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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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Reduplication as a word-formation process in the Jamee Language: A variety of Minang spoken in South Aceh Zulfadli A. Aziz; Vivi Nolikasari
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.v7i1.15693

Abstract

One of the processes of word formation is reduplication which words or morphemes are repeated. This study focuses on reduplication in Jamee language. This descriptive qualitative study aims at finding out forms of reduplication and the meaning contained in the reduplication in Jamee. The data were collected through ethnographic interview by recording ten native speakers of the Jamee language who live in Labuhanhaji sub-district, South Aceh. They were chosen through purposive sampling. A total of 261 reduplication words were obtained during the interviews, and they were analysed using three stages; data reduction, data display and data verification. Based on the results of data analysis, it was found that there are four types of reduplication in the Jamee language: full reduplication, partial reduplication, lexicalized reduplication, and affixed reduplication. The study also shows that reduplication in Jamee language can be in the forms of verbs, nouns, adjectives, adverbs, and pronominals. Despite previous studies show that there is no infix in the Jamee language, hence it does occur in this study even though it is rarely used in this language. It is assumed that it may have come into the language through the borrowing from Bahasa Indonesia.
Exploring the experiential meanings of the COVID-19 survivors expressions Zulprianto, Zulprianto; Fanany, Rebecca
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.v10i3.29502

Abstract

Language transforms experience into meaning. Grammar, which can be metaphorically construed as its powerhouse, enables such a transformation. One of the linguistic approaches utilised to understand the linkage between the semiotic and material world is Systemic Functional Linguistics (SFL). SFL argues that the experiential meaning of a clause can be investigated through its transitivity structures in terms of Process, Participant, and Circumstance. This study carries out a transitivity analysis of expressions shared by COVID-19 survivors from different parts of the world in an attempt to learn how they construe their experience of illness. The data were obtained from online newspapers published in different countries and conveniently developed into a corpus from which COVID-19 survivors expressions were extracted. All texts under examination were reported in English regardless of their original language. This study examines the survivors direct expressions through their transitivity structures using the SFL framework. The results show that these individuals frequently used relational and abstract material Processes in describing their illness, meaning that they tended to express their physical or psychological experiences metaphorically as beings and actions. This suggests that they abstractly construe their experiences with this viral disease. Constructing experiences abstractly is likely driven by the need to distance themselves from experience as a way of coping with an event perceived as potentially life-threatening.
Assessing the relationship between Vocabulary Level Test (VLT) and reading comprehension Alpino Susanto
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.v4i2.5118

Abstract

It has been considered crucial about how vocabulary knowledge in relation with reading comprehension. This research was conducted to explore the link of Indonesian students Vocabulary Level Test (VLT) performance and their reading textbook on reading subject. Through this pilot research, it can describe the implications profile in English teaching process especially in reading. Furthermore it can give more information in how to measure the reading textbook reference for reading subject or other similar subject that involve reading activities. There were 30 undergraduate students in Universitas Putera Batam that participated in the VLT. Their English textbook (Mosaic 1) was profiled to measure the lexical vocabulary level. The results indicated that only 1% of the participants had mastered the 2000-word level which means the vocabulary textbook-level is still far from students vocabulary knowledge. From the level of comparison theoretically they would have difficulties to comprehend the reading textbook, and some additional activities would be recommended, before, during and after the reading subject. 
The use of i-THINK Mapping in teaching reading comprehension among ESL teachers Siti Rohaya Sharif; Charanjit Kaur Swaran Singh; Eng Tek Ong; Dodi Mulyadi; llmi Zajuli Ichsan; Henita Rahmayanti; Tee Tze Kiong
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.v10i1.24271

Abstract

This study investigated the use of i-THINK Mapping in teaching reading comprehension by ESL teachers to a group of Form Five students, and the factors and challenges the ESL teachers faced in teaching reading comprehension using i-THINK Mapping. A qualitative approach, specifically a case study design, was employed in this study. Classroom observations, semi-structured interviews, and document analysis of their lesson plans were used to collect the data. Four ESL teachers with a minimum of 5-year teaching experience in a rural secondary school in Hulu Selangor, Malaysia, were selected using a purposive sampling technique to participate in this study. Thematic analysis was used to analyse the data obtained from classroom observations and interviews. The findings show that the teachers had applied five i-THINK maps, including a Circle Map to define in context, a Bubble Map to describe, a Double Bubble Map to compare and contrast, a Flow Map to show the sequence of an event, and a Tree Map to classify different ideas. The i-THINK Mapping motivated the students to discuss, brainstorm, and cooperate with their peers to detect the details from the given reading texts. The teachers’ challenges include the time constraints in preparing the lesson with i-THINK Mapping and a low level of student English proficiency. One implication of this study is that teachers’ use of i-THINK Mapping to teach reading comprehension could assist students in generating ideas, expanding ideas, and expressing them orally.
Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand Budi Waluyo; Rahmah Bakoko
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.v9i1.21090

