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[King size or all size: Proposing a typology of amplification translation technique for children picturebook translation ]]>
<![CDATA[SF. Luthfie Arguby Purnomo]]>;
<![CDATA[Lilik Untari]]>;
<![CDATA[SF. Lukfianka Sanjaya Purnama]]>;
<![CDATA[Nur Asiyah]]>;
<![CDATA[Muhammad Zainal Muttaqien]]>;
<![CDATA[Robith Khoiril Umam]]>;
<![CDATA[Yustin Sartika]]>;
<![CDATA[Umi Pujiyanti]]>;
<![CDATA[Hidayatul Nurjanah]]>
<![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.v7i2.16592
<![CDATA[The necessity for a children’s picturebook to generate a proairetic decoding by the children influences translators to deliver the messages of the source text as explicit as possible. This condition leads the translators to implement amplifications aimed at detailing particular information. Though a proairetic reading is achieved through amplification, negative impacts follow the implementation. This qualitative experiential study involves nine children picturebook translators. Exchanging insights and translated texts in a focused group discussion (FGD) comprising of English to Indonesian and English to Javanese children picturebook translators, we found that a typology of amplification technique constructed specifically for children picturebook translation is required to provide a guideline for the translators when forced to apply amplification. The result of the translation data, supported by FGD, indicates that amplification is classifiable into three function-based types namely naturalizing, synchronizing, and stylizing amplifications. These amplifications, when applied, generate four impacts namely congruity losses, effect rendering, reading level deviation, and deviation on the purposes of the children’s picturebooks. These impacts deal with verbosity and thus requiring a further concern on verbosity level acceptance.]]>
<![CDATA[Boosting students’ speaking ability through Community Language Learning ]]>
<![CDATA[Halimah Halimah]]>
<![CDATA[ Studies in English Language and Education Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v5i2.9697
<![CDATA[This study was done to find out the effect of using the Community Language Learning (CLL) Method for teaching-learning speaking English with second semester students in the English Education Study Program at a private university in West Java in an effort to improve the English speaking skills of the students. This study used an action research method where the researcher was accompanied by an observer as a collaborator. Three cycles were done for this study. Data were gathered from observations, a questionnaire, interviews and tests. In the preliminary study, the mean score of the student’s speaking was 61. The percentage of students who passed the minimum criterion of 70 was 22% with only 6 out of 27 students passing the minimum score. The mean score from post-test 1 was 63 and only 7 students or 26% passed the minimum score. The mean score from post-test 2 was 76 and 89%, i.e. 24 students passed the minimum score. While from post-test 3 the mean score was 84 and all of the students (100%) passed the minimum score. Hence the results showed that the use of the CLL method was a success. The students enjoyed their lessons more, and were more motivated, interested and confident during the teaching-learning sessions.]]>
<![CDATA[Patterns of rhetorical organization in The Jakarta Post opinion articles ]]>
<![CDATA[Dwi Indarti]]>
<![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.v5i1.8535
<![CDATA[Opinion articles are part of a professional discourse genre that can be found in newspapers. These articles are separated from news pages and written for the public, so they contain a variety of cultural backgrounds. This study looked at 151 opinion articles published in The Jakarta Post of the March 2016 editions. Shi and Kubota’s (2007)four pattern of rhetorical organization was adapted as the theoretical framework for the present study. The results of this study showed that the overall rhetorical pattern of The Jakarta Post opinion articles is a three-part structure of introduction, body and conclusion paragraphs. In term of the placing of the thesis statement, 47% of non-native writers and 38% of native writers put the thesis statement in the introduction part with a single sentence paragraph or two short single-sentence paragraphs, and 38% of non-native writers and 40% of native writers wrote the introduction part with two or more multi-sentence paragraphs, and put the thesis statement at the end of them. Only 8% of non-native writers and 5% of native writers put the thesis statement in the body part, while 7% of non-native writers and 17% of native writers put the thesis statement in the conclusion. Generally, there was a slight difference between native and non-native writers in terms of the placement of thesis statement, where the non-native writers tended to use a single sentence paragraph as the thesis statement as well as to begin the essays, while native writers preferred to use two or more multi sentence paragraphs. This study proves that professional writings such as newspaper opinion articles follow the English rhetorical conventions; deductive, logical, and direct style as represented in the three-part structure.]]>
<![CDATA[The Effect of Interest in Reading on Mastery of English Vocabulary with Fifth Grade Elementary Students ]]>
<![CDATA[Herlina Herlina]]>
<![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.v3i2.4965
