Studies in English Language and Education
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.
Articles
937 Documents
<![CDATA[L2 attitude and motivation of secondary, undergraduate, and postgraduate ESL learners in India ]]>
<![CDATA[Sarat Kumar Doley]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i1.21321
<![CDATA[Second language (L2) attitude and motivation-related studies focusing on differences caused by age have mostly highlighted the temporal dimension of L2 attitude and motivation. Age-related L2 motivation studies have also been gainfully employed at comparisons between L2 learners of different age groups recruited from different L2 learning environments. Such studies have not, however, attempted an analysis of the L2 attitudinal and motivational differences that may exist among L2 learners within a closer age range, e.g., 18 to 25 years. This article presents the findings of an L2 attitude and motivation survey, using a modified version of Dӧrnyei et al. (2006) and Ryan (2005), conducted among secondary, undergraduate, and postgraduate English as a second language (ESL) learners (N210) in India. It primarily presents a comparative analysis of the L2 attitudinal and motivational constructs of integrativeness, instrumentality, cultural interest, linguistic self-confidence, and L2 anxiety attested in the sample. Additionally, it offers a description of the correlation between the five L2 attitudinal and motivational constructs concerning the different ESL groups. As the ESL learners across the academic levels demonstrated ESL motivation more on the side of instrumentality, they also reported linguistic self-confidence more in the familiar environment of an L2 classroom than outside of it. Since better motivational strategies enhance learner dedication to the learning of a certain L2, an elaborated understanding of the specific differences in L2 attitude and motivation within this important age range should help design more useful and effective L2 pedagogical methods.]]>
<![CDATA[Indonesian theology students' foreign language reading anxiety and reading performance: A correlational study ]]>
<![CDATA[Jeane Theresia Limeranto]]>;
<![CDATA[Adaninggar Septi Subekti]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17398
<![CDATA[This study investigated Theology students’ Foreign Language Reading Anxiety (FLRA) and the relationship between their FLRA and their reading achievement. A number of 63 Theology students participated in this quantitative study. A questionnaire developed by Saito et al. (1999) was used in obtaining the data for the study. The study was conducted to fill the void in the literature on the scarcity of empirical research on FLRA in the Indonesian English for Specific Purpose (ESP) context, especially among Theology students who were required to read a lot of English text and thus were very likely susceptible to experience reading anxiety. The study found that in general, the students experienced a medium level of FLRA. Low self-perceived reading competence and the unfamiliar topic of reading passages were reported to be attributed to higher FLRA levels whilst the formation of reading habits, reading exposure, and reading strategies were believed to reduce reading anxiety. This study further found a statistically significant negative correlation between the students’ FLRA and their reading achievement, albeit the strength being weak. This finding suggested that students’ FLRA could be a factor hampering learning. The present study’s specific finding on the possible positive impacts of reading strategies and the duration of reading exposure may indicate the urgency to incorporate these two aspects in the instructional design of English reading classes. Based on the findings, contributions, limitations, and suggested future studies were formulated.]]>
<![CDATA[Autonomous learning and teacher guidance: Towards the improvement of EFL students’ prepared talk in speaking practice ]]>
<![CDATA[Yusnimar Yusnimar]]>
<![CDATA[ Studies in English Language and Education Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v6i1.10080
<![CDATA[This study was aimed to investigate the role of autonomous learning (hereafter, AL) with the teacher guidance approach in enhancing the performance and ability of students in practicing their English speaking skill. Pre-test and post-test were given to 22 first year university students to measure the improvement of their ability in the prepared talk before and after the learning strategy was implemented in the classroom. The questionnaires were also gathered to know their perception of this learning strategy. The questionnaires were in the form of closed-ended questions. Results of the pre-test and post-test were analyzed using Tableau software, meanwhile, the data from the questionnaire were calculated for frequency and percentage. From the results, the average score the students' post-test was higher than the average score they got in the pre-test, 83 and 62.2, respectively. The improvement was obvious; here, 16 students got the scores of 80-95 in their post-test, while others got a minimum of 75 and 60. The students' perception obtained from the questionnaires, in overall, received positive responses on the use of this learning strategy. It can be concluded that AL with the teacher guidance approach played a prominent role in improving the students' performance in English prepared-talk.]]>
<![CDATA[Texts used in the English language arts classroom of an American Islamic school ]]>
<![CDATA[Firman Parlindungan]]>;
<![CDATA[Adrian Rodgers]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i3.24974
<![CDATA[In this article, we examine what texts were selected for use by a middle school language arts teacher working in an American Islamic school. The literature has found that schools play an important role in supporting immigrant students to navigate a new culture, especially by selecting and providing appropriate texts for learning. Since students’ interaction with texts can mediate knowledge and identity construction, what cultural information and whose culture is embedded in the texts matter for language learning. As such, we wondered what texts a teacher would use to bridge the minority culture of the students with the majority culture in which the students lived. One teacher’s language arts class with 20 students at one American Islamic school was observed for one academic quarter and then described using a case study method. We qualitatively analyzed classroom observations, field notes, teacher interviews, and teacher and student work samples. We found that the teacher was able to use both academic texts, virtual texts, and teacher-created documents to explore some of the issues that the students face on a daily basis. This study further adds to the existing knowledge that culturally relevant texts may mediate students’ understanding of the larger socio-historical contexts in which they reside including a chance to develop language skills necessary for communication and learning.]]>
<![CDATA[Assessing the relationship between Vocabulary Level Test (VLT) and reading comprehension ]]>
<![CDATA[Alpino Susanto]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.5118
