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[Vocational college students’ common errors in EFL speaking performance ]]>
<![CDATA[Naria Fitriani]]>;
<![CDATA[Said Iskandar Zulkarnain]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.12131
<![CDATA[This research aims to find out the common errors made by students studying at one of the vocational colleges in Banda Aceh, Indonesia. The students’ opinions on their experiences of learning English, particularly in speaking, were also explored. This qualitative-quantitative research design was conducted by collecting some recordings of the students’ speaking performance, and distributing questionnaires on the process of teaching and learning EFL to be filled in by the participants. In the analysis, the data from the recordings were coded, transcribed, described and displayed in accordance with the students’ error items. Meanwhile, the analysis of the questionnaire employed a simple percentage calculation. From the speaking performance, the students in the speaking class produced two types of common errors, i.e. pronunciation and grammar errors. The common errors in their English pronunciation vary between the vowel and the consonant. The errors in vowel production were produced the most. Meanwhile, 70% of the students made errors in grammar on language tense and some on plural morphemes. From the questionnaire, it was revealed that even though the students tried to speak English well, all of them were aware and agreed that they made grammatical errors when speaking English.]]>
<![CDATA[Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing ]]>
<![CDATA[Hamid Marashi]]>;
<![CDATA[Samira Mirghafari]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.11745
<![CDATA[The purpose of this study was to compare the effect of content-based and task-based instruction in a critical thinking setting on EFL learners’ writing. Accordingly, 60 female learners out of a total number of 90 intermediate learners studying at a language school in Tehran were selected after taking a piloted sample of the Preliminary English Test (PET) for homogenization prior to the study. Subsequently, they were put into two experimental groups: 30 learners in the content-based teaching group and 30 learners undergoing the task-based teaching treatment. Both experimental groups experienced the two teaching approaches in a critical thinking setting. A sample PET writing was administered as the post-test of the study after 16 sessions of treatment spanning nine weeks. A comparison of the mean scores of the two groups on this post-test through an independent samples t-test revealed that there was no significant difference between the two groups at the post-test. The probable reason for this result together with the pedagogical implications of this study and the suggestions for further research are elaborated extensively in the paper.]]>
<![CDATA[Autonomous learning and teacher guidance: Towards the improvement of EFL students’ prepared talk in speaking practice ]]>
<![CDATA[Yusnimar Yusnimar]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.10080
<![CDATA[This study was aimed to investigate the role of autonomous learning (hereafter, AL) with the teacher guidance approach in enhancing the performance and ability of students in practicing their English speaking skill. Pre-test and post-test were given to 22 first year university students to measure the improvement of their ability in the prepared talk before and after the learning strategy was implemented in the classroom. The questionnaires were also gathered to know their perception of this learning strategy. The questionnaires were in the form of closed-ended questions. Results of the pre-test and post-test were analyzed using Tableau software, meanwhile, the data from the questionnaire were calculated for frequency and percentage. From the results, the average score the students' post-test was higher than the average score they got in the pre-test, 83 and 62.2, respectively. The improvement was obvious; here, 16 students got the scores of 80-95 in their post-test, while others got a minimum of 75 and 60. The students' perception obtained from the questionnaires, in overall, received positive responses on the use of this learning strategy. It can be concluded that AL with the teacher guidance approach played a prominent role in improving the students' performance in English prepared-talk.]]>
<![CDATA[The practice of authentic assessment in an EFL speaking classroom ]]>
<![CDATA[Nurul Inayah]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Abdin Nasir]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.13069
<![CDATA[The implementation of Curriculum 2013 has inserted the authentic assessment as the measurement method to evaluate students’ learning objectives and achievements in the classroom. In this curriculum, the application of authentic assessment requires teachers to evaluate students’ in three competencies: attitude, knowledge, and skill. Most teachers claim that speaking is the most difficult skill to be assessed by using the authentic assessment, considering the complex features of the assessment. This research was aimed at describing the application of authentic assessment in a speaking classroom which relates to the types of the assessment and the scoring rubric. The subjects of the study were an English teacher and 28 students of a class at one of the junior high schools in Banda Aceh. Under the descriptive qualitative approach umbrella, the data in this study was obtained from observation and document analysis. The results of the study revealed that the teacher used several types of activities to assess students’ speaking skills: (1) attitude assessment (teacher observation), (2) knowledge assessment (teacher interview/short answer question), and (3) skill assessment (narrating sequences). The result of this study indicates that authentic assessment is a feasible way to assess students’ speaking skill and it should be employed in assessing other skills as well for learning languages.]]>
<![CDATA[Investigating demotivational factors in Indonesian EFL classrooms: The case of madrasa students ]]>
<![CDATA[Af'idatul Husniyah]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.12210
<![CDATA[Compared to motivation, demotivation is still a relatively new topic in the field of language learning. This present study aims to investigate demotivational factors among Madrasa (religious educational institution) students in the Indonesian EFL context. This study employed a mixed-methods approach with an explanatory design in which the quantitative phase was conducted before the qualitative phase. A 25-close-ended questionnaire along with one open-ended question were filled by 190 Madrasa students. To expand the results of the questionnaire, interviews with two students were conducted. Through a descriptive analysis and thematic analysis, five key demotivators were revealed, they are a) the nature of the target language, b) lesson-specific factors, c) learning materials, d) teacher-related factors, and e) the learning environment. The results also indicated some factors which are not included in the questionnaire, they are a) lack of self-confidence, b) lack of intrinsic motivation, c) lack of learning community, and d) teacher gender. Although previously students’ religious beliefs were said to affect the students’ demotivation, it appeared that half of the students did not consider them to be demotivating. Instead of religious beliefs, the students found the nature of English as the most demotivating factor, which contradicts the findings of previous demotivation studies that found teachers as the main demotivating factor.]]>
