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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 50 Documents

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Search results for , issue "Vol 8, No 2 (2021)" : 50 Documents clear

Teachers' beliefs and classroom practices on the use of video in English language teaching Budi Waluyo; Aisah Apridayani
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

In the last decade, there has been a growing interest in exploring why teachers decide to and not to use a technological tool in their teaching practices. Teachers’ beliefs have appeared to be one of the influential factors, yet still little is known about what causes both consistencies and inconsistencies between teachers’ beliefs and their classroom practices, especially on the use of technology. Thus, to address such a gap, this study examined teachers’ beliefs about video and their use of video in English Language Teaching (ELT) along with the key factors causing the inconsistencies between teachers’ pedagogical beliefs about video and their classroom practices. A qualitative research design with semi-structured interviews involving English teachers at a private educational institution in Indonesia was employed. The collected data were analyzed by using individual topic codes and emerging themes. The findings revealed that teachers’ beliefs about the use of video in ELT were positive but inconsistent with their use of video in practices. Four key factors underlying the inconsistencies between teachers’ pedagogical beliefs about video and their use of video in classroom teaching were identified, which involved teaching philosophy, teacher’s knowledge and skill, facility, and reading literature. Therefore, pedagogically, the findings implicate that teachers’ beliefs and classroom practices can be bridged by addressing the four underlying factors.

The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework Syamdianita Syamdianita; Bambang Yudi Cahyono
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials.

Thematic characteristics of the orientation part of the English version of Hikayat Deli text Nurlela Nurlela; Rudy Sofyan; Rohani Ganie
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

As the first part of a narrative text, orientation should be able to attract the readers’ attention; therefore, it must be well organized. From the Systemic Functional Linguistics point of view, a well-organized text can be confirmed through its textual metafunction realized in theme and rheme. In addition to confirming a good organization of the clauses, theme-rheme interactions would make the text interesting. This paper aims at describing the thematic characteristics of the orientation of the English version of Hikayat Deli text (the translated text of Hikayat Deli). This study employed the data derived from the orientation part of the English version of Hikayat Deli text which was analyzed using content analysis. The results of data analysis showed that: (1) unmarked themes dominated the use of theme in the orientation part of the English version of Hikayat Deli text, (2) the story characters (participants) were used most frequently as the clause themes, and (3) conjunctions and conjunctives (textual themes) were the elements of multiple themes most frequently used in the orientation part of the English version of Hikayat Deli text. It is concluded that the choice of theme elements helps in constructing a well-organized orientation and in facilitating the easy understanding to readers of what the rest of the text is about.

Integrated language skill approach: Model of teaching materials for elementary school teacher education programs in Indonesia Herlina Usman; Miftahulkhaerah Anwar
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This study is aimed to develop teaching materials, which is an English module for Elementary School Teacher Education Programs in Indonesia based on the integrated language skill approach. A number of 75 respondents from the Elementary School Teacher Education Programs at three universities participated in this research, they are from Universitas Pendidikan Ganesha in Bali, Universitas Mulawarman in Samarinda, and Universitas Negeri Manado in Manado. At the Elementary School Teacher Education Programs, no book with a practical model of integrated language skill is available at these universities. In collecting and analyzing the data, this study combined the research and development (RD) model of Gall et al. (2003). The process comprised four stages to develop this module, they are (1) preliminary studies and needs analysis, (2) product design and development, (3) evaluation, field test, and product revision, (4) and product refinement and dissemination. The data was gained through three instruments from questionnaires, interviews, and formative tests to measure the mastery of English teaching materials for primary school teacher education. The result of this study demonstrated that the module is feasible and effective for English Elementary School Teacher Education Programs at the three universities.

Learning objectives and environments: How do they affect students’ motivation in English language learning? Bayu Senjahari; Desfitranita Desfitranita; Martin Kustati
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This study aims to unravel what foremost students learning objectives and expected learning environment as well as to investigate how these two aspects might affect learning motivation. Both quantitative and qualitative research approaches were applied, and the data were collected from questionnaires and interviews. The questionnaire was distributed to 122 students, and the interview session covered eight students. Data from the questionnaire showed that 64.5% of students responded to ‘always’ for future job opportunities, 43.4% for understanding journals, 36.9 for scholarly needs, 36.9% for English as a prestigious language, around 36.2% for becoming a lecturer, 29% for going abroad, and 28.1% for parents’ suggestion. Regarding the learning environments, it was discovered that 67.7% of students responded as ‘strongly agreed’ for teachers should be friendly, 52.9% for opportunities to express opinions, 52.5% for various teaching activities materials, and about 41% for the use of L1 (Indonesian language) in teaching. Moreover, the study showed that learning objectives affect motivation because English was believed for a better future opportunity, for academic requirements such as understanding journals, and for passing standardized test regulation. It was furthermore considered as prestigious and valued for the economy, learned to know its interesting cultures, deemed an attractive language through teachers’ modeling, opened more overseas opportunities as to it is an international language, and parents saw it as a ‘blessing’ to learn. The study also explained that learning environments were influenced by teachers’ personality, teaching methods and materials, and an expectation of a ubiquitous language.

