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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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Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia Didin Nuruddin Hidayat; Fitriah Fitriah; Mahlil Mahlil; Jon Mason
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Teachers bring various experiences to the classroom, and their beliefs about ‘creative teaching’ or ‘good teaching’ practices are frequently influenced by various factors, including their own teaching experiences, individual motivation, and organizational constraints. This context frames their early efforts to develop creative practices, and recognition of influences further affects the level of creativity displayed by teachers. This study aims to ascertain the factors that affected teachers’ creativity in English language teaching (ELT) in contemporary Indonesian higher education. We interviewed twenty Indonesian English as a Foreign Language (EFL) teachers about the factors influencing their creativity and their motivations for teaching creatively. We identified three factors which influenced teachers’ creativity: their knowledge and teaching experiences, their motivation, and the role of technology. These three factors served as a guide for teachers regarding how they might integrate creativity into their teaching practice. Additionally, Indonesian EFL teachers believed that their creativity was necessary to assist students in learning, create an enjoyable learning experience, and encourage students to be creative. This belief appears to be partially due to the affordance of the rapidly changing digital environment which enables student-centred and self-directed learning. Finally, this study indicates that creativity is not instinctive to teachers; however, they can nurture their creativity by accepting their innovative ideas through developing their abilities to teach creatively.

Potential factors influencing the rhetorical patterns of research article discussion sections Lulus Irawati
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

The present study reports potential factors influencing the rhetorical patterns of research articles (RA) discussion sections. The study was conducted by utilizing descriptive qualitative research. The researcher purposefully focused on investigating 10 bilingual writers who wrote both one English and one Indonesian research article. The selected writers were those who had an educational background in language and language teaching. The interviews covered the interviewees’ background information, current activities, writing activities, and their rhetorical patterns of discussion sections. The interviews were conducted by utilizing the snowball technique to search for more information. The interview data were analyzed into some steps namely, transcribing the interview data, organizing data, summarizing data, and interpreting data. All data transcription was then categorized and coded. Research findings revealed that the writers’ choice of move structure could be as a result of learning from other people’s rhetorical patterns, believing themselves, having high self-confidence, having high writing frequency, and having high awareness in the micro and macrostructure of writing discussion sections. The Indonesian writers have opened their minds to learn and read other researchers’ articles and then determine whether the patterns are suitable for them or not. The writers’ starting point of experiencing to have their RA published made them believe in themselves and felt self-confident. Thus, the more they wanted to write RA, the higher they had writing frequency and awareness in the micro and macrostructure of writing discussion sections.

Pre-service English teachers' experience with various CALL applications: Hindrances and reflection Syafryadin Syafryadin; Veronika Unun Pratiwi; Dian Eka Chandra Wardhana
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Computer assisted language learning (CALL) is one of the alternative ways used by teachers in teaching English. This research aims to find out various CALL applications used by the pre-service English teachers, the difficult skills faced by students, hindrances, and pre-service teachers’ reflection. A mixed-method approach with questionnaires, interviews guideline, and observation checklist were employed by the researchers. The sample consisted of 30 pre-service English teachers and 750 students. The data analyses were done by using simple statistics calculations, codes, and categories. The results showed that pre-service English teachers applied various CALL applications, in which the majority of them used Hello English for speaking in the classroom because of the ease of use of the application. The most difficult skills learned by students were listening, and the easiest skill was reading. Another finding is related to hindrances during CALL applications which included internet connection, material understanding, CALL application procedures, assessment, discipline, cost, and learning style. However, those problems were eventually solved by pre-service English teachers. Furthermore, pre-service teachers wrote their teaching reflection to know their evaluation of their teaching. The reflections showed that they could solve the problems, made, and revised lesson plans, and brought good role models in the classroom.

