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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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Effects of Collaborative Assessment on Undergraduate Students Writing Performance Taufiqulloh, Taufiqulloh; Fadhly, Fahrus Zaman; Rosdiana, Ihda
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.37704

Abstract

This study investigates the impact of collaborative assessment on undergraduate students writing performance in English as a Foreign Language (EFL) courses in Indonesia. Collaborative assessment, which encompasses self-assessment, peer assessment, and teacher assessment, enhances writing proficiency and critical thinking skills. This study exclusively incorporates the field dependence-independence (FDI) cognitive styles to explore how these learning styles interact with collaborative assessment strategies. The research used a quantitative method to involve 120 students from Universitas Pancasakti Tegal, divided into field-independent and field-dependent groups. Over 14 weeks, students participated in collaborative assessment activities within their writing courses. Pre- and post-tests, along with survey questionnaires, measured improvements in writing performance and student attitudes. Results indicated significant improvements in writing skills for both cognitive style groups, with field-independent students showing slightly higher gains. The study concludes that collaborative assessment effectively enhances writing performance and fosters positive learning attitudes, regardless of cognitive style, and recommends integrating this approach into EFL writing instruction. The findings imply that collaborative assessment is a valuable tool for accommodating diverse learning styles in EFL education.
Lecturers perspectives on enhancing student proficiency through academic integrity in logic and writing strategies Altakhaineh, Abdel Rahman Mitib; Jarrah, Marwan; Younes, Afakh
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.38018

Abstract

Developing critical thinking and effective communication skills through argumentative essays is crucial to the success of university students. This study aims to identify the most engaging strategies used in teaching writing argumentative essays for university students. In spite of this, identifying the most engaging strategies to teach this skill remains a challenge. To this end, three focus group discussions were conducted with 30 English-language lecturers and professors in Amman, Jordan. Additionally, an online survey was distributed among 30 English-language lecturers and professors in Amman, Jordan, and 50 students to rank the identified strategies. Semi-structured interviews were also conducted with English language professors and students. The rankings mean scores and frequency counts were calculated for each strategy. The findings of this study indicate similarities and differences between the two groups preferences for prewriting and post-writing strategies. Both groups agreed on the importance of prewriting and post-writing strategies in writing instruction. Nevertheless, lecturers favored brainstorming and outlining as a prewriting strategy and teacher feedback as a post-writing strategy. At the same time, students preferred the read-write model as a prewriting strategy and peer review as a post-writing strategy. These findings have significant implications for both educators and students. Using the read-write model and peer review as part of the curriculum can enhance engagement and learning outcomes by incorporating students preferences into teaching methods. Exposure to various strategies helps students identify the most effective approaches for themselves, fostering adaptability and proficiency in writing argumentative essays.
Examining students linguistic and non-linguistic speaking issues and coping mechanisms in English presentations Khasinah, Siti; Akmal, Saiful; Izza, Khairul; Amiruddin, Amiruddin; Farhan, Muhammad
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.30709

Abstract

This study investigated types of speaking problems faced by students in English presentations and their strategies to overcome such problems. This was a mixed-method study, in which data were collected using a set of questionnaire and interviews. A purposive sampling technique was used to select students in the academic year of 2017 at the Department of English Language Education, Universitas Islam Negeri Ar-Raniry Banda Aceh. In addition, this study employed descriptive statistics to analyze the questionnaire data, and Miles data analysis approach to analyze interview data. The results reveal that the students encountered both linguistic and non-linguistic problems in their English presentations. Linguistic problems include incorrect grammar, lack of vocabulary, and inaccurate pronunciation. Meanwhile, non-linguistic problems include fear of making mistakes, nervousness, shyness, lack of confidence and motivation, and hesitation in using the mother tongue. To overcome these problems, students used several strategies, such as being physically and mentally well-prepared, memorizing the materials, and rehearsing the presentation materials. Furthermore, they also used other strategies, such as preparing notes and making minimal eye contact in their presentations. The result of this study is expected to offer a practical yet realistic reflection and anticipative coping strategies for English lecturers to address students problems in EFL speaking classrooms.
Challenges in implementing English-only instruction: Insights from EFL student teachers in Taiwan Chang, Jackie
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.37793

