cover
Article Per Year (5 Year)
All
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
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
 54   55   56   57   58 
Malaysian English language novice teachers’ challenges and support during initial years of teaching Vishin Nair Chandran; Intan Safinas Mohd Ariff Albakri; Siti Shuhaida Shukor; Noriah Ismail; Mohd Haniff Mohd Tahir; Mazlin Mohamed Mokhtar; Noraini Zulkepli
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.v9i2.22974

Abstract

This study investigates the challenges encountered by Malaysian English language novice teachers throughout the initial years of their teaching. This study also explores the support received by these novice teachers at the beginning of their careers. The mixed-method research design was adopted for this study. A number of 80 novice teachers participated in the study. Data were collected through a questionnaire survey and an interview with five novice teachers. The findings indicated that the most frequent challenges faced by the novice English language teachers were (1) workload challenges, (2) instructional challenges, and (3) social status and identity challenges. The results also showed that the most frequent support received by the novice teachers was collegial support. Based on the findings, one of the most crucial issues to be addressed during the teacher training was equipping the novice teachers with the knowledge and skill in managing their multiple work and responsibilities in schools. Training novice teachers in using various instructional methods, particularly on the use of computer technology is also important. The novice teachers also need to be provided with more professional development courses that can develop their confidence in teaching, help them build a relationship with students and colleagues, and educate them on how to manage their problematic learners. A structured support system with good mentoring practices during the initial years of teaching is also crucial in assisting the novice teachers to adapt to the teaching environment and carry out assigned responsibilities.
Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application Amrina Rosyada; Hanna Sundari
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.v8i2.18374

Abstract

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.
An analysis of illocutionary acts in a fantasy movie Siti Sarah Fitriani; Diana Achmad; Fitria Rasmita
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.v7i1.13635

Abstract

This study aims to find out the types and the most dominant illocutionary acts used by the main character in a fantasy movie, ‘Harry Potter and the Chamber of Secret’. A descriptive qualitative study was done by observing the utterances spoken by the main character in the movie. The spoken utterances were then analysed based on the types of illocutionary acts, namely: representative, directive, commissive, expressive and declarative.  The results of the study showed that out of the five, only four types of illocutionary acts were found in the movie, they are representative, directive, expressive, and commissive. The most frequently illocutionary act used is directive (47.64%), while the least frequently used is commissive (4.19%). The directive forces used by the main character are varied. Directives are used get the hearers to do something, where in the movie, he often used asking and ordering. Meanwhile, declarative is not employed by the main character since performing declarative act needs authorities and status; this act is used to change the world through utterances. But the main character in this movie do not have any certain status or authority in any position at the magic school he attended, he is a student, still new with the magic world and do not have much power. This is why declarative was not found in the utterances of the main character.
Theme structure in an introduction section of articles published in Indonesian national journals T. Thyrhaya Zein; T. Silvana Sinar; Nurlela Nurlela; Tasnim Lubis; Rusdi Noor Rosa
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.v10i1.25181

Abstract

One of the important parts of a research article is an introduction. As the initial part of an article, it should provide all the ideas confirming that the study needs to be conducted. Therefore, the ideas presented should be well organized. One of the ways to confirm a good organization of ideas in the introduction is by paying attention to the theme structure used to build the clauses. This study analyzed the theme types and structure used in the introduction section of articles published in Indonesian national journals. This study was conducted using qualitative content analysis. Using a documentation technique, the data were collected from 15 research articles published in the latest volumes (2020-2021) of four Indonesian national journals. The data were analyzed using a content analysis method, following the established procedure of the clause theme analysis. The results of the study found the dominant use of simple themes in the introduction section of the research articles, indicating a lack of ideas organization. Besides, it was also found that the theme structure of the clauses was realized in nine theme patterns. These patterns are used in presenting different contents of an introduction. It is concluded that theme types and patterns contribute to producing a good quality introduction section of a research article.
EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia I Putu Indra Kusuma
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.v9i1.21239

Abstract

The implementation of online English instruction in remote areas during the COVID-19 pandemic, which mandates school closures, remains unknown, especially given these areas’ reputation for inadequate educational facilities. Additionally, the preparations, implementation, and challenges experienced by English as a Foreign Language (henceforth, EFL) teachers in rural areas remain unclear. This study therefore aimed at exploring the experiences of EFL teachers in rural areas on (1) their readiness for conducting online teaching, (2) their implementation of online teaching, and (3) the challenges during the implementation of online teaching due to the COVID-19 pandemic. The research was conducted in Indonesia with eight English teachers in rural schools. This study was a qualitative study that employed a phenomenological study approach and used semi-structured interviews to collect the data. The findings indicate that EFL teachers, during this pandemic time, were able to conduct fully online English teaching because they possessed sufficient knowledge of English instruction using technology. Additionally, these teachers might leverage various technologies and adapt those tools to transform their usual face-to-face English instruction into online instruction. Nonetheless, these teachers in rural schools frequently encountered challenges with internet connectivity, student-owned technology devices, student enthusiasm, and student netiquette when enrolling in online English teaching. Additionally, this article discusses some practical considerations for implementing online English teaching during a pandemic. 
High frequency words in English textbooks for Indonesian senior high schools Rizki Meliani Rustan; Erna Andriyanti
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.v8i1.18141