Analysis of error sources in L2 written English by Indonesian undergraduate students Burhansyah Burhansyah
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

This study investigates second language learners’ production in writing, aiming to understand common problems the learners frequently have with English. The study focuses on the analysis of errors in 100 essays written by 50 Indonesian undergraduate students of English, which is aimed at identifying the commonly occurring errors, classifying them according to a linguistic category, and explaining the causes of the occurring errors. The study shows that a large number of the occurring errors resulted from intralingual sources, the proportion of which account for more than 60% of the total errors. The results conform to a number of earlier studies in this research field which concluded that the majority of errors L2 learners make stem from intralingual interference. Another possible explanation for the phenomena is that because the subjects participating in this study are university students majoring in English, they had at least mastered the basics of English when entering university. As a result, they are more likely to make fewer interlingual errors than students at elementary level who tend to rely more on their native language when dealing with the aspects of the target language which they have not yet mastered.

The analysis of speech acts patterns in two Egyptian inaugural speeches Imad Hayif Sameer
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

The theory of speech acts, which clarifies what people do when they speak, is not about individual words or sentences that form the basic elements of human communication, but rather about particular speech acts that are performed when uttering words. A speech act is the attempt at doing something purely by speaking. Many things can be done by speaking. Speech acts are studied under what is called speech act theory, and belong to the domain of pragmatics. In this paper, two Egyptian inaugural speeches from El-Sadat and El-Sisi, belonging to different periods were analyzed to find out whether there were differences within this genre in the same culture or not. The study showed that there was a very small difference between these two speeches which were analyzed according to Searle’s theory of speech acts. In El Sadat’s speech, commissives came to occupy the first place. Meanwhile, in El–Sisi’s speech, assertives occupied the first place. Within the speeches of one culture, we can find that the differences depended on the circumstances that surrounded the elections of the Presidents at the time. Speech acts were tools they used to convey what they wanted and to obtain support from their audiences.

Indonesian humorous status in social media: An application of script-based semantic theory of humour Sisila Fitriany Damanik; Mulyadi Mulyadi
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

This paper aims to analyse Indonesian humorous status in social media by applying the Script Semantic Theory of Humour (SSTH) and the parameters called Knowledge Resources (KRs) of the General Theory of Verbal Humour (GTVH). It is conducted by applying a qualitative method since the purpose of this study is primarily to describe and to establish the variation in a situation, phenomenon, problem, or event without quantifying them. The data is taken from Facebook, Twitter, and WhatsApp account followed by the first writer of this study for eight months. There are 17 statuses to be analysed, in which, seven statuses consist of 21 phrases analysed by applying SSTH theory, while the other 10 statuses consist of 14 phrases as set-up stages, 18 phrases, and three pictures as punchline stages analysed by applying GTVH theory. From the data being displayed, regarding the Superiority theory, it is found that people generally laugh because of other people’s misfortunes, and it emphasizes one’s superiority to the shortcomings of others. The people will laugh at individuals who are inferior or ugly, because they feel happy, and feel superior to them. Based on Release/Relief theory, humorous status also stems from regenerating something painful into something light-hearted. It is an indication of the misfortunate aspects of life. From the Incongruity theory, it is found that humour appears when there is an oddity between the concepts prepared in certain situations and the real events that are thought to be related to the concept. The paper further elaborates the findings and discuss them in detail.

The effect of Dictogloss Technique on the students’ writing skill Dian Pertiwi; Ngadiso Ngadiso; Nur Arifah Drajati
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Dictogloss can be considered as way for integrating form and meaning in the learning context. The main objective of this research is to analyze whether: (1) Dictogloss is more effective than Direct Instruction to teach writing for the eleventh grades students, and (2) students having high motivation have better writing skill than those having low motivation for the eleventh grade students. This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta, Indonesia. The sampling used in this research was cluster random sampling with two classes as sample, namely the experimental class taught using Dictogloss and the control class taught using Direct Instruction. To collect the data, there were two instruments used in this research namely, the writing test and the motivation questionnaire. After treatment was given to both classes in eight meetings, a post test of writing to obtain data was conducted. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing, and (2) students having high motivation have better writing skill than those having low motivation. Therefore, it is recommended for the English teacher to apply Dictogloss in writing activity to promote an effective teaching on writing skill. In conclusion, Dictogloss can be used to improve students’ writing skill for the eleventh grade students.

