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 flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education ]]>
<![CDATA[Ryani Yulian]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.18366
<![CDATA[The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading. ]]>
<![CDATA[A syntactic-semantic optimality theoretic model on Hakka topic-comment construction ]]>
<![CDATA[Yu-Ching Tseng]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.18723
<![CDATA[The purpose of this paper is to show how the basic Topic-Comment ordering pattern of the Hakka can be accounted for by the constraint-based optimality theory. Part of the linguistic data used in this paper is adopted from Xu (2002), while those examples presented to show syntactic tests are created by the author. These sentences have been further checked and confirmed by a native speaker of Hakka. This paper proposes an Optimality Theoretic (OT) model that takes into account both syntactic and semantic considerations. It shows that semantic information comes into play successively at different points of OT grammar. First, integrating semantic information into the schema of OT syntax works precisely to describe the Hakka topic-initial sentence pattern. The alignment constraints incorporate information about the semantically defined topic and comment constructions into the constraint design, which interacts with other markedness constraints to filter linguistic constructions during production. Second, semantic constraints are formed to further evaluate form-meaning pairs during the process of interpretation. In this aspect, semantic notions including contrastiveness and markedness are incorporated into the theoretical plan with the purpose of pairing syntactically well-formed sentences with appropriate meaning. The paper successfully presents an optimization model illustrating how syntax and semantics cooperate to pair meanings with linguistic constructions in forming linguistic expressions. ]]>
<![CDATA[Developing descriptive reading materials in EFL classes by utilizing the local culture ]]>
<![CDATA[Nur Azizah]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Machdalena Vianty]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.18562
<![CDATA[This study aimed to develop instructional descriptive reading materials of Bangka local culture in Indonesia, which are valid, practical and have a potential effect for Tour and Travel Study Program students at a vocational school in Bangka Belitung Province. The developed product would be used as supplementary materials to fulfill the students’ needs. This study used the research design proposed by Akker (1999), covering the phases of analysis, design, evaluation, and revision modified by Tessmer (1993). The data were collected through questionnaires, semi-structured interviews, and a reading comprehension test. The data were analyzed quantitatively and qualitatively. In order to determine the validity, practicality, and potential effect of the developed product, a formative evaluation was conducted. Validity was evaluated in experts review related to the content, language, and instructional design. The result showed that the developed product reached a very high validity category with the average score of all aspects evaluated; it was 3.57. The practicality evaluated in one-to-one and small group evaluations were categorized as very high practicality since the average scores of both evaluations were 3.71 and 3.58. After trying out the field test, the developed product was considered to have a high potential effect since 73.91% of the students achieved the required passing grade. Therefore, it could be concluded that it is possible to use the developed product as supplementary materials for teaching reading for the intended students. ]]>
<![CDATA[Project-based-learning on critical reading course to enhance critical thinking skills ]]>
<![CDATA[Dina Merris Maya Sari]]>;
<![CDATA[Yudy Prasetyo]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.18407
<![CDATA[In some cases, EFL (English as a Foreign Language) students may be lack critical thinking in reading, particularly in Indonesia. The purposes of this study were to investigate the implementation of Project-Based-Learning (PjBL) on critical reading to enhance critical thinking skills and describe the students’ responses on the implementation of PjBL in critical reading to enhance critical thinking skills. This research employed a mixed-method approach. The subjects of this research were 26 EFL students at STKIP PGRI Sidoarjo, Indonesia. The data were obtained by using observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and data conclusion. This study produced several results. Firstly, the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages: 1) planning, 2) implementing, and 3) evaluating. Secondly, based on the interviews, 88.89% of the students were motivated in working on the assignments by using the PjBL model, and 54% of them were excellent. Thirdly, based on the questionnaire, most students (73%) chose “strongly agree” with critical thinking skills. It is hoped that the findings of this research can give information about students’ critical thinking and give an appropriate learning model to enhance the students’ critical thinking. ]]>