Abstract

This content analysis study focused on three main purposes, including to analyse the High Frequency Words (HFWs) of Dolch’s list in reading texts from three English textbooks of Indonesian senior high schools, to analyse the language features of HFWs in reading texts of the English textbooks, and to propose strategies that can be used in teaching HFWs. The reading texts were grouped into three types including recount text, narrative text, and descriptive text. The reading texts were further analysed using an online word-counter to find out the HFWs of Dolch’s list in the texts. The findings show that there were 124 words found as the HFWs. The HFWs found were mostly articles, prepositions, pronouns, nouns, verbs, adverbs, adjectives, and conjunctions. Those were the most frequent words that should be known by students. Moreover, the language features of HFWs in each text were varied according to its context and the types of the texts. Hence, some strategies could be applied to facilitate English teachers in teaching HFWs, such as the word card strategy and direct teaching strategy, so that their students master the HFWs. The implication of this study also suggested textbook writers to provide additional content in textbooks such as the word list of HFWs.
Male vs. female EFL students: Who is better in speaking skill? Nira Erdiana; Syamsul Bahri; Cut Nurul Akhmal
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.v6i1.13024

Abstract

This research is aimed to investigate whether or not female EFL students' ability in speaking skill is better than male students. It deals with the hypothesis that mentions female students are better than male students in speaking skill. The method applied is the descriptive quantitative approach in which ten male and ten female students of the first grade of one of the high schools in Banda Aceh, Indonesia, become randomly the samples. The speaking test is done in order to collect the data and it is conducted to identify the male and female ability in English speaking skill, especially in the five aspects of speaking skill: pronunciation, grammar, fluency, comprehension, and vocabulary. The results show that the females actually dominate the higher scores in all aspects of speaking, however, the mean scores of male and female students are relatively similar, female students reach 68.5 while male students reach 63.3. The t-test is lower than t-table (-1.671.72), which means that the alternative hypothesis (Ha) of this study is rejected and the null hypothesis (Ho) is accepted. Therefore, it can be inferred that the first-grade female students of the high school under study have better performance in speaking skill than the male students, despite the difference is trivial.
A comparative study of lexical bundles in accepted and rejected applied linguistic research article introductions Kurniawan, Eri; Haerunisa, Zahra Fadillah
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.v10i2.28119

Abstract

Multi-word expressions referred to as lexical bundles are the important discourse building blocks to construct and signal fluent writing, particularly in an attempt to produce high-quality research articles that can be accepted by reputable journals. A number of studies have reported the use of lexical bundles in various sections of research articles, including introductions as the holder of research rationale. In spite of that, attention is barely paid to the comparison between accepted and rejected manuscripts. With the intention to fill this gap, this study is aimed at investigating whether the manifestation of lexical bundles will differ between the introduction sections of accepted and rejected research articles in applied linguistics. A total of 15 introductions for each data group were analyzed under the frameworks of lexical bundles structures (Biber et al., 2004) and functions (Hyland, 2008). Findings reveal that noun phrase-based and research-oriented bundles were respectively detected as the most prevalent main structure and function in both accepted and rejected data sets. Closer inspection, however, evinced a greater frequency and richer variety of lexical bundles in accepted introductions. Even so, this study confirmed that the two datasets exhibit different subcategories of lexical bundles in numerous cases. Implicationally, the findings of this study may shed further light on the comprehension of lexical bundles use in preparing related future studies.
Improving learners’ critical thinking and learning engagement through Socratic questioning in Nominal Group Technique Alies Poetri Lintangsari; Ive Emaliana; Irene Nany Kusumawardani
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.v9i2.22352

Abstract

Critical thinking is assumed as one of the essential skills in today’s era. One of the ways to foster students’ critical thinking is through discussion that provokes their curiosity. Unfortunately, in the online setting, some studies reported that students face challenges in online discussion.  Therefore, teachers should find a way to optimize students’ engagement in online discussions. The Nominal Group Technique (NGT), which this paper argues for proposing a potential way in improving students’ participation and their critical thinking in an online discussion, is less used as a teaching strategy in educational practices. With the integration of Socratic Questioning, this research implemented a pre-experimental method with a one-shot design aimed at investigating the effectiveness of the NGT implementation in Critical Reading Classes conducted online combining both synchronous and asynchronous settings. Pre- and post-tests were implemented in two classes involving 52 students in six meetings. The descriptive statistics and t-test analysis had been implemented to find out the differences in students’ critical thinking skills before and after the NGT implementation. The result showed that there was a significant improvement in students’ critical thinking skills at p0.001, which confirmed that NGT with the integration of Socratic Questioning had a significant effect on the improvement of students’ critical thinking skills in an online context.
Strategies employed by EFL doctoral candidates in dissertation writing completion Saiful Marhaban; Nur Mukminatien; Utami Widiati; Teguh Sulistyo; Wardani Dwi Suhastyanang; Yunita Puspitasari; Asnawi Muslem
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.v8i2.17694

Abstract

This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing.  This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.

Page 56 of 96 | Total Record : 954

 54   55   56   57   58 

Filter by Year

2014 2025


Reset
Filter By Issues
All Issue Vol 12, No 3 (2025) Vol 12, No 2 (2025) Vol 12, No 1 (2025) Vol 11, No 3 (2024) Vol 11, No 2 (2024) Vol 11, No 1 (2024) Vol 10, No 3 (2023) Vol 10, No 2 (2023) Vol 10, No 1 (2023) Vol 9, No 3 (2022) Vol 9, No 2 (2022) Vol 9, No 1 (2022) Vol 8, No 3 (2021) Vol 8, No 2 (2021) Vol 8, No 1 (2021) Vol 7, No 2 (2020) Vol 7, No 1 (2020) Vol 6, No 2 (2019) Vol 6, No 1 (2019) Vol 5, No 2 (2018) Vol 5, No 1 (2018) Vol 4, No 2 (2017) Vol 4, No 1 (2017) Vol 3, No 2 (2016) Vol 3, No 1 (2016) Vol 2, No 2 (2015) Vol 2, No 1 (2015) Vol 1, No 2 (2014) Vol 1, No 1 (2014) More Issue