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.
Articles
50 Documents
Search results for
, issue
"Vol 8, No 2 (2021)"
:
50 Documents
clear
<![CDATA[Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application ]]>
<![CDATA[Amrina Rosyada]]>;
<![CDATA[Hanna Sundari]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (478.478 KB)
|
DOI: 10.24815/siele.v8i2.18374
<![CDATA[Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.]]>
<![CDATA[Strategies employed by EFL doctoral candidates in dissertation writing completion ]]>
<![CDATA[Saiful Marhaban]]>;
<![CDATA[Nur Mukminatien]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Wardani Dwi Suhastyanang]]>;
<![CDATA[Yunita Puspitasari]]>;
<![CDATA[Asnawi Muslem]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (199.191 KB)
|
DOI: 10.24815/siele.v8i2.17694
<![CDATA[This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing. This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.]]>
<![CDATA[The attitude of Japanese newspapers in narrating disaster events: Appraisal in critical discourse study ]]>
<![CDATA[Dian Puspita]]>;
<![CDATA[Budi Eko Pranoto]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (719.564 KB)
|
DOI: 10.24815/siele.v8i2.18368
<![CDATA[During the event of disasters, news media are considered as the most visible of all parties involved in the response and rehabilitation. News media frame disaster events in certain attitudes, which then significantly resonates with the magnitude of the disaster. This research aims at investigating the attitude of the Japanese newspaper in narrating disaster events. Using the descriptive qualitative method, this study adopts the appraisal theory (Martin White, 2005) to embed and reveal appraisal in attitude features. The data were taken from three Japanese online newspapers reporting disaster events from 2019 to early 2020 with a total number of 100 articles. The findings show that of all attitudinal features, judgement is found as the most frequent source, followed by appreciation, and affect. It reveals newspapers’ tendency to emphasize the attitude and to construe the evaluation toward the events or phenomena rather than revealing the feelings or emotions experienced by the emoter(s). Interestingly, the distribution of the attitudinal implies the attitude of Japanese newspapers on reporting disaster which is highly emphasized on admiring, criticizing, praise, and condemning disaster events. It is also found that the negative features are slightly higher than the positive ones, but to refer to the phenomena rather than the victims. This lexical strategy proves that Japanese newspapers play the role in mainstreaming disaster management policy which focuses on the reconstruction and rehabilitation after disaster events. ]]>
<![CDATA[Mentoring practise during practicum: The perspectives of Malaysian pre-service English language teachers ]]>
<![CDATA[Intan Safinas Mohd Ariff Albakri]]>;
<![CDATA[Noriah Ismail]]>;
<![CDATA[Rudi Hartono]]>;
<![CDATA[Mohd Haniff Mohd Tahir]]>;
<![CDATA[Maria Shu Hong Bee Abdullah]]>;
<![CDATA[Anida Sarudin]]>;
<![CDATA[Noraini Zulkepli]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (444.329 KB)
|
DOI: 10.24815/siele.v8i2.19282
<![CDATA[This study investigates the issues in mentoring practise based on pre-service English language teachers’ perspectives about their mentoring experience. This study involved 56 pre-service teachers who had completed their practicum. The study used a quantitative data collection method whereby a questionnaire survey was distributed to the research participants. The data from the questionnaire was then analysed by using SPSS to generate descriptive statistics for item analysis. The findings were discussed based on five mentoring factors which are personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The findings show that modelling and pedagogical knowledge received among the lowest mean scores indicating the moderate satisfactory level of mentoring experience received by the pre-service teachers. The data also shows considerable issues in mentoring quality in terms of pedagogical knowledge. Based on the findings, one of the most crucial issues to be addressed was equipping mentor teachers with the knowledge and skill of mentoring. The mentor teachers need to be given a course and guidance on the key aspects of mentoring. A mentoring manual must be given to the mentors in order to guide them in providing quality and structured mentoring. ]]>
<![CDATA[Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking ]]>
<![CDATA[Amjad Alsyouf]]>;
<![CDATA[Murad Al Kayed]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (422.952 KB)
|
DOI: 10.24815/siele.v8i2.18649
<![CDATA[This paper proposes Interactive Intervention Strategy (IIS) as an effective activity to teach English as a Foreign Language (EFL) in the Arab world and other similar EFL environments. It explores the impact of IIS on the speaking skills (fluency, pronunciation, vocabulary, and grammar) of EFL students in the Jordanian context. The study used a quasi-experimental quantitative design to analyze the data. The sample of the study consisted of 30 students as a control group and 30 students as an experimental group. Both groups were enrolled in a speaking course in their first semester. The study employed an interview post-test to evaluate the effectiveness of IIS in teaching speaking skills. IIS is sought in this context to excite the minds of the learners with target subjects using untraditional techniques. It is designed to help in eliminating L2 learners’ confusion and increasing their motivation by adapting the activities of the traditional teaching environment. IIS is thus proposed as a strategy that challenges the traditional approaches to teaching EFL in helping the learners to use English as a communicative language through developing extra-class interactive sessions demonstrated to support EFL speaking classrooms.]]>
<![CDATA[Kinship terminology of the Bau-Jagoi Bidayuh in Sarawak, Malaysia ]]>
<![CDATA[Yvonne Michelle Campbell]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v8i2.19035
<![CDATA[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.]]>
<![CDATA[English teachers' and lecturers' perceptions of reflective practice through video recording at the teacher certification program ]]>
<![CDATA[Sitti Fatimah]]>;
<![CDATA[Yuli Tiarina]]>;
<![CDATA[Fitrawati Fitrawati]]>;
<![CDATA[Asri Sekar Mira]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v8i2.18931
<![CDATA[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.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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. ]]>
