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
954 Documents
<![CDATA[The effect of explicit and implicit teaching vocabulary on Iranian EFL learners vocabulary ]]>
<![CDATA[Seyyed Taghi Yaghoubi]]>;
<![CDATA[Fatemeh Seyyedi]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i1.7001
<![CDATA[This research aimed to find out and compare the effects of two types of teaching- learning vocabularies: explicit vs. implicit teaching-learning on building the EFL vocabulary of Iranian EFL students. The participants of the study were 100 intermediate females EFL students from four English classes. The instruments of this study included a PET test, a pre-test and a post-test. The researchers divided the sample into two groups which were given 15 sessions of treatment; the vocabulary items were taught explicitly to the Explicit Group (EG) by giving them the definitions of the words. However, to the second group, the Implicit Group (IG) the vocabulary items were taught implicitly by giving them example sentences in which the new words were used. After the treatments, a post-test was taken by the participants to examine the effects. The results showed that although both methods of teaching vocabulary were found to be effective, there was a significant difference between the post-test scores of the two groups; the EG which received explicit teaching-learning learnt much more vocabulary than the IG that received implicit teaching-learning of vocabulary. The findings of this study have several pedagogical implications in that they can make EFL teachers in Iran clearer about the more effective way for EFL classes to teach and learn vocabulary.]]>
<![CDATA[A study of anxiety experienced by EFL students in speaking performance ]]>
<![CDATA[Nira Erdiana]]>;
<![CDATA[Bukhari Daud]]>;
<![CDATA[Diana Fauzia Sari]]>;
<![CDATA[Shindy Khusuma Dwitami]]>
<![CDATA[ Studies in English Language and Education Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v7i2.16768
<![CDATA[Many EFL students show anxiety when speaking English in Indonesia. Therefore, the researchers were interested to conduct this study to find out the level of English-speaking anxiety experienced by those students. In this quantitative study, data were collected from 29 students through a questionnaire that was adopted from the Foreign Language Classroom Anxiety Scale (FLCAS) consisted of 10 items developed by Horwitz, et al. (1986). The data from the questionnaire were analyzed by using the FLCAS questionnaire scale. The results were described in percentages and are further elaborated in narration. The data revealed that 11 out of 29 students (38%) experienced low-level anxiety, 17 out of 29 students (59%) had anxiety at a moderate level, and one out of 29 students (3,4%) got high-level anxiety. It means that most students experienced a moderate level of speaking anxiety. In this case, those findings can be the inputs for every English teacher, especially for the English teachers in which this study was conducted, to be aware of the level of their students’ English-speaking anxiety. It is hoped that the findings of this research can give information and add knowledge to English teachers about EFL students’ level of anxiety so that they could find an appropriate strategy to reduce their students’ speaking anxiety.]]>
<![CDATA[Idiomatic expressions used by the Acehnese novelist Arafat Nur in the novel Tanah Surga Merah ]]>
<![CDATA[Chairina Nasir]]>;
<![CDATA[Azzah Ufairah]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.26649
<![CDATA[Writers as language users are fully aware that idioms are powerful tools to get messages across. This research is to examine idiomatic expressions in Arafat Nur’s novel Tanah Surga Merah (2017). It is intended to find out the types of idiomatic expressions and the contextual meaning used in the novel. The research design of this study was qualitative research. This study was aimed at finding out the seven types of idioms based on O’Dell and McCarty’s (2017) theory and Baker’s (2018) translation strategies for contextual meaning. The techniques of data analysis were data reduction, data display, and data verification suggested by Miles et al. (2018). After collecting and analysing the data from the novel, three types of idioms were found, with 30 idioms in total. There are eight idioms in the form of verb+object/complement/adverb or 27% of the share, 19 idioms in the form of compound, which is the most frequent type of idiom used with a percentage of 63%. Lastly, there were only three idioms in the form of simile, or 10% of the share. Idioms in the form of prepositional verbs, binomial (word+word), trinomial (word+word+word), and whole clauses or sentences were not found in this novel. In a nutshell, the contextual meaning of those idioms in the novel varied based on the situations and the contexts which function to describe feelings, emotions, and conditions in conversations. Paraphrasing is the most suitable translating strategy for equal meaning in English as it provides meaning in the context of the idioms found in the novel, and compound idioms are mostly used by the author to describe the characters in the novel.]]>
<![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[Recasts, prompts and noticing: A comparative study ]]>
<![CDATA[Choo Siow Chin]]>;
<![CDATA[Stefanie Pillai]]>;
<![CDATA[Siti Zaidah Zainuddin]]>
<![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.v8i2.18546