<![CDATA[Forming new words: Compounds in Devayan ]]>
<![CDATA[Zulfadli Abdul Aziz]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Muhammad Wiwin]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.12990
<![CDATA[As a part of word formation in the morphological process, compounding generally covers the types of words to be combined. This present study seeks the morphological process in forming words through compounding in the Devayan language spoken in Simeulue, Aceh, Indonesia. This study is also to analyze the meaning that occurs from the result of the compounding process. In collecting the data, this research uses the elicitation technique which is constructed by Bowern (2015). The informants of this research are the native Devayan who live in La’ayon, Angkeo, Naibos and Maudil, Teupah Barat sub-district, Simeulue. The research finds that the compounding process in Devayan consists of compounding of two nouns, compounding of noun and verb, compounding of noun and adjective, compounding of verb and adjective, compounding of verb and noun, and compounding of adjective and noun and compounding of two verbs. The result of the process produces some meanings, namely about (1) the product, (2) specific use, (3) time, and (4) condition. This study indicates that Devayan uses various compound words with different morphological processes. It is hoped that this study is beneficial for its natives as documentation and non-native as a reference to compounding formation in the language.]]>
<![CDATA[EFL student’s motivation in learning English in Langsa, Aceh ]]>
<![CDATA[Maria Ulfa]]>;
<![CDATA[Allif Syahputra Bania]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.12860
<![CDATA[The research deals with the intrinsic and extrinsic motivation of EFL learners in learning English. This research used the qualitative design to find out the EFL learners’ motivation in learning English, specifically to their intrinsic and extrinsic motivation. The participants consist of 40 senior high school students in Langsa. The questionnaire was the instrument used in collecting data. The questionnaire consists of 35 items, in which they are divided into two parts. The first part, numbers 1 until 20, is to collect the information about intrinsic motivation and inquires about interest, need, hobby and goal. Meanwhile, the second part, numbers 21 until 35, is to collect information about extrinsic motivation and inquires about teachers, parents, and the environment. The results showed that the component in the extrinsic motivation that gave the biggest impact to the students are the teachers; who are the student’s biggest influence in learning English. Meanwhile, the biggest component of intrinsic motivation is the students’ own learning goals. The paper further describes each of these factors in relation to their motivation. The implication of this study related to the teachers’ efforts and capability in motivating their students to learn English is also discussed.]]>
<![CDATA[Ecuadorian students’ perception on the use of translation in the EFL classroom ]]>
<![CDATA[Matt William Payne]]>;
<![CDATA[Juan Pablo Contreras]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.12072
<![CDATA[For over half a century, the upward trend to rather demonize the use of the first language (L1) has led to its complete disregard and interdiction by many language institutions around the world due to the ever-so-trendy idea that any use of the L1 will be seen as counter-productive and even damaging to one’s intent on the acquisition of the second language (L2) (Carreres, 2006). Therefore, the purpose of this study is to demonstrate what students believe as beneficial or unfavorable when it comes to using translation in the classroom either by the teacher, the students themselves or within the lesson in general. A total of 115 Ecuadorian students were surveyed with simple true or false statements regarding their opinion on translation. The students were arranged in two groups: A1 level and B1 level students. The answers from the survey were then averaged out in percentage form. The study suggests that there are indeed different opinions as to the use of translation in class. However, in general, it is perceived that lower-level students believe that normal use of translation in the classroom is a good method of or essential to learning, while most upper-level students prefer either solo use of the L2 or at least minimal use of the L1 in class.]]>
<![CDATA[University students’ self-efficacy: A contributing factor in TOEFL performance ]]>
<![CDATA[Marisa Yoestara]]>;
<![CDATA[Zaiyana Putri]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.12132
<![CDATA[Self-efficacy is one of the often-underestimated factors, which in fact, has an influence in determining human action. This study aims to find out the correlation between self-efficacy and the TOEFL performance of the students in two universities in Banda Aceh, namely Syiah Kuala University and Serambi Mekkah University. This study employed the correlational design to find out the correlation between the two main variables (self-efficacy and TOEFL performance). The sampling technique used in this study was the stratified sampling method with a total sample of 200 university students, both English, and Non-English majors. Furthermore, to collect the data, two instruments were used, namely the self-efficacy questionnaire and the TOEFL test. In analyzing the data, Pearson’s Correlation was used to find out the correlation. The result shows that there is a positive and low correlation between university students’ self-efficacy and their TOEFL performance (r=.249). Despite the correlation is low, self-efficacy is still considered to contribute to the TOEFL score. Therefore, it is suggested that TOEFL instructors consider the variable of self-efficacy in their teaching. Furthermore, it is expected that future research continues this study by enlarging the sample size in different levels of education and in different areas.]]>
<![CDATA[The construction and reconstruction of ESL student teachers’ professional identity ]]>
<![CDATA[Raja Nor Safinas Raja Harun]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.13073
<![CDATA[This study explores the construction and reconstruction of ESL student teachers’ professional identity at a teacher education university in Malaysia. A number of 23 student teachers were required to upload a journal entry in the e-portfolio to reflect upon themselves as prospective teachers when they were doing a pedagogical course in semester 5. Upon completing their teaching practice in semester 7 and while doing seminar reflective as a course in their final semester, the student teachers were asked to revisit their journal entry on their identity and to compare and contrast if their views have changed or remained the same after their teaching practice experiences. A content analysis was used to study the transformation of identity through journal entries. The study reveals that the student teachers were more realistic and practical as opposed to being idealistic in forming their professional identities after the teaching practice. There were many situational factors which have affected such changes. This study implicates the need for teacher education programs to provide platforms and learning to teach experience that would assist the student teachers formation of professional identity as prospective teachers.]]>
