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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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Uncovering EFL learners’ demotivation towards English online learning during the Covid-19 pandemic in Indonesia Erna Iftanti; Imelda Imelda; Wisma Yunita
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.v10i1.25401

Abstract

Online learning during the Covid-19 pandemic has demotivated Indonesian tertiary EFL students to learn English, which affected their English performance and achievement. This article ferrets out the features of the EFL students’ demotivation, the factors affecting their demotivation, the solution to reduce their demotivation, and the implication of their demotivation towards their English performances and achievement. The data for this descriptive quantitative research were collected through an online open-ended questionnaire to the EFL students of two Islamic state colleges in East Java, Indonesia. The questionnaire was distributed when the Covid-19 pandemic was still at its peak. There were 71 out of 76 respondents who completed the questionnaire claimed to experience demotivation with online learning mode. The data from those 71 respondents were then analyzed descriptively. The results of this study indicate that online learning experiences were found to be the main factor that affected their demotivation. This was further evident in their English performance and achievement. Meanwhile, the aspects of teachers, online learning infrastructures, family, and student-related demotivators contributed to conducting effective online learning. This study utilized qualitative data from the learners’ perspective so that further studies which take a different perspective, such as family, teachers, lecturers, and policymakers, would enrich these findings.
Language learning strategies used by Indonesian learners in IELTS Juli Yanti Damanik
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.v9i1.21448

Abstract

This study investigated the frequently used language learning strategies (LLS) by Indonesian learners in learning English for a high-stakes exam, IELTS. In addition, differences in the LLS use among participants with different proficiency were examined. Using a quantitative approach, data were collected by using an online survey by utilizing Oxford’s Strategy Inventory for Language Learning (SILL) as the instrument. Sixty-one Indonesian adult learners who had taken IELTS were involved in this study. Their IELTS score indicated their proficiency levels. Data analysis was carried out using Statistical Package for Social Science (SPSS). It involved a descriptive analysis to find the frequency and an independent samples t-test to see the LLS use based on proficiency. The findings revealed that the participants used various LLS in learning English for IELTS. The most frequently used strategies were metacognitive, followed by cognitive, compensative, social, affective, and memory strategies. Meanwhile, the independent samples t-test showed that the difference in the LLS use among participants with different proficiency was not noticeable. Reflecting on the results, it is proposed that English teachers in Indonesia may start growing their learners’ awareness of LLS benefits and teach them to use them properly in their learning English for IELTS.
The favored language learning strategies of Islamic university EFL learners Alfian Alfian
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.v8i1.17844

Abstract

Despite the existence of many studies about language learning strategies (LLS) around the world, little work has been reported on the LLS use of Islamic university students from a qualitative perspective. Thus, to fill this empirical gap, this study is aimed to explore the LLS use and choice by learners studying at an Islamic university in Indonesia. This study employed a qualitative approach by interviewing 18 learners who would become teachers of English as a Foreign Language (EFL). They have been interviewed about the ways or strategies when they are learning English. The data gained from the interviews were analyzed by thematic analysis. The findings demonstrated that learners reported using the strategies which are classified into six LLS categories (memory, cognitive, compensation, metacognitive, affective, and social strategies) in learning English. However, most strategies reported by the learners were categorized into metacognitive strategies. Another significant finding is that several strategies such as practicing strategies (practicing four language skills; listening, speaking, reading, and writing), watching TV/ English Movies, memorizing, and using the internet were mostly reported by learners in improving their English skills. This study is beneficial for the classroom practice of teachers in enhancing their teaching methodology by knowing learners’ learning strategies to make it easier for the teachers to design the learning activities.  Furthermore, this study is also beneficial for novice EFL learners in which the strategies in this study could be models for them. 
Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing Hamid Marashi; Samira Mirghafari
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.v6i1.11745

