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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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Collective scaffolding in virtual collaborative writing: A study during emergency remote teaching in Indonesia Hanna Sundari; Rina Husnaini Febriyanti
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.v10i1.25039

Abstract

Along with online education and emergency remote teaching trends during the COVID-19 pandemic, collective scaffolding within virtual collaboration in an academic writing course is still under investigation. To fill the gap, this present study explored to what extent the collective scaffolding provided in virtual collaborative writing helped learners complete writing tasks and examined EFL university students’ responses to this learning activity. Guided by a qualitative case study design framework, 43 EFL university students, who attended an academic writing course, voluntarily participated in the study. The data were collected through multiple sources during the virtual writing course, such as students’ work artifacts (photographs and descriptions), an online questionnaire, and teacher’s written reflective journals of Zoom class video recordings as the research instruments. A thematic analysis with a category system was applied to answer the formulated research questions. The findings reveal that collective scaffolding occurred during collaborative writing in the text co-construction during the writing process. Further, collaborative writing allowed L2 improvements, mutual support, and contribution. Additionally, the activity of assisting and monitoring by the teacher was still significant during group deliberation and text development. Although technology-assisted collaborative writing sounds possible and affordable, a few students felt disappointed as they experienced some technological constraints and unexpected group dynamics. Some groups successfully achieved the tasks and social dimensions easily; while others needed a longer time to reach the group development and text productivity.
Rhetorical pattern of the Indonesian EFL undergraduate students’ writings Dian Fajrina; John Everatt; Amir Sadeghi
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.v9i1.13640

Abstract

The present research aimed to study the rhetorical patterns in students’ writings, whether they follow a deductive pattern or an inductive pattern, and whether the pattern is similar when writing in English and the Indonesian language. The sample for this study was 20 undergraduate students from the Faculty of Teacher Training and Education majoring in English Education in several universities in Indonesia. Participants were requested to write two essays and two email-format letters, one of each was written in English, the other in the Indonesian language. The results showed that all students preferred the deductive pattern for their two types of essays. However, for the letter writing, students preferred the inductive pattern more than the deductive one, with 12 students using the inductive pattern in their letters in English and 16 students using the inductive pattern in their letters in Indonesian. It is suggested that the Indonesian culture and the teaching instructions received in the classrooms may influence students’ choice of the patterns they use in different types of writings. The findings should give valuable information for the design of teaching writing courses in English Education majors in Indonesia.
Progressive peer evaluation: Important but absent in EFL speaking classes Bustami Usman; Asnawi Muslim; Ibrahim C.R. Champion; Iskandar Abdul Samad
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v5i2.11115

Abstract

Comprehensive teaching-learning about speaking evaluation, especially peer evaluation, is conspicuous by its absence in English Foreign Language (EFL) Speaking classes at all secondary and tertiary levels in Indonesia, especially in Aceh, This comparative research study looks at the various aspects used for evaluation and especially looks at peer evaluation in EFL speaking classes in Aceh. The paper describes twenty three (23) components recommended for evaluation of speaking communications: the seen, the spoken and the script (content) components. The results showed that teachers of EFL speaking are not using and are not even taught such detailed evaluation systems. Moreover the syllabi for speaking English at upper secondary level are severely lacking as are those used in tertiary courses. Educators need to learn from the Toastmasters International systems for evaluation and for making evaluation speeches, in particular the need to prioritise praise in evaluation with only a pointer or two on how to improve the next speech. This paper includes a simplified format for peer evaluations that students can easily be taught to use and also stresses the need for praise, not punishment, for successful evaluation. Teachers of Speaking English EFL, who practice the recommendations from this paper, should get much better results from their students.
Revisiting Thompson’s Multicultural Disposition Index in preservice English teacher education in Indonesia Lusi Nurhayati; Suwarsih Madya; Nur Hidayanto Pancoro Setyo Putro; Sulis Triyono
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.v9i3.22810

