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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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Listening journals to promote students’ critical thinking skills in an integrated Listening-Speaking Course Rina Astuti Purnamaningwulan
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.v9i2.23387

Abstract

This study aims to explore whether there is a significant improvement in students’ critical thinking (CT) skills after implementing listening journals as one of the tasks in the Critical Listening and Speaking II course. This study also reports students’ responses to the implementation of listening journals. In this mixed-method study, students’ CT skill was measured using a Critical Thinking Self-Assessment (CTSA) Scale prior to and subsequent to the listening journal implementation period. Meanwhile, a reflective questionnaire with open-ended questions was employed to reveal students’ responses to the implementation of the listening journals’ tasks. Fifty students studying in the fourth semester of an English education department in a private university in Indonesia participated in this study. A paired-samples t-test result suggested a significant improvement in students’ scores from the pre- to the post- CT self-assessment (t = -4.136, p .05). In addition, the qualitative data obtained from the reflective questionnaire showed that the dominant responses from the students were positive towards the listening journal task. The findings of this study suggest that listening journals can be an effective strategy to help foster learners’ critical thinking while developing listening and other skills. Even so, some felt the process was too monotonous and difficult. Thus, suggestions for future research are offered to improve the journal’s future design and implementations.
Mentoring practise during practicum: The perspectives of Malaysian pre-service English language teachers Intan Safinas Mohd Ariff Albakri; Noriah Ismail; Rudi Hartono; Mohd Haniff Mohd Tahir; Maria Shu Hong Bee Abdullah; Anida Sarudin; Noraini Zulkepli
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.v8i2.19282

Abstract

This study investigates the issues in mentoring practise based on pre-service English language teachers’ perspectives about their mentoring experience. This study involved 56 pre-service teachers who had completed their practicum. The study used a quantitative data collection method whereby a questionnaire survey was distributed to the research participants. The data from the questionnaire was then analysed by using SPSS to generate descriptive statistics for item analysis. The findings were discussed based on five mentoring factors which are personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The findings show that modelling and pedagogical knowledge received among the lowest mean scores indicating the moderate satisfactory level of mentoring experience received by the pre-service teachers. The data also shows considerable issues in mentoring quality in terms of pedagogical knowledge. Based on the findings, one of the most crucial issues to be addressed was equipping mentor teachers with the knowledge and skill of mentoring. The mentor teachers need to be given a course and guidance on the key aspects of mentoring. A mentoring manual must be given to the mentors in order to guide them in providing quality and structured mentoring. 
Interaction in collaborative writing between international and domestic students in an Indonesian university Dwi Rahayu
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.v7i1.15773

Abstract

This research investigates verbal interaction in collaborative writing between students from two countries with different L1 when writing an academic essay in a foreign language writing class. Eight students from Indonesia and China participated, and were divided into Indonesian-Indonesian pairs and Indonesian-Chinese pairs. Using the method of qualitative content analysis, the transcripts from their communication were coded inductively and then categorized. The findings denote that there are three categories in their spoken interaction: what to write (ideas), where to write (structural organization), and how to write (language-related). Similarly, all pairs focused their discussions on ‘what to write’ (ideas to be written in the essays). However, Indonesian-Indonesian pairs also discussed ‘the language-related aspects’ mostly about lexical choice and the meaning, more than the mixed pairs. The Indonesian-Chinese pairs conversed, in most of their time, about the content through sharing, explaining, and negotiating their ideas. As the implication, in order to produce an essay with the same length and type, the mixed pairs executed more time in their spoken interaction.
Abraham Maslows hierarchical needs in No Friend but the Mountains: Writing from Manus Prison by Behrouz Boochani Mustafa, Goran Omar; Ahmad, Hedayat Muhammad; Ghafor, Omar Fouad
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.v10i3.28402

Abstract

The paper attempted to analyze the character of Boochani in his memoir No Friend but the Mountains: Writing from Manus Prison, in the light of Abraham Maslows Theory of Hierarchical Needs. Boochani wrote his novel while he was still locked in the Manus Island detention center. It narrates the story of a man who followed his dream to reach his dreamland. The study was carried out using a descriptive qualitative research methodology through textual analysis design. Since the study was text-based, a meticulous reading process of the text was done. We used the text as the primary source for data collection. Therefore, a portion of the sentences, paragraphs, and phrases related to the studys objective were taken as examples and excerpts and analyzed using Abraham Maslows hierarchy of needs. The results revealed that Boochani, like all humans, was driven by physiological and psychological needs, ranging from the most fundamental to the most extreme. His journey aimed to get self-actualization but never could get it and hardly fulfilled other basic needs completely. Boochanis voyage is depicted as a series of rising and falling waves. He occasionally satisfies some needs, but he never succeeds in meeting the need for self-actualization and self-esteem. And hardly does he fulfill the other three levels of the hierarchy of needs. His entire story serves as a metaphor for everyone who strives for self-actualization yet encounters obstacles.
Lessons from experience: ESL student teachers' reflection during practicum through reflective journals Intan Safinas Mohd Ariff Albakri; Mohd Hassan Abdullah; Ahmad Jazimin Jusoh
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.v4i2.8039

