Studies in English Language and Education
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.
Articles
954 Documents
<![CDATA[Miscue analysis: A glimpse into the reading process ]]>
<![CDATA[Che Ton binti Mahmud]]>;
<![CDATA[Revathi Gopal]]>
<![CDATA[ Studies in English Language and Education Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v5i1.9927
<![CDATA[This paper aims to analyse Form One students’ ability in reading prose. A qualitative research method was carried out involving 6 average ability students. The prose “Fair’s Fair” byNarinder Dhami was used as an instrument to gauge students’ ability in oral reading. The assessment carried out on the reading is miscue analysis, a tool to measure oral reading accuracy at the word level by identifying when and the ways in which the students deviates from the text while reading aloud. Miscues analysed are insertions, hesitation, omission, repetition and substitution. Miscues that maintain the meaning of the sentences are the participants’ strengths while miscues which disrupt the meaning of the sentences are the participants’ weaknesses. The data collected are analysed using descriptive statistics. The findings show that the percentage of strengths outweighed the percentage of weaknesses for all the participants on the occurrences of miscues. The students’ reading behaviour has provided insights into their language cueing system and the strategies they use during the reading process to comprehend a text.]]>
<![CDATA[The relationship between motivation and English language test performance among secondary vocational schools’ students in China ]]>
<![CDATA[Qiu Chuane]]>;
<![CDATA[Siti Shuhaida Shukor]]>;
<![CDATA[Tian Yuehong]]>;
<![CDATA[Zhong Xiaofen]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.25741
<![CDATA[In China, secondary school students studying at the vocational stream often struggle to keep up with English language learning. This study investigates the relationship between two types of motivation – extrinsic and intrinsic – towards the English language test performance of students from a secondary vocational school in Chongqing, China. A mixed-method research design was employed via a survey and a semi-structured interview. A total of 212 second-grade students at randomly selected secondary vocational schools completed the questionnaire. A correlational analysis was performed to discover if there was a relationship between students’ extrinsic and intrinsic motivation towards their English performance. The results reveal that the intrinsic motivation was strongly correlated with the students’ English performance with r=0.216, p0.05, while the extrinsic motivation showed zero association with the students’ English performance with r=0.125, p0.05. A multiple linear regression analysis was also conducted to investigate the extent that students’ intrinsic and extrinsic motivation predicted their English performance. However, the findings showed that the prediction was only 4.7%. To understand more about the explanation of the findings, a total of 12 students were then interviewed voluntarily. The interview results reveal three themes revolving around the students’ cognitive, affective and social domains in their learning environment. The findings from this study would inform stakeholders to improve the existing teaching and learning models in improving students’ motivation towards English language learning, specifically in the China context.]]>
<![CDATA[The difficulties faced by students in producing free-writing: A study at STKIP Bina Bangsa Getsempena ]]>
<![CDATA[Rahmi Fhonna]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v1i1.1117
<![CDATA[Writing is a means of communication to convey meaning as well as a medium for self-expression and self assessment and also for teacher-assessment. In the tertiary context, writing even has more complex meanings because of its social context and epistemological issues of knowledge. This study was conducted to identify errors and mistakes made in free-writing by students at STKIP Bina Bangsa Getsempena and to investigate the reasons they faced numerous difficulties in producing good free-writing as well as to investigate the students’ opinions towards the activity of writing in general and also the comments of their lecturers on their free-writing assignments. 18 free-writing assignments were collected from 18 students as samples for this study. A questionnaire was also distributed to strengthen the data obtained from the writings. The written assignments were then analyzed by using the form feedback framework, in terms of conventional grammatical errors, adapted from Ashwell (2000). The findings showed 6 categories of grammar that were often misused in the students’ free-writing, namely agreement/verb-tense, spelling, articles/determiners/plurals, lexical choice, pronoun and preposition/collocation. The results from the questionnaires revealed that the main obstacles faced by the students in producing free-writing were their lack of ideas/difficulties in organizing ideas as well as their problems with grammar.]]>
<![CDATA[Students enjoyment and anxiety in reminiscing about mind-mapping use in the English writing class ]]>
<![CDATA[Ariyanti, Ariyanti]]>;
<![CDATA[Setiawan, Slamet]]>;
