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Studies in English Language and Education

SiELE
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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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Prose reading: The influence of text-reader factors Revathi Gopal; Che Ton Mahmud
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

This study highlights the importance of text-reader factors in prose reading. The study was carried out to identify the text-reader factors involved in enhancing reading comprehension. A qualitative research methodology was employed involving individual in-depth interview sessions with six average ability Form Two students from a secondary school. The interviews were conducted to gauge their views on the influence of text-reader factors in text comprehension. The interview questions centered on the literature textbook currently used in school and also the short story “Cheat” by Allan Baillie included in the book. Thematic analysis was carried out on the data collected. The findings show that text-reader factors affect text comprehension. The factors include pictures, font, the author, glossary, text organization, cover of the book and the length of the literary prose forms. The reader factors are related to the students’ life background, interest, and motivation in reading. The study implies that these text-reader factors must be met to ensure improved reading comprehension ability among students.

Positive politeness strategies during online learning: A cyberpragmatic study Hari Kusmanto; Pratomo Widodo
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Language politeness and character education are crucial in the era of education disruption, particularly in terms of learning communication. Problems with language politeness happen when communication is mediated by electronic media, such as WhatsApp in particular, because it allows undergraduates to be more open in conveying their intentions, including to the lecturers regarding the learning goals. This study aims to describe the forms of language politeness during online learning in higher education. The study used a descriptive qualitative approach. The data of this study were utterances consisting of language politeness, and the data sources were undergraduates’ utterances to their lecturer. The data collection techniques were documenting, reading, and note-taking. The data were analyzed through referential identity, extra lingual interactive model, and politeness strategies proposed by Brown and Levinson (1987) and Maricic (2000). Cyberpragmatic perspective perceives the positive politeness strategies with the help of external context, in this case, the virtual learning context, to find out whether there were positive politeness strategies in the utterances. The findings indicate that positive politeness strategies during online learning using cyberpragmatic approach are represented in six forms: paying attention, using identity markers, looking for agreement, avoiding conflict, creating humor, and showing an optimistic attitude. This study recommends that positive politeness strategies can be used as a pillar of developing and strengthening character education in learning, especially in universities.

The power of reflective journal writing for university students from the EFL perspective Anselmus Sudirman; Adria Vitalya Gemilang; Thadius Marhendra Adi Kristanto
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

English as a foreign language (EFL) university students use reflective journals as learning logs to express or capture their ideas within a scientific conceptual framework. The objectives of this research are to (1) describe the power of reflective journal writing in communicating ideas, and (2) identify the aspects of reflective journal writing that aid learning in an EFL context. The reflective journals were written by 21 EFL university students. This research takes a qualitative approach, with the primary data coming from several reflective journals (N=124) while the secondary data coming from EFL students’ interviews (N=15). The research results showed that reflective journals were useful for students to make critical reflections and self-discovery responses to writing topics. The students learned to focus on writing components such as order, unity, coherence, cohesiveness, content, and organization of ideas through reflective journal writing. The students’ perspectives on aspects of reflective journal writing were primarily concerned with macro-and micro-level linguistic issues, as evidenced from the interview results. Writing a reflective journal necessitated their ability to reformulate thoughts, provide details, and solve problems. Furthermore, critical thinking, metacognitive skills, and self-reflections became increasingly important in helping the students to develop their ability to write reflective journals.

Evaluating paper-based TOEFL preparation program using the Context, Input, Process, and Product (CIPP) model Abdul Manan; Muhammad Arif Fadhilah; Kamarullah Kamarullah; Habiburrahim Habiburrahim
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

An evaluation for the development of a paper-based test of English as a Foreign Language (TOEFL) for English Education Department students at one of the colleges in Langsa, Aceh, Indonesia, is necessary, considering their unsatisfactory scores even though the preparation program has been conducted. This research employed context, input, process, and product (CIPP) model developed by Stufflebeam upon the program. Methodologically, interviews, questionnaires, and observation were executed to five TOEFL lecturers and 34 students, while the data obtained were analyzed with the qualitative analysis method of Miles and Huberman. Based on the evaluation of context, the program had an appropriate background, goals, and objectives. Regarding the input, it still had problems related to the availability of resources and facilities. There were no standardized learning materials available, including the broken language laboratory. It affected the process since the lecturers could not maximize the facilities to create an effective learning environment. Eventually, it affected the product since most students could not reach an expected score. Most of the participants agreed that the program needed to be improved. Several improvements can be made to overcome these problems by providing required learning facilities, designing standardized learning materials, and clustering classes in accordance with students’ abilities.