The development of intra-individual variability in academic writing: A study on lexical diversity and lexical sophistication Muzakki Bashori
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This study is aimed at finding out (1) whether Lexical Diversity (LD) and Lexical Sophistication (LS) can provide useful insights into the development of academic writing by tracing the interaction between the intra-individual variability in relation to a Dynamic Systems perspective, and (2) whether the supportive interaction between LD and LS can be recognized from the writing development. Twelve academic writing samples written over a 5-year period (2010-2015) by an Indonesian learner of English were employed as longitudinal data. Several tools designed by van Geert and van Dijk (2002), Peltier (2009), and Steinkrauss (2016) were used to analyze the dynamic patterns of language development. The results showed that the development of intra-individual variability in academic writing is in line with the Dynamic Systems Theory as it indicates that the developmental process between the two growers is complex, non-linear, self-organized, unpredictable, revealing attractor states, and constantly changing. The supportive growth movement emerges as the result of the interaction between variables. Finally, it can be concluded that variability is a source of development. Learners might need to be aware of their unique learning trajectory in order to maintain a more stable linguistic development.

Rhetorical structure in the problem statement section of Iranian postgraduate students' research projects Zahra Tarvirdizdeh; Vahid Nimehchisalem
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This paper reports the results of a study that investigated the structure of the Problem Statement (PS) section, following Swales’ (1990) Create-A-Research-Space (CARS) model as the first objective. Move analysis was used to analyze the rhetorical moves of the PS sections of the research projects. The second objective was the identification of the specific types of linguistic features associated with each move and step based on Pho’s (2013) classification. Following Pho (2013), the linguistic features as important signals of moves were identified. For this purpose, 30 research projects written by Iranian master’s students were purposively selected. The findings showed that the obligatory moves were Moves 1 ‘Establishing a Territory’ and 2 ‘Establishing a Niche’. All moves and steps were identified linguistically although their sequence and arrangement were not the same as what was anticipated by the model. Although the cyclic and embedded moves were defined in the rhetorical structure of the PSs, most of them were anomalous or ill-structured. The study has theoretical contributions, the most significant one of which is that the CARS model is applicable to define and analyze the rhetorical structure of the PS section.

Recasts, prompts and noticing: A comparative study Choo Siow Chin; Stefanie Pillai; Siti Zaidah Zainuddin
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Noticing has been regarded as an important theoretical construct in the mechanism of how corrective feedback (CF) facilitates second language acquisition. However, to date, only a paucity of CF research has examined noticing triggered by different types of CF (i.e., recasts vs. prompts). The study is intended to fill in the gap by examining the relationships between type of CF and level of noticing. To that end, 105 Malaysian ESL learners were asked to perform four communicative tasks during which recasts and prompts were provided contingent upon the encounter of past tense errors. To assess noticing, the study has employed a triangulated method using multiple elicitation procedures including diary writing, stimulated recall, and exit questionnaire. The results of the study revealed that both recasts and prompts were able to induce noticing the corrective intent, noticing the target of CF or form, noticing the gap, and noticing the rule. However, contrary to what was expected, recasts were able to promote higher levels of noticing across all noticing categories. Moreover, the greatest difference between recasts and prompts was found in noticing the gap. The study suggests that CF that provides exemplars of the target linguistic feature may promote higher levels of noticing the gap which may, in turn, increase the effectiveness of CF in L2 acquisition.

Kinship terminology of the Bau-Jagoi Bidayuh in Sarawak, Malaysia Yvonne Michelle Campbell
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This paper explores the kinship terms of the Bidayuh of Sarawak, focusing on the Bau-Jagoi subgroup variation as well as their cultural concept of kinship. The data for this paper was obtained through participant observation and interviews with four informants from two villages in Bau District, Sarawak, Malaysia, which are Kupuo Sarasot, located in the Jagoi area and Kupuo Barieng in the Singai area. The data analysis showed that the Bidayuh held on firmly to the Madih concept¸ in which all members of the village are considered ‘one family’. The Bidayuh kinship terms do refer to birth order but with emphasis on the older generations. Gender is not emphasized in the Bidayuh kinship terms but refers to a specific gender. Two main adjectives are added after the kinship terms, which are dari’ (male) and dayung (female). The address terms also focus on the older generations while most of the younger generations are addressed by their names. These two areas, even though considered under one subgroup, have their unique practices when it comes to kinship terms. However, due to modernization and urbanisation, the influence of the Malay and English language could be clearly seen in the Bidayuh address terms, replacing the Bidayuh equivalent.

English teachers' and lecturers' perceptions of reflective practice through video recording at the teacher certification program Sitti Fatimah; Yuli Tiarina; Fitrawati Fitrawati; Asri Sekar Mira
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Considering the long-recognized contribution of reflective practice on teachers’ continuous professional development, this article casts new light in reporting English teachers’ and lecturers’ perceptions on the needs to implement reflective practice through video recording during peer teaching in the Indonesian Teacher Certification Program. This needs analysis is conducted as the preliminary step of the Research and Development (RD) project and the data will be taken as the basis for the development of reflective practice model with video recording in peer teaching. The perceptions of the needs were collected through a closed and open-ended questionnaire distributed to two groups of respondents. The first group consisted of pre- and in-service English teachers who participated in the PPG (Pendidikan Profesi Guru) Program, or Teacher Certification Program, during the course of 2018 and 2019; and are now teaching secondary school students within the provinces of West and North Sumatra, Aceh, Jambi, and Riau. The second group was lecturers at the English Language Education Program (ELEP) of Universitas Negeri Padang teaching at the PPG Program. The findings show that most teachers believed that reflective practice using video recording enabled them to see their teaching strengths and weaknesses and, in return, would be able to improve students’ learning outcomes. Similarly, all lecturers also believed that the needs of reflective practice assisted by digital technologies are highly important. In general, the perceptions of these two groups of respondents demonstrate the crucial needs of implementing reflective practice with video recording during peer teaching in the PPG Program.

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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

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Abstract

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