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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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Unlocking potential: Integrating pronunciation into business instruction to inspire students and strengthen content teachers Kanoksilpatham, Budsaba; Pariwatnanont, Chongrug
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34767

Abstract

Integrating content and language instruction has gained popularity worldwide because it allows students to improve their content knowledge while concurrently honing their language skills. Although this approach seems beneficial in principle, it can be quite demanding, particularly on the content teachers part in practice. This study aims to examine the effect of language instruction integrated into a content class at a university in Thailand. Based on a content teachers voluntary participation, a class of business students (N = 52) were exposed to 5-8 minutes of English word stress instruction in eight business lessons spanning over the entire course. A similar 40 business words for the pretest and post-test were administered at the beginning and toward the end of the course. Subsequently, a focus group discussion of six students was conducted to elicit the students attitudes toward such integrated instruction. The analysis of both quantitative and qualitative data shows that integrating pronunciation instruction with content instruction can be beneficial. Cognitively, the students word stress placement skills have substantially improved, as determined by a high value of the t-test. Psychologically, the students had positive attitudes, greater motivation to learn English, higher engagement in the lessons, and more confidence in speaking English. Overall, the study demonstrates that pronunciation instruction minimally integrated with content instruction could lead to immense pronunciation success. The study has important implications for English language educators who seek to effectively integrate pronunciation instruction into their content instruction programs, benefiting both students and content teachers.
Savoring Sundanese food: A discourse analysis of Instagrams powerful promotion of Bandungs culture and culinary Amalia, Rosaria Mita; Sujatna, Eva Tuckyta Sari; Krisnawati, Ekaning; Pamungkas, Kasno
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.29716

Abstract

Department of Culture and Tourism in Bandung harnesses the power of its official Instagram account, @disbudpar.bdg, to promote the citys diverse tourist attractions and cultural richness. This study conducts an in-depth analysis of the various topics presented on the account that showcase the multifaceted nature of Sundanese culinary traditions. The researchers collected culinary information from 642 posts on Instagram feeds, resulting in 118 data points considering various cuisines, both traditional and modern. The focus of this study is on 86 data points related to traditional meals and beverages in 2022. Employing van Dijks Critical Discourse Analysis within the micro-structure theory, the descriptive qualitative method was used for the analysis. The findings reveal four distinct classifications of topics related to culinary diversity. They are the diversity of traditional Sundanese meals (66 data), the diversity of traditional Sundanese beverages (2 data), restaurants offering traditional foods and beverages (16 data), and ingredients for traditional pastries (2 data). Additionally, the analysis uncovers the use of interrogative sentences, declarative sentences, and lexical choices that effectively support and describe the promotion of culinary diversity as a prominent tourist attraction in Bandung. Interrogative sentences engaged followers, declarative sentences provided factual insights, and diverse lexical choices enticed readers to appreciate Bandungs culinary offerings.
The roots of demotivation in studying English: Sociocultural values among students in a rural area Dunifa, La
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.31040

Abstract

This confessional ethnographic study strives to reveal the sociocultural values that are suspected as trigger factors of students demotivation in studying English. The study was conducted in a junior secondary school in the Miendogunu Village, Buton, Sulawesi, one of the rural areas in Indonesia. There were 32 participants in this study (21 students, nine parents, an English teacher, and the school principal). This research relied on data gathered through in-depth interviews and observation. The data analysis covered taxonomic analysis, componential analysis, and thematic analysis, specifically aimed at discerning inter-domain connections and how those connections relate to the larger cultural landscape. The results revealed three interrelated themes, namely: ethnocentric stereotype (the tendency to look down on English because it is a foreign culture), the skeptical view (doubt toward the worth of English), and slow living lifestyle (a lifestyle that encourages a slower approach to aspects of everyday life). These three sociocultural values are investigated as the trigger factors that have turned the EFL students halfhearted toward English. A complementary strategy focused on changing students mindsets is needed; they need to be aware that English, nowadays, is the language of technology and has become an added and preferable qualification for employability. To a certain degree, it is important to impart awareness to the villagers regarding the significance of preserving their indigenous culture. However, a cautious approach is necessary, as isolating themselves entirely from external cultural influences may be deemed an unwise course of action.
Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights Pelenkahu, Noldy; Ali, Muhammad Ilham; Tatipang, Devilito Prasetyo; Wuntu, Ceisy Nita; Rorintulus, Olga Anneke
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35832

