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Studies in English Language and Education

SiELE
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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 9, No 2 (2022)" : 50 Documents clear

Mobile learning application: Infusing critical thinking in the EFL classroom. Noni Agustina; Ilza Mayuni; Ifan Iskandar; Ni Made Ratminingsih
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

The emergence of mobile learning applications facilitates the pedagogical approach to developing students’ critical thinking. However, there is a scarcity of investigation on mobile learning applications’ impact on developing critical thinking as the learning outcome. Thus, this study reports the effect of a mobile learning application, ‘English with Noni’, designed to infuse critical thinking instruction in EFL classes on students’ critical thinking level by employing a sequential explanatory mixed-method approach. A quasi-experimental study was conducted to examine the critical thinking level of 65 students of a junior high school in Jakarta, Indonesia, by administering a post-test assessed using a SOLO rubric. Semi-structured interviews to explore students’ responses from using the ‘English with Noni’ application and class observation contributed to the qualitative findings. The quantitative result showed that the critical thinking level of the experimental group using this application improved significantly more than the controlled group did. The qualitative result suggested that the experimental group had positive responses to using it. They confirmed that it was interesting. They also admitted that it contributed to developing their critical thinking (i.e., predicting, providing reasons, expressing viewpoints, finding alternatives, and making conclusions), language skills (i.e., listening, reading, and writing), and sub-skill (vocabulary). The findings imply that critical thinking activities and learning affordances provided in the ‘English with Noni’ application is a potential tool to enhance students’ critical thinking infused in the EFL class, especially during the COVID-19 pandemic situation, by emphasizing self-regulated learning.

Flipping an IELTS Writing Course: Investigating its impacts on students’ performance and their attitudes Safrul Muluk; Zamzami Zainuddin; Syarifah Dahliana
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

The technology-enhanced instructional approach has been proven to stimulate active learning and advance the teaching-learning process. The flipped classroom (FC) instructional method, an instructional technology part of blended learning, has gained remarkable popularity in recent years due to its promising and positive impacts on different aspects of students’ learning process (motivation, engagement, academic performance, independent learning). In the current study, an explanatory mixed-method approach was employed to investigate the implementation of the flipped pedagogical approach in a government-funded IELTS preparation course in Indonesia, particularly in the writing section of the course. It examined the impacts of this instructional technology method on learners’ writing performance and explored their learning attitudes and experiences. A number of 25 participants from various professional backgrounds aspiring to pursue master’s and doctoral degrees who were recruited based on their previous TOEFL or IELTS scores participated in this study. The findings of this study showed that the learners had a positive attitude toward the flipped instruction method, and their writing test achievement significantly improved as reflected in the official IELTS test scores. Method flexibility, independent learning, and collaborative and active learning were factors that emerged in the interviews that were considered the important determinants of the participants’ IELTS writing improvements.

YouTube teaching materials with peer support to improve students' mastery of subject content learning Asnawi Muslem; Rosnani Sahardin; Hendra Heriansyah; Ika Apriani Fata; Yulianti Djalaluddin; Emma Hankinson
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

This study investigated the effectiveness of using YouTube teaching materials with peer support on students’ mastery of subject content learning, motivation, obstacles, and benefits they acquired in learning through this media. This study involved 60 undergraduate students attending the English Language Teaching Method Course (ELTMC) at a university in Banda Aceh, Indonesia. The study used mixed methods: quantitative and qualitative. A quasi-experimental with pre-test and post-test design was used to see the effectiveness of using YouTube teaching materials with peer support and without peer support on students’ mastery of the course. The instruments used to collect the data were tests and an open-ended questionnaire. The findings revealed that using YouTube teaching materials with peer support significantly improved students’ mastery of the subject content of ELTMC compared to those without peer support. The study also reported that only 13 of 30 students had problems learning the subject via the media in the experimental group with peer support. The problems were the speed of speaking by the native speakers, lengthy videos, different English accents that were difficult to absorb, and unclear video sounds. Meanwhile, the benefits include the presence of the native speakers in the videos who are creative and accurate in the language being learned (i.e., English), the joy and positive challenges they got from watching the videos and having discussions afterward with peers. The availability of peer assistance enabled students to comprehend the teaching material delivered through actual media on YouTube on a deeper level.

