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[Learning Nandong in schools as a medium to inform the Simeuluenese local wisdom: An anthropolinguistics approach ]]>
<![CDATA[Tasnim Lubis]]>
<![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.v6i2.14066
<![CDATA[Learning traditional language gives both information about the character of the user and the value of local wisdom. Oral literature Nandong is one of the heritages from Simeulue, Aceh, Indonesia, which is important to be learned especially in Simeulue. It is included in one of the subjects in school namely mulok (local content). The objective of this study is to find out the appropriate learning model of Nandong on Simeulue Island. The interactive model was applied in this study. The data were collected by interviewing teachers, Nandong artist, and the leader and members of adat assembly in Simeulue Island. The pantoon/poetry were also collected as written data. Anthropolinguistics approach was used to analyze the data because they were related to language and human behavior. The result showed that through learning the oral tradition of Nandong, students were able to know about their custom (adat) and values in learning such as respect, obey, persistence, hard work, and ready for the challenge. The appropriate model for learning local content was a collaboration between a teacher and Nandong artist(s). This collaboration will raise more effort to keep the tradition and pass it to the young generation in Simeulue Island.]]>
<![CDATA[QAR: Strategy implementation for reading comprehension of recount texts ]]>
<![CDATA[Nira Erdiana]]>;
<![CDATA[Usman Kasim]]>;
<![CDATA[Nadia Juwita]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.8500
<![CDATA[The objective of this research is to find out whether QAR strategy is effective in reading comprehension of recount text. This research uses experimental research design. This research took place at Madrasah Tsanawiyah Negeri Model Banda Aceh. A second grade class was chosen as the research sample, which consisted of 36 students. The research instrument used to gather the data was a set of essay tests, which were divided to pre-test and post-test. The result of the research was analyzed by using paired t-test formula. The calculation result shows that the observed t value is less than t lower critical vaue in the t distribution table (-5.624 2.030) at the 0.05 level of significance with 35 degree of freedom. It means that null hypothesis (H0) is rejected, which proves that Question Answer Relationship strategy effectively improves the second grade students’ reading comprehension of recount text.]]>
<![CDATA[Character Metaphors in George Orwell’s Animal Farm ]]>
<![CDATA[Dian Fajrina]]>
<![CDATA[ Studies in English Language and Education Vol 3, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v3i1.3391
<![CDATA[Animal Farm was written by George Orwell in 1944 to criticize the Soviet Union leaders and their administration represented by animal characters. The objective of this study was to find out the resemblances between the character of Soviet Union leaders at the time the novel was written and those depicted in the novel. In analysing the objective of this study, content analysis was used. The data are the dialogues and other information in the novel concerning the metaphors of characters between the Soviet Union leaders of the 20th century and those in Animal Farm. The writer finds out that Jones metaphors Nicholas II, the last Tsar of Russian Monarchy, Old Major with his speech metaphors Karl Marx with his Communist Manifesto, Napoleon as Stalin, Snowball as Trotsky, Squealer as Pravda, the Russian Newspaper at that time, Frederick as German and Boxer as the type of gullibility proletariat. Indeed, George Orwell’s timeless work reminds us that totalitarianism could be harmful to one society.]]>
<![CDATA[YouTube teaching materials with peer support to improve students' mastery of subject content learning ]]>
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Rosnani Sahardin]]>;
<![CDATA[Hendra Heriansyah]]>;
<![CDATA[Ika Apriani Fata]]>;
<![CDATA[Yulianti Djalaluddin]]>;
<![CDATA[Emma Hankinson]]>
<![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.v9i2.25236
<![CDATA[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.]]>
<![CDATA[A syntactic-semantic optimality theoretic model on Hakka topic-comment construction ]]>
<![CDATA[Yu-Ching Tseng]]>
<![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.v8i2.18723
<![CDATA[The purpose of this paper is to show how the basic Topic-Comment ordering pattern of the Hakka can be accounted for by the constraint-based optimality theory. Part of the linguistic data used in this paper is adopted from Xu (2002), while those examples presented to show syntactic tests are created by the author. These sentences have been further checked and confirmed by a native speaker of Hakka. This paper proposes an Optimality Theoretic (OT) model that takes into account both syntactic and semantic considerations. It shows that semantic information comes into play successively at different points of OT grammar. First, integrating semantic information into the schema of OT syntax works precisely to describe the Hakka topic-initial sentence pattern. The alignment constraints incorporate information about the semantically defined topic and comment constructions into the constraint design, which interacts with other markedness constraints to filter linguistic constructions during production. Second, semantic constraints are formed to further evaluate form-meaning pairs during the process of interpretation. In this aspect, semantic notions including contrastiveness and markedness are incorporated into the theoretical plan with the purpose of pairing syntactically well-formed sentences with appropriate meaning. The paper successfully presents an optimization model illustrating how syntax and semantics cooperate to pair meanings with linguistic constructions in forming linguistic expressions. ]]>
<![CDATA[Interjection Bah! in Batak Toba: A natural semantic metalanguage approach ]]>
<![CDATA[Bertova Simanihuruk]]>;
<![CDATA[Mulyadi Mulyadi]]>
<![CDATA[ Studies in English Language and Education Vol 7, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v7i1.15433
