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[The strategy of Two Stay Two Stray to improve EFL students’ reading skill ]]>
<![CDATA[Diana Fauzia Sari]]>;
<![CDATA[Siti Sarah Fitriani]]>;
<![CDATA[Sevty Emafetery]]>
<![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.v6i1.13057
<![CDATA[The objectives of this study are to figure out whether the use of Two Stay Two Stray (TSTS) strategy could improve Grade 8 EFL students’ reading skill in a junior high school in Banda Aceh and to find out the students’ perspective about the use of this strategy. One class was randomly chosen as the sample in this study. The data were collected by using tests and questionnaire. The data were both analyzed by using statistical formulas. The results show that the use of TSTS in teaching reading to the Grade 8 students was successful. It can be seen from the mean scores of the experimental class that was 84.70. Moreover, the t-score (6.81) was higher than t-table (2.021), and this indicates that the students in the experimental class who were taught using TSTS got better improvement than before they were taught using this strategy. The results from the questionnaire also revealed that the students’ have positive responses in relation to the use of TSTS because this strategy offered a positive relationship between teacher-students and students-students, and further increase their interest in learning. This led the students to escalate their self-confidence, social interaction, individual accountability, and group skills. A better understanding of the materials taught was also attained because they could learn together as a team.]]>
<![CDATA[Analysis of error sources in L2 written English by Indonesian undergraduate students ]]>
<![CDATA[Burhansyah Burhansyah]]>
<![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.v6i1.6659
<![CDATA[This study investigates second language learners’ production in writing, aiming to understand common problems the learners frequently have with English. The study focuses on the analysis of errors in 100 essays written by 50 Indonesian undergraduate students of English, which is aimed at identifying the commonly occurring errors, classifying them according to a linguistic category, and explaining the causes of the occurring errors. The study shows that a large number of the occurring errors resulted from intralingual sources, the proportion of which account for more than 60% of the total errors. The results conform to a number of earlier studies in this research field which concluded that the majority of errors L2 learners make stem from intralingual interference. Another possible explanation for the phenomena is that because the subjects participating in this study are university students majoring in English, they had at least mastered the basics of English when entering university. As a result, they are more likely to make fewer interlingual errors than students at elementary level who tend to rely more on their native language when dealing with the aspects of the target language which they have not yet mastered.]]>
<![CDATA[Male vs. female EFL students: Who is better in speaking skill? ]]>
<![CDATA[Nira Erdiana]]>;
<![CDATA[Syamsul Bahri]]>;
<![CDATA[Cut Nurul Akhmal]]>
<![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.v6i1.13024
<![CDATA[This research is aimed to investigate whether or not female EFL students' ability in speaking skill is better than male students. It deals with the hypothesis that mentions female students are better than male students in speaking skill. The method applied is the descriptive quantitative approach in which ten male and ten female students of the first grade of one of the high schools in Banda Aceh, Indonesia, become randomly the samples. The speaking test is done in order to collect the data and it is conducted to identify the male and female ability in English speaking skill, especially in the five aspects of speaking skill: pronunciation, grammar, fluency, comprehension, and vocabulary. The results show that the females actually dominate the higher scores in all aspects of speaking, however, the mean scores of male and female students are relatively similar, female students reach 68.5 while male students reach 63.3. The t-test is lower than t-table (-1.671.72), which means that the alternative hypothesis (Ha) of this study is rejected and the null hypothesis (Ho) is accepted. Therefore, it can be inferred that the first-grade female students of the high school under study have better performance in speaking skill than the male students, despite the difference is trivial.]]>
<![CDATA[Developing supplementary reading materials for grade 11 students at a multimedia study program ]]>
<![CDATA[Nunun Nuki Erfiani]]>;
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Suparno Suparno]]>
<![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.v6i1.11667
<![CDATA[This research is aimed at developing a supplementary reading material to fulfill students' need in one of the multimedia study program at Mangelang, Indonesia, for learning reading. The design of this research is Research and Development. This research was oriented to the product development, and it was conducted in two main stages; (1) exploration stage and (2) product development stage. The exploration stage includes (1) literature review, (2) field study, and (3) need analysis. Meanwhile, the product development stage describes (1) the prototype development, (2) experts’ judgment, and (3) pilot. This research was conducted in a vocational secondary school involving an English teacher, two material experts, and students. The findings show that the existing textbook used to teach reading contains general English material and it is less specific to be used for the students at the program. Therefore, it implies that there should be supplementary reading materials for the teacher to develop reading to meet the needs of these students.]]>
<![CDATA[Teaching language through literature: George Orwell’s ‘Shooting an Elephant’ in the EFL classroom ]]>
<![CDATA[Molla Azizur Rahman]]>
<![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.v6i1.13055
<![CDATA[This article intends to show how an English language teaching material can be developed using a literary text. It is a qualitative study, and I have used the content analysis method. Here the first and the second paragraphs of the essay, “Shooting an Elephant” by George Orwell, are explored for bringing out potential linguistic features to be taught to undergraduate level students who learn English as a foreign language (hereafter, EFL). All the four basic skills of English language are emphasized in this teaching material. Different items like comprehension questions, guessing the meaning from the context, identification of phrases and identification of ironic expressions are set to develop and test students’ comprehension level. Items, like breaking up long sentences into smaller ones, changing sentences, rewriting sentences and writing paragraphs, are designed to develop the writing skill of the students. Similarly, items for developing listening and speaking skills of the learners are also retained in this material. It is shown that an essay can also be a potential source for developing language teaching material only if the selection is properly made. Further studies may test the effectiveness of the material for teaching both basic language skills and language areas.]]>
<![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.]]>