Abstract

Recently, Willingness to Communicate (WTC) has been explored and proposed to be one of the key concepts for identifying when one decides to initiate communication in the target language. The attention, nonetheless, has been concentrated on how WTC interacts with other learners’ variables. This study, on the other hand, intends to offer empirical evidence on the direct roles of affective variables (self-confidence, anxiety, motivation, and grit) and WTC variables (WTC inside the classroom, WTC outside the classroom, and WTC in a digital setting) in Thai students’ English-speaking performance. The data were obtained from 35 undergraduate students (17.1% males; 82.9% females) using a survey questionnaire. Then, a speaking test was taken from an English Communication Skills course and was analysed using correlation and hierarchical regression. The results disclosed positive correlations among self-confidence, motivation, grit, WTC in a digital setting, WTC inside the classroom, WTC outside the classroom, and speaking performance, and negative correlations among self-confidence, anxiety, and grit. However, motivation was the only significant predictor of speaking performance. The findings offer some implications for English teachers in improving students’ English-speaking performance. 
The listening skill of autistic students in learning English through total physical response Diana Fauzia Sari; Evriani Rotua Gea; Dian Fajrina
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.v8i1.18131

Abstract

This study analyses how a teacher at SMPLB-CD YPAC (Foundation for Children with Disabilities), Banda Aceh, Indonesia, teaches English listening using the Total Physical Response (TPR) method to autistic students. In this method, a teacher instructed the students to act as modelled by the teacher. Students are considered to have good listening comprehension if they understood the teacher’s commands and imitated the act. This research is qualitative to describe the application of the TPR method in teaching English listening skills to autistic students. The sample for this study was four autistic students at the school under study. The data were collected by observing and documenting the English listening teaching-learning process in the classroom using the TPR method. The data were then analysed, focusing on the classroom dialogues directly related to using the TPR method to teach listening comprehension to autistic students. The results showed that the TPR method is suitable to teach students with autism to learn and understand new words. This was because they were asked to imitate the words verbally and in action repeatedly. The students could memorize the new vocabulary because it involved motor activities, which created a fun atmosphere in the classroom. Students were active in doing the actions and have no pressure to learn. The TPR method also contains elements of games which is able to raise a positive mood in autistic students.
Developing supplementary reading materials for grade 11 students at a multimedia study program Nunun Nuki Erfiani; Ngadiso Ngadiso; Suparno Suparno
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.v6i1.11667

Abstract

This research is aimed at developing a supplementary reading material to fulfill students' need in one of the multimedia study program at Mangelang, Indonesia, for learning reading. The design of this research is Research and Development. This research was oriented to the product development, and it was conducted in two main stages; (1) exploration stage and (2) product development stage. The exploration stage includes (1) literature review, (2) field study, and (3) need analysis. Meanwhile, the product development stage describes (1) the prototype development, (2) experts’ judgment, and (3) pilot. This research was conducted in a vocational secondary school involving an English teacher, two material experts, and students. The findings show that the existing textbook used to teach reading contains general English material and it is less specific to be used for the students at the program. Therefore, it implies that there should be supplementary reading materials for the teacher to develop reading to meet the needs of these students.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v3i1.3384

Abstract

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. 
Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses Andi Susilo; Restu Mufanti; Aris Fitriani
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.v8i3.21149

Abstract

Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.
Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia Lantip Diat Prasojo; Wiwik Wijayanti; Lia Yuliana; Nurtanio Agus; Akhmad Habibi; Mohd Faiz Mohd Yaakob
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.v7i2.16788

Abstract

The purpose of this study was to validate instruments regarding digital technology access among Indonesian English as a Foreign Language (EFL) faculty members during the Corona Virus Disease 2019 (COVID-19). An EFL Faculty member’s Access to Digital Technology (EFL-FADT) scale was adopted from previous relevant studies consisting of Motivation, Skills, and Use. A total of 235 EFL faculty members from three public and three private universities in Indonesia participated in this study, selected through cluster random sampling. A survey design was applied to examine the factor structure of the EFL-FADT. The survey data were computed through the steps of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) with IBM SPSS 23 and SPSS AMOS 23. Through the EFA with Varimax rotation, two factors emerged from Motivation, three from Skills, and two from Use. The result successfully mapped the proposed model. The CFA approach verified the instrument which was satisfactory for Indonesian EFL faculty members. The findings informed 25 valid and reliable indicators. The measured scale achieves psychometric properties. It can provide future studies with a tool to capture EFL faculties’ access to digital technology.

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