<![CDATA[The aim of this research is to find out whether there was a positive relationship between students’ interest in reading and their mastery of English vocabulary for fifth grade elementary school students at the lab school in Jakarta. This research used a quantitative method applying a co-relational approach. The population for this research was fifth grade elementary school students from three lab schools. A simple random sampling was used to select a sample of 60 students as respondents from these schools: Lab school Rawamangun in East Jakarta, Lab school Setia Budi in South Jakarta and Lab school Kebayoran also in South Jakarta. Data was collected using a questionnaire with 30 questions requiring answers on a Likert scale and 32 test items were given to each respondent. The conclusion from this research is that there was a positive and significant relationship between interest in reading and mastery of English vocabulary amongst the sample fifth grade elementary school students from these lab schools in Jakarta. Hence, students who had high interest in reading, their mastery of English vocabulary also increased.]]>
<![CDATA[The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans ]]>
<![CDATA[Saiful Akmal]]>;
<![CDATA[Fitriah Fitriah]]>;
<![CDATA[Intan Fadhilah]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i3.23063
<![CDATA[The availability of the lesson plans as organized guidance for teachers is critical in achieving the objectives of English Language Teaching (ELT) in policy decisions, curriculum planning, and classroom implementations. However, it is unavoidable if teachers experience difficulties generating lesson plans, necessitating specific strategies to deal with the situation. This study aims to examine the challenges faced by state Islamic secondary school English mentor teachers in implementing lesson plans and the strategies they utilized to overcome those challenges. This study employed a qualitative research design utilizing data purposively gathered from the semi-structured interviews involving five English school mentor teachers from State Islamic Secondary School No. 4 in Banda Aceh. The findings revealed that teachers’ most significant challenges in implementing lesson plans were time constraints, format changes, administrative burdens, and students’ lack of interest. The study also found out that attending the MGMP (Musyawarah Guru Mata Pelajaran, or the Teachers Professional Development Forum), using a guidebook, asking for advice from colleagues, and using the internet as a learning resource are common strategies the teachers used in overcoming their challenges. It is expected that the impact of this study provides a practical and critical reflection to develop a more realistic and workable ELT lesson plan implementation for mentor teachers amidst their demanding roles and increased administrative responsibilities. This study also recommends that university/faculty administrators and lecturers be more attentive to courses related to lesson plan design, such as English Curriculum Design, English Course Design, and Micro Teaching.]]>
<![CDATA[Rhetorical move and genre knowledge development of English and Indonesian abstracts: A comparative analysis ]]>
<![CDATA[Syifa Nanda Pratiwi]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i3.21038
<![CDATA[A plethora of research has shown that genre analysis through move analysis is a practical approach to identify the complexity of writing research articles (RAs). However, little is known about the genre knowledge development that is manifested in abstract discourse patterns. This study aims to determine whether or not there is an influence from the level of education with the development of genre knowledge, especially in the field of writing research abstracts. Using Hyland’s (2000) five-move analysis model, this study analyzed the comparison and identity of abstracts of theses and dissertations in English and Indonesian. From the analysis, it can be seen that there are some differences and similarities in the manifestation of abstract discourse patterns in English and Indonesian final paper abstracts. In terms of genre knowledge, its development could be reflected through the level of study, in this case, from master’s to doctoral degrees. As evident in the dissertation abstracts in both languages, Move 1 (Introduction) evinces richer varieties in step realizations than in master’s theses. The analysis also indicates no crucial differences in genre knowledge development across languages and fields of study. Further comparative research on this particular topic with more subject of data is suggested.]]>
<![CDATA[Far apart, yet close together: Cooperative learning in online education ]]>
<![CDATA[Francisca M. Ivone]]>;
<![CDATA[George M. Jacobs]]>;
<![CDATA[Willy A. Renandya]]>
<![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.v7i2.17285
<![CDATA[Online education can play a crucial role in increasing access to educational opportunity and in promoting lifelong learning. The Covid-19 pandemic has done even more to raise awareness of the importance of online education. The pandemic has been a Category 5 disruptor of education systems. This article was written to help teachers at all levels of education facilitate cooperation among their students as a key element of online education. While many teachers believe in the benefits of student-student cooperation, and theory and research support this view, many teachers worry that distance learning is already difficult enough without adding the complications of cooperative learning, no matter how beneficial it might be. The article begins by discussing some of the obstacles teachers may encounter as they seek to integrate cooperative learning as part of online education. The main part of the article presents nine lesson plans for language education via cooperative learning in online education settings. While the content of the lessons focuses on language learning, the lessons can be employed in a wide variety of content areas. The article concludes with general suggestions on overcoming the previously mentioned obstacles.]]>