<![CDATA[Noticing has been regarded as an important theoretical construct in the mechanism of how corrective feedback (CF) facilitates second language acquisition. However, to date, only a paucity of CF research has examined noticing triggered by different types of CF (i.e., recasts vs. prompts). The study is intended to fill in the gap by examining the relationships between type of CF and level of noticing. To that end, 105 Malaysian ESL learners were asked to perform four communicative tasks during which recasts and prompts were provided contingent upon the encounter of past tense errors. To assess noticing, the study has employed a triangulated method using multiple elicitation procedures including diary writing, stimulated recall, and exit questionnaire. The results of the study revealed that both recasts and prompts were able to induce noticing the corrective intent, noticing the target of CF or form, noticing the gap, and noticing the rule. However, contrary to what was expected, recasts were able to promote higher levels of noticing across all noticing categories. Moreover, the greatest difference between recasts and prompts was found in noticing the gap. The study suggests that CF that provides exemplars of the target linguistic feature may promote higher levels of noticing the gap which may, in turn, increase the effectiveness of CF in L2 acquisition. ]]>
<![CDATA[“Don't sweep the floor!” Verbal and nonverbal taboo in Nagan Raya, Aceh ]]>
<![CDATA[Veni Nella Syahputri]]>;
<![CDATA[Meta Keumala]]>;
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Zahratul Idami]]>;
<![CDATA[Edy Saputra]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i2.14785
<![CDATA[In daily life, individuals occasionally use language to connect with other individuals, and they have their specific manner to pick the language variety which can affirm their character. This language can be in the form of verbal and nonverbal language. This research aimed at finding out the types of verbal and non-verbal taboo, along with the mythical and factual reasons underlying their usage. The method used was qualitatively based. The data collection was done through several interviews with the participants who are the native speakers of Acehnese in Nagan Raya. Later on, the data were recorded using an android device and in the analysis, the three-step analysis was employed. The process was data reduction, data display, and data verification. Then the results show that, first, nine swearing taboo words are occasionally used by the people there. The reason for using these words is generally to express anger and disappointment. Second, concerning the non-verbal taboo, there were 10 data obtained concerning non-verbal taboo, and the reason behind using these nonverbal taboo is to threat the youth to get them obedient so that they can carry out the day safely.]]>
<![CDATA[A conversation analytic perspective on Quranic verses and chapters ]]>
<![CDATA[Ali Kazemi]]>;
<![CDATA[Mohammad Ali Salmani Nodoushan]]>
<![CDATA[ Studies in English Language and Education Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v5i1.8620
<![CDATA[Applying a conversation-analytic framework to Quranic verses and chapters, the current qualitative study sought to shed new lights on the opening and closing verses in The Holy Quran. In effect, the study analyzed the opening and closing verses of 14 surahs to find out the central themes upon which they begin and come to a close. The analysis was conducted using the Persian translations of the verses as well as seeking help from the available Quran commentary or exegesis written in English. The analysis of the opening verses of the selected surahs revealed three central themes: (1) some surahs begin with words that praise and eulogize Allah, (2) some with imperative sentences or commandments addressed to the Holy Prophet, and (3) some related to specific events and times. Regarding the closing verses, the findings were not uniform across the selected surahs; while in some surahs the closing verses together with the opening verses deal with a similar topic or theme, in some other surahs the closing verses are concerned with different topics.]]>
<![CDATA[Application-Based Crossword Puzzles: Players’ Perception and Vocabulary Retention ]]>
<![CDATA[Dzulfikri Dzulfikri]]>
<![CDATA[ Studies in English Language and Education Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v3i2.4960
<![CDATA[This study investigates the perceptions of students towards Application-Based Crossword Puzzles and how playing this game can affect the development of vocabulary amongst students. Drawing on Vygostky’s Socio-Cultural Theory which states that the human mind is mediated by cultural artifacts, the nature of this game poses challenges and builds curiosity, allowing players to pay more attention to the words to fill in the boxes which subsequently enhances their retention of vocabulary. This game has very good potential to build positive perceptions and to develop cognition in the linguistic domain of players, i.e. the amount of their vocabulary. In this study, the researcher conducted interviews with eligible or selected student players to find out their perceptions toward this game and administered a vocabulary test to find out how this game had added to the retention in memory of new words acquired by the players from the game. The study findings showed that the participants perceive this game positively and it affects the players’ vocabulary retention positively as indicated by their test results. It is recommended that English teachers consider using Application-Based Crossword Puzzles to help students build their vocabularies especially as part of extracurricular activities.]]>
<![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.]]>
<![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 ]]>
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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.]]>
