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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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Indonesian EFL university students' metacognitive online reading strategies before and during the Covid-19 pandemic Agus Rianto
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.v8i1.18110

Abstract

This descriptive study focused on investigating the use of metacognitive online reading strategies that were associated with learning conditions before and during the Covid-19 Pandemic. The respondents were 244 Indonesian EFL students taking an English subject at the Borneo Tarakan University. Data were collected using the Online Survey of Reading Strategies (OSORS) through the application of Google Form. The collected data were analyzed descriptively and quantitatively. The results showed that before the pandemic, support strategies were used more frequently, while global strategies were used less frequently. During the pandemic, support strategies and problem-solving strategies were more dominantly used, while global strategies remained the least used. Although the students differed significantly in using the overall and categorical strategies, they did not have differences in using some of the individual strategies. The students were moderate users of the strategies before the pandemic and were high users during the pandemic. These results imply that EFL students need to have metacognitive awareness to help them better understand what they read online. This can be done by involving students more actively in the use of strategies, especially those that were not different when used before and during the Covid-19 pandemic.
The construction and reconstruction of ESL student teachers’ professional identity Raja Nor Safinas Raja Harun
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.v6i1.13073

Abstract

This study explores the construction and reconstruction of ESL student teachers’ professional identity at a teacher education university in Malaysia. A number of 23 student teachers were required to upload a journal entry in the e-portfolio to reflect upon themselves as prospective teachers when they were doing a pedagogical course in semester 5. Upon completing their teaching practice in semester 7 and while doing seminar reflective as a course in their final semester, the student teachers were asked to revisit their journal entry on their identity and to compare and contrast if their views have changed or remained the same after their teaching practice experiences. A content analysis was used to study the transformation of identity through journal entries. The study reveals that the student teachers were more realistic and practical as opposed to being idealistic in forming their professional identities after the teaching practice. There were many situational factors which have affected such changes. This study implicates the need for teacher education programs to provide platforms and learning to teach experience that would assist the student teachers formation of professional identity as prospective teachers.
Online collaborative performance in group-based tasks among learners of higher education Aini Akmar Mohd Kasim; Norizul Azida Darus; Noor Azli Affendy Lee; Asha Latha Bala Subramaniam; Junaidah Januin
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.v9i3.24861

Abstract

Collaborative skills have been perceived as the most important skills by learners, instructors, and employers alike in comparison to communication and entrepreneurial skills. Despite its significant role in the workplace, many find that working together with others may complicate tasks due to limited background knowledge and problems with social dynamics. There has not been a single assessment created to assess online collaboration as an integrated performance during group-based tasks. The present study, therefore, attempts to examine learners’ online collaborative performance and the dimensions contributing to effective online collaboration at the tertiary level. A mixed-method research design was adopted using surveys and interviews. A number of 508 undergraduates from local universities were given a questionnaire inquiring about their online collaborative behaviour in group work, while 30 of them were interviewed. The findings indicated that the communication tools and technological facilities category were rated the highest in online collaborative performance, whereas sharing responsibilities was rated the highest in team dynamics. There was also a significant correlation between online collaborative performance and team dynamics. Interview responses showed that learners agreed that good communication, clear goals, and team commitment were important elements for successful online collaboration. Despite the potential to enhance students’ online collaborative performance, collaborative learning is demanding for learners and educators alike.
Taking a closer look at the speaking of ideal self of Spanish undergraduates Aránzazu García-Pinar
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.v8i3.20504

Abstract

Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.
The argument style in research article discussions to support research findings in language studies Safnil Arsyad; Bambang Kaswanti Purwo; Zifirdaus Adnan
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.v7i2.16626

