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[Task-based material design for academic purposes: Learners' English writing skill improvement ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Lidwina Sri Ardiasih]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.18169
<![CDATA[English Writing for Academic Purposes (EWAP) seems daunting for higher education students in the Indonesian context. Genuinely, the ability of EWAP is one of the study skills required in the academic field. Preliminary research has shown that EWAP materials have not been identified based on students’ needs. This study focuses on the students’ need analysis of the EWAP materials, including confirming the quality of the task-based material design that enhances the students’ skills of the EWAP. The study used the educational research and development method, involving non-English learners from a private college in Indonesia. Researchers used the test, the semi-structured interview, and the questionnaire as instruments. The observation was also carried out to describe implementing the task-based material design of the EWAP. The results indicate that students need task-based material as an authentic EWAP material that focuses on learning to communicate through interaction. It also gives them the ability to focus not just on the use of languages but also on the learning process itself. The task-based EWAP materials have a significant influence on the development of students’ writing skills. As a result, this approach is well suited to foster a learning desire to write in a context-approximately as a means of expressing their intentions. Besides, the study’s findings show that students were very enthusiastic about engaging in the learning process.]]>
<![CDATA[High-stakes testing and English teachers' role as materials developers: Insights from vocational high schools ]]>
<![CDATA[Elsa Ananda]]>;
<![CDATA[Ashadi Ashadi]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17518
<![CDATA[The implementation of the National Examination (NE) in Indonesia in elementary to high schools is considered as high-stakes testing and affects the teachers’ practice particularly in vocational settings. As material developers, English teachers in Vocational High Schools (VHS) are demanded to develop appropriate and suitable materials to meet the students’ specific needs. The incompatibility of the NE materials prescribed by the government and the vocational students’ needs put the teachers in a dilemma. The teachers should deal with the pressure of the NE and their roles as materials developers. This article tries to reveal how high-stakes testing impacts their roles as material developers particularly in the absence of specifically prescribed materials for VHS students. A case study design was used in this research with 31 participants of English teachers from nine state VHS in Pontianak, Indonesia. Data were collected through questionnaires and interviews. The result revealed that the role of teachers as materials developers somehow becomes diminishing because of the presence of the NE as high-stakes testing in the learning process, especially in VHS. This condition is detrimental to the teachers’ professional development since their roles as materials developers are limited and even under-developed. With the cancellation of NE by the end of this year, it is expected that the teachers are able to play their roles as materials developers and conduct evaluations based on the students’ specific expertise.]]>
<![CDATA[Discourse markers in diplomatic setting: Ministerial dialogue between Australia and Indonesia ]]>
<![CDATA[Rosaria Mita Amalia]]>;
<![CDATA[Elvi Citraresmana]]>;
<![CDATA[Nurul Hikmayaty Saefullah]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.18350
<![CDATA[This descriptive research discusses the use of discourse markers in a diplomatic setting between the governments of Indonesia and Australia during a Joint Press Conference between Indonesia-Australia Foreign and Defence Ministers. The particular aims of this research are to identify and analyze forms of discourse markers employed by the representatives of each government and describe the most frequent discourse markers used by these representatives. The data were collected from the transcript of the Joint Press Conference between Indonesia and Australia Foreign and Defence Ministers (2+2) Dialogue. The data are classified based on the typology of discourse markers and analyzed to identify their function within the diplomatic discourse. The data are input into the AntConc corpus analysis toolkit for analysis. The results show that the Foreign and Defence Ministers of Indonesia employed three forms of discourse markers, namely textual discourse marker, interpersonal discourse marker, and cognitive discourse marker, whereas the Foreign and Defence Ministers of Australia only applied textual discourse marker and cognitive discourse marker. Both representatives employed textual discourse markers more frequently than other forms of discourse markers. Discourse markers partially control how meaning is constructed by showing turns between speakers, joining concepts, displaying attitude, and finally, controlling communication. By understanding the discourse markers in ministerial dialogues, spectators can learn to find clues in the change of direction in their talks to better understand the conversation that affects the policies and citizens of both countries involved.]]>
<![CDATA[University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate? ]]>
<![CDATA[Mulyani Mulyani]]>;
