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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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An investigation of accuracy and response time regarding processing mechanism of English relative clauses in EFL contexts Navid Nasrollahi Shahri; Masoud Motamedynia; Mohammad Ghazanfari
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.v7i1.15350

Abstract

Sentence comprehension in EFL (English as a Foreign Language) contexts is influenced by many factors. One of the most important ones is the processing mechanism of relative clauses which can be analyzed in different frameworks by researchers. So far, a wide range of research has been conducted on the processing mechanism of relative clauses in a number of languages. The results have shown a tendency toward two major categories which have been proven to be of significance, namely subject preference and object preference. Studies conducted on native speakers of English, for instance, have demonstrated subject preference by the participants. Consequently, in this study, the researchers conducted a self-paced reading experiment employing Linger software, and the data were analyzed by using the SPSS Statistics version 25. It aims to investigate the processing mechanism of English relative clauses by Iranian EFL learners. The participants were nine males and 21 females of advanced English learners majoring in the English literature, all being native speakers of Farsi. The results indicate that that the correctness percentage of subject relative clauses, and also subject modifying ones, are significantly higher than that of object ones. The results also indicated that subject relatives were processed swifter than object relatives. Finally, the researchers discussed the reasons behind such a tendency among the participants of the experiment in terms of a number of theories and principles. The findings of this study are expected to be employed in language syllabus designing as well as in grading or sequencing of materials by educators and teaching material developers.
QAR: Strategy implementation for reading comprehension of recount texts Nira Erdiana; Usman Kasim; Nadia Juwita
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.v4i2.8500

Abstract

The objective of this research is to find out whether QAR strategy is effective in reading comprehension of recount text. This research uses experimental research design. This research took place at Madrasah Tsanawiyah Negeri Model Banda Aceh. A second grade class was chosen as the research sample, which consisted of 36 students. The research instrument used to gather the data was a set of essay tests, which were divided to pre-test and post-test. The result of the research was analyzed by using paired t-test formula. The calculation result shows that the observed t value is less than t lower critical vaue in the t distribution table (-5.624 2.030) at the 0.05 level of significance with 35 degree of freedom. It means that null hypothesis (H0) is rejected, which proves that Question Answer Relationship strategy effectively improves the second grade students’ reading comprehension of recount text.
Pre-service teachers' views on using English comics to improve pupils' English language skills Najihah Pazaer; Aladdin Assaiqeli
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.v10i1.21836

Abstract

This paper highlights the ESL pre-service elementary school teachers’ views on using English comics in the classroom and using English comics to assist elementary school pupils in improving their English language skills. A descriptive survey research design was used, and a quantitative method study was done among 64 pre-service teachers utilising an internet questionnaire as an instrument aimed to answer questions concerning their views towards the use of English comics as a medium for teaching and learning English and the effectiveness in improving pupils’ English language abilities. The results from the questionnaire were analysed quantitatively, and the findings were summarised using descriptive statistics and frequency count to characterise the properties of the large group of samples. From the survey, it was found that most pre-service teachers have positive perceptions of using comic books as teaching and learning tools in class. Furthermore, the findings indicated that the pre-service teachers believe it is advantageous to improving students’ English language abilities. The study offers other recommendations for future research and implications that might help ESL instructors and young students enhance their students’ English language proficiency.
L2 attitude and motivation of secondary, undergraduate, and postgraduate ESL learners in India Sarat Kumar Doley
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.v9i1.21321

Abstract

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.
Indonesian theology students' foreign language reading anxiety and reading performance: A correlational study Jeane Theresia Limeranto; Adaninggar Septi Subekti
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.v8i1.17398

Abstract

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.
Autonomous learning and teacher guidance: Towards the improvement of EFL students’ prepared talk in speaking practice Yusnimar Yusnimar
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.v6i1.10080

Abstract

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.
Rhetorical structures, strategies, and linguistic features of problem statement to promote a teaching writing model Rustipa, Katharina; Purwanto, Sugeng; Rozi, Fahrur
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.v10i2.30855