<![CDATA[Contemplating COVID-19 through disease and death in three short stories by Edgar Allan Poe ]]>
<![CDATA[Novita Dewi]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.19240
<![CDATA[Wort-case scenarios depicted in literary works may function to mourn and warn people about the real situation, such as the spread of COVID-19 that has altered worldwide life drastically. This study offers a reflection on the current pandemic time through a close reading of selected American classic literary works. The imagination of fear, isolation, and mask-wearing in Edgar Allan Poe’s short stories is resonant with the new expressions of the COVID-19 pandemic. Three short stories by Poe, i.e., ‘The Masque of the Red Death’, ‘The Cask of Amontillado’, and ‘The Sphinx’ are chosen for examination using the thematic analysis method. Repeated reading of the short stories shows that parallels can be drawn between these stories and today’s phenomenon about anxiety, social restriction, and health protocols. What can be implied from the analysis are as follows: (1) Fear of the disease results in the characters’ added distress, (2) The characters’ aberrant behaviour as to overprotect themselves is exacerbated by the dreadful situation, and (3) Poe’s obsession with dread and death to shock the readers can be historically traced through his own inner predicaments, ill-health, and the 1832 Cholera contagion. In conclusion, the findings resonate with the COVID-19 epidemic’s upshots. ]]>
<![CDATA[Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance ]]>
<![CDATA[Nurliana Dalila Shaari]]>;
<![CDATA[Azianura Hani Shaari]]>;
<![CDATA[Mohammad Ridhuan Abdullah]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.18872
<![CDATA[Flipped classroom model has received massive attention from many researchers due to its innovative instructional strategy that offers a new perspective to the traditional classroom. However, not many studies have focused on dual language learners (DLL) who face challenges in grasping second language skills and knowledge, due to the multiple linguistic systems that they have to manage. By marrying communicative language teaching (CLT) approach with flipped technique, the present study, therefore, aims to explore dual language learners’ perception towards flipped classroom model in learning English tenses as well as their learning progress using the method. The lessons were conducted using set of culturalised interactive materials. A number of 133 intermediate learners (age 18 to 25) from a vocational college in Malaysia were selected as the research participants and data were collected using one-group pre-test–post-test design, questionnaire and interview. Pre-test and post-test grammar questions were given before and after a six-week intervention program to identify the effectiveness of the materials and instruction. The findings indicated significant differences between the mean scores of the pre-test and post-test. The results also revealed learners’ positive responses and improvement in English grammar through flipped classroom and culturalised interactive materials. This research has suggested some significant impacts of flipped classroom practices using familiar objects and culturalised learning materials. Apart from acknowledging the advantages of flipped classroom model in learning English grammar, the present study also proposes some additional strategies to achieve an effective flipped classroom lesson for dual language learners in Malaysia.]]>
<![CDATA[Inversion and word order in English: A functional perspective ]]>
<![CDATA[Aladdin Assaiqeli]]>;
<![CDATA[Mahendran Maniam]]>;
<![CDATA[Mohammed Farrah]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.20217
<![CDATA[English is an SVO (Subject, Verb, Object) word order language. This canonical SVO pattern is the default unmarked word-order configuration typical of English, which makes this language to be classified under the typology of SVO languages. However, driven by the major purpose of language as an instrument of human communication and social interaction, and as a semantic system for making meanings, addressors sometimes depart in their discourse from this basic canonical order of constituents where a grammaticalized system like inversion takes place, resulting in inverted constructions. Through testing and developing the Degree of Focus Hypothesis, proposed by Huffman (1993), this study, which employed a mixed methods research design, sought to explore the communicative and semantic values of inversion; and the pragmalinguistc functions of preposing, i.e., clause-initial adjuncts, to the pragmatic process of communication. The study confirmed the Degree of Focus Hypothesis where the hypothesized notion of concentration of attention stemming from inversion was found to be applicable. The paper stressed that what triggers inversion or non-inversion is a certain communicative effect such as focus rather than a relation of formal determination where one element determines mechanically the form or appearance of another. A contribution to linguistic and educational research, the paper, therefore, highlighted the importance of a human factor in the functioning of language and emphasized the need to break away from grammar-based teaching (traditional grammar) to discourse-based language teaching (communicative grammar) where languaging rather than language should be the focus of language teaching and learning. ]]>