<![CDATA[Fidyati Fidyati]]>;
<![CDATA[Suryani Suryani]]>;
<![CDATA[Murnia Suri]]>;
<![CDATA[Halimatussakdiah Halimatussakdiah]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17628
<![CDATA[English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.]]>
<![CDATA[The favored language learning strategies of Islamic university EFL learners ]]>
<![CDATA[Alfian Alfian]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17844
<![CDATA[Despite the existence of many studies about language learning strategies (LLS) around the world, little work has been reported on the LLS use of Islamic university students from a qualitative perspective. Thus, to fill this empirical gap, this study is aimed to explore the LLS use and choice by learners studying at an Islamic university in Indonesia. This study employed a qualitative approach by interviewing 18 learners who would become teachers of English as a Foreign Language (EFL). They have been interviewed about the ways or strategies when they are learning English. The data gained from the interviews were analyzed by thematic analysis. The findings demonstrated that learners reported using the strategies which are classified into six LLS categories (memory, cognitive, compensation, metacognitive, affective, and social strategies) in learning English. However, most strategies reported by the learners were categorized into metacognitive strategies. Another significant finding is that several strategies such as practicing strategies (practicing four language skills; listening, speaking, reading, and writing), watching TV/ English Movies, memorizing, and using the internet were mostly reported by learners in improving their English skills. This study is beneficial for the classroom practice of teachers in enhancing their teaching methodology by knowing learners’ learning strategies to make it easier for the teachers to design the learning activities. Furthermore, this study is also beneficial for novice EFL learners in which the strategies in this study could be models for them. ]]>
<![CDATA[Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments ]]>
<![CDATA[Luluk Iswati]]>;
<![CDATA[Anita Triastuti]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17301
<![CDATA[Along with the growing practice of teaching English for Specific Purposes (ESP) in non-English departments of tertiary education, it is essential to investigate the challenges faced by ESP teachers. It can be a basis for proposing policies for the improvement of ESP practice. This study was driven by the fact that ESP classes in non-English departments are allocated limited credit hours, and the teachers are generally General English teachers with no experience and training in teaching ESP. Thus, this study attempted to investigate the fundamental challenges faced by ESP teachers in one state and four private higher education institutions. The data of this qualitative study were obtained through interviews with five ESP teachers. The interview questions were mainly concerned with the knowledgeability and competence in teaching related to subject-specific contexts, adequacy of ESP training, needs analysis, and classroom condition. The findings reveal that the evident challenges encountered by ESP teachers were: lacking knowledge on students’ field of study, lacking of ESP training, lacking of proper needs analysis, large classes, and various learners’ English competencies. The findings of this study suggest that policymakers (stakeholders) should pay more attention to the practice of ESP teaching, especially in non-English departments, by reforming policy in order to minimize the problems faced by ESP teachers and to improve the practice of ESP teaching.]]>
<![CDATA[Indonesian theology students' foreign language reading anxiety and reading performance: A correlational study ]]>
<![CDATA[Jeane Theresia Limeranto]]>;
<![CDATA[Adaninggar Septi Subekti]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17398
<![CDATA[This study investigated Theology students’ Foreign Language Reading Anxiety (FLRA) and the relationship between their FLRA and their reading achievement. A number of 63 Theology students participated in this quantitative study. A questionnaire developed by Saito et al. (1999) was used in obtaining the data for the study. The study was conducted to fill the void in the literature on the scarcity of empirical research on FLRA in the Indonesian English for Specific Purpose (ESP) context, especially among Theology students who were required to read a lot of English text and thus were very likely susceptible to experience reading anxiety. The study found that in general, the students experienced a medium level of FLRA. Low self-perceived reading competence and the unfamiliar topic of reading passages were reported to be attributed to higher FLRA levels whilst the formation of reading habits, reading exposure, and reading strategies were believed to reduce reading anxiety. This study further found a statistically significant negative correlation between the students’ FLRA and their reading achievement, albeit the strength being weak. This finding suggested that students’ FLRA could be a factor hampering learning. The present study’s specific finding on the possible positive impacts of reading strategies and the duration of reading exposure may indicate the urgency to incorporate these two aspects in the instructional design of English reading classes. Based on the findings, contributions, limitations, and suggested future studies were formulated.]]>