Abstract

Studies about rhetorical moves in the introduction section have been widely conducted. However, the studies focusing on the research problem statement is still limited. This current study investigated the rhetorical structures, strategies, and linguistic features of the problem statement written by undergraduate students, which aimed to contribute to the teaching model in teaching academic writing. This research was a qualitative case study belonging to genre analysis, using Swales CARS model. Thirty undergraduate students problem statement texts were explored, and interviewers were further conducted to collect the data. The results indicated that nine types of rhetorical structures were employed, most of which were characterized as incomplete. The rhetorical strategies employed by the students were making a centrality claim, making topic generalizations, reviewing previous research, indicating a gap, establishing need and problem, continuing a tradition, outlining purposes, and announcing the state of the present research. Specific linguistic features were used in each move and step although the students admitted that they had lack of knowledge with linguistic features. Based on the research finding, a Critical Genre-Based model for teaching problem statements in writing is proposed because this model has facilitative effect on consciousness-raising of the genres rhetorical structure.
Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia Habiburrahim Habiburrahim; Muhammad Muhammad; Luthfi Auni; Hafidhah Hafidhah; Ika Kana Trisnawati
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.v9i2.23279

Abstract

Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.
Learning objectives and environments: How do they affect students’ motivation in English language learning? Bayu Senjahari; Desfitranita Desfitranita; Martin Kustati
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.v8i2.18523

Abstract

This study aims to unravel what foremost students learning objectives and expected learning environment as well as to investigate how these two aspects might affect learning motivation. Both quantitative and qualitative research approaches were applied, and the data were collected from questionnaires and interviews. The questionnaire was distributed to 122 students, and the interview session covered eight students. Data from the questionnaire showed that 64.5% of students responded to ‘always’ for future job opportunities, 43.4% for understanding journals, 36.9 for scholarly needs, 36.9% for English as a prestigious language, around 36.2% for becoming a lecturer, 29% for going abroad, and 28.1% for parents’ suggestion. Regarding the learning environments, it was discovered that 67.7% of students responded as ‘strongly agreed’ for teachers should be friendly, 52.9% for opportunities to express opinions, 52.5% for various teaching activities materials, and about 41% for the use of L1 (Indonesian language) in teaching. Moreover, the study showed that learning objectives affect motivation because English was believed for a better future opportunity, for academic requirements such as understanding journals, and for passing standardized test regulation. It was furthermore considered as prestigious and valued for the economy, learned to know its interesting cultures, deemed an attractive language through teachers’ modeling, opened more overseas opportunities as to it is an international language, and parents saw it as a ‘blessing’ to learn. The study also explained that learning environments were influenced by teachers’ personality, teaching methods and materials, and an expectation of a ubiquitous language.
Place naming in Aceh: The genesis and generic patterns of toponyms in Banda Aceh and Greater Aceh Aziz, Zulfadli A.; Dewi, Cut; Amalina, Zahria
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.v10i3.31043

Abstract

Studies conducted on documenting toponymic histories and issues of place name taxonomy and etymology in the Acehnese language are few to begin with. As names of villages in Aceh suggest, it indicates that many indigenous place names in the province seem to be redundant and possibly rooted from landscape formations. This study investigates the role of geographical and environmental as well as migration possibilities on their toponymy by using the descriptive method. The data were obtained from Acehnese village names in Banda Aceh and Greater Aceh areas, and observation and in-depth interviews were also used as instruments. The data were analyzed using the model proposed by Miles et al. (2014). The results of this study demonstrate the history and etymology of similar names of villages in Greater Aceh and Banda Aceh areas. However, those names are not related to the migration of people. In general, place naming in Aceh was based on the genesis of the naming and the generic pattern. The former was associated with the specific object or entity, the historical reasons and use of specific-word oriented, whereas the latter was mainly succeeding word-forming elements that followed different patterns of lexicon combinations and loan-words. This study shows that toponyms consist of a multi-facetted structure, which entails different features according to situations.

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