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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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Revisiting integrative motivation: Validation of International Posture among Malaysian undergraduates Fatin Nabila Abd Razak; Vahid Nimehchisalem; Helen Tan; Geok Imm Lee; Ain Nadzimah Abdullah
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.v9i1.21838

Abstract

Gardner’s (1985) in his socio-educational model introduced the variable of ‘integrativeness’ as a construct that focuses on English as a Second Language (ESL) learners’ attitudes towards the native English community. Later, Yashima (2002) proposed ‘international posture’ as an affective construct that re-examined ‘integrativeness’. Research conducted to reach a common operationalisation of ‘international posture’ is very limited. Hence, our objective in this study is to determine the level of each measurement construct under the affective variable of International Posture as well as to validate the measurement constructs of this variable among Malaysian undergraduates. In this quantitative study, 540 undergraduate students from a public university were selected. These students responded to a questionnaire that contained the four measurement constructs. For analysing the data, we used Partial Least Square-Structural Equation Modelling (PLS-SEM). Our results have proven that the International Posture among Malaysian undergraduates is high, and the measurement constructs of this variable are valid and can be operationalised in the Malaysian English language learning context. The scale validated in the study can contribute to future studies on this variable in the Malaysian English language learning context. 
University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate? Mulyani Mulyani; Fidyati Fidyati; Suryani Suryani; Murnia Suri; Halimatussakdiah Halimatussakdiah
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.v8i1.17628

Abstract

English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.
Vocational college students’ common errors in EFL speaking performance Naria Fitriani; Said Iskandar Zulkarnain
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.v6i1.12131

Abstract

This research aims to find out the common errors made by students studying at one of the vocational colleges in Banda Aceh, Indonesia. The students’ opinions on their experiences of learning English, particularly in speaking, were also explored. This qualitative-quantitative research design was conducted by collecting some recordings of the students’ speaking performance, and distributing questionnaires on the process of teaching and learning EFL to be filled in by the participants. In the analysis, the data from the recordings were coded, transcribed, described and displayed in accordance with the students’ error items. Meanwhile, the analysis of the questionnaire employed a simple percentage calculation. From the speaking performance, the students in the speaking class produced two types of common errors, i.e. pronunciation and grammar errors. The common errors in their English pronunciation vary between the vowel and the consonant. The errors in vowel production were produced the most. Meanwhile, 70% of the students made errors in grammar on language tense and some on plural morphemes. From the questionnaire, it was revealed that even though the students tried to speak English well, all of them were aware and agreed that they made grammatical errors when speaking English.
Investigating elementary school pupils’ proficiency in mastering English vocabulary Diana Achmad
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i1.1116

Abstract

English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x) of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.
Students perceptions of personality traits, presentation skills, and audience factors in their online presentations Roslim, Norwati; Nimehchisalem, Vahid; Abdullah, Muhammad Hakimi Tew; Razali, Nornadiah Mohd
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.v10i2.25542

Abstract

This study aims to investigate undergraduates perspectives toward personality traits, presentation skills, and audience factors based on their experiences in online oral presentations as assessment tasks during English language classes. It also examines the factors affecting online oral presentations and suggestions to overcome them. To achieve this purpose, an online questionnaire with 5 sections and 28 items was distributed to 90 university undergraduate students. The data were analyzed descriptively using SPSS (version 26). The results revealed that the undergraduates perceptions of online oral presentations depended on three essential factors. Personality traits included fears of failure in the oral presentation assessment resulting in students anxiety even when they were well prepared. Oral presentation skills included their concerns on grammar, vocabulary, pronunciation, and reading from notes during the oral presentation. The audience included feeling frightened to present in front of an audience and worried if their peers were better than them. To conclude, the important factors that students realized were the audience, personality traits, and presentation skills. Hence, suggestions that students had provided included having enough preparation and practice as well as receiving good support from lecturers. This study highlights the vital role of lecturers in preparing learners for online oral presentations and underscores the need for guiding effective preparation strategies such as practice sessions.
Speech acts and language styles of Biden’s victory speech for promoting peace values Fitri Rahmawati Astiandani; Slamet Setiawan; Ali Mustofa
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.v9i2.23047

