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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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Exploring the literary element ‘mood’ in an award-winning Malaysian picturebook: A multimodal analysis Komathy Senathy Rajah; Cecilia Yin Mei Cheong
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.v9i2.23575

Abstract

This article examines how an award-winning Malaysian picturebook for young learners entitled ‘The Magic Buffalo’ by Jainal Amambing utilizes visual and textual semiotic resources to develop the literary element ‘mood’. Knowledge of visual and textual meaning-making systems is necessary as it will enable young learners to achieve a deeper understanding of the literary element ‘mood’ in multimodal texts and also be visually literate. The literary element ‘mood’ is chosen because it helps to create the atmosphere and meaning of a story. In addition, this knowledge will also prepare young learners to deal with emotions in real life. The analysis is based on an adaptation of Painter et al.’s multimodal discourse analysis framework. The results of this study revealed that facial expression is the most prominent visual affect utilized in this picturebook, followed by bodily stance and ambiance respectively. The textual analysis reveals that the main character experiences an ongoing mental state, and un/happiness is the most commonly found emotion. The intermodal cohesion analysis clearly highlights how visual choices enhance the meaning provided by the textual choices. The use of visual symbols, facial expressions, and body posture help to corroborate and escalate the textual description of the characters’ emotional states. The study suggests that knowledge of visual and textual meaning systems will help young learners to critically analyse the literary element ‘mood’ and decode the meaning of multimodal texts.
Thematic characteristics of the orientation part of the English version of Hikayat Deli text Nurlela Nurlela; Rudy Sofyan; Rohani Ganie
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.v8i2.18731

Abstract

As the first part of a narrative text, orientation should be able to attract the readers’ attention; therefore, it must be well organized. From the Systemic Functional Linguistics point of view, a well-organized text can be confirmed through its textual metafunction realized in theme and rheme. In addition to confirming a good organization of the clauses, theme-rheme interactions would make the text interesting. This paper aims at describing the thematic characteristics of the orientation of the English version of Hikayat Deli text (the translated text of Hikayat Deli). This study employed the data derived from the orientation part of the English version of Hikayat Deli text which was analyzed using content analysis. The results of data analysis showed that: (1) unmarked themes dominated the use of theme in the orientation part of the English version of Hikayat Deli text, (2) the story characters (participants) were used most frequently as the clause themes, and (3) conjunctions and conjunctives (textual themes) were the elements of multiple themes most frequently used in the orientation part of the English version of Hikayat Deli text. It is concluded that the choice of theme elements helps in constructing a well-organized orientation and in facilitating the easy understanding to readers of what the rest of the text is about.
Industrial trainees learning experiences of English related tasks at the workplace Amreet Kaur Jageer Singh; Raja Nor Safinas Raja Harun
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.v7i1.16064

Abstract

This study aims to examine (a) the needs and usage of English language by Industrial Trainees at their workplace, (b) the challenges they faced, and (c) the relevance of Diploma in English courses in a public university in Malaysia to their language and communication needs at the workplace. The sample consists of 55 final year Diploma in English students who had just completed their three months of industrial training at various organisations. The data was collected by means of a questionnaire and semi-structured interviews. The findings of the study indicated that English was widely used in the organisations and all the four language skills were required in conducting various tasks at the workplace. However, most of the trainees experienced difficulty in making online ticketing and online hotel reservations, holding briefings, attending to clients’ concerns and complaints, negotiating with clients to make a deal, making oral presentations, contacting with other firms, preparing the filing system, preparing flyers/brochures/posters/advertisements and preparing accounts. It is thus suggested that the essential courses especially concerning public speaking and interpersonal communication skills to be taught before the students underwent their internship. The findings of the study have some pedagogical implications. Higher education institutions that offer similar courses can make use of these findings in revising the program in line with current demands of education and the workforce. Besides, the lecturers can also rethink the way how specific courses should be taught to meet the students’ needs and allow them to explore meaningful learning through experiential learning.
The sociopragmatic study of speech acts in Goet Ira in the Wee Mbaru cultural rite Daar, Gabriel Fredi
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.v10i2.26545

Abstract

Wee Mbaru is a cultural rite of entering a new house in the Manggarai speech community speaking the Pasat-Ruis dialect in Flores Island, East Nusa Tenggara Province, Indonesia. Ira is one of the phases in this cultural tradition. At this stage, a Tongka (spokesperson) and participant representatives conduct cultural interactions using goet (expression or proverb). This study aimed to analyze the speech acts of goet in the Ira phase. The study used a qualitative method with a phenomenological approach. Data were collected using in-depth interviews with seven key informants, taken purposively with the main criteria of having adequate knowledge of Manggarai culture, good ability to use goet, and experience as a Tongka. The results showed that the speech acts of goet in the Ira phase included representative and directive acts (illocutionary acts). The study also found that the expressive speech act of gratitude, prayers, and hopes, and the speech act of giving financial support are categorized as perlocutionary speech acts. The use of goet by a Tongka and participant representatives is considered a language politeness strategy effective for refining the language used, especially for avoiding face-threatening acts. Tongka and participant representatives need to understand the context and situation of the speech so that the choice of goet is appropriate and conveyed judiciously.
Character Metaphors in George Orwell’s Animal Farm Dian Fajrina
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.v3i1.3391

