Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

Studies in English Language and Education

SiELE
Website

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 954 Documents

10 11 12 13 14

English for specific purposes: Traditions, trends, directions Mohammad Ali Salmani-Nodoushan
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

English for Specific Purposes (ESP) began around fifty years ago as a result of pressing worldwide demands for fast-paced language training in occupational and professional settings, rapid revolutions in theoretical linguistics, and burgeoning pressures on schools and educators to focus on, and to be responsive to, learners’ needs. It started within the field of English Language Teaching (ELT) but has gradually established itself as an autonomous subfield of Applied Linguistics (AL). This paper will review the origins, evolution, and status quo of ESP, and then predict the future directions of this important field. The theoretical, analytical, and methodological evolutions of ESP are reviewed, the positions of genre analysis, target language use situation analysis, and context in ESP are described, the ‘just-in-case’ EAP and ‘just-in-time’ EOP approaches are compared, and the text-first and context-first approaches to discourse structure analysis are compared. The paper predicts that ESP will adopt a wide-angled epistemological stance to survey the (a) discursive, (b) generic, (c) social, and (d) organizational structures of specialized texts and discourses, as well as those of texts and discourses simplified for the popularization of science, in a systematic and contextualized manner. ESP practitioners are also warned about the potential threats of teaching genres of power within ESP.

The Application of Portfolios to Assess Progress in Writing of EFL Students at Secondary Schools in Banda Aceh Eridafithri Eridafithri
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Portfolios are one of the alternatives that can be used for writing assessment. Portfolios are not common in the curriculum. The lack of dissemination to language teachers have made portfolios disregarded. In order to encourage teachers to use portfolios for assessment of writing, they need to have adequate information about portfolios, how they can be used for assessment as well as the benefits of using them for assessment. This study discusses why teachers do not use portfolios for assessing writing done by senior high school students. It focuses on English teachers at Islamic senior high schools in Banda Aceh and Aceh Besar, and also looks at alternatives to help teachers use portfolios for assessment. The 26 teachers who participated in this study were given a questionnaire in order to find out their background knowledge related to portfolios and the difficulties they faced as teachers. Data from the questionnaire was supported by observations made by the researcher whilst monitoring their teaching. The results of this study showed that a large percentage of teachers found it difficult to design a rubric/set of instructions for using portfolios for writing assessment, whilst from the observation it was revealed that the complexities of correcting portfolios discouraged them from using portfolios as one of their means of assessment.

Need analysis for digital instructional materials of the Translation Theory Course in Indonesia Rudy Sofyan; Bahagia Tarigan; Rohani Ganie
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

The essential role of translation in intercultural communication leads to the inclusion of translation as one of the courses in universities worldwide, including Universitas Sumatera Utara (USU), Indonesia. However, little research has been conducted on the development of instructional translation materials. This study aimed to determine the need for digital instructional materials for the Translation Theory course administered in USU’s English Literature Study Program. The need analysis in this research was conducted using a survey method. The participants were the seventh-semester students who had taken the courses on translation, the translation lecturers, and the professional translators. The data were collected using questionnaires and interviews. These instruments were developed based on the document analysis of the previous instructional materials used by the lecturers in teaching the Translation Theory course. The data were analyzed and interpreted using a 4-Point Likert Scale. The results indicated that the instructional materials for a Translation Theory course need to include clear objectives and approaches, topics guiding them to translation theory mastery, and exercises that cover both translation theory and practice. In addition, the results indicate that the participants need the material resources and exercises in a digital form. Although this study was conducted in the context of USU, the findings may be applied as the basis for developing translation courses in other universities in Indonesia, and other countries that treat English as a Foreign Language in their education systems.

