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 effectiveness of an instructional guide on Chinese pre-service EFL teachers’ knowledge in teaching phonics ]]>
<![CDATA[Minjie Chen]]>;
<![CDATA[Hock Seng Goh]]>;
<![CDATA[Ruey Shing Soo]]>;
<![CDATA[Guojie Yin]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.22780
<![CDATA[In China, phonics instruction has been given substantial emphasis ever since the implementation of the 2011 National English Curriculum for Compulsory Education. However, many Chinese students’ learning outcome remains unsatisfactory due to EFL teachers’ insufficient knowledge to teach phonics and the absence of a phonics instructional guide. To address this gap, this study aims to investigate the effects of a newly developed phonics instructional guide on Chinese pre-service EFL teachers’ knowledge base to teach phonics. Adopting an experimental research design, the study was conducted at a teachers’ college in Sichuan Province, China. There were 172 pre-service EFL teachers assigned into two equivalent groups, namely the experimental group (N=86) and control group (N=86), who took a test respectively before and after the intervention. The measures of the test included seven dimensions aiming to elicit knowledge of general phonics, phonetic system, phonemic awareness, phonics decoding rules, phonics instructions, reinforcement methods, and sight word instructions. The experimental group participants undertook a 15-hour phonics training course using the newly developed Phonics Instructional Guide (PHOInG). The control group participants were taught using a conventional method involving the use of an English textbook prescribed by the college. Results revealed that the Chinese pre-service EFL teachers in the experimental group improved significantly in their overall knowledge base of English phonics and phonics instruction, except for phonemic awareness and knowledge of the phonetic system. These findings point to the importance of using a needs-based and theoretically informed instructional guide when providing phonics and phonics instruction training to Chinese EFL pre-service teachers.]]>
<![CDATA[Speech acts and language styles of Biden’s victory speech for promoting peace values ]]>
<![CDATA[Fitri Rahmawati Astiandani]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Ali Mustofa]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.23047
<![CDATA[The importance of language in expressing ideas and ideologies has always been a focus of public debate in politics. The persons in charge of the reins of power become a source of concern, as well as the language they use. As a result, this research looks into the speech acts, language styles, and how they express peace values from Biden’s victory speech. A qualitative research design was used. Biden’s pragma stylistics and peace values were extracted from his victory speech in Wilmington, Delaware on November 7, 2020. This study focused on three aspects, namely: categories of illocutionary acts, language style based on sentence structure, and peace values. The data were analyzed following these stages: data condensation, data display, and drawing/verifying conclusions. The results showed that the most common illocutionary type employed in diverse language styles in Biden’s victory speech was commissive. Presumably, politicians have become accustomed to making promises or making commitments in order to entice citizens to vote for them. In addition, two types of peace values (inner peace and social peace) were discovered along with three types of language styles: parallelism, antithesis, and repetition (epizeuxis, anaphora, and anadiplosis), with more than half of the data employing parallelism as the language style. The majority of Biden’s speech focused on social peace to keep social life free of internal strife. ]]>
<![CDATA[Investigating Indonesian EFL pre-service teachers’ conceptions of culture and intercultural competence ]]>
<![CDATA[Arief Eko Priyo Atmojo]]>;
<![CDATA[Tomy Kartika Putra]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.22673
<![CDATA[Globalization inevitably increases communication among people from different languages and cultural backgrounds. This phenomenon dramatically demands changes in the traditional aims of language teaching which rely on the norms and values of native-speaking countries. A large body of literature encourages language teaching to be concerned more with intercultural competence (hereinafter IC), which is allegedly effective to help students achieve successful intercultural communication. Nonetheless, in the Indonesian context, there is still an iota of evidence regarding pre-service teachers’ understandings of the terms culture and IC. Thus, this study attempts to gain insights into Indonesian English as a Foreign Language (EFL) pre-service teachers’ understandings of culture and IC. It is considered as a single case study employing questionnaires and interviews. In total, 26 EFL pre-service teachers participated in this study by answering a questionnaire, with mainly close-ended and some open-ended questions. From these participants, seven pre-service teachers were interviewed. The results suggested the discrepancy in the participants’ understandings of culture and IC. This condition may hinder the meaningful goals of cultural teaching and the effective pedagogical practices in their future EFL classrooms. Drawing on the results, the present study provides some recommendations for the pre-service teachers and teacher education in an attempt to develop cultural teaching in English Language Teaching (ELT).]]>
