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Yunisrina Qismullah Yusuf
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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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Studies in English Language and Education
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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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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.22543

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16569

Abstract

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.
Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Damayanti, Ika Lestari; Hamied, Fuad Abdul; Kartika-Ningsih, Harni; Dharma, Nindya Soraya
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26957

Abstract

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.
The perception of Acehnese parents on heritage language maintenance: A quantitative approach Ida Muliawati; Dara Yusnida
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.23182

Abstract

Family is the ideal platform to maintain the indigenous language, and parents are the core feature in promoting it to the children. Many previous studies have concentrated on the Acehnese younger generations’ declination use of Acehnese. Their perception of the language is initially linked to the parents’ attitude towards it since the parents’ attitude determines the children’s perception of it. Hence, the present research aims to fill in the gap by assessing the language attitude of the Acehnese parents living in the urban areas on Acehnese and searching for their efforts in passing the language to their descendants. Fifty-five respondents from three different districts in Banda Aceh were purposely selected by considering some criteria to fulfill the need of this research. The data were collected by distributing questionnaires and analyzed using a descriptive quantitative model; a five-point Likert Scale, a weighted mean score, a mean combined score, and a score interval to put the results based on their criteria. The result shows that the language attitude of the Acehnese parents is in good criterion (4.2); they honor, respect, and are proud of speaking the language as their identity. Moreover, they also put some genuine efforts into maintaining and inheriting the language by speaking the language while interacting with the spouse, children, and other Acehnese community members; and promoting the language to their children in several ways despite living in urban areas.
Kinship terminology of the Bau-Jagoi Bidayuh in Sarawak, Malaysia Yvonne Michelle Campbell
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.19035

Abstract

This paper explores the kinship terms of the Bidayuh of Sarawak, focusing on the Bau-Jagoi subgroup variation as well as their cultural concept of kinship. The data for this paper was obtained through participant observation and interviews with four informants from two villages in Bau District, Sarawak, Malaysia, which are Kupuo Sarasot, located in the Jagoi area and Kupuo Barieng in the Singai area. The data analysis showed that the Bidayuh held on firmly to the Madih concept¸ in which all members of the village are considered ‘one family’.  The Bidayuh kinship terms do refer to birth order but with emphasis on the older generations. Gender is not emphasized in the Bidayuh kinship terms but refers to a specific gender. Two main adjectives are added after the kinship terms, which are dari’ (male) and dayung (female). The address terms also focus on the older generations while most of the younger generations are addressed by their names. These two areas, even though considered under one subgroup, have their unique practices when it comes to kinship terms.  However, due to modernization and urbanisation, the influence of the Malay and English language could be clearly seen in the Bidayuh address terms, replacing the Bidayuh equivalent.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i1.16342

Abstract

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.
American orientalism: A critical reading through Edgar Allan Poe Alfawara, Loiy Hamidi Qutaish; Alghaberi, Jameel Ahmed
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.25564

Abstract

To date, The Arabian Nights still create frames of reference outside its fictive core. The article critically examined the adaptations and appropriation of the classic Arabian Nights by Edgar Allan Poe and how he invested his interest in the Orient to advance his career as a writer. More specifically, the aim was to study the links between European Orientalism and the new version of the Orient constructed in the United States. Various modes of reading and approaches were used to critically interpret the primary texts. Orientalism and postcolonial theories provided a theoretical framework for the study, and the deconstructive approach was applied in certain contexts to deconstruct and dismantle the stereotyping and mythologizing of the Orient. The article contributed to the growing scholarship on American oriental discourse by offering a counter perspective. Poes poems and short stories all perpetuate negative oriental representations. His obsession with the Orient is not reflected as aesthetic appreciation but it is rather appropriation that distorts and never restores. Poes oriental discourse is only examined lately by Arab critics of American literature and more specifically it surfaced through translations of his works into Arabic. Through stereotypical duplication in the world of realism, a fake Orient has become there in the world of reality.
Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning Julia Sevy
Studies in English Language and Education Vol 3, No 2 (2016)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v3i2.4934

Abstract

Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.
Looking inside an EFL classroom: Promoting productive learning through teachers’ questioning strategies Teuku Zulfikar; Khairiah Syahabuddin; Khamisna Maulidia; Emawati Emawati; Amiruddin Amiruddin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.26072

Abstract

Engaging students to participate in productive learning is a prerequisite for successful instruction. Teachers as instructional leaders should be creative and proactive in finding the best ways to enable effective learning to take place. One of the most well-known strategies is the use of appropriate ‘questioning’ during the instructional process. Teachers’ questioning strategies can encourage learning, but at the same time, they can also discourage learning when they are not carried out effectively. As teachers’ ways of posing questions are paramount for effective learning, it is timely to research this issue, teachers’ ways of asking questions during classroom instruction, and their students’ responses. The participants were two English teachers and their students at a secondary school in Aceh Province, Indonesia. The data were collected through classroom observations, in-depth interviews, and questionnaires. The study found that teachers used various questioning strategies, such as designing icebreaking activities and giving simple quizzes as attention grabbers. In addition, some types of questioning strategies, such as repetition, simplification, decomposition, structuring the questions, reacting to the students’ answers (giving a reward, complimenting, and motivating the students), using native language, and giving students some wait time to think about the answers were among the many strategies applied in the classroom. These questioning strategies were considered effective by the teachers and students in the study to promote productive language learning.
The sustainable impacts of teacher action research on EFL teachers in Indonesia Yunita Puspitasari; Utami Widiati; Saiful Marhaban; Teguh Sulistyo; Rofiqoh Rofiqoh
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.21388

Abstract

Action research has been a prominent topic in continuous professional development literature. Studies have evidenced its potentials for teachers, but not many have discussed the sustainability of the research as a means of Teacher Professional Development (TPD) as well as its sustainable impact. Underpinning the issue of sustainability, the present study aims at investigating what factors made the teachers choose to continue conducting teacher action research, and what pedagogical and professional competences perceived changed as sustainable impacts of Teacher Action Research (TAR). This qualitative study with a phenomenological undertone adapted Seidman’s framework to conduct in-depth interviews with five English as a Foreign Language (EFL) teachers. The results showed that motivation and self-efficacy belief, institutional supports, and collaboration with academics/universities were essentials for sustainable engagement with the research. Pedagogically, the teachers increased their awareness of the students’ characteristics, knowledge of effective learning, and ability to carry out reflective teaching. In terms of professional competence, they felt very confident and were able to make more publications. This study implies that TAR is a model of TPD that is able to develop EFL teachers’ professionalism where they can establish a better practice and develop themselves as professionals and individuals on daily basis, without leaving their students.

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