Abstract

The argument quality in a research article discussion (henceforth RAD) determines the quality of the article as a whole, and therefore this section must be written as convincingly as possible. However, authors in different disciplines such as Language Studies (LS) may address this section in a different argument style. This study is aimed at investigating how Indonesian writers in LS support their findings in their RADs. There were 40 RADs taken from four different Indonesian journals in LS; the articles were chosen from the latest volumes of the nationally accredited journals. This study used a genre analysis method in which the major source of data is a collection of texts as a product of language activity. The results show that the majority of Indonesian writers use Style 1 (interpreting the research findings or suggesting what the research findings mean), Style 2 (explaining or elaborating the research findings), Style-3 (stating the possible cause/s of the research findings), and Style 4 (illustrating or exemplifying the research findings) to support their research findings. However, unlike international authors, Indonesian writers do not relate their research findings with those of previous related studies; if they do so, it is to confirm the interpretation or explanation of their research results. The results of this study may help Indonesian authors in LS improve the quality of their RADs especially when writing articles in English to be submitted to an international journal.
The analysis of semiotic signs appearing on the names of Acehnese online newspapers Fitria Arafah; Dohra Fitrisia; Siti Sarah Fitriani; Fathimath Shaheema
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.v10i1.24753

Abstract

This study was carried out to analyze semiotic signs appearing on the names of Acehnese online newspapers. The method used in this research was qualitative by using content analysis, and the technique used for this research was documentation. The instrument used to collect the data for this research was a checklist by reviewing the names of Acehnese online newspapers: Aceh Redaksi, Kabar Aceh, Aceh TerUpdate, Aceh Info, Aceh WorldTime, and Acehzone_id. The data was analyzed using the sign theory of icons, indices, and symbols. The result of the analysis found that the signs which appeared on the names of Acehnese online newspapers and the meaning which appeared on them were related to the history of Aceh. They have the same characteristics in the use of colors: red, white, and black. These are the hues used on Aceh’s flag, which serves to represent the identity of the Acehnese. Since the newspaper organizations were also part of the Aceh community, Acehnese online newspapers also had the same culture. Thus, using the flag colors strengthened their identity and signified their origin. White is a symbol of purity, honesty, and kindness, meanwhile black refers to a warning and grief to the heroes, and finally, red symbolizes courage and heroism. The representation of the flag and people, in general, revealed the Acehnese desire to have a distinct identity from other Indonesian ethnicities in the 38 provinces of this country. Such portrayal was designed to create a distinct identity within the diversity of Indonesia.
A Study of types and core constituents of Acehnese relative clauses Denni Iskandar; Mulyadi Mulyadi; Khairina Nasution; Ridwan Hanafiah
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.v8i1.18164

Abstract

This research aims to determine and explain the types and the core constituents of Acehnese relative clauses which so far have not been thoroughly discussed. To collect data for this study, a direct elicitation technique is used, and the data is then analyzed through a qualitative descriptive technique. The results showed that the relative clauses in Acehnese were clauses embedded as modifiers of noun phrases. Similar to the relative clauses’ theory proposed by experts in the Acehnese, there are five types of relative clauses: relativization of subject, relativization of predicate, relativization of object, relativization of possessive, and relativization of noun. Relative clauses in Acehnese are formed by connecting core nouns and relative clauses through the connecting word ‘nyang’, except for the relative clause of the predicate element through the ellipsis of the predicate element. The basic structure of the Acehnese relative clauses is the arrangement of the main constituents preceding (postnominal) the relative clauses. The constituents that described the relative clauses could form words or phrases depending on the reference to the meaning of the relative clauses. In the Acehnese, the following elements do not exist: (1) relative clauses that can be reduced by adverbials such as in English, (2) relative pronouns as in German and relative particles such as in Chinese Mandarin; and (3) the attachment of relative suffixes to verbs as in Korean.
Critical discourse analysis on women’s position in prohaba daily news texts Eva Evianda; Ramli Ramli; Mohd Harun
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i2.14783

