendship (27 respondents had the largest number of shifters. Meanwhile, the family domain had the least shifts, so it was concluded that shifts rarely occurred in this domain. Finally, there are three fundamental factors that influenced the shift: environment, habitual usage, and choice of language.

Factors generating anxiety when learning EFL speaking skills Rizaldy Hanifa
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

The mastery of communication skills is undeniably considered the most important aspect in modern-day EFL contexts. Nevertheless, becoming communicatively competent is particularly difficult for foreign language learners as it is influenced by a number of factors including affective factors. Among the several affective factors which affect foreign language learning especially speaking, anxiety emerges to be the crucial one that has a devastating effect on the oral performances of students. This paper reviews the speaking anxiety phenomenon in the field of foreign language learning. The possible factors that cause speaking anxiety to come into play are described and discussed in accordance with the central themes appearing from an examination of relevant literature. The central themes are (1) cognitive factors covering topics, genre, interlocutors, and processing demands; (2) affective factors dealing with feelings towards the topic and/or the participants, and also self-consciousness; and (3) performance factors concerning mode, degree of collaboration, discourse control, planning and rehearsal time, time pressure and environmental conditions. Understanding the nature of this anxiety and the sources it springs from thoroughly should help both teachers and learners to gain more insights and find ways with which to deal with anxiety in EFL classrooms.

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Contact Name
Yunisrina Qismullah Yusuf

Contact Email
yunisrina.q.yusuf@usk.ac.id

Phone
+6282272620820

Journal Mail Official
sielejournal@usk.ac.id

Editorial Address
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

Location
Kab. aceh besar,

Aceh

INDONESIA

Abstract

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yunisrina Qismullah Yusuf

Contact Email yunisrina.q.yusuf@usk.ac.id

Phone +6282272620820

Journal Mail Official sielejournal@usk.ac.id

Editorial Address 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

Location Kab. aceh besar, Aceh INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yunisrina Qismullah Yusuf

Contact Email
yunisrina.q.yusuf@usk.ac.id

Phone
+6282272620820

Journal Mail Official
sielejournal@usk.ac.id

Editorial Address
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

Location
Kab. aceh besar,

Aceh

INDONESIA