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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 954 Documents

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Print-based multimodal texts: Using illustrated poems for generating ideas and writing narratives Thusha Devi Rajendra; Surinderpal Kaur
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

The article provides insights on how print-based multimodal texts can be utilized to generate ideas and help students to write narrative texts. A qualitative approach in research design was employed with a pre-test and a writing assignment. NAPLAN’s (2010) Writing-Narrative Marking Guide was adapted to evaluate the respondents’ narrative essays. Moreover, diary notes were used as instruments to gather data. The respondents were five Year 10 students from a suburban secondary school in Selangor, Malaysia. The findings indicated that the illustrated poem ‘Pond’ enabled the respondents to generate ideas for their writing. The narratives also fulfilled the criteria of text structure, ideas, character and setting, and vocabulary as stated in the Analytical Rubric for Narrative Marking. Therefore, the respondents were able to write narratives. However, the utilisation of picture stimulus only helped to generate ideas to a certain extent. The quality of narrative writing was also further improved through feedback provided during the teaching and learning sessions. The findings also revealed that the respondents were able to achieve the ‘can do’ statement as stated in the CEFR Assessment Format. Furthermore, the use of print-based multimodal texts encouraged multimodal and visual literacy as the respondents exploited semiotic resources within the texts. This study suggested that print-based multimodal texts could be used as instructional materials in narrative writing; thus, teachers should consider them to promote effective learning.

Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences Ika Wahyuni Lestari
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

The flipped classroom has been widely applied in many educational settings. Thus, it is significant to understand how its implementation is perceived by students. This mixed-method study aimed to find out the fourth-year students’ attitudes at a university in Indonesia on the flipped classroom they attended. It was also aimed at exploring their perception of the benefits and pitfalls they experienced when attending the flipped classroom. Employing a convergent mixed-method design, the quantitative data were obtained from 75 students (n=75) who were asked to complete a questionnaire. For the qualitative data, 13 students, divided into two groups, were invited to participate in a focus group interview to explore their experiences in attending the flipped classroom. The findings indicated that the students had positive attitudes towards the flipped classroom (M=2.87) and reported several benefits they perceived. Nonetheless, aspects regarding motivation (M=2.50) and the use of videos (M=2.49) and other technological supports indicated negative attitudes and were considered as pitfalls in the implementation of the model. Implications and recommendations were addressed for the better implementation of a flipped classroom.

The strategy of Two Stay Two Stray to improve EFL students’ reading skill Diana Fauzia Sari; Siti Sarah Fitriani; Sevty Emafetery
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

The objectives of this study are to figure out whether the use of Two Stay Two Stray (TSTS) strategy could improve Grade 8 EFL students’ reading skill in a junior high school in Banda Aceh and to find out the students’ perspective about the use of this strategy. One class was randomly chosen as the sample in this study. The data were collected by using tests and questionnaire. The data were both analyzed by using statistical formulas. The results show that the use of TSTS in teaching reading to the Grade 8 students was successful. It can be seen from the mean scores of the experimental class that was 84.70. Moreover, the t-score (6.81) was higher than t-table (2.021), and this indicates that the students in the experimental class who were taught using TSTS got better improvement than before they were taught using this strategy. The results from the questionnaire also revealed that the students’ have positive responses in relation to the use of TSTS because this strategy offered a positive relationship between teacher-students and students-students, and further increase their interest in learning. This led the students to escalate their self-confidence, social interaction, individual accountability, and group skills. A better understanding of the materials taught was also attained because they could learn together as a team.

Developing local culture-based EFL reading materials for the 21st-century learning Yeni Oktarina; Rita Inderawati; Ismail Petrus
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

The material specification is one aspect of teaching English at a vocational high school. Materials should be well-prepared to facilitate and promote students’ comprehension of concepts. This study aimed to develop instructional reading materials for Palembang – Tourism-Destination that are valid, practical, and potentially effective for students enrolled in a Travel Agent Study Program at one vocational school in Palembang, South Sumatera Province, Indonesia. The product was developed to meet the students’ needs. This research was a developmental study, with research phases including design, evaluation, and revision phases. Questionnaires, interviews, and reading comprehension tests were used to collect data. The data were analyzed quantitatively and qualitatively. A formative evaluation was conducted to determine the product’s validity, practicality, and potential impact. Experts evaluated the content, media, and instructional design for validity. The results indicated that the established product was extremely valid, scored an average of 3.65 for all evaluated elements. Practicality was rated highly in one-to-one and small-group evaluations, with average scores of 3.55 and 3.35. The results of the field test showed that the established texts had a high potential for impact, as 79.16 percent of students earned the required passing grade. As a result, it is reasonable to assume that the established product can be used in the classroom as the product for reading.

Utilizing a Facebook closed group for EFL e-learning environment: Students’ views Martha Nandari Santoso
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class.