<![CDATA[Munir, Ahmad]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.28215
<![CDATA[The present study examines students foreign language enjoyment and anxiety when reminiscing about the mind-mapping app in the English writing class. This research uses sequential explanatory mixed method to cover quantitative and qualitative elements of students emotions in foreign language writing. Foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) questionnaires were distributed to 122 students at two universities in Indonesia, followed by interviewing some representative students. The findings revealed that students enjoyed the use of the mind-mapping app because they thought that they were free to design their own version of mind-mapping with interesting shapes and colours. However, indications of worrying about the mind mapping they made came from fear of being embarrassed in front of their friends. Additionally, the essence of competition also drove the students to be worried in the writing class. It made them feel that other friends had better mind maps. Second, even though having a group discussion in the writing class was interesting for the students, the fear of friends stealing ideas was detected. There was also an indication that the students were concerned about their achievement in writing class. It implies that teachers need to reminisce students ideas and not give negative comments in front of the class to avoid increasing students anxiety, but build up enjoyment instead to boost their devotion to the writing class.]]>
<![CDATA[Investigating speaking tasks in relation to communicative goals: Possibilities and obstacles ]]>
<![CDATA[Ira Dwijayani]]>;
<![CDATA[Sita Musigrungsi]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.23566
<![CDATA[Enhancing students’ communicative competence is crucial in teaching speaking in Communicative Language Teaching (CLT) classrooms. While relating elements focusing on curriculum, materials, and teachers pay attention to developing the students’ communicative competence, obstacles hinder students’ communicative skill development. This mixed-methods study aimed to analyze the communicative level of the speaking tasks presented in the teaching materials and how teachers used these tasks to enhance communicative competence. It also investigated teachers’ perceived difficulties in teaching speaking in the classroom. The participants were three 11th grade teachers and 54 students from three schools in the southern border area of Thailand. Data collected from speaking task analysis and classroom observation were analyzed based on Littlewood’s communicative continuum, and a semi-structured interview was analyzed with an inductive approach. This in-depth information illustrates the communicative level presented in the teaching materials and observed in the classroom, along with obstacles encountered. The findings showed that teacher-made teaching materials mainly focused on forms, while commercial textbooks explored forms and meaning-focused in Littlewood’s communicative continuum. However, how teachers used the tasks did not always correspond to the original design presented through teaching materials. Many perceived difficulties in teaching English speaking were found, these include time limitations, students’ English proficiency level, teachers’ attitude toward the tasks, a lack of school facilities, and exam-oriented teaching and learning. The results of this study are expected to be a consideration for material developers in designing speaking tasks and for English teachers in engaging their students with communicative speaking activities.]]>
<![CDATA[Rhetorical structure in the problem statement section of Iranian postgraduate students' research projects ]]>
<![CDATA[Zahra Tarvirdizdeh]]>;
<![CDATA[Vahid Nimehchisalem]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.19118
<![CDATA[This paper reports the results of a study that investigated the structure of the Problem Statement (PS) section, following Swales’ (1990) Create-A-Research-Space (CARS) model as the first objective. Move analysis was used to analyze the rhetorical moves of the PS sections of the research projects. The second objective was the identification of the specific types of linguistic features associated with each move and step based on Pho’s (2013) classification. Following Pho (2013), the linguistic features as important signals of moves were identified. For this purpose, 30 research projects written by Iranian master’s students were purposively selected. The findings showed that the obligatory moves were Moves 1 ‘Establishing a Territory’ and 2 ‘Establishing a Niche’. All moves and steps were identified linguistically although their sequence and arrangement were not the same as what was anticipated by the model. Although the cyclic and embedded moves were defined in the rhetorical structure of the PSs, most of them were anomalous or ill-structured. The study has theoretical contributions, the most significant one of which is that the CARS model is applicable to define and analyze the rhetorical structure of the PS section.]]>
<![CDATA[Exploring the perceptions of Kurdish EFL university students towards culture as the fifth language skill ]]>
<![CDATA[Omar Fouad Ghafor]]>