Abstract

The importance of language in expressing ideas and ideologies has always been a focus of public debate in politics. The persons in charge of the reins of power become a source of concern, as well as the language they use. As a result, this research looks into the speech acts, language styles, and how they express peace values from Biden’s victory speech. A qualitative research design was used. Biden’s pragma stylistics and peace values were extracted from his victory speech in Wilmington, Delaware on November 7, 2020. This study focused on three aspects, namely: categories of illocutionary acts, language style based on sentence structure, and peace values. The data were analyzed following these stages: data condensation, data display, and drawing/verifying conclusions. The results showed that the most common illocutionary type employed in diverse language styles in Biden’s victory speech was commissive. Presumably, politicians have become accustomed to making promises or making commitments in order to entice citizens to vote for them. In addition, two types of peace values (inner peace and social peace) were discovered along with three types of language styles: parallelism, antithesis, and repetition (epizeuxis, anaphora, and anadiplosis), with more than half of the data employing parallelism as the language style. The majority of Biden’s speech focused on social peace to keep social life free of internal strife. 
The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework Syamdianita Syamdianita; Bambang Yudi Cahyono
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.v8i2.19202

Abstract

This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials. 
Lexical richness of newspaper editorials published in Southeast Asian countries Dwi Indarti
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.v7i1.15032

Abstract

This paper investigates the lexical richness of newspaper editorials written by the writers from ESL (English as a Second Language) and EFL (English as a Foreign Language) of Southeast Asian countries. Using editorial texts published on the same day in two major online newspapers from Malaysia and the Philippines as representative of ESL countries, and two major online newspapers published in Indonesia and Thailand that represent EFL countries, this paper compares the production of Type Token Ratio (TTR) as a measurement of the lexical richness. This study displays a profile of lexical richness gained by submitting the texts into a vocabulary profiler program namely Lexical Frequency Profile (LFP) proposed by Laufer and Nation (1995) to highlight the emergence of the high-frequency word list (K1 and K2 words) and low-frequency word list (AWL and Off-list words). In general, the results show that in all terms of word lists, ESL texts have more varied vocabulary than EFL texts as indicated by the TTR scores (ESL: 0.51; EFL: 0.49). Although the gap of the TTR scores between ESL and EFL texts is slightly insignificant, a bigger TTR score indicates a high lexical richness, while a smaller TTR score shows a low lexical richness. The higher score of TTR in ESL texts could be understood since English plays an important role in education, governance policy and popular culture in those countries (i.e. Malaysia and the Philippines), meanwhile, in Indonesia and Thailand, it plays a lesser role.
Helsinki Memorandum of Understanding as a sluggish policy: A critical discourse analysis with process types Rahman, Mustafa A.
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.v10i3.28985

Abstract

Helsinki Memorandum of Understanding (MoU) between the government of Indonesia (GoI) and the Free Aceh Movement (GAM) celebrated its 18th anniversary in 2023. However, its discursive aspect and efficacy are still under-researched. This article aims to analyze the process types in the Helsinki MoU text and explore the policy implementation of the agreement on the social changes in Aceh. The MoU document was retrieved from the United Nations peacemakers website. Mixed methods with descriptive statistics were used to identify, interpret, and explain the data. Hallidayan systemic linguistics was employed to identify the process types and the transitivity patterns. Critical discourse analysis (CDA) as an explanatory critique was applied to critical social analysis. The findings show that the material processes dominated the Helsinki MoU text (73%), followed by the relational processes (18%), and verbal processes (4%). The actors were generally in the form of concepts and sometimes obfuscated. Meanwhile, the goals were also mostly realized by concepts. Explanatory critique reveals that there was a vagueness and hidden power relation between the GoI and GAM in the peace deal. The GoI has also been inconsistent with some of the agendas. The Helsinki MoU has yet to produce comprehensive outcomes for Acehs development and has seemingly served as a bureaucratic means of control. The current study has limited itself to the single MoU text. Therefore, for deeper inquiries further research should focus on multiple similar texts and use a different research design, including intertextuality, questionnaires, and interviews.
Implementation of classroom management by English teachers at high schools in Jambi, Indonesia Akhmad Habibi; Amirul Mukminin; Muhammad Sofwan; Urip Sulistiyo
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.v4i2.6104

Abstract

This study was aimed at analyzing the implementation, processes and problems of classroom management in two Indonesian high schools from the perspective of English teachers in accordance with the latest, 2013, Indonesian curriculum. The research was qualitative with a case study approach. The sites for this study were two national senior high schools in Jambi Province, Indonesia. Eight teachers of English were involved as the research participants to provide a broad perspective of implementation of classroom management. The researchers used four techniques for collecting data: interviews, focus group discussions, observations, and document review. To assess the trustworthiness of the research, the researchers did triangulation, member checking and reflexivity. The findings, describing the implementation, processes and problems of classroom management, are divided into three themes: (i) teaching standards, rules and procedures, (ii) classroom climate, and (iii) timing and scheduling. Policy recommendation proposed such as to limit the number of students (in a class), to provide up-to-date technology and to provide more training for teachers are not only for teachers but also for school authorities, and other stake holders for the betterment of Indonesian education.   

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