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Studies in English Language and Education

SiELE
Website

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 36 Documents

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Search results for , issue "Vol 7, No 1 (2020)" : 36 Documents clear

Developing critical reading module using integrated learning content and language approach Annas Surdyanto; Wiwit Kurniawan
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

The purpose of this research is to compile a teaching material in the form of critical reading modules that are effective, valid, and practical for English major students. Teaching materials developed are based on CLIL (Content and Language Integrated Learning) learning and are oriented towards students’ critical thinking skills. CLIL not only emphasizes language skills but also on how learning content can provide a stimulus to think and understand the goals of learning. This study uses a Research and Development (RD) approach. The development model used is the ADDIE (Analyse, Design, Development, Implement, Evaluation). The results of the study show that the module that has been developed is valid, practical and effective. The validity of the module reaches a very good category based on the expert’s and validator’s evaluation. The practicability of the module is categorized as very good according to the students’ responses, observation on the implementation, and lecturer’s evaluation. The module effectivity reaches a very good category based on the students’ achievement on the tests.

Social practice on Facebook: Critical discourse analysis in the process of text production Hetti Waluati Triana; Eka Putra Wirman; Martin Kustati; Reflinaldi Reflinaldi; Awliya Rahmi; Nelmawarni Nelmawarni
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

The study aims to identify the ways to produce text production process by Universitas Islam Negeri (UIN, or State Islamic University) students in Padang on Facebook. Documentations, observations, and in depth-interviews were used to collect data. There were 1,214 discourses found on group and personal accounts of 27 informants, and 400 discourses were taken as data of the research. The analysis was conducted by following Fairclough’s Critical Discourse Analysis, (CDA), with the Critical Linguistics approach. The research findings show that the text production process by UIN students on Facebook were done in three ways, namely producing their own text, spreading other people’s texts that are shared from the site, and producing text as a result of consumption of other texts. Producing text itself is a way of producing text by creating its own status as a form of expression of thoughts, feelings, and experiences, without referring to other texts or texts that have been published on other walls. The form of production by spreading text from other website is the most common form of text production. Production status is a form of the author’s reaction to the text he or she understood.

Revisiting the implementation of active learning pedagogy in EFL classrooms Merina Devira
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

The present study investigated the current development of active learning pedagogy implementation, focusing on the English subject, at high school classrooms in Langsa, Aceh, Indonesia. It focused on English teachers’ pedagogical practices undertaken at the classrooms during the lessons and the factors impeding the construction of active learning methodology. A qualitative method was used, which employed the instruments of classroom observations, interviews, and lesson plan reviews. It was conducted in four lessons at three different high schools located in eastern Aceh, Langsa. The participants of this study were four English teachers and eleventh grade students who were actively involved in the observed English lessons. The findings showed that the dominant teachers’ role and students’ engagement in the class teaching-learning practices were not yet incorporated as active learning principles. Then, there was a lack of teachers’ understanding on the concept of active learning pedagogy, less provided trainings on active learning methodology, no provision of teaching-learning media at classrooms, and individual students were considered as influential factors in implementing an active learning pedagogy in these classrooms. Hence, future researchers are recommended to conduct an adaptation or re-evaluation to the active learning methodology that has been used all these times in order to be more practical and appropriate with Indonesian classroom contexts.

Developing English modules with integrated Islamic values and the Jambi local wisdom Uyun Nafiah
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Since studies about integrating Islamic values and local wisdom, especially in the Jambi context, have been scarcely found in the literature, this research is aimed to investigate the integration of such values in the English module that is suitable and practical for high school students. This developmental research used ADDIE approach which consists of five stages: analyze, design, develop, implement and evaluate. The sample for this study was an English teacher and 38 students of class IX of at one of the Islamic junior high school in Jambi by using instrument interviews, observation, and questionnaires. Based on the result of the validity questionnaire by two expert validators, a mean percentage of 82.07% is obtained and categorized as very valid. The result of students’ practicality questionnaire shows a percentage of 83.86% and categorized as very practical. Meanwhile, the result of teachers’ practicality is 87.50%, and also categorized as very practical. It could be concluded that the integrated Islamic values and Jambi local wisdom on the English module is suitable, practical and beneficial for both students and teacher. The researcher further recommends using this module for teaching English, especially for the procedure text type as discussed in the paper.

An analysis of illocutionary acts in a fantasy movie Siti Sarah Fitriani; Diana Achmad; Fitria Rasmita
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

This study aims to find out the types and the most dominant illocutionary acts used by the main character in a fantasy movie, ‘Harry Potter and the Chamber of Secret’. A descriptive qualitative study was done by observing the utterances spoken by the main character in the movie. The spoken utterances were then analysed based on the types of illocutionary acts, namely: representative, directive, commissive, expressive and declarative. The results of the study showed that out of the five, only four types of illocutionary acts were found in the movie, they are representative, directive, expressive, and commissive. The most frequently illocutionary act used is directive (47.64%), while the least frequently used is commissive (4.19%). The directive forces used by the main character are varied. Directives are used get the hearers to do something, where in the movie, he often used asking and ordering. Meanwhile, declarative is not employed by the main character since performing declarative act needs authorities and status; this act is used to change the world through utterances. But the main character in this movie do not have any certain status or authority in any position at the magic school he attended, he is a student, still new with the magic world and do not have much power. This is why declarative was not found in the utterances of the main character.