Abstract

Animal Farm was written by George Orwell in 1944 to criticize the Soviet Union leaders and their administration represented by animal characters. The objective of this study was to find out the resemblances between the character of Soviet Union leaders at the time the novel was written and those depicted in the novel. In analysing the objective of this study, content analysis was used. The data are the dialogues and other information in the novel concerning the metaphors of characters between the Soviet Union leaders of the 20th century and those in Animal Farm. The writer finds out that Jones metaphors Nicholas II, the last Tsar of Russian Monarchy, Old Major with his speech metaphors Karl Marx with his Communist Manifesto, Napoleon as Stalin, Snowball as Trotsky, Squealer as Pravda, the Russian Newspaper at that time, Frederick as German and Boxer as the type of gullibility proletariat. Indeed, George Orwell’s timeless work reminds us that totalitarianism could be harmful to one society.
Texts used in the English language arts classroom of an American Islamic school Firman Parlindungan; Adrian Rodgers
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24974

Abstract

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.
A Study of Error Analysis from Students’ Sentences in Writing Rizki Ananda; Sofyan A. Gani; Rosnani Sahardin
Studies in English Language and Education Vol 1, No 2 (2014)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i2.1828

Abstract

This study was to investigate the types of  sentence errors and their frequency  made by  first grade students from  a high school in Banda Aceh in their writing  of English. The participants for  this study were 44 first graders chosen by random sampling. The research method used was quantitative as the data was analyzed with a statistical procedure. The data was  obtained  from written tests  for  a descriptive text entitled “My school” of 120-140 word length. This study found that three out of four sentence errors in the students’ writing were fragmented sentences whilst nearly a quarter of the errors were run-on or comma splice sentences. There were only a few  choppy sentence  errors and no  stringy sentence  errors. The data revealed five  types  of fragmented  sentences:  these were  the absence of  a  subject, the absence of  a  verb, the absence of  both  a  subject and  a  verb, the absence of  a verb in a dependent clause, and the absence of an independent clause.
Eclectic approach: A search for more effective assessment ways to meet EFL assessment principles Thamrin, Nur Sehang; Madya, Suwarsih; Putro, Nur Hidayanto Pancoro Setyo; Mustakim, Siti Salina; Hassan, Aminuddin; Retnawati, Heri
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.v10i2.26682

Abstract

The current EFL curriculum for high schools in Indonesia demands integrating cognitive, affective, and psychomotor domains in assessment. Therefore, teachers must consider these domains in designing assessment instruments and use them, including in a full-online class. In this type of class, they must choose effective methods with principled eclecticism that meet the assessment principles. This study examines the teachers assessment process, from constructing the assessment devices to implementing the test in virtual classrooms. The qualitative research approach was used to explore the online-based assessments involving 16 English teachers recruited through convenience sampling techniques. Accordingly, the data were collected using virtual semi-structured interviews through a WhatsApp call. The data were analysed descriptively through a thematic analysis integrated with an interactive technique to locate and identify common patterns of meaning in a data set. The findings show that teachers used several methods to design their tests in the planning stage, considering several aspects based on the eclectic approach principles for effective assessment practices. However, teachers need more assessment literacy regarding their knowledge of test quality. This research employed qualitative data from a small number of teachers, so future studies that include more teachers from different locations and consider different viewpoints, including those of students, families, and policymakers, on how to evaluate student achievement virtually are recommended.
Pre-service teachers’ investments in English and construction of professional identity in the Indonesian context Marcelinus Pascalis Nue; Christine Manara
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.v9i2.22557

Abstract

This study explored the pre-service teachers (PSTs) professional identity construction during their teacher education training at a private university in Central Java, Indonesia. It particularly investigated their understanding of the teaching profession and their professional identity, guided by two research questions: 1) what have been the influential aspects of the Indonesian pre-service teachers’ investment in the teaching profession? and 2) what professional identities do the PSTs (re)construct during their teacher education training? A qualitative case study was adopted as the design of this study. Data of this study were collected using an open-ended questionnaire and in-depth semi-structured interviews. Participants of this study are eleven PSTs of a private university in Central Java. The obtained data were analyzed by using the theoretical grounding of situated learning, professional identity, and investments. An interpretive approach and thematic analysis were adopted in coding and analyzing the PSTs’ open-ended questionnaire responses and narrative accounts obtained from the interviews. It is found that most aspects of PSTs’ construction of professional identity are their continuous learning participation and contemplation during their training in the English teacher education (ETE) program and their dynamic inner dialogue with their two selves (i.e. the student-self and the teacher-self) during the teaching practicum at school. These influential aspects lead to the emerging professional identity of the PSTs as caring, motivational, pleasant, and empathetic teachers. This result implies the need to emphasize the acquisition of teacher identity and reflective teaching at the heart of teacher education.
Integrated language skill approach: Model of teaching materials for elementary school teacher education programs in Indonesia Herlina Usman; Miftahulkhaerah Anwar
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.v8i2.19031

Abstract

This study is aimed to develop teaching materials, which is an English module for Elementary School Teacher Education Programs in Indonesia based on the integrated language skill approach. A number of 75 respondents from the Elementary School Teacher Education Programs at three universities participated in this research, they are from Universitas Pendidikan Ganesha in Bali, Universitas Mulawarman in Samarinda, and Universitas Negeri Manado in Manado. At the Elementary School Teacher Education Programs, no book with a practical model of integrated language skill is available at these universities. In collecting and analyzing the data, this study combined the research and development (RD) model of Gall et al. (2003). The process comprised four stages to develop this module, they are (1) preliminary studies and needs analysis, (2) product design and development, (3) evaluation, field test, and product revision, (4) and product refinement and dissemination. The data was gained through three instruments from questionnaires, interviews, and formative tests to measure the mastery of English teaching materials for primary school teacher education. The result of this study demonstrated that the module is feasible and effective for English Elementary School Teacher Education Programs at the three universities. 

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