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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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Phonological alterations of alveolar lateral sounds in Mewati: An analysis using Optimality Theory Suhery, Dedy; Raza, Mohd Hamid; Idami, Zahratul; Wati, Shafrida; Meutia, Cut Intan; Kurniasy, Dessy; Mahriza, Rita
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.v12i1.34877

Abstract

This study examines the complex phonological shifts within the Mewati language, focusing on the transformation of the alveolar lateral sound between two vowels into an alveolar tap/flap. Using Optimality Theory (OT), our primary goal is to uncover the underlying process responsible for this phonological alteration. Fieldwork, in-depth interviews, and audio recordings were used to acquire extensive data. Together, these three data sources contribute to a comprehensive understanding of the phonological alteration under investigation. In summary, fieldwork provides the context, in-depth interviews offer insights into speakers perspectives, and audio recordings supply the raw phonetic data. The research field was Haryanas District Mewat, where we engaged a diverse group of fifty informants, including youth, adults, and the elderly. Mewati, a language native to Haryanas Mewat district exhibits a striking pattern. Our findings revealed that Mewati speakers relinquished the identity of the alveolar lateral sound if it did not occur between two adjacent vowels. These linguistic constraints serve as crucial determinants in evaluating potential output candidates, aligning them with the ranking features of input candidates in the framework of OT. The data collected from the heart of Mewat unequivocally confirms the presence of a phonological alteration process within the linguistic landscape of this region.
Preserving the Jawi script in Aceh: Assessing literacy, cultural heritage, and modern paradigm challenges Bania, Allif Syahputra; Akob, Bachtiar
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.v12i1.36629

Abstract

The use of Jawi, or the Arabic script that uses the Malay language, in the archipelago is gradually declining due to a paradigm shift. Increased Latin script use has diminished the Jawi script literacy, resulting in its perception as inferior. Research on this script as a cultural heritage in the province of Aceh, Indonesia, well-known as the Veranda of Mecca, is necessary, in line with the mandate of the National Education System Law, Qanun No. 11 of 2014 concerning the Implementation of Education, and the UUPA of 2016. This study aimed to explore the understanding of the Jawi script. It employed a descriptive-qualitative approach and the instruments used were a set of test questions and questionnaires. The samples were 100 randomly selected respondents from Langsa City, Aceh. The findings showed that 63 respondents successfully understood the conversion from the Jawi to Latin script, while only 22 could understand the conversion from Latin to the Jawi script. The results further indicated that the majority supported teaching the Jawi script in educational institutions as a means of preserving the cultural heritage of the Acehnese people. Furthermore, the participants ability to read the Jawi script was significantly better than their ability to write it. Hence, this study provides information on the Acehnese linguistic capabilities related to the Jawi script preservation, focusing on its maintenance, use, and literacy role in multilingual contexts. It contributes to the understanding of traditional writing system transmission and perception, enhancing our understanding of language practices in post-colonial societies.
Fards al-Jinn: A compact Acehnese translation for learning Jurjn's rudimentary Arabic grammar in Aceh Rizki, Syukri; Yusrizal, Yusrizal
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.v12i1.36602

Abstract

Arabic, regarded as the language of the educated in both present and past Aceh, facilitates the comprehension of numerous Islamic didactic texts authored by scholars from the Arab world and other Muslim regions. A widely studied text connecting the Acehnese people to this scholarship is Jurjns manual, designed to introduce basic grammatical rules to Arabic beginners. Toward the end of the twentieth century, the prolific Acehnese scholar Abu Teupin Raya (Teungku Muammad Al Irsyd) translated Jurjns text into the Acehnese language under the title Fards al-Jinn f Tarjamah al-Awmil al-Jurjn bi Lisn al-Ulam al-Qudam bil-sy, aiming to simplify Arabic grammar for Acehnese students. This paper explored into the oral features of the text, examining the constants and patterns in the relationship of Arabic, Malay, and Acehnese languages. It highlighted the authors method of using Acehnese language to render the original Arabic source and discussed the exclusivity of Acehnese as an official language within the dayah (traditional Islamic schools). Using the Faircloughian Critical Discourse Analysis (CDA) approach, the text was analyzed as discourse fundamentally linked to its socio-political context. The study employed a three-layer interpretation (micro, meso, and macro levels), as suggested by the approach. The findings revealed that the literal translation technique employed by Abu Teupin Raya reflects an oral translation mode commonly practiced by teachers in Acehnese traditional Islamic schools. Furthermore, the awareness of Aceh as a distinct nation was already evident during the authors lifetime, highlighting the linguistic distance between Acehnese and other languages, especially Arabic and Malay.
Attitudes toward language and language choice in regional intermarriage families: A case study in Tangerang, Banten Indarti, Dwi; Manara, Christine
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.v12i1.36436