<![CDATA[Exploring the literary element ‘mood’ in an award-winning Malaysian picturebook: A multimodal analysis ]]>
<![CDATA[Komathy Senathy Rajah]]>;
<![CDATA[Cecilia Yin Mei Cheong]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.23575
<![CDATA[This article examines how an award-winning Malaysian picturebook for young learners entitled ‘The Magic Buffalo’ by Jainal Amambing utilizes visual and textual semiotic resources to develop the literary element ‘mood’. Knowledge of visual and textual meaning-making systems is necessary as it will enable young learners to achieve a deeper understanding of the literary element ‘mood’ in multimodal texts and also be visually literate. The literary element ‘mood’ is chosen because it helps to create the atmosphere and meaning of a story. In addition, this knowledge will also prepare young learners to deal with emotions in real life. The analysis is based on an adaptation of Painter et al.’s multimodal discourse analysis framework. The results of this study revealed that facial expression is the most prominent visual affect utilized in this picturebook, followed by bodily stance and ambiance respectively. The textual analysis reveals that the main character experiences an ongoing mental state, and un/happiness is the most commonly found emotion. The intermodal cohesion analysis clearly highlights how visual choices enhance the meaning provided by the textual choices. The use of visual symbols, facial expressions, and body posture help to corroborate and escalate the textual description of the characters’ emotional states. The study suggests that knowledge of visual and textual meaning systems will help young learners to critically analyse the literary element ‘mood’ and decode the meaning of multimodal texts.]]>
<![CDATA[Pre-service teachers’ investments in English and construction of professional identity in the Indonesian context ]]>
<![CDATA[Marcelinus Pascalis Nue]]>;
<![CDATA[Christine Manara]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.22557
<![CDATA[This study explored the pre-service teachers (PSTs) professional identity construction during their teacher education training at a private university in Central Java, Indonesia. It particularly investigated their understanding of the teaching profession and their professional identity, guided by two research questions: 1) what have been the influential aspects of the Indonesian pre-service teachers’ investment in the teaching profession? and 2) what professional identities do the PSTs (re)construct during their teacher education training? A qualitative case study was adopted as the design of this study. Data of this study were collected using an open-ended questionnaire and in-depth semi-structured interviews. Participants of this study are eleven PSTs of a private university in Central Java. The obtained data were analyzed by using the theoretical grounding of situated learning, professional identity, and investments. An interpretive approach and thematic analysis were adopted in coding and analyzing the PSTs’ open-ended questionnaire responses and narrative accounts obtained from the interviews. It is found that most aspects of PSTs’ construction of professional identity are their continuous learning participation and contemplation during their training in the English teacher education (ETE) program and their dynamic inner dialogue with their two selves (i.e. the student-self and the teacher-self) during the teaching practicum at school. These influential aspects lead to the emerging professional identity of the PSTs as caring, motivational, pleasant, and empathetic teachers. This result implies the need to emphasize the acquisition of teacher identity and reflective teaching at the heart of teacher education.]]>
<![CDATA[Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia ]]>
<![CDATA[Habiburrahim Habiburrahim]]>;
<![CDATA[Muhammad Muhammad]]>;
<![CDATA[Luthfi Auni]]>;
<![CDATA[Hafidhah Hafidhah]]>;
<![CDATA[Ika Kana Trisnawati]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.23279
<![CDATA[Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.]]>
<![CDATA[Acehnese lexical and grammatical collocations of the North Aceh dialect ]]>
<![CDATA[Kismullah Abdul Muthalib]]>;
<![CDATA[Siti Rahmah]]>;
<![CDATA[Zulfadli A. Aziz]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.22680