Abstract

Despite the growing body of literature recognizing the importance of multicultural education in the 21st Century, little is known about the preservice English teachers’ (PSETs) multicultural disposition (MD) in the Indonesian setting. This survey study examined the Multicultural Dispositions Index (MDI) of PSETs. The 22 items of Thompson’s (2009a) MDI scales with four dimensions, i.e., cross-cultural competence, multicultural worldview, knowledge of professional and personal self, and professional skills and commitment, were adopted to explore the PSET MDI in this study. It was a nine-type self-report scale. The study involved 185 PSETs (aged 17–22 years; 146 females and 39 males) from one of well-established teacher education universities in Indonesia. A Confirmatory Factor Analysis was conducted to confirm the underlying MDI dimensions. The findings showed that the PSETs MDI was best represented by 18 items that emerged into the same four dimensions. It means the PSETs in Indonesia possess the four dimensions of multicultural dispositions, facilitating them to navigate school-level multicultural education. Four items from the original 22 items of MDI must be due to the cross-loading and low factor loading since the value was found to be more than 0.50. Therefore, it is strongly recommended that the MDI be revised when used in the Indonesian multicultural context.
Washback or backwash? Revisiting the status quo of washback and test impact in EFL contexts Mohammad Ali Salmani Nodoushan
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.v8i3.21406

Abstract

It has been argued in the literature on (language) testing that any act of testing/assessment can impact (a) educators’ curriculum design, (b) teachers’ teaching practices, and (c) students’ learning behaviors. This quality of any given testing situation or act of assessment has been called washback, or backwash if you will. Washback falls into the two categories of positive or negative—that is, beneficial or harmful. After an overview of the existing scholarly knowledge on washback, this paper argues that washback is not necessarily a test quality. Drawing on the notion of test method facets, the paper lends support to claims that see washback as a main function of teaching, learning, and policy-making situations or conditions rather than a quality of any given test. The paper also argues that the concepts of facet design and analysis including formal research designs, structural hypothesis testing, and measurement are inevitable and inescapable in any comprehensive model of washback. A possible borderline between backwash and washback is also proposed. 
Vowel adaptations of Indonesian loanwords into dialects of Acehnese: Reinforcing Acehnese identity Zulfadli A. Aziz; Rob Amery; Faisal Mustafa
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.v10i1.25488

Abstract

Acehnese, like other regional languages throughout Indonesia, is in constant and intense contact with Bahasa Indonesia, a lingua franca of Indonesia. Not surprisingly, many Indonesian loanwords are flooding into Acehnese. There are some interesting sound changes affecting both consonants and vowels, phonotactics, and stress. This paper explores the vowel changes occurring in Indonesian loanwords when used within dialects of Acehnese. A list of 285 well-established loanwords was compiled and recorded from native speakers of each of the four main Acehnese dialects (North Aceh, Pidie, Greater Aceh, and West Aceh). The informants were lecturers or postgraduate students and fluent bilingual speakers of both a selected Acehnese dialect and Indonesian. Phonemic transcriptions were compared with their Indonesian correspondences. The results of this study show that the behaviour of the vowels in this list of Indonesian loanwords is not a simple case of phonological assimilation, as usually occurs in loanword phonology, but rather often exhibits phonological dissimilation and must be an expression of Acehnese identity. In particular, the high back unrounded vowel /ɯ/ is a salient Acehnese vowel not found in Indonesian. A wide range of Indonesian vowels is frequently replaced by this vowel, resulting in the loanwords sounding distinctively Acehnese. The conditions when such changes occur are discussed in the paper.
Question-declaration coupling in a university meeting talk: Discourse of social inequality and collegiality Leonardo O. Munalim; Cecilia F. Genuino; Betty E. Tuttle
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.v9i1.21293

Abstract

Conversation Analysis (CA) deals with the description of the microscopic and corpus-driven data in an ‘unmotivating looking’ analytical fashion. As long as there are new, interesting, or deviant features from the data, they are always worthy of a micro analysis. For this paper, we report the ‘question-declaration coupling’ in meeting talks as a new feature and explicate it through the discourse of social inequality and collegiality in the academe. The data came from a total of five recorded meetings from three departments, such as Education, Arts Science, and Social Work, in a private university in Manila, Philippines. The meetings lasted for five hours and 50 minutes. From adjacency pairs of question-answer, the sequential pattern shows that the questions deserve conspicuous answers from the subordinates, but the Chair automatically couples them with declarative sentences and other utterances that serve as continuers. The pattern is categorised as a strategic turn-suppressing mechanism to hold back the members from possibly challenging the existing policies of the institution. It is also seen as a strategic mechanism to deprive the members of extending the litanies of possible counter-arguments. From a positive perspective, we argue that it is through the air of social inequality and collegiality that people are able to know their boundaries in an ongoing interaction. Toward the end, we state the implications of the results for teaching and learning socio-pragmalinguistics. We also recommend future cross-linguistic comparisons for these microscopic features under study, considering the small corpus of this study.
Exploring interpersonal meanings on the discourse of the Indonesian national anthem from the CDA perspectives Ribut Surjowati
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.v8i1.17439