Reduplication as a word-formation process in the Jamee Language: A variety of Minang spoken in South Aceh Zulfadli A. Aziz; Vivi Nolikasari
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

One of the processes of word formation is reduplication which words or morphemes are repeated. This study focuses on reduplication in Jamee language. This descriptive qualitative study aims at finding out forms of reduplication and the meaning contained in the reduplication in Jamee. The data were collected through ethnographic interview by recording ten native speakers of the Jamee language who live in Labuhanhaji sub-district, South Aceh. They were chosen through purposive sampling. A total of 261 reduplication words were obtained during the interviews, and they were analysed using three stages; data reduction, data display and data verification. Based on the results of data analysis, it was found that there are four types of reduplication in the Jamee language: full reduplication, partial reduplication, lexicalized reduplication, and affixed reduplication. The study also shows that reduplication in Jamee language can be in the forms of verbs, nouns, adjectives, adverbs, and pronominals. Despite previous studies show that there is no infix in the Jamee language, hence it does occur in this study even though it is rarely used in this language. It is assumed that it may have come into the language through the borrowing from Bahasa Indonesia.

EFL students’ strategies in answering the listening section of the Longman TOEFL Tengku Maya Silviyanti; Rahayu Ramadhani; Iskandar Abdul Samad
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

This study investigated the EFL students’ strategies in answering the Listening section of the Paper-based TOEFL test. The samples of this research were purposively selected consisting of 30 English major students at Universitas Syiah Kuala, Banda Aceh, Indonesia. The samples were selected based on their recent TOEFL scores. All the selected samples achieved low TOEFL scores, especially for the Listening section. The data were gained by means of closed questionnaire and interviews. The interviews were conducted with three students of the 30 students and they were selected randomly. The results of the questionnaire revealed that the top three strategies the students used when answering the TOEFL questions ranged from the strategies of (1) ‘before listening, I tried to anticipate the topic by looking at the answer in the test book’, (2) ‘while listening, I tried to determine the topic or main idea for each conversation, and (3) ‘before listening, I tried to anticipate what the questions would be and I listened specifically for the answer’. This imply that a majority of students used strategies only to answer part B (dialogues) and part C (monologues) of the TOEFL Listening section. These parts were considered more difficult since many students were not familiar with the topics. Meanwhile, strategies for part A were neglected. These students often forgot to choose answers in this section. Unfortunately, strategies for part A are also important because they can achieve higher scores if the 30 questions in this part are answered correctly.

Interaction in collaborative writing between international and domestic students in an Indonesian university Dwi Rahayu
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

This research investigates verbal interaction in collaborative writing between students from two countries with different L1 when writing an academic essay in a foreign language writing class. Eight students from Indonesia and China participated, and were divided into Indonesian-Indonesian pairs and Indonesian-Chinese pairs. Using the method of qualitative content analysis, the transcripts from their communication were coded inductively and then categorized. The findings denote that there are three categories in their spoken interaction: what to write (ideas), where to write (structural organization), and how to write (language-related). Similarly, all pairs focused their discussions on ‘what to write’ (ideas to be written in the essays). However, Indonesian-Indonesian pairs also discussed ‘the language-related aspects’ mostly about lexical choice and the meaning, more than the mixed pairs. The Indonesian-Chinese pairs conversed, in most of their time, about the content through sharing, explaining, and negotiating their ideas. As the implication, in order to produce an essay with the same length and type, the mixed pairs executed more time in their spoken interaction.

English for specific purposes: Traditions, trends, directions Mohammad Ali Salmani-Nodoushan
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i1.16342

English for Specific Purposes (ESP) began around fifty years ago as a result of pressing worldwide demands for fast-paced language training in occupational and professional settings, rapid revolutions in theoretical linguistics, and burgeoning pressures on schools and educators to focus on, and to be responsive to, learners’ needs. It started within the field of English Language Teaching (ELT) but has gradually established itself as an autonomous subfield of Applied Linguistics (AL). This paper will review the origins, evolution, and status quo of ESP, and then predict the future directions of this important field. The theoretical, analytical, and methodological evolutions of ESP are reviewed, the positions of genre analysis, target language use situation analysis, and context in ESP are described, the ‘just-in-case’ EAP and ‘just-in-time’ EOP approaches are compared, and the text-first and context-first approaches to discourse structure analysis are compared. The paper predicts that ESP will adopt a wide-angled epistemological stance to survey the (a) discursive, (b) generic, (c) social, and (d) organizational structures of specialized texts and discourses, as well as those of texts and discourses simplified for the popularization of science, in a systematic and contextualized manner. ESP practitioners are also warned about the potential threats of teaching genres of power within ESP.

Portfolio assessment: Learning outcomes and students’ attitudes Teguh Sulistyo; Katharina Poptrisia Nona Eltris; Siti Mafulah; Suhartawan Budianto; Saiful Saiful; Dwi Fita Heriyawati
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i1.15169

This paper is aimed at (1) investigating whether the implementation of portfolio assessment had an impact on students’ writing ability, and (2) obtaining the students’ attitudes towards portfolios. The method used in this study was quasi-experimental research design, and the data were collected through a set of writing tests (pre-test and post-test) and a questionnaire. The results show that the implementation of portfolio assessment increased the students’ writing ability. It was also found that the students’ knowledge of global issues (content and organization) also increased more significantly than the local issues (grammar, vocabulary, and mechanics). In addition, the results of the questionnaire proved that the secondary level students had positive attitudes towards the implementation of the portfolio assessment. Therefore, it is suggested that the portfolio assessment should be implemented in the teaching-learning process especially in English writing since it could give regular feedback, and help the students in monitoring their writing progress.

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Yunisrina Qismullah Yusuf

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

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+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

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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