Abstract

English-only instruction is promoted intensely by the Taiwanese government as an effective method to enhance students English language skills in primary schools. Determining how to effectively employ English-only instruction is a major concern for many English educators and authorities in Taiwan. This study explored the challenges encountered by English as a Foreign Language (EFL) student teachers in their English language proficiency while providing English-only instruction in an English language teaching practicum at a Taiwanese elementary school. A qualitative research design was employed in this study. The participants of this study consisted of 11 EFL student teachers. Lesson plans, class observations, and reflective journal entries were the sources of the research data in this study. A thematic analysis was employed to analyze the data of this study. The results indicate that EFL student teachers English language proficiency gave them challenges while employing English-only instruction due to inappropriate and inadequate English usage, poor presentation, and infallible native speaker models. Moreover, there is no clear link between EFL student teachers English proficiency and their teaching effectiveness. The results also imply that the challenges encountered by EFL student teachers regarding their English language proficiency in employing English-only instruction are related to micro (classroom) and macro (Taiwanese society) relations. The results further provide insights for those involved in designing English-only instruction training programs to be more critically concerned about designing effective pre-service or in-service training programs for EFL teachers.
Syntactic and semantic variations in negative interrogatives: Contracted vs. uncontracted forms Khalsiah, Khalsiah; Yasin, Burhanuddin; Yusuf, Muhammad; Fatmawati, Fatmawati
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.39866

Abstract

This study investigates the forms and uses of negative interrogatives with auxiliary verb contractions in English, focusing on syntactic and semantic differences. Data was drawn from conversations in an English class at a university in Lhokseumawe, Indonesia, between a lecturer and students and students and students. The aim was to examine three types of negative interrogatives: Yes-No questions, negative rhetorical questions, and both marked (nt) and unmarked (not) forms. The research employs a descriptive method with a synchronic time frame, utilizing distributional analysis, including immediate constituent analysis and mark reading techniques, to categorize and analyze the data. The findings reveal that negative interrogatives involving auxiliary verbs exhibit positive and negative presuppositions, with adjectival negative interrogatives showing variations between contracted and uncontracted forms. Adverbial negative interrogatives were found across all three types, indicating their versatility in forming questions. The study highlights that the choice between not and nt affects the tone and emphasis of negative interrogatives, influencing the interpretation of responses. Contracted forms often carry a rhetorical or presumptive tone, while uncontracted forms are more formal and explicit. These variations show the importance of auxiliary verbs and negative markers in shaping the structure and meaning of negative interrogatives. This research contributes to the understanding of how negative interrogatives function in English, revealing the nuanced ways in which they impact communication and interpretation.
Challenges in English-medium instruction classes among engineering major students at Bangladeshi private universities Islam, Md. Tarikul; Hasan, Md. Kamrul; Akhand, Mohd. Moniruzzaman
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38407

Abstract

Tertiary students in Bangladesh predominantly come from Bengali Medium Instruction (BMI) backgrounds and transition to English Medium Instruction (EMI) when pursuing higher education at private universities. This shift represents a critical transition phase from Bengali to English instruction. This study aimed to explore the challenges faced by Engineering major students during this transition at private universities in Bangladesh. Adopting a mixed-methods approach with a convergent parallel design, the study placed equal emphasis on quantitative and qualitative data. Quantitative data were collected through a survey of 301 respondents, while qualitative data were gathered via focus group interviews with 10 respondents using a random sampling technique. Descriptive analysis of the survey data was conducted using SPSS, and the interview data were analysed thematically. The survey results revealed that students faced significant challenges in EMI classrooms, including difficulties in understanding lectures, preparing assignments, conveying knowledge in exam scripts, and delivering presentations. The interviews provided deeper insights into these challenges. This study serves as an eye-opener, emphasizing the need for solutions to address the difficulties encountered by first-year engineering students during this transitional phase. It also recommends further research to examine the effectiveness of structured bridging programs in mitigating the linguistic gaps and challenges identified in this study.
How do senior English teachers experience Global Englishes in language teaching? Narratives from within Rifiyani, Andri Jamaul; Namaziandost, Ehsan; Ubaidillah, M. Faruq; Langgeng, Budianto
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38114

Abstract

Extensive research on Global Englishes (GE) experiences has been investigated in response to the calls for using English as a global language and multicultural communication tool. However, previous studies were entirely concerned with higher education and language course teachers. Thus, to fill this lacuna, this current research dispensed the experiences of five senior English teachers dealing with GE in Islamic boarding school settings in Indonesia using a narrative inquiry. The five participants in this study were selected purposefully based on their teaching experience of more than 20 years. The data were gathered using individual in-depth interviews and analysed following Braun and Clarkes thematic analysis procedure. Results revealed that most participating teachers were unaware of the GE variations. Their inadequate knowledge of GE was seen in how they perceived issues of native-speaker ideology, the use of L1, the inclusion of Western culture, and the use of English textbooks in their classes. The studys findings suggest that raising GE awareness of English teachers is essential since the paradigm shift of English as a global language has received considerable and critical attention in academia. In addition, the findings demand GE awareness to be included in the secondary school English curriculum. Finally, the use of narrative inquiry in this study is also promising in revealing teachers lived experiences personally and professionally.
Leveraging students prewriting: Translanguaging in Indonesian higher education context Retnowaty, Retnowaty
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.36552

