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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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Changes in basic meanings from Proto-Austronesian to Acehnese Dohra Fitrisia; Dwi Widayati
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.v5i1.9431

Abstract

Changes in meaning or semantic changes are the area of diachronic linguistics. The Acehnese language is a derivative of the Proto-Austronesian (PAN) language that has had changes in the meaning of its lexicon that have become the object of this interesting study. It is aimed at explaining examples of changes in meaning in the Acehnese etynom based on four basic types of changes of meaning categorized according to Crowley and Bowern (2010). The data was taken from the English Finder list of Reconstruction in Austronesian Languages reconstructed (Wurm Wilson, 1975). The selected data from the results of this study was then confirmed by six native speakers’ expert in the actual use of the Acehnese language. The results showed that some original meanings from PAN have become broader, some narrower, some have bifurcated and some have shifted in meaning.
Attitudes of Acehnese People towards Acehnese Proverbs in Relation to Education Chairina Nasir
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v2i1.2234

Abstract

This study is aimed at describing proverbs from the Acehnese society and explaining the attitudes of people towards those proverbs in relation to education. The methodology applied was ethnographic using a questionnaire to obtain data. A number of 14 respondents who varied across ages, educational background and occupations participated in this study. These respondents included three housewives, two university students, one fresh graduate, one junior high school and two senior high school students, one trader, two senior citizens, one teacher and one civil servant. Based on the findings, the attitude nowadays of the Acehnese has changed radically. Out of eight adults, only three were actively using proverbs in their daily lives and teaching their children those proverbs. All of the young people, who ranged from fourteen to twenty three years old, did not use proverbs. In relation to education, proverbs are used to teach the society about courtesy, advices (e.g. for choosing companions and friends in life, child rearing, socializing/conversing, and not to mind other people’s business), and shyness as part of faith. Furthermore, a significant language shift has occurred in Aceh which has impacted Acehnese oral literature whereby more parents today prefer Indonesian to be taught as their children’s first language (Alamsyah, et al., 2011). Consequently this has put the Acehnese proverbs under the threat of becoming extinct in their own society. 
Exploring Indonesian EFL teacher-student interactions in online learning Mafulah, Siti; Basthomi, Yazid; Cahyono, Bambang Yudi; Suryati, Nunung
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.v10i2.23804

Abstract

The use of online platforms has been shown to help students engage in learning writing. The students engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teachers and students discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students understanding of the teachers instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teachers interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students responses toward the teachers patterns of interaction depend on the teachers talk. There is no initiative from the students to start the discussion. The students background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.
YouTube teaching materials with peer support to improve students' mastery of subject content learning Asnawi Muslem; Rosnani Sahardin; Hendra Heriansyah; Ika Apriani Fata; Yulianti Djalaluddin; Emma Hankinson
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.v9i2.25236

Abstract

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.
A syntactic-semantic optimality theoretic model on Hakka topic-comment construction Yu-Ching Tseng
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.v8i2.18723

Abstract

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. 
Interjection Bah! in Batak Toba: A natural semantic metalanguage approach Bertova Simanihuruk; Mulyadi Mulyadi
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.v7i1.15433

Abstract

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.
Examining the framing of COVID-19 vaccines: A corpus-based investigation of Malaysian newspapers Malik, Norasyikin Abdul; Shak, Mohamad Syafiq Ya; Hasni, Nurul Ain
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.v10i2.25883

Abstract

The widespread dissemination of misinformation or the infodemic surrounding COVID-19 poses a significant challenge as the virus continues to spread globally, compounded by the reluctance of many individuals to accept COVID-19 vaccines. While existing research has predominantly explored how the media framed the disease, its psychological impact, and the presence of disinformation in its messaging, limited attention has been given to the portrayal of COVID-19 vaccines in the media and their reception among the general population. This study employs a corpus-based methodology to examine the framing of COVID-19 vaccines within a specific English Malaysian newspaper corpus. The data for analysis was gathered through the compilation of news reports from The Star, one of the nations primary English newspapers. The analysis showed that the vaccine was positively framed and correlated with keywords like special, effective, and important, as well as with keywords indicating its importance to ones health and the masses. However, two negatively connoted keywords were also used to describe the act of immunisation. This studys findings can encourage informed decision-making on COVID-19 vaccination by dispelling unwarranted fears. Positive news coverage can boost confidence and prevent panic while mitigating negative emotions and risk perceptions. These findings can help media practitioners better frame vaccine-related issues in their writings and understand how the public perceives them.
Problems With Section Two ITP TOEFL Test Rizki Ananda
Studies in English Language and Education Vol 3, No 1 (2016)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v3i1.3387

Abstract

This study was designed to investigate (1) the difficulties faced by EFL university students with section two of the ITP, and (2) whether part A or part B was more difficult for them and why. A number of 26 students from two different universities, Syiah Kuala University and the State Islamic University Ar-Raniry were the samples for the test. The data was obtained from a multiple choice questionnaire test consisting of 46 questions, each with 4 answers to choose from. The results showed that inversions (12%), subject-verb agreements (10%), adverb clause connectors (7%), passives (6%), reduced adjective clauses (5%), parallel structures (5%) and use of verbs (5%) were the most difficult questions for the students. Furthermore, they felt that part B was more difficult than part A, as finding an error in a sentence was harder than completing a sentence from a multiple choice. Furthermore, the length of questions in part A did not affect the amount of time the students spent to complete part A and did not cause them to panic. Also, unfamiliar words in part A were not regarded as a problem by the students. Hence, TOEFL teachers and trainers are highly encouraged to pay more attention to doing study exercises for the seven topics with the highest percentages above in part A and also to more practice for part B.
The application of Swales’ model in writing a research article introduction Burhanuddin Yasin; Hijjatul Qamariah
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i1.1118

Abstract

This research attempts to suggest an alternative solution for writers in general and graduate students in particular in writing a proper research article introduction. In order to do so, the authors explored how the Swales’ model is applied in writing a research article introduction. The exploration was approached through a library study on the Swales model application. Some previous studies applying Swales Model were gathered and categorized into three categories − application of Swales model on different types of genre besides the research article introduction, different discipline or field and the last is the application of Swales’ on the research article introduction across languages. Another three articles written by professional writers were also collected as samples of introductions that have successfully presented three obligatory moves – establishing a territory (Move 1), establishing a niche (Move 2) and occupying the niche or presenting the present work (Move 3) − proposed by Swales’ model. Those introductions were segmented into those three moves and analyzed based on a communication purpose in every step derived from each move. In order to add more comprehension about the model, an analysis was also conducted on introductions for seven articles in the English Education Journal (EEJ) published by the Graduate Program in English Language Education at Syiah Kuala University. The purpose of the analysis was to show the differences in structure of introductions organized without following the CARS Swales model. Conclusions are that the CARS Swales model is relevant for the teaching of introductions for research writing and it can be a guideline to teach students the moves and steps of this model for communication purposes.
Exploring self-regulated writing strategies: A comparison between paragraphs and essays Sari, Ratih Novita; Umamah, Atik; Anggraini, Merliyani Putri; Arianto, M. Affandi; Kurniasih, Kurniasih; Mukminatien, Nur
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.v10i2.26146

Abstract

Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.

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