Exploring reader responses to young adult literature in the Malaysian English language classroom Mallika Vasugi V Govindarajoo; Shakina Rajendram; N. Sundari Subasini
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

This article presents the results of a study exploring the reader-responses of Malaysian young adults (YAs) to the literature texts used in Malaysian secondary schools, Dear Mr. Kilmer by Anne Schraff, Captain Nobody by Dean Pitchford, and Sing to the Dawn by Minfong Ho. The study aimed to determine the extent to which the YAs found these texts engaging and relevant, and how they identified aspects of their own young adulthood in the novels. The study employed both qualitative and quantitative data collection methods through questionnaires completed by 30 Malaysian YAs, semi-structured qualitative interviews with a sub-group of six participants, and their journal reflections. Using reader-response literary theory as the guiding framework, the data were analysed quantitatively through descriptive statistical analyses, and qualitatively through inductive thematic analysis, in order to examine the extent to which Malaysian YAs could identify with the main characters, themes, issues, or events in the novels and determine the relevance of the novels to their lives. The findings showed that the participants identified with the characters’ conflict between being true to one’s self and conforming to societal and gender expectations. The themes of standing up for one’s beliefs and right to education, combating social inequities, and family relationships were also relevant aspects that surfaced in responses towards the novels. This study provides recommendations for the selection of literary texts for the English language classroom that connect to the developmental phase of young adults and allow learners to see themselves reflected in what they read.

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task Flora Flora; Mahpul Mahpul; Muhammad Sukirlan
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Despite the extensive research on the negotiation of meaning (NoM) using unfocused tasks, to our knowledge no study portrays to what extent NoM contributes to learners’ language accuracy, grammar, and vocabulary, in particular, using a focused task. Therefore, this research set out to obtain in-depth information about the contribution of NoM to language accuracy when learners were assigned to engage in a focused task discussion. The participants, treated as three dyads based on their English proficiency, were taken purposely from one class of the sixth-semester students in the Department of English Education in the Faculty of Education at Universitas Lampung, Indonesia. They were paired based on their English abilities (high-high; high-low; low-low) and their intimates among the 24 students in the class. All their utterances produced during a fifteen-minute focused task discussion were recorded and analyzed following the theory of NoM and language accuracy. It was discovered that the learners were engaged in NoM during the focused task discussion, and it contributes to the students’ language accuracy. Therefore, to optimize the contribution of NoM to language accuracy, the topic to be discussed should be based on the learners’ output (focused task) since the interlocutor can offer assistance as part of the negotiation of meaning process. The suggestions for future research are also discussed.

Engaging students in writing recount text through Google Maps Kriswanda Krishnapatria; Nur Ifah Kurniati; Hilmansyah Saefullah
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Writing is undoubtedly an essential productive skill for every student in the modern era. Thus, this study investigates how students utilize the popular application of Google Maps in writing recount text and finds out their responses toward the learning activity. This research used descriptive qualitative research since it was conducted during the learning process of English subject at one high school in Karawang, Indonesia. Data sources were obtained through data triangulation consisting of observation, interviews, and documentation. This research included three phases related to checking knowledge, introducing and utilizing Google Maps in writing experiences, and finally giving assignments to students regarding their trip experience in a particular location. Based on the results of the observation, the process of teaching and learning using online Google Maps application in ELT context can enhance students’ writing as well as promote their engagement. Data from interviews shows positive responses from students in learning English through the implementation of the Google Maps application to develop their writing skills. As for the documentation, learning outcome of writing recount text stated in the lesson plan was successfully achieved through the carefully planned activities using Google Maps, and this could be seen from the students’ works. Research also reveals students are more motivated in an interactive and more fun learning process due to realistic and appealing object visualization, and not to mention its mobile practicality feature.

Nasal verbalization of the Kanayatn Dayak Language Eusabinus Bunau
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

This research aims to study the feature of nasals in the Kanayatn Dayak language, spoken in West Kalimantan, Indonesia, and whether they are replacive or additive to particular initial phonemes of the root. The data were collected by recording and interviewing five informants of 45-55 years old native speakers of Kanayatn Dayak. Through the descriptive linguistics approach to describe the linguistic features of the nasals, this study revealed that the feature could be both replacive and additive, depending on the initial phoneme of the root word the nasals enter. These replacive and additive nasal verbalization processes function as class-maintaining and class-changing based on the root class to the nasals attached. As a replacive, the nasal verbalization process replaces the first phoneme of the root with nasals /m-/, /n-/, /ŋ-/, and nasal /ɲ-/. As additive verbalization, it is added to first phoneme of the root by employing allomorph /ma-/ and alternant /m-/, allomorph /am-/, allomorph /an-/ and alternant /n-/, and nasal /ŋ-/ and allomorph /ŋa-/. The replacive nasal verbalization makes the first phoneme of root covert. It is replaced with the replacive nasals. Then, the additive verbalization process maintains the first phoneme of the root staying overt. As a result, these additive nasals also create double homorganic-nasal oral consonants at the first phoneme of the verbs. The verbalization process involving additive allomorph only maintains the first phoneme of the root staying overt. In complex word formation, nasal verbalization creates active transitive and intransitive verbs.