Metacognitive reading strategies awareness and metacognitive reading strategies use of EFL university students across gender Zhenita Deliany; Bambang Yudi Cahyono
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

This study investigates EFL students’ metacognitive reading strategies awareness and their metacognitive reading strategies use. It also compares female and male EFL students in terms of their metacognitive reading strategies awareness and metacognitive reading strategies use. The quantitative research method is used through the survey research design. The study involves 53 undergraduate students, consisting of 33 females and 20 males. The data are collected by using a questionnaire of Metacognitive Awareness of Reading Strategy Inventory (MARSI-R inventory) developed by Mokhtari et al. (2018). The strategies on the MARSI-R inventory were scored on 1-5 scales. The data were analyzed through a simple calculation to find out the level of awareness of the students, and the statistical test of independent sample t-test were conducted to know the difference between females and males. The results show that all of the students possess high metacognitive reading strategies awareness, indicating high metacognitive reading strategies use. Despite there is a different level of awareness between female and male students, further analysis using an independent sample t-test shows that the level of awareness between the two is .742 (p0.05), meaning that the difference is not significant. The result of the research also shows that there are no significant differences in all subscales of metacognitive reading strategies use across gender. The p-value for global reading strategies is .224, for problem-solving strategies is .486, and for support reading strategies is .249. Thus, gender plays no role in determining the metacognitive reading strategies awareness and metacognitive reading strategies use.

A critical discourse analysis of women’s portrayal in news reporting of sexual violence Risdaneva Risdaneva
Studies in English Language and Education Vol 5, No 1 (2018)
Publisher : Universitas Syiah Kuala

This study explores and compares the portrayal of women in the news reporting of crimes of sexual violence against women between two newspapers from different cultures, the Jakarta Post and the Guardian. The Jakarta Post is an English quality newspaper published in Indonesia, and the Guardian is a quality broadsheet from Great Britain. To explore the representation of women, this study accounts the portrayal of men as well since the two entities are strongly inter-related. The analytical tool used in this study is naming analysis of social actors, which is a part of critical discourse analysis. This analysis is aimed at probing the representation through the choice of lexical items in representing the main news actors. The findings of the analysis indicate that the choices of the naming categories used by both newspapers are different. The Jakarta Post mostly functionalises both the victims and the perpetrators in terms of their legal status in the criminal cases. This suggests that the broadsheet tends to view them as part of the legal processes instead of as people. The Guardian typically classifies the victims in terms of their age and gender and refers to the perpetrators with their surnames instead of as parts of the criminal cases. The Guardian’s tendency to represent both perpetrators and victims as people instead of parts of legal processes indicates that the paper is attempting to focus the reports more on the crimes themselves rather than the participants involved in the cases.

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.

Digital literacy practices in tertiary education: A case of EFL postgraduate students Aji Budi Rinekso; Rojab Siti Rodliyah; Intan Pertiwi
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Over the past few decades, technologies grew rapidly, transforming traditional instructions to be more digitalized and stimulating many researchers to study digital literacy practices in a school-educational context. However, studies exploring digital literacy practices in the context of tertiary education are still scarce. Within the qualitative approach, this study investigated digital literacy practices by EFL (English as a Foreign Language) postgraduate students. Moreover, it intensively discusses the kinds of digital tools used by the participants and the purposes of using them. Additionally, the way the participants conceptualized digital literacy was also elaborated. Thirty-four EFL Master students of a public university in Bandung, Indonesia, participated in this study. An online open-ended questionnaire and semi-structured interviews were applied in data collection. Meanwhile, eight dimensions of digital literacy in the Hague and Payton’s frameworks were used as the basis of the thematical analysis of the interview data. Results showed that the participants conceptualized digital literacy as soft skills for managing digital information covering the acts of searching, comprehending, evaluating, creating, and sharing. The prominent result of this study relates to how the participants used digital tools for academic/research and general purposes. Subsequently, this study recommends that tertiary education institutions provide more training on maximizing digital tools for academic writing and broader access to prepaid journal articles. Further exploration of lecturers’ digital literacy practices is highly recommended.

Developing English modules with integrated Islamic values and the Jambi local wisdom Uyun Nafiah
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Since studies about integrating Islamic values and local wisdom, especially in the Jambi context, have been scarcely found in the literature, this research is aimed to investigate the integration of such values in the English module that is suitable and practical for high school students. This developmental research used ADDIE approach which consists of five stages: analyze, design, develop, implement and evaluate. The sample for this study was an English teacher and 38 students of class IX of at one of the Islamic junior high school in Jambi by using instrument interviews, observation, and questionnaires. Based on the result of the validity questionnaire by two expert validators, a mean percentage of 82.07% is obtained and categorized as very valid. The result of students’ practicality questionnaire shows a percentage of 83.86% and categorized as very practical. Meanwhile, the result of teachers’ practicality is 87.50%, and also categorized as very practical. It could be concluded that the integrated Islamic values and Jambi local wisdom on the English module is suitable, practical and beneficial for both students and teacher. The researcher further recommends using this module for teaching English, especially for the procedure text type as discussed in the paper.

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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