Abstract

The purpose of this study was to compare the effect of content-based and task-based instruction in a critical thinking setting on EFL learners’ writing. Accordingly, 60 female learners out of a total number of 90 intermediate learners studying at a language school in Tehran were selected after taking a piloted sample of the Preliminary English Test (PET) for homogenization prior to the study. Subsequently, they were put into two experimental groups: 30 learners in the content-based teaching group and 30 learners undergoing the task-based teaching treatment. Both experimental groups experienced the two teaching approaches in a critical thinking setting. A sample PET writing was administered as the post-test of the study after 16 sessions of treatment spanning nine weeks. A comparison of the mean scores of the two groups on this post-test through an independent samples t-test revealed that there was no significant difference between the two groups at the post-test. The probable reason for this result together with the pedagogical implications of this study and the suggestions for further research are elaborated extensively in the paper.
Problems in Writing Spoof Texts Nurma Dhona Handayani; Khairul Harha
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.v3i1.3385

Abstract

A spoof tells a story with a humorous twist or an unpredictable and usually funny ending. It is usually a story that could have happened in the past which has a social function to entertain and give a moral message to the readers/listeners. This research used a mix method to find out students’ problems in writing spoofs, especially problems with text organization and language features. The results are expected to be useful for other teachers and for students faced with writing a spoof. The population for this study was the third year students at a high school in Padang and the sample two classes were selected by using a stratified cluster random sample technique. The researcher used a writing task as the research instrument to obtain the data. Based on the data, it was found that more than 50% of the students in the sample had problems in writing a spoof.  It can be suggested that writing comprehension and characteristic of texts should be taught in various techniques and strategies so that the students are able to understand and apply them in a good writing.
Synchronous web-based collaborative writing: Attitudes of learners toward working in pairs and small groups Emil Fermin Ubaldo
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.v8i3.20079

Abstract

This study explored learners’ attitudes toward collaborative writing in pairs and small groups (fours and sixes) in a synchronous web-based environment. Sophomore pre-service teachers in one intact class in the Philippines (n=31) completed the same collaborative writing tasks using Google Docs. In three separate out-of-class sessions, they first worked in pairs, and then they were assigned to either groups of four or groups of six in the succeeding two sessions. After completing the tasks, they were asked to complete a post-task questionnaire. The learners had an overall positive attitude toward peer collaborative writing in a web-based synchronous environment as it helps them to develop the content better, find appropriate vocabulary, and improve the grammatical and mechanical accuracy of the texts they produced. Students highly appreciated working in pairs and groups of four. In pairs, they felt that it is easier to manage text-chat deliberation, resolve concerns, and attend to each other’s suggestions. In groups of four, they acknowledged the increase of peer resources for knowledge sharing and in ensuring the accuracy of their language use. Hence, the majority complained that a group of six is not that conducive in a real-time text-chat environment. When asked about their preference, most students would prefer to work in a similar task and environment in pairs. These findings on learners’ attitudes toward collaborative writing concur with the previous literature in face-to-face educational settings and open new insights on synchronous web-based collaborative writing via text-chat.
Motivation in second language acquisition among learners in Malaysia Ali Sorayyaei Azar; Darshini Tanggaraju
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.v7i2.16506

Abstract

Lack of motivation is the critical factor which affects university students’ learning process in Malaysia. Hence, this study is an attempt to investigate the types of motivation which Bachelor students used in learning English at one of the private universities in Malaysia. It was also analysed to determine the motivational level of the Bachelor students who learn English as a Second Language (ESL). This study used a quantitative method where the data was collected through the questionnaire adapted from Gardner’s (1972) Attitude, Motivation Test Battery (AMTB). The questionnaire was distributed to 150 students and the data was analysed quantitatively. The findings showed that the majority of the Bachelor students were instrumentally motivated towards learning ESL. The result concerning the level of motivation showed that the students had a high level of instrumental motivation for learning English, compared to integrative, resultative, and intrinsic ones. Yet, it is also apparent that all four types of motivation are at a high motivational level. Based on the findings, a few suggestions were highlighted. First, the lecturers should always design a classroom environment that promotes students’ motivation towards learning ESL. Second, students should be given more opportunities to visit other English native countries under Global Learning Programmes (GLP). In that case, teachers or lecturers of ESL should promote all types of motivation in the classroom and guide students towards achieving goals.
Transitivity and critical discourse analysis on a testament: A woman’s involvement in jihad Fahmi Gunawan; St Kuraedah; Abdul Muiz Amir; M Faruq Ubaidillah; Saad Boulahnane
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.v10i1.26330

