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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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The power of EFL student-researchers: A critical discourse analysis project “Hey, teachers, leave them kids alone” Nihal Sadek; Rena Sassi
Studies in English Language and Education Vol 4, No 1 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i1.7002

Abstract

Learner autonomy has been called for by many researchers in language teaching. Learner independence can be achieved through empowering students (Ss) by training them on ways to learn certain learning strategies rather than just teaching them certain linguistic features. This goal can be attained through implementing the learner-as-researcher approach called for by many researchers due to its potential ability to involve Ss in their learning process. This paper presents the findings of a multifaceted action research project intended to enhance Ss’ critical skills through implementing the Riggenbach Model (1999) to a linguistic micro aspect; learn more about Teacher –Student (T-S) interactions through critically analyzing a number of T-S interactions using Dobbs’ analysis model presented in Celce-Murcia and Olstein (2000), and use critical classroom discourse analysis (CCDA) to provide a macro-analytic explanation of identity and power relations of the Ss by examining student reflections and final products.
A semantic analysis of the fishery vocabulary of the Hulu dialect of Banjarese Muhammad Rafiek; H. Rustam Effendi
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.v9i3.24750

Abstract

This study aimed to examine the fishery vocabulary in the Hulu dialect of Banjarese (upper river dialect) at the Central and North Hulu Sungai Regencies, Kalimantan, Indonesia. Data collection techniques were carried out by observation, interviews, and recording with 23 native speakers of the Banjarese language. They were permanent residents in the study locations, male and female residents aged 25-70, and they knew about their traditional fishing activities. Semantic analysis was used in scrutinizing the data. The initial vocabulary data from the informants was first identified and described. Each lexeme of the fishery vocabulary in the Hulu dialect of Banjarese was analyzed based on its lexical meaning, grammatical meaning, and semantic function. The words were then explained, paraphrased, and further categorized based on their types of meaning and function. The results showed that the fishery vocabulary of the Hulu dialect of Banjarese has 30 lexical meanings, comprising 28 nouns and two verbs. They are categorized into five types: (1) fishing gear, traps, and net, (2) fish containers, (3) fishing bait, (4) fish species, and (5) fishing activities. The fishery vocabulary in the Hulu dialect of Banjarese depicts the cultural wealth of these people. These lexemes can be maintained if the people continue to preserve the use of environment-friendly fishing gear that depicts their environmental and local wisdom.
Teacher educators' vision of an 'ideal' teacher Charanjit Kaur Swaran Singh; Nor Azmi Mostafa; Dodi Mulyadi; Noor Alhusna Madzlan; Eng Tek Ong; Siti Shuhaida Shukor; Tarsame Singh Masa Singh
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.v8i3.19355

Abstract

There is no clear definition of what constitutes an ideal teacher educator, particularly from the perspective of Malaysian educators. Developing teacher educators’ vision of an ideal teacher ensures that teachers have high levels of professional, personal, and contextual dimensions in teaching practices, including competence in the practice of professional teaching, knowledge, and understanding. Therefore, the objective of this study was to find out the range of visions of what it is to be a good teacher educator in a Malaysian teacher education institution. Seventeen teacher educators from an established university in Malaysia participated in the study. A survey consisting of eight questions was used as the research instrument. The data obtained from the questionnaire were analysed by using descriptive and textual analysis techniques. The findings reveal certain criteria of an ideal teacher such as possessing sound subject matter knowledge, mastery of both generic and content-specific pedagogy, and hands-on teaching skills. The teacher educators shared that they have to adjust their goals to attain their vision, namely the need to adapt to the current policies, new ideas, and the ever-changing educational trends. The findings also show that an ideal teacher is the one who is responsible to nurture and bring about the best learning experience for students. This research has unfolded the teacher educators’ vision of the ideal teacher and pedagogical implications reflected in every facet of their educational practices. 
Transitivity choices in an abridged text: The case of a graphic novel Thusha Rani Rajendra
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.v7i2.17421

Abstract

This article investigates the application of Halliday’s theory of transitivity to analyse the verbal structures of an abridged text in the form of a graphic novel. Having been condensed from the original classic Journey to the Centre of the Earth (JttCotE) by Jules Verne, the present study examines the link between these structures and how they represent the original text. The focus of the analysis concentrates on the verbal text contained in speech bubbles and caption boxes; common characteristics of the comics medium.  Based on the Systemic Functional Linguistics (SFL) framework of the ideational metafunction, this article discusses how linguistic formations are constructed and construed through transitivity in an abridged text. In addition, the analysis also looks into how the authors have adapted the original text into a graphic novel through the adoption of a few specific Processes. As such an exploration is limited, the current study fills the gap in this area.  The analysis of data indicates that careful employment of linguistic choices forms the core of the novel which inherently is also supported through its visual representations. The results reveal that Material Processes are the most prominent in this adapted version of the novel, followed by Relational and Behavioural Processes respectively. This study highlights how linguistic choices support the original text, though an abridged version, specifically in the panels of Journey to the Centre of the Earth. The findings can serve to understand how authors construct their versions of abridged texts to adhere to the original text.
Error analysis in complex sentences written by Indonesian students from the English education department Adaninggar Septi Subekti
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.v5i2.10686