Acquisition of academic literacy in an Engineering communication course: Integration of English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL) Merina Devira
Studies in English Language and Education Vol 4, No 1 (2017)
Publisher : Universitas Syiah Kuala

This study investigated academic literacy practices by an EFL student at an Engineering Communication course in the University of Adelaide, Australia. It focused on finding a description of engineering written communication skills designed in the specific course and investigating the student’s response in the construction of a specific text type in the engineering community. A qualitative case study method was used where the data were taken from classroom observations, the student’s interviews, his writings, and other supporting data, such as a course booklet and several PowerPoint slides. The findings showed that working in a group discussion at the workshop sessions was perceived as the most useful academic literacy practice in acquiring engineering communication skills. It also revealed that academic literacy practices, such as accessing MyUni, using databases for a specific discipline, recognising graphic skills and using effective reading strategies were considered by him as new and useful practices in an academic culture which helped him execute written engineering communication assignments into a cohesive and coherent argumentative text. Overall, although he had different perceptions before and after completion of the course, he viewed the course design positively. Some ideas on how the course developers or tutors could match the course design with his practical needs were offered, such as mutual collaboration with the English lecturers who were providing the course and the implementation of a program of academic English for first year students.

Fostering students’ Multimodal Communicative Competence through genre-based multimodal text analysis Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Dea Silvani; Ruslan Ruslan; Soni T. Tandiana; Nina Lisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

The multiplicity of semiotic resources employed in communication, the rapid advancement of information, communication, and technology (ICT), and burgeoning interdisciplinary research into multimodality have led to a paradigmatic shift from a mono-modal to the multimodal perspective of communication. Conversely, actualising multimodal concepts in teaching and learning practises remains underexplored, notably in developing the students’ multimodal communicative competence (MCC). For this reason, this study endeavoured to probe genre-based multimodal text analysis in fostering the students’ MCC. Grounded on Action Research (AR), the present study facilitated students to cultivate their MCC through the activities of Genre-based multimodal text analysis (hereafter, GBMTA). Practically speaking, students performed the analysing practises in the course at an English Education Department of a state university in Tasikmalaya, West Java, Indonesia, namely Grammar in Multimodal Discourse (GiMD. Four Indonesian EFL students were recruited as the participants. The data were collected through semi-structured interviews and analysed with thematic analysis. The findings showed that the students could: (1) build their knowledge on multimodality, (2) engage with theoretical and practical learning activities, (3) assign analytical and reflective task-based learning activities, and (4) provide constructive feedback about their learning performances, and (5) raise awareness of the contributions of multimodality to prospective English teachers’ competences. The main implication of this study is the promotion of increased awareness of deploying multimodal aspects to English language teaching, learning, and investigative practises to attain optimum MCC.

Collocates of 'great' and 'good' in the Corpus of Contemporary American English and Indonesian EFL textbooks Ikmi Nur Oktavianti; Japen Sarage
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Previous studies have proven some discrepancies between language presented in EFL textbooks and the real use of English. This fact contradicts the teaching materials’ aim, which is intended to equip the learners to be communicatively competent. This study then investigates the use of adjectives, limited to ‘great’ and ‘good’ in terms of the frequent and strong co-occurrences, i.e., collocations, in a general reference corpus of Standard English to be compared with those in Indonesian EFL textbooks. The data were collected from both the corpus and the textbooks, but the analyses in the textbooks were generated based on the Mutual Information (MI) score of the collocates. Based on the comparison, it is evident that there are some similarities between adjective use in the textbooks and the corpus in terms of verb collocates of the adjectives. The mismatches, however, are quite remarkable, especially in terms of the variability of adverb collocates and the absence of prominent noun collocates in the textbooks. Pedagogically speaking, these results should be taken into consideration in writing the textbooks to enhance the quality of the language content prepared for the learners in the EFL context.

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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