Abstract

This study utilized Kemmis et al.s (2014) action research paradigm. It implemented a two-cycle action study within a single semester, encompassing four stages of learning tasks: comprehension of the problem, monitoring of students learning activities, problem-solving, assessment, and concluding. Every cycle offered learning activities that focused on metacognitive and critical thinking to refine students ability to write persuasive arguments. During the previous cycle, the students showed strong skills in stating their goals and identifying their planned actions. They used different approaches to pinpoint a key topic for their writing and monitor their progress by effectively managing their available time. The investigation found that integrating metacognitive and crucial thinking processes into instructional methods improved students argumentative writing skills, starting with critical skill requirements. Integrating metacognition into writing training is vital for enhancing writing skills at the college level. This study made a special effort to guarantee that each stage was attentively examined and received constructive recommendations for enhancement before going to further steps. However, it is important to acknowledge limitations. The study did not assess the long-term retention of enhanced writing skills, and the sample size may limit generalization. Additionally, while metacognition and critical thinking were beneficial, other factors influencing writing skills were not extensively explored. Future research could address these aspects for a more comprehensive understanding of sustained skill development.
Flipbook and e-learning for teaching English to elementary school teacher education students Usman, Herlina; Lestari, Ika; Siregar, Yulia Elfrida Yanty; Rafiqa, Syarifa Rafiqa; Sentryo, Izlan
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35476

Abstract

The purpose of this study is to investigate the lecturers and students perception of flipbooks and e-learning in enhancing English learning for teacher education students, the influence of technology integration on student-centered pedagogy for teacher education students, and the use of flipbooks and e-learning to improve English skills for teacher education students. Thirty students and nine lecturers from elementary school teacher education programs at three Indonesian universities participated in this study, which used the qualitative descriptive technique. They attend Universitas Halu Oleo Kendari in Southeast Sulawesi, Universitas Borneo Tarakan in North Kalimantan, and Universitas Negeri Jakarta in Jakarta. Data collection was conducted through documents, observations, interviews, and questionnaires. This study found that both lecturers and students positively perceive flipbooks and e-learning as tools for enhancing English learning in elementary school teacher education. Flipbooks effectively present complex concepts, while e-learning provides accessible, diverse resources that develop digital skills. Technology integration significantly benefits student-centered pedagogy but also poses challenges such as technical issues and increased workloads. The study highlighted the need for interventions to improve students listening and speaking skills, suggesting that combining effective teaching methods and digital media can enhance English language proficiency and the overall learning experience. It is suggested that more efforts should be directed toward promoting technology pedagogy content knowledge that fosters students higher-order thinking skills in English teaching materials for elementary school teacher education programs in higher education in Indonesia.
Teachers made writing assessment instrument: Pedagogical insight from process to product Khotimah, Khusnul; Batunan, Deisyi Anna; Mukminatien, Nur
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.26774

Abstract

Despite the urgency of assessment instruments in teaching foreign language writing, evidence regarding how teachers develop assessment instruments and maintain their quality, particularly for comparison and contrast essay writing based on a genre-based approach to teachers classroom practices, is scantily reported. To address this empirical need, this article showcases how a set of teacher-made assessment instruments for a comparison and contrast essay based on a genre-based approach in a writing essay course at a public university in East Java was carefully and deliberately developed. To attain the research objective, this research enacted design-based research (DBR) inspired by Cavallaro and Sembiante (2021). In addition to content validity, face validity and inter-rater reliability were ensured by involving ten students, three fellow writing teachers, and two trained raters. This assessment instrument development project produces a set of valid formative assessment instruments, comprising a writing prompt and scoring rubric. The inter-rater reliability shows a high degree of positive correlation with a reliability coefficient of 0.862 from a correlational analysis based on Pearson correlation coefficient. This in-practice assessment instrument development can be used as a reference, contributing to the teachers assessment literacy development. It also serves as a valuable model for future researchers to develop and expand nested classroom assessment scholarship. A well-structured validity and reliability process of assessment instrument development will practically enhance the teaching practices in the essay writing course in particular and EFL teaching in general.
Variants and social interaction: A study of the Acehnese Daya Dialect Alamsyah, Teuku; Razali, Razali; Munawar, Teuku; Ramli, Ramli
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.31018

Abstract

Every language has its varieties or dialects, including the Acehnese language, which includes the Daya dialect. This paper examines how the variants of the Acehnese Daya dialect are used in social interactions. The study employed a qualitative method, with primary data obtained from speakers of the Acehnese Daya dialect in each variant. Secondary data sources included literature on the Acehnese language and its variants, contributing to the interpretation of the primary data. Data collection involved observation and interviews, with data analysis conducted using the interactive model analysis, which includes four stages: data reduction, data categorization, data presentation, and conclusion. The study reveals that the Acehnese Daya dialect, as a variety of Acehnese, can be distinguished as the Meulon and the Meuke languages. The Meulon dialect does not have variants, while the Meuke dialect has two variants characterized by phonetic differences: bune, mane, jine, lake, and bunai, manai, jinai, and lakai, which mean earlier, taking a bath, now, and husband, respectively. Each variant also exhibits some phonetic, lexical, and semantic similarities. Unique lexical resources in the Acehnese Daya dialect are another distinguishing feature compared to general Acehnese. Code-switching and code-mixing between variants are also found in the speech of Acehnese Daya dialect speakers. The distinctiveness of the Acehnese Daya dialect, particularly its variants, emphasizes the importance of preserving linguistic diversity within communities.
Strategic integration of technology to foster students learning outcomes and motivation in legal English lessons Minh, La Nguyen Binh
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34885