Abstract

This study was aimed to analyse errors made by learners in writing four types of complex sentences; complex sentences with adjective clauses, noun clauses, adverb clauses, and multiple-clause structures in an Essay Writing class. This study was done based on the realisation that learners’ grammatical knowledge is not always translated into accurate language production in real writing contexts and as a continuation of a previous study with the same participants which found that learners’ mastery of complex sentence structure affected their L2 writing achievements. Through document analysis of 40 essays, by these learners, using Thematic Analysis, the present study found five major themes of errors. They were lack of tense consistency, errors of omission, which included omission of verbs, omission of subjects and verbs, and omission of subjects, errors of addition, incorrect verb formations (double finite verbs), and the combination of several errors. Using Error Analysis as a framework, some possible contributing factors were further examined. Based on the findings, pedagogical implications and limitations, along with suggested directions for future research were also presented.
(Im)politeness employed by multilingual Indonesian EFL learners in argumentative conversations Nursanti, Emi; Andriyanti, Erna; Wijaya, Ikha Adhi
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.v10i2.26033

Abstract

Politeness might lessen imposition in argumentative conversations which potentially result in conflict. However, different conventions on politeness among different cultures may cause problems for EFL (English as a Foreign Language) learners who often transfer their native communication preferences to their target language usage. This article explores the (im)politeness employed by multilingual EFL learners in casual agreeing-disagreeing exchanges among peers. Using explanatory sequential mixed method design, students utterances in role plays were analyzed based on Leechs (2014) politeness theory, Kakavas (1993) disagreement strategies, as well as Lochers (2004) mitigating strategies on disagreement. It is found that in conversations with people of equal status and power, the observance of politeness maxims is more apparent than the violation. It indicates that maintaining others faces is essential irrespective of age differences, even in arguing conversations. The more frequent use of positive politeness than negative politeness strategies represents their greater orientation to others than to themselves. The prevalence of mitigated disagreement and the frequent use of an appreciation preface also show their priority to maintaining good relationships. Those findings support the view of Asians as a collectivistic group whose primary concern in communication is group membership. This suggests that awareness of politeness in argumentative conversations among EFL learners must be increased by giving them different perspectives from non-Asian cultures.
Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices Lucky Amatur Rohmani; Erna Andriyanti
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.v9i1.21834

Abstract

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.
The native English teachers' expectations in teaching EFL students Tgk Maya Silviyanti; Sofyan A. Gani; Dara Junita
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.v8i1.17271

Abstract

Research into students’ expectations towards native English speakers or teachers has been commonly investigated for years, yet the significant exploration of native teachers’ perceptions towards their foreign students are rarely examined. This study tries to find out the Native English Speaker Teachers’ (NESTs) expectations in teaching English as a foreign language (EFL) students. The data were compared with Gani et al.’s (2015) previous study of EFL learners’ expectations toward their native teachers. The participants in this study were two native English teachers who are currently working at Universitas Syiah Kuala, Banda Aceh, Indonesia. The interview was selected as the instrument to collect the data. The interview guide was designed and formulated based on a list of questionnaires that originated from Wu and Ke (2009). The interview with each teacher was recorded and the results were transcribed. The findings show that NESTs generally have similar expectations with the EFL students regarding speaking rate, learning environment, accent preferences, and assignments. However, diverse expectations occurred on the subject of syllabus design, grading system, grammatical correction, and pronunciation articulation. The results are further discussed in the paper. Consequently, the findings of this study can be used as a reference for both native teachers and EFL students in fulfilling the goal of learning in the classroom.
The practice of authentic assessment in an EFL speaking classroom Nurul Inayah; Endang Komariah; Abdin Nasir
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.v6i1.13069

Abstract

The implementation of Curriculum 2013 has inserted the authentic assessment as the measurement method to evaluate students’ learning objectives and achievements in the classroom. In this curriculum, the application of authentic assessment requires teachers to evaluate students’ in three competencies: attitude, knowledge, and skill. Most teachers claim that speaking is the most difficult skill to be assessed by using the authentic assessment, considering the complex features of the assessment. This research was aimed at describing the application of authentic assessment in a speaking classroom which relates to the types of the assessment and the scoring rubric. The subjects of the study were an English teacher and 28 students of a class at one of the junior high schools in Banda Aceh. Under the descriptive qualitative approach umbrella, the data in this study was obtained from observation and document analysis. The results of the study revealed that the teacher used several types of activities to assess students’ speaking skills: (1) attitude assessment (teacher observation), (2) knowledge assessment (teacher interview/short answer question), and (3) skill assessment (narrating sequences). The result of this study indicates that authentic assessment is a feasible way to assess students’ speaking skill and it should be employed in assessing other skills as well for learning languages.
The use of Vietnamese in English phonology classes: Voices from tertiary teachers and students Le, Thao Quang; Nguyen, Cuong Huy
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.v10i3.29079

Abstract

Using the mother tongue (L1) to improve four English language skills, namely listening, reading, writing, and speaking for English as a Foreign Language (EFL) students, and to enhance their understanding and learning process has been investigated throughout the years. However, very few studies focus on the context of Vietnamese as the L1 in a course related to English language components such as an English phonology course. Therefore, this research focuses on the use of Vietnamese by lecturers and students in this course. Specifically, the study explores teachers and students perceptions of using Vietnamese and how they used it in these courses. A five-point Likert scale questionnaire was distributed to 238 students majoring in English language studies at one of the universities in Vietnam to determine their perception and practice. Meanwhile, semi-structured interviews were also conducted with five lecturers of an English phonology course. The data from the questionnaire was analyzed descriptively and thematic analysis was used to analyze the responses from the interviews. The findings revealed that all the lecturers and students used Vietnamese primarily for academic purposes, strongly supporting its use in an English Phonology class. The results also showed that L1 played an important role in learning and teaching. In addition, students showed considerably positive attitudes towards the use of Vietnamese in this classroom context. The study provides some suggestions to enhance the use of L1 in classes related to English language components, and recommendations for future research.

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