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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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Discourse functions of lexical bundles in Indonesian EFL learners’ argumentative essays: A corpus study Ikmi Nur Oktavianti; Icuk Prayogi
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.v9i2.23995

Abstract

Lexical bundles are functional units that are essential to building texts. However, lexical bundles vary due to some aspects, e.g., nativity, professionalism, text genre, etc. This study explored functional categories of lexical bundles in EFL written production, i.e., argumentative essays, focusing on 3-, 4-, and 5-word sequences employed by English major students in Indonesia. The data were taken from a learner corpus comprising 169 argumentative essays with 87.939 tokens. The lexical bundles were identified by using computerized and manual procedures. The identified bundles were then classified into functional categories and subcategories by Hyland. The results show that all functional categories were identified in the learner corpus proving the importance of those functions in students’ essays. Regarding the distribution, research-oriented bundles are the most frequent bundles in the corpus, while text-oriented bundles are the least frequent. Although all functional categories were found, the structuring signals (a subcategory of text-oriented bundles) were absent in the corpus. Moreover, this study found the gap between tokens and types of each bundle function, indicating the restricted variants of bundles used by the learners. Considering the low frequency of text-oriented bundles, the absence of structuring bundles, and restricted bundles, thus the exposure of more lexical bundles serving multiple functions in writing materials is necessary, especially bundles used for organizing and structuring texts.
Developing descriptive reading materials in EFL classes by utilizing the local culture Nur Azizah; Rita Inderawati; Machdalena Vianty
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.v8i2.18562

Abstract

This study aimed to develop instructional descriptive reading materials of Bangka local culture in Indonesia, which are valid, practical and have a potential effect for Tour and Travel Study Program students at a vocational school in Bangka Belitung Province. The developed product would be used as supplementary materials to fulfill the students’ needs. This study used the research design proposed by Akker (1999), covering the phases of analysis, design, evaluation, and revision modified by Tessmer (1993). The data were collected through questionnaires, semi-structured interviews, and a reading comprehension test. The data were analyzed quantitatively and qualitatively. In order to determine the validity, practicality, and potential effect of the developed product, a formative evaluation was conducted. Validity was evaluated in experts review related to the content, language, and instructional design. The result showed that the developed product reached a very high validity category with the average score of all aspects evaluated; it was 3.57. The practicality evaluated in one-to-one and small group evaluations were categorized as very high practicality since the average scores of both evaluations were 3.71 and 3.58. After trying out the field test, the developed product was considered to have a high potential effect since 73.91% of the students achieved the required passing grade. Therefore, it could be concluded that it is possible to use the developed product as supplementary materials for teaching reading for the intended students. 
The effectiveness of Quizlet application towards students’ motivation in learning vocabulary Muhammad Rizky Setiawan; Pangesti Wiedarti
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.v7i1.15359

Abstract

Increasing motivation is necessary for students in learning English vocabulary. The higher motivation the students gain, the bigger success they achieve in mastering vocabulary. However, most students in senior high schools have less motivation in learning vocabulary, especially in memorizing them. Thus, the teachers need to discover appropriate media for increasing their motivation. Some applications can be used through the smartphone as the need for vocabulary learning. The purpose of this study is to investigate the effectiveness of using Quizlet Application as the media for increasing the students’ motivation in learning vocabulary. Nonequivalent control group design was used in this research. The participants were 65 students who were divided into the experimental and the control groups. The students’ motivation was observed during the process of vocabulary learning by using the observation checklist. In processing the data, the Wilcoxon test was used. The results show the use of Quizlet Application is effective to increase the students’ motivation in learning vocabulary. Students felt more enthusiastic, did not get bored easily, and thus showed high interest when learning vocabulary via the app. They also did the tasks provided in that application independently.
A critical discourse analysis of the representation of Ukrainian refugees across the British mainstream news media Munandar, Imam; Akmal, Saiful
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.v10i3.28014