<![CDATA[ Studies in English Language and Education Vol 7, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v7i1.15813
<![CDATA[Culture has been defined and viewed in different ways. These differences are due to its involvement with various facets of human life. Some of these definitions and viewpoints are related to the process of teaching/learning a language and understanding the habits of the native speakers of the language. In this regard, many linguists consider it the fifth language skill alongside the other four traditional skills that help language learners to master the language better. This paper addresses this issue by exploring the perceptions of Kurdish EFL university students concerning the role of English culture in learning the language. The researcher attempts to achieve this aim by providing a theoretical background about culture and culture as the fifth language skill and utilizing a questionnaire to a sample of senior undergraduate students selected for this purpose. The findings of the study show that cultural awareness has an essential role in the process of English language learning. Hence, culture should always be integrated with the process because it is an inseparable part of language teaching/learning. Teaching culture is as crucial as teaching other aspects and skills of the language.]]>
<![CDATA[A critical discourse analysis of ELT institutional contradictions in language policy and recruitment in Japan ]]>
<![CDATA[Perry, Simon James]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i3.30335
<![CDATA[This paper analyses a series of websites of language institutions in Japan and highlights the consistent contradictions between the language policies advertised and the recruitment of non-native English-speaking teachers (NNESTs) conducted. I did a qualitative website study that involved an analysis of the most in-demand ELT companies and organizations in Japan. The websites were of ELT institutions, which were a mix of private institutions that teach for profit, and organisations that are mediators in supplying teachers (Assistant Language TeachersALTs) for schools around the country. The aim of this was to compare and contrast the discourse in language ideology with recruitment policies at these companies regarding NNESTs. Conducting a study of these companies websites enabled me to find and highlight trends in recruitment and language ideologies where I found a series of inconsistencies but also some encouraging trends in moves towards a more global outlook in teacher recruitment and discourse ideology. At the heart of the analysis was the question of whether a move towards more NNEST recruitment was due to changes in language ideology or economic necessity. The increase in non-native English-speaking teacher recruitment in Japan would be an encouraging development in attitudes and policy if it was related to a recognition of how the linguistic landscape in the 21st century is evolving but it seems apparent that economic factors are the motivating factor.]]>
<![CDATA[EFL reading comprehension and reading strategies of different genders ]]>
<![CDATA[Neneng Islamiah]]>;
<![CDATA[Yudha Aprizani]]>;
<![CDATA[Iwan Perdana]]>
<![CDATA[ Studies in English Language and Education Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v4i2.6658
<![CDATA[Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension. ]]>
<![CDATA[Exploring the effects of Pair-Interaction Model on improving Indonesian adult learners’ English proficiency ]]>
<![CDATA[Abdul Hakim Yassi]]>;
<![CDATA[Waode Hanafiah]]>;
<![CDATA[Harlinah Sahib]]>;
<![CDATA[Muhammad Aswad]]>;
<![CDATA[Nur Fadillah Nurchalis]]>;
<![CDATA[Zeinab Azizi]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i1.27406
<![CDATA[The phenomenon of poor English language proficiency among Indonesian students suggests revisiting the instructional methods that have long been commonly used in English as a foreign language (EFL) classrooms. This long-lasting problem makes it essential for English practitioners to seek alternative approaches paving the ground for the EFL learners to reach more promising achievements. One of the approaches that may fill in this lacuna is Pair-Interaction Model (PIM). Therefore, the present study was an attempt to disclose the effects of PIM on fostering Indonesian EFL learners’ proficiency compared to the Grammar-Translation Method (GTM). For this purpose, a total of 90 first-year English students from three renowned universities in South Sulawesi, i.e. Hasanuddin University, Indonesian Moslem University situated in Makassar, and the Muhammadiyah University of Pare-Pare, were selected using a purposive sampling technique. The participants went through a pre-test, an intervention, and a post-test procedures. Findings revealed that the English proficiency of the participants who received instructions based on the principles and procedures of PIM significantly improved at the end of the interventions. This improvement was particularly seen in the participants’ grammar knowledge and speaking skills. The findings offered strong evidence that PIM can be implemented in the Indonesian classes to foster EFL learners’ proficiency. The study concludes by offering some implications for relevant stakeholders and opening up some avenues for further research.]]>