Abstract

Advertisement sells fantasy more than it sells products. Through its slogan, an EFL students in Indonesia often encounter difficulties developing ideas because of their limited English proficiency, which can hinder their writing development. This study examined how translanguaging enhanced idea generation among EFL students in Indonesian higher education during the prewriting stage by utilizing their diverse linguistic repertoires to improve communication. Through classroom ethnography and the Multimodal Conversation Analysis framework, the research explored how students employed their linguistic and multimodal resources to develop ideas, facilitate communication and collaboration, and support creative expression and problem-solving. Data were collected through video recordings of student interactions and written artifacts produced during the prewriting session. The findings revealed that EFL students effectively coordinated verbal and nonverbal modes to co-construct meaning, creatively convey concepts, and enrich idea expression during prewriting activities. The study also uncovered that translanguaging occurred when students creatively co-construct information, reflect their identities, produce meaning flexibly, impact each other's language usage, and communicate multimodally. This study highlighted the importance of recognizing and valuing students' linguistic and cultural backgrounds and their multimodal competencies in developing inclusive and equitable learning environments that foster academic writing success. By embracing students' holistic communicative repertoires, translanguaging and multimodal practices can create a conducive atmosphere for engaging and memorable multilingual learning experiences.
Investigating students needs for TPACK elements in listening materials for an English for economics and business e-book Zaim, M; Serly, Vanica; Al Hafizh, Muhd.; Rosita, Nur; Wahyuni, Delvi; Marlina, Leni; Zakiyah, Muflihatuz
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38423

Abstract

Developing an English e-book for Economics and Business with sufficient and proper content, pedagogical approaches, and integrated technology is required. This research analyzed Economics and Business faculty students need for TPACK elements of listening materials in an e-book for learning English for Economics and Business. Listening material is highlighted because it is the most challenging skill to acquire among many non-English major students. This needs analysis can provide more focused and practical listening materials in English for Economics and Business, facilitating students acquisition of the necessary abilities to improve their listening skills and for their future careers. Accordingly, descriptive research was conducted, and the questionnaire was used to collect data related to the students needs, which were analyzed from five aspects: target situations, discourse, deficiency, present situations, and TPACK elements (technology, pedagogy, content, technological pedagogy, technological content, pedagogical content, and technological pedagogical content). From an ESP perspective, the data were analyzed descriptively. The study reveals that students require technology such as audio, short clips, and songs with engaging and meaningful listening materials, namely, business ethics, job interviews, business meetings, negotiations, and discussions. This study provides insights for English for Economics and Business e-book authors to design and develop e-books based on students need for TPACK elements for listening materials.
The impact of diversified intelligences on intermediate EFL learners L2 writing skills Abdulaal, Mohammad Awad Al-Dawoody; Hal, Amal Zakaria Mahmoud; AlAhmadi, Nesreen Saud; Eldin, Ahmad Abdel Tawwab Sharaf; Mohammed, Ahmed Ismail Qutb; Abuslema, Naglaa Fathy Mohammad Atia
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38120

Abstract

The goal of this study was to determine how diversified intelligence (DI) can predict various aspects of L2 writing. To achieve this, 120 intermediate English as a Foreign Language students were selected using the Oxford Quick Placement Test (OQPT). The learners were given Abdulaal, Alenazi et al.s (2022) DI questionnaire. The participants were asked to prepare an argumentative essay in sixty minutes on a given subject. Each writing componenttenor, organization, coherence, vocabulary, grammar, spelling, and pronunciationwas considered when assigning a score to the students writings. The inter-rater reliability, as determined by Pearsons correlation, was 0.87. The data were analyzed using multivariate regression in AMOS (Version 22) to answer the following basic research question: Which types of DIs contributed to various characteristics of L2 writing? The findings demonstrate how diversified intelligence impacted different aspects of learners writing. It was discovered that intrapersonal, musical, and naturalistic intelligence significantly impacted the grammar of EFL students writings; kinesthetic, existential, logical, and naturalistic intelligence had an impact on the punctuation components of L2 writings; verbal, kinesthetic, and naturalist intelligence had influences on students writing organization; visual, interpersonal, logical, and existential intelligence played a significant role in the students cohesion; and finally, logical, and existential intelligence significantly impacted the relevance and sufficiency of the thematic tenor.

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