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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 8, No 3 (2021)" : 50 Documents clear
The esteem needs in the main character of ‘Me Before You’ movie Diana Anggraeni; Herland Franley Manalu; Desty Anggraini
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.18878

Abstract

Humans have gone through many incidents, both good and bad experiences, and sometimes these experiences are shared with others in the form of stories. The stories, as one of the forms of literary works, would be nothing without the created characters within them because they provide the viewers with a purpose and a reason for us to learn about what happens in the story. Besides, they act as one important element in the movie with various psychological effects. This research aims to analyze the characteristics and the hierarchy of human needs, especially esteem needs, that appear in the main character named Will Traynor in the ‘Me Before You’ movie directed by Thea Sharrock. This study uses descriptive data analysis which describes a phenomenon and the main character in the movie. The results revealed seven characters comprising the esteem needs hierarchy: sensitive, open-minded, friendly, kind, confident, humble, and stubborn. The esteem needs hierarchy is the desire to have the need to be approved, valued, and recognized to have some self-esteem. This is striking in the movie because of the status of the character, Will Traynor as a lord, and Louisa Clark who is only a maid and has no superiority over Will in her life. The findings imply the personality of humans differ in their characters and psychology as shown from the esteem needs hierarchy in Will’s personality expressing the different types of characteristics.
University students’ perception toward the use of the mother tongue in the EFL classrooms Siti Hawa; Suryani Suryani; Rini Susiani; Ema Dauyah; A. Halim Majid
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.19870

Abstract

This study identified learners’ perceptions toward using the mother tongue and analyzed the function or occasions of its use in the EFL classroom. A mixed-methods design, employing classroom observation, questionnaire, and semi-structured interview as data collection methods, was used to pursue this study. The questionnaire items gained the students’ opinion on two categories, namely: students’ preference and occasion of mother tongue use. Twenty undergraduate students who took the Speaking course at a private university in Aceh were involved as the participant of the observation and questionnaire. Meanwhile, only three of them were chosen as the interviewee. The questionnaire data were analyzed quantitatively. In contrast, the observation and interview data were analyzed qualitatively. The results indicated that the use of mother tongue brought positive and negative impacts regarding the students’ perception based on their various English proficiency levels. The low level of English proficiency and intermediate students revealed a higher preference toward the mother tongue to understand the instructions, explain unfamiliar vocabularies, and understand the differences or similarities of English pronunciation and idioms. At the same time, the advanced students indicated a negative perception of mother tongue use. They chose to avoid using their mother tongue to improve their skill through maximum exposure to English as the target language in the speaking classroom atmosphere.
Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners Mohd Haniff Mohd Tahir; Dianna Suzieanna Mohamad Shah; Mohamad Syafiq Ya Shak; Intan Safinas Mohd Ariff Albakri; Airil Haimi Mohd Adnan
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.19539

Abstract

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge. 
Taking a closer look at the speaking of ideal self of Spanish undergraduates Aránzazu García-Pinar
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.20504

Abstract

Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.
News as authentic materials to improve essay writing in a hybrid learning setting Lestari Setyowati; Sony Sukmawan
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.19851

Abstract

This study aimed to investigate the effect of using news as authentic materials for essay writing skills. This experimental study employed the one-group pre-test and post-test design to 18  fourth-semester students who joined the Essay Writing Course in one of the universities in Indonesia. These students were selected through systematic random sampling and went through treatments for 12 meetings where they were taught in a hybrid learning setting. The first four meetings used the conventional face-to-face classroom interaction. The rest of the meetings were done online because of the outbreak of COVID 19. The instruments to collect data were tests and documentation. Before they were given to the students, the teaching materials, pre-test, and post-test designs were tested and validated. The authentic materials were news texts about global issues such as poverty, environmental protection, gender, race and ethnicities, and diseases. Two raters scored the students’ writing by using Jacobs ESL Composition Profile. The researchers used IBM SPSS 25 software to analyze the data. The results of a paired sample t-test analysis showed that there was no significant difference in the students’ writing scores before and after using news as authentic materials (p = .959 α = 0.05). The paper further discusses the implications of this study for theoretical and practical use. 
Utilizing a Facebook closed group for EFL e-learning environment: Students’ views Martha Nandari Santoso
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.21233

Abstract

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 
The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools Aireen Aina Bahari; Haddi Junaidi Kussin; Raja Nor Safinas Raja Harun; Misrah Mohamed; Norfaizah Abdul Jobar
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.19287

Abstract

The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.
Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development Nuraeni Nuraeni; Yayu Heryatun
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.20221

Abstract

Reflective practice in pre-service language teacher education is required as a tool to critically evaluate the link between theory and practice as well as to explore the beliefs and practices of pre-service English teachers during the teaching practicum programs. This study was aimed to explore the strategies of reflective practice used by pre-service English teachers during their teaching practicum to promote professional development. A case study was adopted as a research design and reflective journals were employed to collect data. The participants involved were six pre-service English teachers who had joined teaching practicum at schools for three months. This study employed thematic analysis for analysing the data from reflective journals. The results revealed that three strategies of reflective practice were identified: recollection, reflection-in-action, and mentoring process. In each strategy, the participants reflected differently based on the learning experiences they had, the teaching situation they faced, the ability to make decisions, and the beliefs they possessed. Through these strategies, they learned how to develop their own theories of teaching, how to make various links between theory and practice, and how to develop the level of thinking, problem solving, and decision making. If these strategies are continuously conducted, they ultimately can develop their professionalism as teachers. This study implies that reflective practice can also be incorporated in the curriculum of pre-service teachers and not only during teaching practicum since it entails huge benefits for pre-service English teacher development.
Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses Andi Susilo; Restu Mufanti; Aris Fitriani
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.21149

Abstract

Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.
Discourse markers in academic and non-academic writings of Thai EFL learners Sumit Choemue; Barli Bram
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.20122

Abstract

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 

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