Discourse functions of lexical bundles in Indonesian EFL learners’ argumentative essays: A corpus study Ikmi Nur Oktavianti; Icuk Prayogi
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Lexical bundles are functional units that are essential to building texts. However, lexical bundles vary due to some aspects, e.g., nativity, professionalism, text genre, etc. This study explored functional categories of lexical bundles in EFL written production, i.e., argumentative essays, focusing on 3-, 4-, and 5-word sequences employed by English major students in Indonesia. The data were taken from a learner corpus comprising 169 argumentative essays with 87.939 tokens. The lexical bundles were identified by using computerized and manual procedures. The identified bundles were then classified into functional categories and subcategories by Hyland. The results show that all functional categories were identified in the learner corpus proving the importance of those functions in students’ essays. Regarding the distribution, research-oriented bundles are the most frequent bundles in the corpus, while text-oriented bundles are the least frequent. Although all functional categories were found, the structuring signals (a subcategory of text-oriented bundles) were absent in the corpus. Moreover, this study found the gap between tokens and types of each bundle function, indicating the restricted variants of bundles used by the learners. Considering the low frequency of text-oriented bundles, the absence of structuring bundles, and restricted bundles, thus the exposure of more lexical bundles serving multiple functions in writing materials is necessary, especially bundles used for organizing and structuring texts.

Adjective clauses in the -er suffix of occupation definitions in online dictionaries Erina Andriani; Barli Bram
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Learners’ dictionaries are often intended to assist students with distinct proficiency levels. However, few studies have shown how dictionaries with different intended users were compared. This paper aimed to compare and contrast adjective clauses in -er suffix occupation definitions in two online dictionaries. Data, consisting of 33 occupation words with the suffix -er, such as ‘barber’ and ‘waiter’, were collected from the online Longman Dictionary of Contemporary English (LDOCE) and the online Oxford Advanced Learner’s Dictionary (OALD) using purposive sampling. The data were analysed using syntactic analysis, focusing on the components of adjective clauses. The results showed the head noun of the adjective clauses differed; LDOCE used pronouns most frequently (80.6%), while OALD used noun phrases only (100%). The relative pronoun ‘who’ was used more frequently in LDOCE (48.4%) and ‘whose’ in OALD (62.5%). Transitive verbs were used the most in LDOCE (48.4%), but in OALD, it was linking verbs (57.9%). The additional information that affected the length of the adjective clauses was longer in OALD compared to LDOCE. The study results provide pedagogical implications for English learning-teaching by utilizing online dictionaries. English teachers and learners are encouraged to integrate dictionaries into the learning-teaching activities.

Sociopragmatic parameters of politeness strategies among the Sasak in the post elopement rituals Lalu Nurul Yaqin; Thilagavathi Shanmuganathan; Wulan Fauzanna; Mohzana Mohzana; Aswadi Jaya
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Arranged marriages in Asia involve the consent and approval of family members. However, marriages that condone elopement are shared among the Sasak people in Lombok. The elopement entails taking away the bride from her home without knowing her parents, close relatives, or other family members. As such, events that occur after discovering the elopement are the focus of this study. Post-elopement rituals are held to assuage both sides of the families, where the Pembayun (or adat leaders) are nominated to represent the families. The Pembayun were found to be bound by sociopragmatics in their use of politeness strategies. The analysis of sociopragmatics is based on the politeness theories of Brown and Levinson (1987). A qualitative approach that involved interviews and video recordings were used to collect data from participants and non-participant observation. The study revealed that sociopragmatics play a significant role in Pembayun’s choice of politeness strategies such as social distance, power distribution, rank, situational, and cultural parameters. These factors determine the weightiness of the act and become the basis for politeness strategies in the deliverances of specific acts during the post-elopement rituals.

Enhancing grammar competence of vocational school students through the Omygram learning chart Ruhiana Idayu Abd Hamid; Tee Tze Kiong; Lutfiah Natrah Abbas; Noor Syuhaili Mohd. Rusly; Farah Najwa Ahmad Puad
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Various methods and approaches have been used to support English learning. However, there is still a lack of information on how the grammar competence of vocational students can be improved in the Malaysian context. This study aims to build the Omygram learning chart and identify its effects on the achievement level of the students in Program Vokasional Menengah Atas (PVMA), or the upper-secondary vocational programme, on their English grammar competence. The study involved two secondary schools in Johor, Malaysia, employing a quasi-experimental design. A descriptive analysis from SPSS showed the increment in the mean score for the post-test of the treatment group of 5.58, higher than the control group (0.33) after the intervention was applied. The results of t-test showed no significant difference in achievement between pre-test and post-test for the control group [p = 0.504, (p 0.05)]. On the other hand, the result of the t-test for the treatment group showed a significant difference in achievement between the pre-test and post-test [p = 0.000, (p0.05)]. Students’ motivation after using the Omygram learning chart was also high. In conclusion, the development of the Omygram learning chart is proven to effectively increase students’ achievement in English. This confirms that developing learning aids improves students’ grammar competence and motivates them to learn the language better. As a result, the goal of producing a skilled workforce in TVET (Technical Education and Vocational Training) and possessing soft skills will be more achievable.

Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook Jarjani Usman; Mawardi Mawardi
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Collaboration of teacher educators with school teachers in developing lesson materials is paramount for professional development. A burgeoning of research on educator-teacher collaboration in writing a textbook, for instance, has existed; however, there is little attention to the narratives on the collaborators’ experiences through the metaphorical lens. Telling stories about collaborative experiences through the metaphorical lens can help understand the complexity of phenomena because thoughts are implicit and difficult to express. This study attempted to fill the void by analyzing the experiences of partnering with English teachers in developing the textbook of classroom action research (CAR). It involved stories of the researchers upon their collaborative writing experiences working with twelve primary school teachers in Aceh, Indonesia. In analyzing the collaborators’ experiences, this study drew upon Lakoff and Johnson’s Conceptual Metaphor Theory (CMT). Analyses of the collaborators’ stories upon their experiences generated four primary implicit metaphors that represent acquisition metaphors rather than participation metaphors, such as ‘collaborative writing is listening to the trainers’, ‘collaborating teachers as the trainees’, ‘university collaborators as the experts’, and ‘product is more important than the process’. The findings offer insights into the importance of reflecting on the experiences and generating metaphors to make sense of roles played by collaborating teachers and lecturers involved in a collaborative project.

Problems faced and strategies applied by test-takers in completing the TOEFL iBT Test Imam Wahyudi Karimullah; Nur Mukminatien
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

The present study aimed at exploring strategies applied and the problems test-takers faced before, during, and after working on an integrated reading-listening-writing (IRLW) task. This narrative inquiry research employed 23 students taking a TOEFL iBT test in the Indonesian context using the purposive sampling technique. The respondents answered a questionnaire and written questions related to the problems they faced during the test and their strategies to solve the problems. The test-takers’ responses from the interview were used to confirm the data from the responses to written questions. The researchers used an in-depth interview protocol to explore the test-takers’ strategies to solve the problems they faced when doing the test. The interview process was conducted right after they finished the test. The data from the questionnaire, written questions, and interviews were further analyzed descriptively. The findings showed that the test-takers encountered internal and external problems in completing the IRLW of the TOEFL iBT test. They used different integrated writing strategies, depending on their learning styles, cognitive levels, experiences, abilities, levels of anxiety of each test-taker, and the environment of the test. The affective, cognitive, metacognitive, and test-wiseness strategies were all used in their own way to solve their problems. It implies that future test-takers need to learn and apply all positive strategies based on their learning styles. English teachers, therefore, should teach positive strategies of IRLW because students might not know the importance of the strategies and how to use them in the test.

Fostering students’ Multimodal Communicative Competence through genre-based multimodal text analysis Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Dea Silvani; Ruslan Ruslan; Soni T. Tandiana; Nina Lisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

The multiplicity of semiotic resources employed in communication, the rapid advancement of information, communication, and technology (ICT), and burgeoning interdisciplinary research into multimodality have led to a paradigmatic shift from a mono-modal to the multimodal perspective of communication. Conversely, actualising multimodal concepts in teaching and learning practises remains underexplored, notably in developing the students’ multimodal communicative competence (MCC). For this reason, this study endeavoured to probe genre-based multimodal text analysis in fostering the students’ MCC. Grounded on Action Research (AR), the present study facilitated students to cultivate their MCC through the activities of Genre-based multimodal text analysis (hereafter, GBMTA). Practically speaking, students performed the analysing practises in the course at an English Education Department of a state university in Tasikmalaya, West Java, Indonesia, namely Grammar in Multimodal Discourse (GiMD. Four Indonesian EFL students were recruited as the participants. The data were collected through semi-structured interviews and analysed with thematic analysis. The findings showed that the students could: (1) build their knowledge on multimodality, (2) engage with theoretical and practical learning activities, (3) assign analytical and reflective task-based learning activities, and (4) provide constructive feedback about their learning performances, and (5) raise awareness of the contributions of multimodality to prospective English teachers’ competences. The main implication of this study is the promotion of increased awareness of deploying multimodal aspects to English language teaching, learning, and investigative practises to attain optimum MCC.

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Yunisrina Qismullah Yusuf

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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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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