<![CDATA[Interjection is the word used to show spontaneous expression. Batak language has a specific emotive interjection Bah! which is different from other interjections in the language. The objectives of this study are to find the meanings of interjection Bah! and to classify the elements of feelings of this interjection. This is a descriptive qualitative study employing the semantic explication method of the Natural Semantic Metalanguage approach. The data was collected from the interjection Bah! in a Batak Toba short story entitled Mangongkal Holi. The data were obtained by the attentive observation method and tapping technique. The methods used for data analysis were the distribution and contextual method. The results of this study showed that there are five meanings of the interjection Bah! They are astonishment, disappointment, confusion, surprise, and amazement. Meanwhile, those meanings express two elements of feelings, which are the positive feeling element (i.e. surprise and amazement), and the negative feeling element (i.e. astonishment, disappointment, and confusion). The revelation of the various meanings of Bah! is expected to provide richer understanding on its use in communication, and to further avoid miscommunication between different ethnics in Indonesia which each has their own mother tongue.]]>
<![CDATA[A Study of Error Analysis from Students’ Sentences in Writing ]]>
<![CDATA[Rizki Ananda]]>;
<![CDATA[Sofyan A. Gani]]>;
<![CDATA[Rosnani Sahardin]]>
<![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.v1i2.1828
<![CDATA[This study was to investigate the types of sentence errors and their frequency made by first grade students from a high school in Banda Aceh in their writing of English. The participants for this study were 44 first graders chosen by random sampling. The research method used was quantitative as the data was analyzed with a statistical procedure. The data was obtained from written tests for a descriptive text entitled “My school” of 120-140 word length. This study found that three out of four sentence errors in the students’ writing were fragmented sentences whilst nearly a quarter of the errors were run-on or comma splice sentences. There were only a few choppy sentence errors and no stringy sentence errors. The data revealed five types of fragmented sentences: these were the absence of a subject, the absence of a verb, the absence of both a subject and a verb, the absence of a verb in a dependent clause, and the absence of an independent clause.]]>
<![CDATA[Probing into the obstacles faced by internship student-teachers in designing lesson plans ]]>
<![CDATA[Diana Achmad]]>;
<![CDATA[Endang Komariah]]>;
<![CDATA[Wahyuni Miftahhul Jannah]]>;
<![CDATA[Tgk Maya Silviyanti]]>
<![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.v10i1.26647
<![CDATA[This study aims to find out the problems faced by student teachers in an internship program in designing lesson plans at schools. A lesson plan is one of the essential instructional designs that should be considered to achieve a successful teaching and learning process. For teachers, a lesson plan is a guideline that will be used in teaching to achieve learning objectives. This research used a qualitative method. The participants were selected by using purposive sampling. They were seven students of the English Education Department of Universitas Syiah Kuala who were taking an internship program. The data collection was carried out through document analysis and interviews. The results showed that all student teachers strived to design their lesson plans based on the 2013 Curriculum. There were several problems faced by the students, such as (1) formulating the indicators of competency achievement, (2) writing learning objectives, (3) finding suitable materials, (4) selecting learning methods, (5) choosing learning media and resources, (6) formulating activities, and (7) creating an assessment. The results of the interview also revealed the same. Thus, it is recommended that student teachers should receive more training, both theoretically and practically, in designing the lesson plan based on the 2013 Curriculum as required by the Ministry of Education in Indonesia.]]>
<![CDATA[Zooming in on the Indonesian EFL primary school students’ intercultural sensitivity and their extroversion ]]>
<![CDATA[Ahmad Sugianto]]>;
<![CDATA[Eri Kurniawan]]>;
<![CDATA[Didi Sukyadi]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i1.21478
<![CDATA[Intercultural sensitivity and personality traits constitute eminent and inseparable elements associated with EFL learning. Nevertheless, to the best of the writers’ knowledge, limited investigations in an Indonesian EFL primary school level concerning these two variables were found; therefore, the present study was intended to scrutinize the Indonesian EFL primary school students’ intercultural sensitivity and personality traits. 96 students from the fourth, fifth, and sixth grades of one primary school in Bandung were involved. An embedded design of a mixed-method was employed. The data were garnered using 4-Likert scale questionnaires gauging the students’ intercultural sensitivity and their personality traits focusing on extroversion, followed by some open-ended questions. The findings revealed that students’ intercultural sensitivity was considered good (the mean of 80.06 and standard deviation of 8.50), and most students tended to be extroverted (the mean of 72.62 and the standard deviation of 9.89). The students’ intercultural sensitivity was found to be significantly related to their extroversion at a 99% level of confidence (.000 .01). Finally, the findings along with the previous studies explicating the intercultural sensitivity and personality traits advocate some pedagogical implications for facilitating students’ English learning. ]]>
<![CDATA[Exploring ESL learners' reading test taking strategies ]]>
<![CDATA[Charanjit Kaur Swaran Singh]]>;
<![CDATA[Eng Tek Ong]]>;
<![CDATA[Tarsame Singh Masa Singh]]>;
<![CDATA[Mahendaran Maniam]]>;
<![CDATA[Tunku Mohani Tunku Mohtar]]>
<![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.v8i1.18130
<![CDATA[This study examined the test taking strategies of weak ESL students of an English language proficiency course. Test taking strategies are known as the methods that test takers use as an alternative aimed at attaining correct answers on a specified form of language assessment. The study adopted a qualitative study. The participants in this study were forty-four learners from the Bachelor of Arts Program. The learners were asked to think aloud while reading an assigned text to answer the questions. Four learners’ thinking aloud recordings were transcribed and analysed. Focus group interviews were carried out for triangulation purposes. Data collected were analysed manually. The ESL learners implemented many test taking strategies as they coped with the reading comprehension test. The findings of the study show how ESL students used cognitive, metacognitive, compensating, and social strategies. Participants expressed that understanding and reading the passage allowed them to draw conclusions better in answering the multiple choice questions. The findings revealed that they used a compensation strategy whereby they tried guessing the answers on a number of occasions. The findings of the study implicate teachers’ roles in L2 reading and also to guide the ESL learners in the process of answering reading passage and answer the comprehension questions.]]>