Using think-aloud method in teaching reading skill Syamsul Bahri Yusuf; Chairina Nasir; Chentenei Lapenia Ningsih Rohiman
Studies in English Language and Education Vol 5, No 1 (2018)
Publisher : Universitas Syiah Kuala

There are many EFL students who still find learning English is difficult especially in comprehending the text passages being read. The Think Aloud Method is known to be one of the methods that are able to assist language learners in improving their EFL reading comprehension. The aim of this study was to find out whether students’ reading comprehension, particularly in identifying the main idea, supporting details, references, making inferences and interpreting vocabulary, improve after the implementation of this method in the teaching and learning process. The sample was the eighth grade students of a junior high school in Banda Aceh. This study employed a one group pre-test and post-test design. The findings showed that the mean score from the pre-test was 38 while from the post-test was 79. The critical value from t-table was 0.05, while the t-test level of significance was 1.71, so the t-test value was higher than the critical value of t-table (1.71 0.05). The reading aspects that improved most were detailed information, main idea and understanding inferences. The two other aspects, vocabulary and finding references also improved, but not as much as the other three aspects. Thus the hypothesis was accepted that the use of this method could significantly improve the students’ reading comprehension at the school under study, especially in comprehending meaning in a descriptive text. In conclusion, Think Aloud can be used to improve the ability of eighth grade students in EFL reading comprehension.

Retaining Literature in the Indonesian ELT Curriculum Hamzah Puadi Ilyas
Studies in English Language and Education Vol 3, No 1 (2016)
Publisher : Universitas Syiah Kuala

This article presents serious independent arguments why literature needs to be retained in the Indonesian ELT (English Language Teaching) curriculum. In general, ELT curriculum nowadays seems to neglect the importance of literature since the introduction of the communicative approach. Three aspects are presented in connection with why the notion may need immediate application: (1) literature brings many advantages to Indonesian ELT learners; (2) literature can be used to teach critical thinking skills; and (3) critical thinking can be used to promote tolerance. This article is developed based on mainly the ideas of literature teaching proposed by Collie and Slater (1987), Lazar (1993), and Ghosn (2002). Hence, critical thinking and tolerance are values not getting serious attention in educational processes in this country even though these values have been included in the National educational objectives for Indonesia.

Pre-service teachers’ investments in English and construction of professional identity in the Indonesian context Marcelinus Pascalis Nue; Christine Manara
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

This study explored the pre-service teachers (PSTs) professional identity construction during their teacher education training at a private university in Central Java, Indonesia. It particularly investigated their understanding of the teaching profession and their professional identity, guided by two research questions: 1) what have been the influential aspects of the Indonesian pre-service teachers’ investment in the teaching profession? and 2) what professional identities do the PSTs (re)construct during their teacher education training? A qualitative case study was adopted as the design of this study. Data of this study were collected using an open-ended questionnaire and in-depth semi-structured interviews. Participants of this study are eleven PSTs of a private university in Central Java. The obtained data were analyzed by using the theoretical grounding of situated learning, professional identity, and investments. An interpretive approach and thematic analysis were adopted in coding and analyzing the PSTs’ open-ended questionnaire responses and narrative accounts obtained from the interviews. It is found that most aspects of PSTs’ construction of professional identity are their continuous learning participation and contemplation during their training in the English teacher education (ETE) program and their dynamic inner dialogue with their two selves (i.e. the student-self and the teacher-self) during the teaching practicum at school. These influential aspects lead to the emerging professional identity of the PSTs as caring, motivational, pleasant, and empathetic teachers. This result implies the need to emphasize the acquisition of teacher identity and reflective teaching at the heart of teacher education.