<![CDATA[This research dealt with collocations used in the North Aceh dialect. It analyzed the part of speech categories into which collocations of the North Aceh dialect can be grouped. This research focused on the grammatical collocations and lexical collocations used in the Blang Mee village of Bireuen District, Aceh, Indonesia. This is a descriptive qualitative using case study looking into the villagers’ use of Acehnese collocations. Six Acehnese speakers were selected as the language informants. They were fifty years old or above and never traveled or lived outside of Blang Mee. Data were extracted from interviews with these speakers who were asked to discuss general topics in Acehnese. The analysis was performed using a framework on collocation categories by Benson et al. The results of the analysis showed both lexical and grammatical collocations used by speakers in North Aceh. Lexical collocations were found in the forms of verb (denoting creation or activation) + noun combinations, verb (meaning eradication or nullification) + a noun, adjective + noun combinations, noun + verb combinations, noun + noun combinations, adverb + adjective combinations, and verb + adverb combinations. Grammatical collocations came in the following combinations: noun + preposition combinations, adjective + preposition combinations, preposition + noun combinations, and collocational verb patterns. The collocations used by the North Aceh dialect speakers indicate the uniqueness of their dialect within other dialects spoken by the Acehnese.]]>
<![CDATA[Investigating speaking tasks in relation to communicative goals: Possibilities and obstacles ]]>
<![CDATA[Ira Dwijayani]]>;
<![CDATA[Sita Musigrungsi]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.23566
<![CDATA[Enhancing students’ communicative competence is crucial in teaching speaking in Communicative Language Teaching (CLT) classrooms. While relating elements focusing on curriculum, materials, and teachers pay attention to developing the students’ communicative competence, obstacles hinder students’ communicative skill development. This mixed-methods study aimed to analyze the communicative level of the speaking tasks presented in the teaching materials and how teachers used these tasks to enhance communicative competence. It also investigated teachers’ perceived difficulties in teaching speaking in the classroom. The participants were three 11th grade teachers and 54 students from three schools in the southern border area of Thailand. Data collected from speaking task analysis and classroom observation were analyzed based on Littlewood’s communicative continuum, and a semi-structured interview was analyzed with an inductive approach. This in-depth information illustrates the communicative level presented in the teaching materials and observed in the classroom, along with obstacles encountered. The findings showed that teacher-made teaching materials mainly focused on forms, while commercial textbooks explored forms and meaning-focused in Littlewood’s communicative continuum. However, how teachers used the tasks did not always correspond to the original design presented through teaching materials. Many perceived difficulties in teaching English speaking were found, these include time limitations, students’ English proficiency level, teachers’ attitude toward the tasks, a lack of school facilities, and exam-oriented teaching and learning. The results of this study are expected to be a consideration for material developers in designing speaking tasks and for English teachers in engaging their students with communicative speaking activities.]]>
<![CDATA[Assessing episodes in verbalization process of EFL students’ collaborative writing ]]>
<![CDATA[Ani Susanti]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Bambang Yudi Cahyono]]>;
<![CDATA[Tengku Intan Suzila Tengku Sharif]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.20165
<![CDATA[One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.]]>
<![CDATA[The perception of Acehnese parents on heritage language maintenance: A quantitative approach ]]>
<![CDATA[Ida Muliawati]]>;
<![CDATA[Dara Yusnida]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.23182
<![CDATA[Family is the ideal platform to maintain the indigenous language, and parents are the core feature in promoting it to the children. Many previous studies have concentrated on the Acehnese younger generations’ declination use of Acehnese. Their perception of the language is initially linked to the parents’ attitude towards it since the parents’ attitude determines the children’s perception of it. Hence, the present research aims to fill in the gap by assessing the language attitude of the Acehnese parents living in the urban areas on Acehnese and searching for their efforts in passing the language to their descendants. Fifty-five respondents from three different districts in Banda Aceh were purposely selected by considering some criteria to fulfill the need of this research. The data were collected by distributing questionnaires and analyzed using a descriptive quantitative model; a five-point Likert Scale, a weighted mean score, a mean combined score, and a score interval to put the results based on their criteria. The result shows that the language attitude of the Acehnese parents is in good criterion (4.2); they honor, respect, and are proud of speaking the language as their identity. Moreover, they also put some genuine efforts into maintaining and inheriting the language by speaking the language while interacting with the spouse, children, and other Acehnese community members; and promoting the language to their children in several ways despite living in urban areas.]]>