Abstract

While a plethora of scholars have explored a growing body of research on women’s involvement in Jihad, there is still a paucity of studies addressing it using the hybridity of transitivity analysis and critical discourse analysis. The present study examined a testament left by an Indonesian woman involved in what she fallaciously called ‘Jihad’. To collect the data, the document analysis was adopted, meanwhile, Halliday and Matthiessen’s transitivity analysis (2004) and Fairclough’s critical discourse analysis (2003) were employed to analyze the data. The findings demonstrated that the experience of the woman’s involvement in jihad was described by the dominant use of material process verbs (59.4%), followed by relational process (19%), mental process (13.5%), and verbal process (8.1%). The transitivity analysis showcases that the testament is not an average text with a religious message or instructions to deal with the left property; instead, it contains a message of the Salafi Jihadist ideology of the Islamic State of Iraq and Syria (ISIS), which might put people’s lives in peril. The five core teachings of ISIS encapsulate the message of ideological teachings, including jihad (struggle in the context of religious war), takfiri (ex-communication), al-wala’ and al-barra’ (loyalty and disavowal for the sake of God), tauhid (unitary oneness of God), and tahkimiyah (the rule of God – both religiously and politically). The study findings implicate that we must raise awareness of all kinds of testaments left by the jihadi woman because these testaments may contain a global jihadist doctrine. With this in mind, we will not be easily persuaded to join a Salafi jihadist organization.
Investigating Indonesian EFL pre-service teachers’ conceptions of culture and intercultural competence Arief Eko Priyo Atmojo; Tomy Kartika Putra
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.v9i2.22673

Abstract

Globalization inevitably increases communication among people from different languages and cultural backgrounds. This phenomenon dramatically demands changes in the traditional aims of language teaching which rely on the norms and values of native-speaking countries. A large body of literature encourages language teaching to be concerned more with intercultural competence (hereinafter IC), which is allegedly effective to help students achieve successful intercultural communication. Nonetheless, in the Indonesian context, there is still an iota of evidence regarding pre-service teachers’ understandings of the terms culture and IC. Thus, this study attempts to gain insights into Indonesian English as a Foreign Language (EFL) pre-service teachers’ understandings of culture and IC. It is considered as a single case study employing questionnaires and interviews. In total, 26 EFL pre-service teachers participated in this study by answering a questionnaire, with mainly close-ended and some open-ended questions. From these participants, seven pre-service teachers were interviewed. The results suggested the discrepancy in the participants’ understandings of culture and IC. This condition may hinder the meaningful goals of cultural teaching and the effective pedagogical practices in their future EFL classrooms. Drawing on the results, the present study provides some recommendations for the pre-service teachers and teacher education in an attempt to develop cultural teaching in English Language Teaching (ELT).
EFL students’ ability in writing reviews for a novel at a university in Medan Yenita Uswar; Nova Andriani
Studies in English Language and Education Vol 6, No 2 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i2.14784

Abstract

This research aimed at investigating the ability of the fourth semester English Education Department students at the University of Potensi Utama, Medan, in writing a review text of a novel entitled ‘Sengsara Membawa Nikmat’ written by Toelis Soetan Sati. This study applied a qualitative approach through writing tests as the data collection instrument. The data were, furthermore, analyzed by identifying and evaluating the students’ writing test. The result reveals that overall, the students’ review texts on the novel were good enough. However, some problems were still noticed in the students’ texts such as the errors in vocabulary, grammar, generic structure, organizing ideas, mechanic (punctuation and spelling) and the summary of the novel. It implies that while the students’ performance was generally satisfying, their ability to write a review text needs to be consistently improved to produce a better piece of a review text on a novel.

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