Abstract

This research investigates the dominant rhetorical/ discursive strategies in the British mainstream news media regarding their reports on Ukrainian refugees in the United Kingdom (UK). While news media have negatively constructed the non-European refugees, as previous studies have revealed, this research is unique because it specifically focuses on European refugees as its research sample. The ultimate objective was to demonstrate how the news media in the UK portrayed the incoming Ukrainian refugees on British soil. The data were 40 Ukrainian-refugee-related news reports published in four mainstream news media in the UK from March until July 2022. The data was then analysed by using Wodaks Discourse-Historical Approach (DHA), consisting of six analytical categories: Referential, Predication, Argumentation (Topoi), Perspectivisation, Mitigation, and Intensification (Reisigl Wodak, 2008). The research found that regardless of their ideologies, all four news media consistently employed the discursive strategies of humanization and individualization and pervasively established a positive argumentative strategy on Ukrainian refugees. These dominant strategies depict a positive representation of Ukrainian refugees. Moreover, despite the overall negative picture of third-world refugees in British news media, the finding of this research is distinctive from the previous ones, showing that the British news media actively constructed the Ukrainian refugees positively and sympathetically. It is argued that the news medias ideological stance of Eurocentrism and biased racial values played a decisive role in framing the pictures of European/Ukrainian and non-European refugees in their reports.
Students’ perceptions of teachers’ teaching and interactions with students: Voices from a Tsunami affected school in Banda Aceh Fadliadi Ubit
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i2.6097

Abstract

Casualties and physical destruction of the 2004 tsunami in Aceh are well documented in the literature. However, little is known about lives of teachers and students after the tragedy, particularly about the teaching and learning including teacher-student instructional relationships at the affected schools in the province. This cross-sectional qualitative case study, which was conducted between April and October 2010 at a public junior high school in Banda Aceh that was severely affected by the Aceh 2004 tsunami, provided evidences that the tragedy affected the quality of teachers’ teaching and teacher-student relationships. Data were obtained from semi- structured interviews with ten students from the school, supported by data collection observations over a period of six months. In general, the students commented about their teachers in negative terms. This included students’ deficit views about teachers’ lack of commitment on their teaching practice and their poor interactions with students at the school, affecting the quality of students’ learning at the school.
Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities Hartono Hartono; Elok Widiyati; Choiril Anwar
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.v10i1.26021

Abstract

The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. Thirty-six students of Diploma 3 of the Accounting Program attending English for Accounting course were purposively selected as the respondents of the study. The data were collected using a three-part questionnaire distributed electronically using Google Forms. The validity and reliability of the questionnaire were measured using Pearson correlation and Cronbach Alpha. The students reported that their sources of English-speaking self-efficacy were enhanced as they had opportunities to develop both mastery and vicarious experience of English speaking, received social persuasion in the form of encouragement and motivation from one another, and experienced lower speaking anxiety. The teaching strategy enhanced the students’ English-speaking self-efficacy to participate in active learning activities to a moderate level. From being quiet and passive, they gradually transformed into active learners who could ask questions, chair discussions, answer questions, defend arguments, etc.  It can be concluded that a group work in Zoom breakout rooms facilitated active learning activities as the students experienced opportunities to enhance English-speaking self-efficacy. There was a significant positive correlation between the use of group work in Zoom breakout rooms and students’ self-efficacy to participate in active learning activities. Implications and limitations of this current study are presented, and suggestions for further studies are offered.
Analysing authorial identity construction in the review article genre in Applied Linguistics Ali Sorayyaei Azar; Azirah Hashim
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.v9i1.21898