Integrated language skill approach: Model of teaching materials for elementary school teacher education programs in Indonesia Herlina Usman; Miftahulkhaerah Anwar
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

This study is aimed to develop teaching materials, which is an English module for Elementary School Teacher Education Programs in Indonesia based on the integrated language skill approach. A number of 75 respondents from the Elementary School Teacher Education Programs at three universities participated in this research, they are from Universitas Pendidikan Ganesha in Bali, Universitas Mulawarman in Samarinda, and Universitas Negeri Manado in Manado. At the Elementary School Teacher Education Programs, no book with a practical model of integrated language skill is available at these universities. In collecting and analyzing the data, this study combined the research and development (RD) model of Gall et al. (2003). The process comprised four stages to develop this module, they are (1) preliminary studies and needs analysis, (2) product design and development, (3) evaluation, field test, and product revision, (4) and product refinement and dissemination. The data was gained through three instruments from questionnaires, interviews, and formative tests to measure the mastery of English teaching materials for primary school teacher education. The result of this study demonstrated that the module is feasible and effective for English Elementary School Teacher Education Programs at the three universities.

An investigation of accuracy and response time regarding processing mechanism of English relative clauses in EFL contexts Navid Nasrollahi Shahri; Masoud Motamedynia; Mohammad Ghazanfari
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Sentence comprehension in EFL (English as a Foreign Language) contexts is influenced by many factors. One of the most important ones is the processing mechanism of relative clauses which can be analyzed in different frameworks by researchers. So far, a wide range of research has been conducted on the processing mechanism of relative clauses in a number of languages. The results have shown a tendency toward two major categories which have been proven to be of significance, namely subject preference and object preference. Studies conducted on native speakers of English, for instance, have demonstrated subject preference by the participants. Consequently, in this study, the researchers conducted a self-paced reading experiment employing Linger software, and the data were analyzed by using the SPSS Statistics version 25. It aims to investigate the processing mechanism of English relative clauses by Iranian EFL learners. The participants were nine males and 21 females of advanced English learners majoring in the English literature, all being native speakers of Farsi. The results indicate that that the correctness percentage of subject relative clauses, and also subject modifying ones, are significantly higher than that of object ones. The results also indicated that subject relatives were processed swifter than object relatives. Finally, the researchers discussed the reasons behind such a tendency among the participants of the experiment in terms of a number of theories and principles. The findings of this study are expected to be employed in language syllabus designing as well as in grading or sequencing of materials by educators and teaching material developers.

Pre-service teachers' views on using English comics to improve pupils' English language skills Najihah Pazaer; Aladdin Assaiqeli
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

This paper highlights the ESL pre-service elementary school teachers’ views on using English comics in the classroom and using English comics to assist elementary school pupils in improving their English language skills. A descriptive survey research design was used, and a quantitative method study was done among 64 pre-service teachers utilising an internet questionnaire as an instrument aimed to answer questions concerning their views towards the use of English comics as a medium for teaching and learning English and the effectiveness in improving pupils’ English language abilities. The results from the questionnaire were analysed quantitatively, and the findings were summarised using descriptive statistics and frequency count to characterise the properties of the large group of samples. From the survey, it was found that most pre-service teachers have positive perceptions of using comic books as teaching and learning tools in class. Furthermore, the findings indicated that the pre-service teachers believe it is advantageous to improving students’ English language abilities. The study offers other recommendations for future research and implications that might help ESL instructors and young students enhance their students’ English language proficiency.

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Yunisrina Qismullah Yusuf

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sielejournal@usk.ac.id

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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

Location
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Aceh

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yunisrina Qismullah Yusuf

Contact Email yunisrina.q.yusuf@usk.ac.id

Phone +6282272620820

Journal Mail Official sielejournal@usk.ac.id

Editorial Address 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

Location Kab. aceh besar, Aceh INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yunisrina Qismullah Yusuf

Contact Email
yunisrina.q.yusuf@usk.ac.id

Phone
+6282272620820

Journal Mail Official
sielejournal@usk.ac.id

Editorial Address
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

Location
Kab. aceh besar,

Aceh

INDONESIA