Abstract

Reflection is a prospective alternative in exploring student teachers’ thinking during practicum. The data gained from student teachers’ reflection are significant in informing teacher education programs on how to equip pre-service teachers to become quality teachers. It is also crucial in addressing issues and conflicts highlighted by student teachers when they interact with the real context. This study is conducted with six semester seven student teachers undergoing their Bachelor in Education with honors Teaching English as a Second Language (TESL) program. The student teachers were asked to write reflective journal entries throughout the 14 weeks of their teaching practicum experience. The aim of the study is to identify the focus of the student teachers’ reflection and the challenges faced by them during practicum. Data were gathered using the reflective journal entries and semi-structured interviews with all the participants. The data were analyzed according to emerging themes. The findings indicated that the student teachers focus on three main themes in their reflections, which are managing learning, pedagogy and teacher attributes. While the challenges highlighted were difficulty in socializing with members of the institution, lack of professional support and lack of ability to manage a classroom.
Students’ perception toward the use of open educational resources to improve writing skills Dewi Zulaiha; Yunika Triana
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.v10i1.25797

Abstract

Open educational resources (OER) can be used by English as a foreign language (EFL) students to improve their language skills, such as writing skills. The purpose of this study was to find out the students’ perception of using OER in improving their writing skills and to identify factors that affected their perception. A quantitative approach in the form of a descriptive survey design was used in this study. The study was conducted at Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia, with 270 EFL students as the participants. The survey adopted two previous studies in which the data were analyzed using descriptive analysis, Pearson product-moment, and multiple regression analysis. The finding revealed that most students had positive perceptions toward using OER to improve their writing skills. Perceptions of using OER were influenced by interest factors (type of writing activity, type of learning writing delivery), experience factors (teaching effectiveness in the writing skills, cost of education), and from the participants, including gender. It is crucial to maximize the use of OER from different aspects, including quality, value, cognitive, affective, and course quality, particularly to increase their perception toward using OER in improving writing skills.
EFL teachers’ identity in self-directed learning: A work-from-home phenomenology Ashadi Ashadi; Erna Andriyanti; Widyastuti Purbani; Ihtiara Fitrianingsih
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.v9i1.21455

Abstract

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL. 
High-stakes testing and English teachers' role as materials developers: Insights from vocational high schools Elsa Ananda; Ashadi Ashadi
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.v8i1.17518

Abstract

The implementation of the National Examination (NE) in Indonesia in elementary to high schools is considered as high-stakes testing and affects the teachers’ practice particularly in vocational settings. As material developers, English teachers in Vocational High Schools (VHS) are demanded to develop appropriate and suitable materials to meet the students’ specific needs. The incompatibility of the NE materials prescribed by the government and the vocational students’ needs put the teachers in a dilemma. The teachers should deal with the pressure of the NE and their roles as materials developers. This article tries to reveal how high-stakes testing impacts their roles as material developers particularly in the absence of specifically prescribed materials for VHS students. A case study design was used in this research with 31 participants of English teachers from nine state VHS in Pontianak, Indonesia. Data were collected through questionnaires and interviews. The result revealed that the role of teachers as materials developers somehow becomes diminishing because of the presence of the NE as high-stakes testing in the learning process, especially in VHS. This condition is detrimental to the teachers’ professional development since their roles as materials developers are limited and even under-developed. With the cancellation of NE by the end of this year, it is expected that the teachers are able to play their roles as materials developers and conduct evaluations based on the students’ specific expertise.
Teaching language through literature: George Orwell’s ‘Shooting an Elephant’ in the EFL classroom Molla Azizur Rahman
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.v6i1.13055

Abstract

This article intends to show how an English language teaching material can be developed using a literary text. It is a qualitative study, and I have used the content analysis method. Here the first and the second paragraphs of the essay, “Shooting an Elephant” by George Orwell, are explored for bringing out potential linguistic features to be taught to undergraduate level students who learn English as a foreign language (hereafter, EFL). All the four basic skills of English language are emphasized in this teaching material. Different items like comprehension questions, guessing the meaning from the context, identification of phrases and identification of ironic expressions are set to develop and test students’ comprehension level. Items, like breaking up long sentences into smaller ones, changing sentences, rewriting sentences and writing paragraphs, are designed to develop the writing skill of the students. Similarly, items for developing listening and speaking skills of the learners are also retained in this material. It is shown that an essay can also be a potential source for developing language teaching material only if the selection is properly made. Further studies may test the effectiveness of the material for teaching both basic language skills and language areas.
Native experts and reputable journals as points of reference: A study on research-article discussions Salmani Nodoushan, Mohammad Ali
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.v10i2.29282

Abstract

The current study sought to compare the rhetorical moves and steps that native-English-speaking and Iranian authors of research articles (RAs) employ in writing up the discussion sections of their RAs. It was hypothesized that the latter group is not as proficient in writing RA discussions as the former group. A total of 66 (N=66) RA discussions from three reputable international academic journals and three Iranian journals were sampled from years 2009 to 2019. This corpus was then analyzed by three human coders who used Yang and Allisons (2003) rhetorical move analysis model for scoring the sampled RA discussions. Results showed stark differences between Iranian and native RA writers; the majority of the rhetorical moves and steps that are considered obligatory or conventional by the native group are seen as options by the Iranian group. With the native group and the reputable international journals being the standard points of reference, it was concluded that Iranian authors of RAs lack the professional knowledge and expertise prerequisite to writing standard RA discussions. It is recommended (a) that non-native authors of RAs receive professional training for writing standard discussions, and (b) that journal editors be more sensitive to rhetorical moves and steps before they accept a submission for publication.

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