<![CDATA[The Effect of the Peer-Review Technique on Students’ Writing Ability ]]>
<![CDATA[Martin Kustati]]>;
<![CDATA[Yuhardi Yuhardi]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v1i2.2671
<![CDATA[The aim of this study was to investigate if there could be a significant positive effect by using Peer-Review Technique (PRT) on students‟ ability in writing English. An experimental research method was used in this study. A writing test based on the indicators of Jacobs et al. (1981) was completed by 65 undergraduate students in English from the English Department at the Faculty of Education and Teacher Training in the State Institute for Islamic Studies “Imam Bonjol‟ at Padang. The students were divided into two groups: an experimental group (n=33) and a control group (n=32). Both groups were similar in terms of academic level, the given writing task and their target language [English] proficiency. The experimental participants were introduced to Peer-Review Technique in essay writing sessions whilst the control group participants were taught through the teacher’s traditional feedback (TTF) whereby students worked individually to produce their texts. The findings showed that PRT gave a significant improvement effect on the students‟ writing abilities. This study is expected to serve as (1) data for further developing PRT; (2) input for lecturers in writing to develop more effective and innovative learning; and (3) additional material for the development of critical and cooperative learning theories in teaching writing.]]>
<![CDATA[Acehnese parents’ attitudes and their implications in the intergenerational transmission of the heritage language ]]>
<![CDATA[Idaryani Idaryani]]>;
<![CDATA[Fidyati Fidyati]]>
<![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.v10i1.25632
<![CDATA[This study aims to find out the Acehnese parents’ attitudes toward their heritage language, Acehnese, and its implication for the intergenerational transmission of the Acehnese language in the family domain among Acehnese parents residing in two suburbs of Lhokseumawe city in Aceh Province, Indonesia. This qualitative study collected data from semi-structured interviews with 20 female parents who are from endogamy families and Acehnese native speakers. The results of the study underlined three significant issues. First, the parents’ attitudes toward higher educational degree graduates toward their heritage language are negative, and have low self-esteem to speak their heritage language which gradually resulted in a language shift among female parents. However, the parents with lower educational degrees are more confident to speak Acehnese with a strong sense of belonging to their heritage language. Second, a discrepancy is found between the parents’ declaration and their practices in using Acehnese as a mother tongue in their homes because of educational pressures and negative attitudes of the parents. Last, the traditional pattern of intergenerational transmission of Acehnese has been disturbed in the home domains, and this resulted in the Acehnese language being under threat. Consequently, the ability of Acehnese children in speaking Acehnese deteriorates. This study suggests that the important status of Acehnese needs to be recognized as equally important as Indonesian by strengthening the local content policy and immersion approach in schools. Revising the language planning and policy to improve awareness of the values of Acehnese needs to be done.]]>
<![CDATA[Language use, language attitude, and identity: Perceptions of high school students attending an international school in Jakarta ]]>
<![CDATA[Katharina Endriati Sukamto]]>;
<![CDATA[Maria Fe Suganob Nicolau]]>;
<![CDATA[K.R. Vinitha Rani]]>;
<![CDATA[Sugiyanta Sugiyanta]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17608
<![CDATA[This study explores the perceptions of high school students who attend an international school in Jakarta towards language use, language attitude, and identity. One hundred sixty-five students aged between 15-18 years old participated in this study. They were divided into three categories based on their nationalities, namely (1) Indonesian students who were born and raised in Indonesia, (2) Indonesian students who were born and raised outside Indonesia, and (3) non-Indonesian students (expatriates) who were studying in Indonesia. The data were collected using a survey and in-depth interviews. The findings reveal that the majority of the students in the first and second categories were more comfortable with both oral and written English rather than their first language. However, for the expatriates in the third group, they could express themselves better when they used their first language. Generally, their attitude towards their home language was quite positive. The need to speak their first language (e.g., Korean, Hindi) was a gateway to connect with friends and relatives who did not speak English. As for the students’ identity, this study reveals that although the students were more fluent in English, they felt that they were strongly connected to their country of birth. This study draws out the pedagogical implication that the use of English as a medium of instruction can be quite critical, especially for Indonesian students, as it may have an impact on the loss of their home language.]]>
