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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
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Studies in English Language and Education
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 50 Documents
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Search results for , issue "Vol 7, No 2 (2020)" : 50 Documents clear
EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? Fakhrurrazi M. Amin; Hanna Sundari
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (537.395 KB) | DOI: 10.24815/siele.v7i2.16929

Abstract

The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality.  However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.
What is maaf for in the Indonesian language? A study of its use in written sources Siti Sumarti; Wening Sahayu; Sulis Triyono
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (511.858 KB) | DOI: 10.24815/siele.v7i2.16637

Abstract

Apologizing, commonly, contains the word ‘sorry’ for the English language and other languages, has the meaning of ‘feeling regret or penitence’. In the Indonesian language, ‘sorry’ is similar to the word ‘maaf’. The study focuses on the use of ‘maaf’ in the Indonesian language. Its primary aim is to find out the functions of ‘maaf’ in the Indonesian language. The subject of this study is written data which is from three Indonesian novels. Meanwhile, the object is the functions of the use of the word ‘maaf’. Reading attentively method was used in collecting data specifically in noting technique. The technique used for data analysis is pragmatic (identity) method. The researchers used the framework by Kimura (1994) combined with Pratiwi and Hilaliyah (2018) in analyzing the functions of ‘maaf’ in the Indonesian language. Based on the analysis, it was found that the function of ‘maaf’ in the Indonesian language are for regret (63 occurrences) as the most used in the novels, followed by attention-getter (five occurrences), closing (four occurrences), request (three occurrences), and mocking or teasing (two occurrences ) as the least used function. Generally, the characters in the novel were displayed to produce apologies in different ways, depending on power (i.e. employee to employer), relationships (i.e. a nephew to his aunt, between friends), age (i.e. same age, young to old, and vice-versa) and situation (i.e. approaching strangers). These different ways bear various functions of ‘maaf’ in their conversations. The article further elaborates on the results and provides recommendations for future research in related studies.
Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia Lantip Diat Prasojo; Wiwik Wijayanti; Lia Yuliana; Nurtanio Agus; Akhmad Habibi; Mohd Faiz Mohd Yaakob
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (807.279 KB) | DOI: 10.24815/siele.v7i2.16788

Abstract

The purpose of this study was to validate instruments regarding digital technology access among Indonesian English as a Foreign Language (EFL) faculty members during the Corona Virus Disease 2019 (COVID-19). An EFL Faculty member’s Access to Digital Technology (EFL-FADT) scale was adopted from previous relevant studies consisting of Motivation, Skills, and Use. A total of 235 EFL faculty members from three public and three private universities in Indonesia participated in this study, selected through cluster random sampling. A survey design was applied to examine the factor structure of the EFL-FADT. The survey data were computed through the steps of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) with IBM SPSS 23 and SPSS AMOS 23. Through the EFA with Varimax rotation, two factors emerged from Motivation, three from Skills, and two from Use. The result successfully mapped the proposed model. The CFA approach verified the instrument which was satisfactory for Indonesian EFL faculty members. The findings informed 25 valid and reliable indicators. The measured scale achieves psychometric properties. It can provide future studies with a tool to capture EFL faculties’ access to digital technology.
Errors in writing made by Malaysian rural primary school pupils Halipah Harun; Muhammad Kamarul Kabilan
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (531.054 KB) | DOI: 10.24815/siele.v7i2.17009

Abstract

This study is to identify errors made by rural primary school pupils in writing and to get information about the causes or sources of errors that lead to pupils’ writing problems. The conceptual framework concerns four types of errors committed by rural primary school pupils in writing, namely tense, spelling, and vocabulary. The study is based on Corder’s (1971) Error Analysis (EA) and Richards’ (1974) Causes or Sources of Errors as its theoretical framework. It was conducted at two rural schools with 44 pupils of Primary 5, aged 11, as the research sample. A written task was taken as the study instrument in order to answer two research questions. This study has revealed that tense is the most frequent error committed by the pupils, followed by punctuation, vocabulary, and spelling. Moreover, the pupils’ errors are caused by both interlingual and intralingual transfer. It is concerned with rural primary school settings in Kerian where the majority of the pupils use the Malay language as their medium of instruction. In addition, this study has its implication for English Language Education in Malaysia, in which it affects rural pupils’ performance especially in Primary School Achievement Test also known as Ujian Pencapaian Sekolah Rendah (UPSR) in English Writing paper. Some adjustments in the education system and the total involvement from education departments are meant to better reduce the number of low performers, especially in English writing to enhance the level of English proficiency in rural schools.
Using critical discourse analysis to explore an authentic teaching material: A focus on language and power Sukma Septian Nasution; Nur Najibah Sukmawati; Azhar Aziz Lubis; Tommy Hastomo; Lodya Sesriyani
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (619.499 KB) | DOI: 10.24815/siele.v7i2.16636