Abstract

This research aimed to describe women’s position in Prohaba Daily News texts based on Sara Mills and Theo van Leeuwen perspective of critical discourse analysis, especially the analysis of actor position, exclusion and inclusion. This is a descriptive qualitative research in which data were collected by documentation technique. The data were Prohaba Daily News texts during 2018. The data were analyzed using Sara Mills’ actor position analysis model and Theo van Leeuwen’s exclusion and inclusion analysis. Actor position analysis included subject position and object position. Exclusion analysis included the passivation, nominalization, and substitution of clauses. While the inclusion analysis included differentiation-indifferentiation, objectivity-abstraction, nomination-identification, nomination-categorization, determination-indetermination, assimilation-individualization, and association-disassociation. The results showed that Prohaba Daily News texts positioned female actors in subject and object position in their news texts. Women as non-marginalized subject found in three news texts. Women as non-marginalized objects found in two news texts. Women in the marginalized object position found in eight news texts. Marginalization was conducted by using exclusion and inclusion strategies. The exclusion strategy used includes the nomination and substitution of clauses. Inclusion strategies used were differentiation-indifferentiation, objectivity-abstraction, nomination-identification, nomination-categorization, and association-disassociation. In addition, the use of certain vocabularies can marginalize the position of women in the daily news text Prohaba.
Palestinian undergraduate learners foreign language classroom anxiety in online environments Qaddumi, Husam Ahmad; Smith, Matt; Alawneh, Yousef; Shawamreh, Nader; Bakeer, Aida; Itemizeh, Mahmoud
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.v10i3.30031

Abstract

Despite foreign language classroom anxiety having been studied since the 1980s, there has been little research into this phenomenon in the context of online and blended learning environments. There is a clear need for this study as higher education becomes ever more adaptable, post-pandemic. The portfolio of methods for supporting teaching and learning is widening, with most institutions now offering online and hybrid modules and courses. The purpose of this study was to investigate the levels of anxiety among Palestinian undergraduates learning the English language through online courses. This study also investigated the effects of gender variables (310 males and 1210 females) on foreign language classroom anxiety levels. We surveyed a random sample of 1520 undergraduate students from different universities in Palestine. We used the well-established Foreign Language Classroom Anxiety Scale FLCAS (Horwitz et al., 1986; Horwitz, 2016), which is the most commonly-used measure of anxiety related to language learning. The findings of the study revealed that undergraduate learners experience anxiety when speaking with native speakers. Results indicate no significant differences in the students gender and foreign language classroom anxiety at universities. However, female learners were more anxious in language classrooms where the level of classroom anxiety was high. Finally, we offer tentative solutions for how tutors can support students experiencing foreign language anxiety.
Using Think-Pair-Share for writing descriptive texts Rosnani Sahardin; Cut Salwa Hanum; Sofyan A. Gani
Studies in English Language and Education Vol 4, No 1 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i1.7004

Abstract

Using the right technique to teach writing is very important to help students overcome problems in writing. Think Pair Share (TPS) is a cooperative teaching-learning method that it is believed to help students improve their writing ability. Thus, the writers conducted an experimental study to tenth grade students at a senior high school in Banda Aceh to find out whether or not this technique could facilitate and improve the students’ writing of descriptive texts in English. The results showed that the TPS technique successfully improved the ability of students’ in writing, reflected by the post-test scores covering five aspects of writing. The progress before and after the technique was implemented can be seen in these average scores for the five aspects: content increased from 12 to 16, organization from 11 to 15, vocabulary from 9 to13, grammar from 8 to 10, and mechanics from 8 to 11 where the improvement for each aspect was 4, 4, 4, 2 and 3. Despite the results showed that the TPS technique was effective for improving the students’ mastery of organization, vocabulary and content, but less so for improving mechanics and grammar. This is probably because it is generally much easier to make improvements in organization, vocabulary and content but it requires a much longer effort with much more practice to significantly improve mechanics and grammar. Nevertheless, the writers suggest that English teachers and others can use the TPS technique to teach writing, hence some of the problems faced by students in writing can be helped and, more importantly, they can improve their ability to write English.

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