<![CDATA[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. ]]>
<![CDATA[Collective scaffolding in virtual collaborative writing: A study during emergency remote teaching in Indonesia ]]>
<![CDATA[Hanna Sundari]]>;
<![CDATA[Rina Husnaini Febriyanti]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.25039
<![CDATA[Along with online education and emergency remote teaching trends during the COVID-19 pandemic, collective scaffolding within virtual collaboration in an academic writing course is still under investigation. To fill the gap, this present study explored to what extent the collective scaffolding provided in virtual collaborative writing helped learners complete writing tasks and examined EFL university students’ responses to this learning activity. Guided by a qualitative case study design framework, 43 EFL university students, who attended an academic writing course, voluntarily participated in the study. The data were collected through multiple sources during the virtual writing course, such as students’ work artifacts (photographs and descriptions), an online questionnaire, and teacher’s written reflective journals of Zoom class video recordings as the research instruments. A thematic analysis with a category system was applied to answer the formulated research questions. The findings reveal that collective scaffolding occurred during collaborative writing in the text co-construction during the writing process. Further, collaborative writing allowed L2 improvements, mutual support, and contribution. Additionally, the activity of assisting and monitoring by the teacher was still significant during group deliberation and text development. Although technology-assisted collaborative writing sounds possible and affordable, a few students felt disappointed as they experienced some technological constraints and unexpected group dynamics. Some groups successfully achieved the tasks and social dimensions easily; while others needed a longer time to reach the group development and text productivity.]]>
<![CDATA[Rhetorical pattern of the Indonesian EFL undergraduate students’ writings ]]>
<![CDATA[Dian Fajrina]]>;
<![CDATA[John Everatt]]>;
<![CDATA[Amir Sadeghi]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i1.13640
<![CDATA[The present research aimed to study the rhetorical patterns in students’ writings, whether they follow a deductive pattern or an inductive pattern, and whether the pattern is similar when writing in English and the Indonesian language. The sample for this study was 20 undergraduate students from the Faculty of Teacher Training and Education majoring in English Education in several universities in Indonesia. Participants were requested to write two essays and two email-format letters, one of each was written in English, the other in the Indonesian language. The results showed that all students preferred the deductive pattern for their two types of essays. However, for the letter writing, students preferred the inductive pattern more than the deductive one, with 12 students using the inductive pattern in their letters in English and 16 students using the inductive pattern in their letters in Indonesian. It is suggested that the Indonesian culture and the teaching instructions received in the classrooms may influence students’ choice of the patterns they use in different types of writings. The findings should give valuable information for the design of teaching writing courses in English Education majors in Indonesia.]]>
<![CDATA[Progressive peer evaluation: Important but absent in EFL speaking classes ]]>
<![CDATA[Bustami Usman]]>;
<![CDATA[Asnawi Muslim]]>;
<![CDATA[Ibrahim C.R. Champion]]>;
<![CDATA[Iskandar Abdul Samad]]>
<![CDATA[ Studies in English Language and Education Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v5i2.11115
<![CDATA[Comprehensive teaching-learning about speaking evaluation, especially peer evaluation, is conspicuous by its absence in English Foreign Language (EFL) Speaking classes at all secondary and tertiary levels in Indonesia, especially in Aceh, This comparative research study looks at the various aspects used for evaluation and especially looks at peer evaluation in EFL speaking classes in Aceh. The paper describes twenty three (23) components recommended for evaluation of speaking communications: the seen, the spoken and the script (content) components. The results showed that teachers of EFL speaking are not using and are not even taught such detailed evaluation systems. Moreover the syllabi for speaking English at upper secondary level are severely lacking as are those used in tertiary courses. Educators need to learn from the Toastmasters International systems for evaluation and for making evaluation speeches, in particular the need to prioritise praise in evaluation with only a pointer or two on how to improve the next speech. This paper includes a simplified format for peer evaluations that students can easily be taught to use and also stresses the need for praise, not punishment, for successful evaluation. Teachers of Speaking English EFL, who practice the recommendations from this paper, should get much better results from their students.]]>
<![CDATA[Use of implicit performative utterances at University of Padjadjaran and at University of Pennsylvania ]]>
<![CDATA[Rosaria Mita Amalia]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i1.7005
<![CDATA[The use of implicit performative utterances can be found in some announcements at Universitas Padjadjaran (Unpad) in Bandung, Indonesia and at the University of Pennsylvania (UPenn) in Philadelphia, U. S. A. In linguistics, there is a form of speech known as performative utterances (Austin, 1962). The word comes from the verb ‘perform’ and refers to the noun ‘action’; it is said that the word refers to a speech for performance or action. Performatives cannot be regarded as right or wrong statements, but refer to appropriate or inappropriate, legitimate or illegitimate actions. Implicit performatives are performative utterances with performative verbs but they are not explicitly stated. With an implicit performative, the sentence does not have an explicit performative verb, but it has illocutionary force which is known from the context. Knowing the context, the hearer assumes the performative verb that appears. The use of this kind of utterances in notices at Unpad and at UPenn is quite different. This paper examines the differences and the similarities between the announcements at Unpad and at UPenn which use implicit performative utterances.]]>
<![CDATA[Improving reading comprehension through Reciprocal Teaching Method ]]>
<![CDATA[Endang Komariah]]>;
<![CDATA[Putri Ace Riaula Ramadhona]]>;
<![CDATA[Tengku Maya Silviyanti]]>
<![CDATA[ Studies in English Language and Education Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v2i2.2693
<![CDATA[This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM) in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while reading. The results also showed that they preferred this method for teaching-learning reading compared to the conventional one. Therefore, teachers are suggested to consider using this method for teaching reading that instils the students on how to apply the four comprehension strategies used in reading.]]>