<![CDATA[Textual and discoursal strategies of national leaders to establish their political images in the global arena ]]>
<![CDATA[Diah Kristina]]>;
<![CDATA[Ni Luh Putu Setiarini]]>;
<![CDATA[Muhammad Thoyibi]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.18757
<![CDATA[Giving speeches is one’s vital competency for creating a country’s image in the global arena. Every political speech represents the speaker’s deliberative reasoning to respond to the existing situation and is a synoptic lens of the intended judgment on particular issues. This study explores three Indonesian speakers’ textual and discoursal strategies in the opening of three political speeches. By employing qualitative research, the researchers analyzed the textual and discoursal properties in terms of features, characters, and structures of argumentation and the speakers’ flow of thinking realized linguistically. This research found that the speeches’ micro and macro components are in mutual supporting functions to accommodate the themes of the discourse. Verbally, each speaker built their image as a figure who concerns solidarity, a leader who is aware of the global crisis, and an activist who promotes Indonesia’s positive global roles. The findings imply the pivotal roles of textual and discoursal strategies to construct the national and personal image of a politician delivering a speech for the global audience. This study is expected to be beneficial for ESP, especially for the teaching of English for Public Relations. ]]>
<![CDATA[Digital literacy practices in tertiary education: A case of EFL postgraduate students ]]>
<![CDATA[Aji Budi Rinekso]]>;
<![CDATA[Rojab Siti Rodliyah]]>;
<![CDATA[Intan Pertiwi]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.18863
<![CDATA[Over the past few decades, technologies grew rapidly, transforming traditional instructions to be more digitalized and stimulating many researchers to study digital literacy practices in a school-educational context. However, studies exploring digital literacy practices in the context of tertiary education are still scarce. Within the qualitative approach, this study investigated digital literacy practices by EFL (English as a Foreign Language) postgraduate students. Moreover, it intensively discusses the kinds of digital tools used by the participants and the purposes of using them. Additionally, the way the participants conceptualized digital literacy was also elaborated. Thirty-four EFL Master students of a public university in Bandung, Indonesia, participated in this study. An online open-ended questionnaire and semi-structured interviews were applied in data collection. Meanwhile, eight dimensions of digital literacy in the Hague and Payton’s frameworks were used as the basis of the thematical analysis of the interview data. Results showed that the participants conceptualized digital literacy as soft skills for managing digital information covering the acts of searching, comprehending, evaluating, creating, and sharing. The prominent result of this study relates to how the participants used digital tools for academic/research and general purposes. Subsequently, this study recommends that tertiary education institutions provide more training on maximizing digital tools for academic writing and broader access to prepaid journal articles. Further exploration of lecturers’ digital literacy practices is highly recommended. ]]>
<![CDATA[Collocates of 'great' and 'good' in the Corpus of Contemporary American English and Indonesian EFL textbooks ]]>
<![CDATA[Ikmi Nur Oktavianti]]>;
<![CDATA[Japen Sarage]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.18594
<![CDATA[Previous studies have proven some discrepancies between language presented in EFL textbooks and the real use of English. This fact contradicts the teaching materials’ aim, which is intended to equip the learners to be communicatively competent. This study then investigates the use of adjectives, limited to ‘great’ and ‘good’ in terms of the frequent and strong co-occurrences, i.e., collocations, in a general reference corpus of Standard English to be compared with those in Indonesian EFL textbooks. The data were collected from both the corpus and the textbooks, but the analyses in the textbooks were generated based on the Mutual Information (MI) score of the collocates. Based on the comparison, it is evident that there are some similarities between adjective use in the textbooks and the corpus in terms of verb collocates of the adjectives. The mismatches, however, are quite remarkable, especially in terms of the variability of adverb collocates and the absence of prominent noun collocates in the textbooks. Pedagogically speaking, these results should be taken into consideration in writing the textbooks to enhance the quality of the language content prepared for the learners in the EFL context.]]>