<![CDATA[Exploring interpersonal meanings on the discourse of the Indonesian national anthem from the CDA perspectives ]]>
<![CDATA[Ribut Surjowati]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17439
<![CDATA[This research is aimed at describing how the composer of Indonesia Raya (IR) construed and negotiated interpersonal meanings which represent his ideology to the Indonesians. The data in this qualitative study was the text of IR which is ideologically contested. The study analyzed the lexicogrammar properties dealing with words and structures and production processes. The data were collected by the researcher as the research instrument by using a documentation technique. The procedures of data analysis were conducted following the stages of Fairclough’s Critical Discourse Analysis framework (1989), including micro analysis concerning lexical features in the text, meso analysis concerning the process production and interpretation of the text, and macro analysis concerning ideological effects and hegemonic processes in which discourse participates. The attitude system of appraisal was analyzed based on that proposed by Martin and White (2005), and Martin and Rose (2003). The results showed that from the affect viewpoint, the IR composer is seen as an educated young man who witnessed people suffer and did not only express his feeling of joy with the coming independence of Indonesia and the gratefulness, but also the insecurity and anxiety with the possibility of other forms of colonialism. Meanwhile, from the appreciation viewpoint, Indonesia is described as a noble, heredity, sacred, and magical land. Not only is it an expression of his admiration and love, but also it is a warning to maintain his emotional intimacy with the nation. The judgment subcategory illustrated that the Indonesians were mostly emotionally weak. The composer encouraged the Indonesian people to unite for a greater Indonesia. ]]>
<![CDATA[The native English teachers' expectations in teaching EFL students ]]>
<![CDATA[Tgk Maya Silviyanti]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Dara Junita]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17271
<![CDATA[Research into students’ expectations towards native English speakers or teachers has been commonly investigated for years, yet the significant exploration of native teachers’ perceptions towards their foreign students are rarely examined. This study tries to find out the Native English Speaker Teachers’ (NESTs) expectations in teaching English as a foreign language (EFL) students. The data were compared with Gani et al.’s (2015) previous study of EFL learners’ expectations toward their native teachers. The participants in this study were two native English teachers who are currently working at Universitas Syiah Kuala, Banda Aceh, Indonesia. The interview was selected as the instrument to collect the data. The interview guide was designed and formulated based on a list of questionnaires that originated from Wu and Ke (2009). The interview with each teacher was recorded and the results were transcribed. The findings show that NESTs generally have similar expectations with the EFL students regarding speaking rate, learning environment, accent preferences, and assignments. However, diverse expectations occurred on the subject of syllabus design, grading system, grammatical correction, and pronunciation articulation. The results are further discussed in the paper. Consequently, the findings of this study can be used as a reference for both native teachers and EFL students in fulfilling the goal of learning in the classroom.]]>
<![CDATA[Perceptions of Indonesian multilingual scholars about preparing and publishing research manuscripts in international journals ]]>
<![CDATA[Zifirdaus Adnan]]>;
<![CDATA[Safnil Arsyad]]>;
<![CDATA[Bambang Kaswanti Purwo]]>;
<![CDATA[Katharina Endriati Sukamto]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.18969
<![CDATA[There has been a great deal of interest in issues multilingual scholars (henceforth: MLS) have in trying to gain publication in international main-stream English language journals (IEJs). However, little research has been published on the experience of MLS using their perspective, particularly how they perceive their competence (knowledge and skills) to publish their research internationally. The purpose of this study was to fill this gap by investigating what they perceived as the factors that inhibited them from publishing in IEJs. This study mainly used a quantitative method, but the results were supplemented with interviews and focus group discussion with some of the participants in the survey. Principal Component Analysis (PCA) tool of the SPSS statistical programme was used to conduct two levels of analysis: the PCA and Confirmation Factorial Analysis (CFA). The key finding was that the most critical factor for the participants was not a lack of funds as widely reported in many previous studies, but lack of competence to face the challenges of preparing and publishing research article (RA) in IEJs, which had dampened self-confidence. The low self-confidence and two solutions, suggested by the participants, implicitly confirmed the key finding. The participants were aware of the various benefits of research article publication in IEJs, but they were not strong enough to overcome the critical factor. The implication is that policymakers should consider providing regular training for staff with adequate practice and feedback and introducing the subject to undergraduate or, at least, MA students before they embark on starting their research projects.]]>