Abstract

This research aims to examine the correlation between the strategic utilization of technology in teaching legal English, a type of English for Specific Purposes (ESP), and students motivation. To achieve this aim, experimental research was designed and carried out over a semester (15 weeks) with the participation of 52 first-year students majoring in International Business and Trade Law. They were randomly and evenly divided into the Treatment group and the Control group which received teaching methods using technology and traditional teaching methods respectively. The data were obtained using pre- and post-achievement tests and a motivation questionnaire and then analyzed by using IBM SPSS software v26.0. The findings reveal that the use of technology in legal English lessons has significantly enhanced students academic performance. With reference to motivation, such methods resulted in an overall increase in students motivation from a pre-treatment moderate level to a post-treatment high level. Remarkably, the motivational factors positively affected by instructional technologies are intrinsic motivation, personal relevance, self-efficacy, assessment anxiety, and self-determination. However, there was no statistically significant change in students extrinsic motivation before and after the intervention, which was found to be high in the pre- and post-survey. Based on the results, this study advocates for the well-planned, systematic use of technology to teach legal English in particular and ESP in general.
The ethnoecology of the Malay sacred myth through narratives of Kampung Tua Nongsa in Batam Arianto, Tomi; Adrias, Adrias; Septriani, Septriani; Yulika, Febri
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.19006

Abstract

The condition of the Malays is significantly marginalized due to the migration and the rapid industrial development in Batam, Indonesia. However, the Malay sacred myth is still sustained as a local wisdom for the Malay generations. Therefore, this study aims to analyze the ethnoecology behind the story of the sacred myth of Bumbum, Puak, and Batu Belah as a representation of environmental Malay local wisdom in Kampong Tua Nongsa, Batam. Within the conceptual framework of ethnoecology as a bridge to understanding the relationship between literature in the form of folklore and the culture of society, this qualitative research collected data through observation by being directly involved in the community and in-depth interviews with 21 informants including the key jury of the sacred places, community advice, community leaders, village officials, and the younger generation of Malay people in Kampong Tua Nongsa. Data analysis was carried out by comparing, reconfirming, classifying, and interpreting the data with an ethnoecology approach. The results showed that there were three important ethnoecological representations: (1) the ecological ties between forests and humans in the sacred Bumbum, (2) the reflection of the wise king in the sacred of Puak, and (3) the sea as the central life of nature in the sacred of Batu Belah. Sacred site prohibitions reveal deep connections between human behavior and nature, emphasizing ethical considerations; these stories highlight cultural values, insights for heritage preservation, and solutions for environmental challenges within an ethnoecological framework, stressing the importance of ethics in human-nature interactions.
Lexical cohesion analysis on articles of the Russia-Ukraine conflict in Arabic and English online newspapers Hadi, Syofyan; Triana, Hetti Waluati; Tafiati, Tafiati; Wartiman, Wartiman; Reflinaldi, Reflinaldi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30977

Abstract

Discourse studies on the Russia-Ukraine conflict have been conducted in the past few years, especially in newspapers. Comparative studies on the media in several countries have been widely carried out; however, none so far focused on comparing Arabic and English newspapers. Thus, this article aimed to examine the lexical cohesion of Arabic and English newspapers to identify each newspapers tendency to represent the conflict. Aljazeera and The Guardian newspaper were designated as subjects of the study, in which five opinions published in March 2022 by each newspaper were purposively selected as data sources. Data was collected through internet archival documentation techniques and analysed by referring to the lexical cohesion theory framework proposed by Halliday and Matthiessen (2013). The results showed that repetition was the dominant cohesive device used in Aljazeera, whereas repetition and collocation were the most used lexical cohesion devices in The Guardian. The use of these lexical cohesion devices showed that Aljazeera took a neutral position in representing conflicts and actors. On the other hand, The Guardian tended to side with Ukraine while framing Russia and Putin negatively. Differences in these tendencies were due to the differences in interests. Aljazeera could stay impartial because Qatar had no political interests in the conflict. By contrast, The Guardian was positioning itself against Russia and Putin because Britain had economic and geopolitical interests in the conflict.

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