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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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The impact of internet and social media on the habit of reading books: A case study in the southern region of Bangladesh Md. Obaidullah; Molla Azizur Rahman
Studies in English Language and Education Vol 5, No 1 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v5i1.8966

Abstract

This study tries to find out the influence of Internet and social media on students’ habit of reading printed books. The entire study is conducted among a sample of 96 students of two different institutions of Khulna, a southern district of Bangladesh. Primary data are collected through a questionnaire survey where the number of variables is 16. The study tries to explore that students are less interested in reading books and are prone to gather information through passive sources like movies, television, the Internet, etc. The result shows that students spend more hours on electronic media than on reading books. They take more pleasure in technology or social media than reading books. So, this study tries to bring the present vulnerable condition of reading habit into light.
Probing into the obstacles faced by internship student-teachers in designing lesson plans Diana Achmad; Endang Komariah; Wahyuni Miftahhul Jannah; Tgk Maya Silviyanti
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26647

Abstract

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.
Zooming in on the Indonesian EFL primary school students’ intercultural sensitivity and their extroversion Ahmad Sugianto; Eri Kurniawan; Didi Sukyadi
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21478

Abstract

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. 
Exploring ESL learners' reading test taking strategies Charanjit Kaur Swaran Singh; Eng Tek Ong; Tarsame Singh Masa Singh; Mahendaran Maniam; Tunku Mohani Tunku Mohtar
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.18130

Abstract

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.
EFL student’s motivation in learning English in Langsa, Aceh Maria Ulfa; Allif Syahputra Bania
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i1.12860

Abstract

The research deals with the intrinsic and extrinsic motivation of EFL learners in learning English. This research used the qualitative design to find out the EFL learners’ motivation in learning English, specifically to their intrinsic and extrinsic motivation. The participants consist of 40 senior high school students in Langsa. The questionnaire was the instrument used in collecting data. The questionnaire consists of 35 items, in which they are divided into two parts. The first part, numbers 1 until 20, is to collect the information about intrinsic motivation and inquires about interest, need, hobby and goal. Meanwhile, the second part, numbers 21 until 35, is to collect information about extrinsic motivation and inquires about teachers, parents, and the environment. The results showed that the component in the extrinsic motivation that gave the biggest impact to the students are the teachers; who are the student’s biggest influence in learning English. Meanwhile, the biggest component of intrinsic motivation is the students’ own learning goals. The paper further describes each of these factors in relation to their motivation. The implication of this study related to the teachers’ efforts and capability in motivating their students to learn English is also discussed.
A comparison of English, Acehnese, and Indonesian monophthongs Masykar, Tanzir; Pillai, Stefanie; Hassan, Roshidah
Studies in English Language and Education Vol 10, No 3 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i3.30477

Abstract

Foreign language learners tend to approximate the quality of non-native vowels to their existing vowel systems. This phenomenon becomes more complicated in learners who already have more than one vowel system in their linguistic repertoire. When learning English, Acehnese-Indonesian speakers are likely to already have two other vowel systems, Acehnese and Indonesian. Thus, the quality of English monophthongs produced by these speakers may resemble the equivalent of Acehnese and Indonesian monophthongs. This study compares the quality of English monophthongs to equivalent Acehnese and Indonesian monophthongs produced by Acehnese-Indonesian speakers. A total of 29 students from a Modern Islamic Boarding School in Aceh participated in this study. The students were recorded producing nine English, 11 Acehnese, and seven Indonesian monophthongs embedded in target words produced in a carrier sentence. The study found that the nine English monophthongs were produced at an approximate quality to either Acehnese and/or Indonesian monophthongs. In some cases, the English vowel was produced similarly to both the equivalent vowels in Acehnese and Indonesian. In other cases, the English vowel was produced more similarly to either Acehnese or Indonesian. The findings of this study provide insights into how Acehnese-Indonesian learners filter English vowels through their existing L1 and L2 sounds and allow for a better understanding of this phenomenon via existing conceptual models. The findings also point to the often-ignored influence of other languages in a speakers repertoire on the learning and production of a new language.
Authentic Materials for Learning English: A Study on EFL Students in Aceh Diana Fauzia Sari
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.v3i2.4962