Abstract

Many EFL students show anxiety when speaking English in Indonesia. Therefore, when it comes to pedagogical context, critical discourse analysis (CDA) has a significant role to explore linguistics unit, socio-cultural context, and ideology of the text learners need to understand. This study aims at analysing the relation of language and power behind a text entitled ‘Driving Age, Increasing’ and making use of it to pedagogical context. The chosen text is an authentic material adopted from ‘Debatabase’, a book on building argumentative skills. By using Fairclough’s model (1989), the text was examined through three steps of Critical Discourse Analysis (CDA), namely description, interpretation, and explanation. Then, the analysis is interrelated with the nature of discussion text taught to the learners. The result of the analysis shows that the text is dominated by material, verbal, and relational processes, formal, complex, repetitive, evidence-based, multi-perspective, and over-wording dictions underpinned in an institutionalized social activity and unspecialized semantic domain. Further, the relationship between the author and the readers indicates there is equality in power shown by the provided equal analytical perspectives and evidence-based arguments to both conflicting parties toward the issue. As it fits the nature of discussion text, the paper ends with recommendations for EFL teachers to make use of CDA in raising learners’ language awareness.
Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications Suhartawan Budianto; Teguh Sulistyo; Oktavia Widiastuti; Dwi Fita Heriyawati; Saiful Marhaban
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16569

Abstract

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.
Far apart, yet close together: Cooperative learning in online education Francisca M. Ivone; George M. Jacobs; Willy A. Renandya
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.17285

Abstract

Online education can play a crucial role in increasing access to educational opportunity and in promoting lifelong learning. The Covid-19 pandemic has done even more to raise awareness of the importance of online education. The pandemic has been a Category 5 disruptor of education systems. This article was written to help teachers at all levels of education facilitate cooperation among their students as a key element of online education. While many teachers believe in the benefits of student-student cooperation, and theory and research support this view, many teachers worry that distance learning is already difficult enough without adding the complications of cooperative learning, no matter how beneficial it might be. The article begins by discussing some of the obstacles teachers may encounter as they seek to integrate cooperative learning as part of online education. The main part of the article presents nine lesson plans for language education via cooperative learning in online education settings. While the content of the lessons focuses on language learning, the lessons can be employed in a wide variety of content areas. The article concludes with general suggestions on overcoming the previously mentioned obstacles.
King size or all size: Proposing a typology of amplification translation technique for children picturebook translation SF. Luthfie Arguby Purnomo; Lilik Untari; SF. Lukfianka Sanjaya Purnama; Nur Asiyah; Muhammad Zainal Muttaqien; Robith Khoiril Umam; Yustin Sartika; Umi Pujiyanti; Hidayatul Nurjanah
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16592

Abstract

The necessity for a children’s picturebook to generate a proairetic decoding by the children influences translators to deliver the messages of the source text as explicit as possible. This condition leads the translators to implement amplifications aimed at detailing particular information. Though a proairetic reading is achieved through amplification, negative impacts follow the implementation. This qualitative experiential study involves nine children picturebook translators. Exchanging insights and translated texts in a focused group discussion (FGD) comprising of English to Indonesian and English to Javanese children picturebook translators, we found that a typology of amplification technique constructed specifically for children picturebook translation is required to provide a guideline for the translators when forced to apply amplification. The result of the translation data, supported by FGD, indicates that amplification is classifiable into three function-based types namely naturalizing, synchronizing, and stylizing amplifications. These amplifications, when applied, generate four impacts namely congruity losses, effect rendering, reading level deviation, and deviation on the purposes of the children’s picturebooks. These impacts deal with verbosity and thus requiring a further concern on verbosity level acceptance.
Arising reading patterns in understanding literary texts Revathi Gopal; Charanjit Kaur Swaran Singh
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16663

Abstract

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.
Understanding Malaysian ESL pre-service teachers’ beliefs about teaching and learning through metaphors Wan Noor Miza Wan Mohd Yunus
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16654

Abstract

Teaching metaphors are often used in teacher education programmes for pre-service teachers to critically reflect on their teaching. Metaphors not only give insights into teachers’ beliefs and principles about teaching and learning but may also guide classroom practices. This article sought to explore three Malaysian ESL pre-service teachers’ teaching metaphors in different situations during their teaching practicum. The study also explored what the selected metaphors revealed about the pre-service teachers’ pedagogical beliefs. Data in this study was collected qualitatively by using semi-structured interviews and reflective tasks assigned after the pre-service teachers’ teaching practicum at local government schools. Findings indicated that the pre-service teachers have multiple roles, which are represented by various metaphors they formulated in different situations. It has been suggested that metaphors can be effective in eliciting beliefs as the constructed metaphors reveal much about the roles of the pre-service teachers. The major beliefs about teaching and learning generated by the research participants include meeting students’ needs, varying teaching approaches, and facilitating students. The implications of this study are for teacher educators to utilize metaphors in teacher education programmes and to acknowledge pre-service teachers’ beliefs as this may highly impact their practices and development.

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