Investigating EFL learners’ knowledge of vocabulary and idiomatic expressions in a culture-based instructional environment Ehsan Namaziandost; Mona Tavakoli; Siros Izadpanah
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

This study attempted to investigate the influences of cultural background knowledge on improving Iranian pre-intermediate EFL students’ vocabulary and idiomatic expressions. To reach this purpose, the Oxford Quick Placement Test (OQPT) was performed on 100 English as a foreign language (EFL) learners and 60 of them were selected. The selected respondents were then randomly divided into three groups: group A (Target Culture=TC), group B (Iranian Culture = IC), and group C (Culture-Free=CF). Afterwards, a vocabulary- idiomatic expressions pre-test was given to all groups. Then, the respondents of the three groups received three different treatments. Regarding the treatment, 10 texts pertinent to the customs and the culture of Iran were taught to the IC group, meanwhile, 10 texts with the new vocabulary and idiomatic expressions relevant to the target culture were taught to the TC group, and 10 culture-free texts including some new words and idiomatic expressions were trained to the CF group. After the instruction which took 10 sessions of 60 minutes each, the data were analyzed by using one-way ANOVA and paired sample t-test. The results depicted that the TC and the IC groups outflanked the CF group. This study has numerous implications for learners, teachers, and curriculum designers.

Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications Suhartawan Budianto; Teguh Sulistyo; Oktavia Widiastuti; Dwi Fita Heriyawati; Saiful Marhaban
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.

Problems in Writing Spoof Texts Nurma Dhona Handayani; Khairul Harha
Studies in English Language and Education Vol 3, No 1 (2016)
Publisher : Universitas Syiah Kuala

A spoof tells a story with a humorous twist or an unpredictable and usually funny ending. It is usually a story that could have happened in the past which has a social function to entertain and give a moral message to the readers/listeners. This research used a mix method to find out students’ problems in writing spoofs, especially problems with text organization and language features. The results are expected to be useful for other teachers and for students faced with writing a spoof. The population for this study was the third year students at a high school in Padang and the sample two classes were selected by using a stratified cluster random sample technique. The researcher used a writing task as the research instrument to obtain the data. Based on the data, it was found that more than 50% of the students in the sample had problems in writing a spoof. It can be suggested that writing comprehension and characteristic of texts should be taught in various techniques and strategies so that the students are able to understand and apply them in a good writing.

Page 12 of 96 | Total Record : 954

10 11 12 13 14

Filter by Year

2014 2025

Filter By Issues

All Issue Vol 12, No 3 (2025) Vol 12, No 2 (2025) Vol 12, No 1 (2025) Vol 11, No 3 (2024) Vol 11, No 2 (2024) Vol 11, No 1 (2024) Vol 10, No 3 (2023) Vol 10, No 2 (2023) Vol 10, No 1 (2023) Vol 9, No 3 (2022) Vol 9, No 2 (2022) Vol 9, No 1 (2022) Vol 8, No 3 (2021) Vol 8, No 2 (2021) Vol 8, No 1 (2021) Vol 7, No 2 (2020) Vol 7, No 1 (2020) Vol 6, No 2 (2019) Vol 6, No 1 (2019) Vol 5, No 2 (2018) Vol 5, No 1 (2018) Vol 4, No 2 (2017) Vol 4, No 1 (2017) Vol 3, No 2 (2016) Vol 3, No 1 (2016) Vol 2, No 2 (2015) Vol 2, No 1 (2015) Vol 1, No 2 (2014) Vol 1, No 1 (2014) More Issue

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

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