Abstract

This study explores the students’ opinions on the use of authentic materials and whether these materials motivate them in learning English in the classroom. Authentic materials have been claimed by many experts to give a positive impact on learners’ interest to learn a foreign language (in the classroom). Therefore, this study was conducted to understand the responses of the sample students about the use of authentic texts in teaching-learning English, especially for university students in the EFL context, such as in Indonesia. The data was gathered from 50 first-year students of English. This research used a questionnaire proposed by Peacock (1997) to collect data on the use of authentic materials and motivation in the learning process. The questionnaire was distributed to the students. After analysing the data, it was found that the learners were mostly motivated by using authentic materials because they are exciting to be discussed in the class, interesting to learn and appealing to the learners. The findings in the present research appear to be similar to those from previous research studies who claim that when learners use authentic materials in the learning process, the overall class interest in learning a foreign language increases significantly.
Critical discourse analysis of cultural representations in EFL national commercial textbooks Diah Ayuni Ariawan; Joko Nurkamto; Sumardi Sumardi
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.v9i3.24579

Abstract

Mastering grammar and vocabulary in communication are seemingly insufficient for learners to communicate with different societies worldwide. For this rationale, cultures in ELT materials took a pivotal role in equipping learners with intercultural communicative competence (ICC). Hence, the researchers critically analyze two national commercial textbooks commonly used in senior high schools for the tenth and eleventh grades in any area to examine the elements of cultures and their representations. The researchers address this gap by adopting critical discourse analysis (CDA) to get a profound interpretation of data. The textual data was categorized, coded, counted, and finalized by creating a description. The result revealed that these textbooks contained elements of cultures; product (63%, 44%), person (13%, 42%), practice (19 %, 8%), and perspective (5%, 6%) in different proportions. The result also points out that there is an unbalance among culture-related items with 59%, 51% in source cultures, 11% and 26% in target, and 17% and 8% in international, which means target and international cultures are less than source cultures. This research also found universal cultures relating to cultures free in these textbooks with 13% and 18%, respectively. The finding indicated that both textbooks have imbalanced cultures, which means that target and international cultures were under-represented. The researchers suggest that other Southeast Asian, African, and Russian cultures must be considered in the textbooks. Furthermore, this research expects the stakeholders to be more concerned with designing, concerning, and choosing suitable textbooks to equip learners with diverse cultures.
Readability formulas: An analysis into reading index of prose forms Revathi Gopal; Mahendran Maniam; Noor Alhusna Madzlan; Siti Shuhaida binti Shukor; Kanmani Neelamegam
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.v8i3.20373

Abstract

Text comprehension will suffer if the readability level is not accessible to the students. Readability formulas predict text complexity, assisting in appropriate text selection that complements students’ reading abilities to improve their language development. Therefore, the study aims to find out the reading index of the prose forms in the literature component catered to lower secondary school students ages 13 and 14 years old in Form One (seventh grade) and Form Two (eighth grade) classrooms in Malaysia. The reading index is measured by using four readability formulas which are Dale-Chall, Fog, SMOG, and Flesch-Kincaid that focuses on the words, sentences, syllables, and polysyllable words. These formulas are used to predict the level of difficulty of the prose forms. The reading index calculated from these readability formulas reveals the grade level of the prose forms. The grade level indicates the best age for reading and understanding the prose forms. Two prose forms were chosen as samples in the study. A passage is chosen from each prose form to be uploaded using the online tool. The indices obtained from the readability formulas predicted that both of the prose forms were below students’ reading age. The study implicates reading index must be taken into consideration in literary texts selection because it is an indicator of the years of education that an individual requires to comprehend the literary text clearly. Suitable reading material at students’ age level can enhance literature learning and teaching in the ESL classroom.
Arising reading patterns in understanding literary texts Revathi Gopal; Charanjit Kaur Swaran Singh
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.v7i2.16663

Abstract

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.

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