Abstract

Authorial identity construction is one of many professional rhetorical strategies employed by authors in academic review genres. Authors usually create a persona to represent themselves, their seniority in the field, and the community to which they belong. The author’s visibility is made possible through several rhetorical devices. Perhaps the most remarkable way of such authorial identity construction in the review article genre is self-mentions. The aims of this research are (1) to find out what types of self-mention are frequently used in review articles, (2) to determine the frequency of use and distribution of self-mentions in the review articles, and (3) to investigate the rhetorical function of self-mentions in the different analytical sections of the review articles. The data, drawn from a randomly selected corpus of thirty-two review articles, were analysed using WordSmith Tools Version 6. The findings indicated that first-person plural pronouns were more frequently used than singular pronouns in the whole corpus except in the two review texts. It was also observed that the frequency of occurrence for the exclusive and inclusive pronouns was very close to each other. Most importantly, the inclusive pronouns were used not only as a politeness strategy to appreciate the readers and keep the writers’ claims balanced but also as a persuasive tool to seek the readers’ agreement in the evaluation of research developments. This study revealed that authors construct various professional personas as a rhetorical strategy to carve their authorial identity and credibility in the review article genre. The findings of this study have pedagogical implications in the field of academic writing in applied linguistics as well as other disciplines. 
A critical content analysis of English textbook for senior high school students in Indonesia Urip Sulistiyo; Retno Wulan; Tubagus Zam Zam Al Arif; Dony Efriza; Kaspul Anwar
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.v8i1.16778

Abstract

Driven by sparse investigations on cultural content in a textbook in English as a foreign language context, this study aims to analyze the cultural information embedded in an English textbook for senior high school students in Indonesia. A critical content analysis was employed to analyze the textbook entitled “Pathway to English for SMA/MA Grade XI” in compliance with the cultural information cores from Adaskou et al. (1990). The findings showed that the textbook contains four main topics of cultural information infused in 14 reading texts, 20 pictures, 30 recordings, and seven cultural awareness texts. The reading texts provide equal information related to target culture (i.e., the culture belongs to English speaking countries) and local culture, but the pictures, recordings, and cultural awareness topics tend to inform the target culture information. Furthermore, the researchers found several weaknesses in the reading texts and pictures where the information provided was too general that they neither contain cultural information nor relevant to other information in the textbook. Meanwhile, all pictures were in white and black with less detail provided. The results suggested that teachers should adapt and balance the cultural information in the textbook with their local cultures or norms by finding other materials from various sources.
Ecuadorian students’ perception on the use of translation in the EFL classroom Matt William Payne; Juan Pablo Contreras
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.v6i1.12072

Abstract

For over half a century, the upward trend to rather demonize the use of the first language (L1) has led to its complete disregard and interdiction by many language institutions around the world due to the ever-so-trendy idea that any use of the L1 will be seen as counter-productive and even damaging to one’s intent on the acquisition of the second language (L2) (Carreres, 2006). Therefore, the purpose of this study is to demonstrate what students believe as beneficial or unfavorable when it comes to using translation in the classroom either by the teacher, the students themselves or within the lesson in general. A total of 115 Ecuadorian students were surveyed with simple true or false statements regarding their opinion on translation. The students were arranged in two groups: A1 level and B1 level students. The answers from the survey were then averaged out in percentage form. The study suggests that there are indeed different opinions as to the use of translation in class. However, in general, it is perceived that lower-level students believe that normal use of translation in the classroom is a good method of or essential to learning, while most upper-level students prefer either solo use of the L2 or at least minimal use of the L1 in class.
Understanding Malaysian ESL pre-service teachers’ beliefs about teaching and learning through metaphors Wan Noor Miza Wan Mohd Yunus
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.v7i2.16654

Abstract

Teaching metaphors are often used in teacher education programmes for pre-service teachers to critically reflect on their teaching. Metaphors not only give insights into teachers’ beliefs and principles about teaching and learning but may also guide classroom practices. This article sought to explore three Malaysian ESL pre-service teachers’ teaching metaphors in different situations during their teaching practicum. The study also explored what the selected metaphors revealed about the pre-service teachers’ pedagogical beliefs. Data in this study was collected qualitatively by using semi-structured interviews and reflective tasks assigned after the pre-service teachers’ teaching practicum at local government schools. Findings indicated that the pre-service teachers have multiple roles, which are represented by various metaphors they formulated in different situations. It has been suggested that metaphors can be effective in eliciting beliefs as the constructed metaphors reveal much about the roles of the pre-service teachers. The major beliefs about teaching and learning generated by the research participants include meeting students’ needs, varying teaching approaches, and facilitating students. The implications of this study are for teacher educators to utilize metaphors in teacher education programmes and to acknowledge pre-service teachers’ beliefs as this may highly impact their practices and development.

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