Abstract

This research is aimed at describing how the composer of Indonesia Raya (IR) construed and negotiated interpersonal meanings which represent his ideology to the Indonesians. The data in this qualitative study was the text of IR which is ideologically contested. The study analyzed the lexicogrammar properties dealing with words and structures and production processes. The data were collected by the researcher as the research instrument by using a documentation technique. The procedures of data analysis were conducted following the stages of Fairclough’s Critical Discourse Analysis framework (1989), including micro analysis concerning lexical features in the text, meso analysis concerning the process production and interpretation of the text, and macro analysis concerning ideological effects and hegemonic processes in which discourse participates. The attitude system of appraisal was analyzed based on that proposed by Martin and White (2005), and Martin and Rose (2003). The results showed that from the affect viewpoint, the IR composer is seen as an educated young man who witnessed people suffer and did not only express his feeling of joy with the coming independence of Indonesia and the gratefulness, but also the insecurity and anxiety with the possibility of other forms of colonialism. Meanwhile, from the appreciation viewpoint, Indonesia is described as a noble, heredity, sacred, and magical land. Not only is it an expression of his admiration and love, but also it is a warning to maintain his emotional intimacy with the nation. The judgment subcategory illustrated that the Indonesians were mostly emotionally weak. The composer encouraged the Indonesian people to unite for a greater Indonesia.   
Group investigation technique for better reading comprehension skill Chairina Nasir; A. Gani Sofyan; Dina Haqqini
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.v6i2.13619

Abstract

This study was conducted to investigate the effect of using Group Investigation Technique (GIT) in teaching reading comprehension at the second grade class of a junior high school in Banda Aceh and to identify the most difficult reading comprehension aspect that students at that level faced. An experimental design was used and the data were collected through tests as so for the instruments. There were two tests, namely pre-test, and post-test, applied in the form of multiple-choice questions. The population of this study was all of the second-grade students. Then, two classes were randomly chosen as the samples: experimental class and controlled class. The findings indicated that there was an improvement in students’ achievement in the experimental class. The study applied gain-score calculation in which the mean for the experimental class was 0.57, while the controlled class was 0.22. The researchers also used the t-test to prove the hypotheses. The result showed that t-scoret-table or 34.761.68, which means the H1 is accepted and H0 is rejected. To conclude, the students who were taught reading comprehension by using GIT achieved significant improvement. Besides, after the determination of the mean of the post-test and pre-test scores which were divided into four aspects of reading comprehension: main idea (MI), vocabulary (V), detailed information (DI), and reference (R), the result showed that MI=25.91, V=28.64, DI=25.00, and R=31.59. Therefore, it was found that the most difficult aspect of reading comprehension was detailed information (DI. Meanwhile, time management becomes a paramount concern in implementing the GIT due to its nature of complexity.
Technology-enhanced task-based language teaching toward their self-directed language learning: ESP learners views Mulyadi, Dodi; Singh, Charanjit Kaur Swaran; Setiawan, Anjar; Prasetyanti, Dian Candra
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.v10i3.27910

Abstract

Utilising technologies to enable language learners to accept authentic and communicative assignments is proliferating, but its effect on their self-directed language learning (SDLL) needs to be investigated. To this end, the present study aimed to investigate English for specific purpose (ESP) learners views on using technology-enhanced task-based language teaching (TBLT) toward their self-directed language learning. A mixed-method approach with a sequential explanatory design with 103 nursing students as research participants. This study used two research instruments: the Likert scale and an open-ended questionnaire. Descriptive statistics, Path analysis, and thematic analysis were employed to analyse the data. The findings from quantitative data revealed that students learning needs and utilising skills of SDLL categories have a strong influence on English mastery after receiving technology-enhanced TBLT. Consequently, ESP students must also improve process planning and use skills. They should be encouraged to schedule more consistent English lessons in and out of class. Meanwhile, the qualitative data disclose that technology-enhanced TBLT assists the learners in improving their language learning, i.e., planning process, completing tasks, and internal attributions. ESP students expressed their concerns and reported some challenges in applying language skills during speaking activities. This study implies that ESP lecturers can adopt various ways to assist ESP students in mastering English language goals through technology-enhanced TBLT.

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