Abstract

Despite extensive research on language attitudes and shifts in Indonesia, studies on language choice in intercultural marriages remain scarce. Therefore, this study explores the attitudes toward heritage, national and international languages, as well as factors influencing language choice in regional intermarriage families living in Tangerang, Banten. This research employed a qualitative case study and used a purposive sampling technique to select the respondents. The respondents were four mothers whose spouses come from different regional cultural backgrounds and live in the Tangerang area. Using questionnaires and semi-structured interviews, this study revealed positive attitudes toward heritage, national, and international languages among respondents, emphasizing the significance of regional languages as crucial elements in maintaining connections with their cultural roots and fostering a sense of self-awareness and appreciation of their cultural backgrounds. However, discrepancies emerge between the parents beliefs and their actual efforts to maintain and preserve the heritage language for their children. Meanwhile, well-educated female parents perceive mastering English as essential in a globalized world. They prioritize English proficiency to provide educational opportunities for their children. This dual perspective on language reflects an attitude among the respondents that is sensitive to levels of formality and covers diverse purposes of language. On one hand, the desire to learn and use English to connect with the global community indicates an awareness of the importance of a global language for communication, education, and opportunities beyond their local context. On the other hand, their attachment to national and regional languages highlights a strong sense of cultural identity.
Larger than life: Linguistic aspects as a strategy for provoking hedonism in car slogans Munandar, Aris; Octoveria, Emma Natasha
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.v12i1.34806

Abstract

Advertisements sell fantasy rather than just products, with their slogans creating lasting impressions of fantasy in the minds of target consumers. This research aims to explore how English slogans in Indonesian car advertisements provoke hedonism through specific syntactic forms and illocutionary forces. Through a qualitative analysis of syntactic and pragmatic aspects, the proportion of syntactic forms, illocutionary forces, and contextual ideas in 87 slogans from nine automotive brands sold in Indonesia: Toyota, Suzuki, Mitsubishi, Daihatsu, Honda, BMW, Mercedes Benz, Hyundai, and KIA were analyzed. It was discovered that low-priced car slogans are shorter, typically in phrase form, while expensive car slogans are longer and often in clause form. Despite the syntactic differences, both categories share similar illocutionary acts, predominantly representative acts aimed at informing consumers, building rapport, and enhancing the brands reputation. While directive acts are more persuasive, they can also be perceived as forceful, potentially creating a negative impression. The study highlights the importance of examining car slogans from a syntactic perspective, in addition to sociolinguistic and psycholinguistic angles. Additionally, the study explored how fantasy and hedonism are conveyed in slogans. Low-priced car slogans evoke close-to-reality fantasies with minimal use of adjective phrases and a weaker provocation of hedonism, whereas expensive car slogans offer symbolic fantasies, strongly provoking hedonism and encouraging indulgence in luxury, comfort, and independence, using both phrases and clauses with representative and directive acts. These findings suggest that car slogans make use of linguistic strategies that are conformed to fit the target market of a car.
Responses to earlier literature in research article introductions: A rhetorical study in applied linguistics Warsidi, Warsidi; Halim, Abd; Kamal, Alfiandy; Halim, Nur Mutmainna; Adnan, Zifirdaus; Samad, Iskandar Abdul; Irawan, Andi Muhammad
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.v12i1.35160

Abstract

Given that researchers aim to publish in prestigious journals, understanding the rhetorical organization of such publications is crucial. While this topic has been extensively studied, existing research has yet to explore how authors in reputable journals engage with prior literature. To fill this gap, the present study intends to analyze how research article authors respond to other earlier literature in their research article introductions (RAIs) published in reputable international applied linguistics journals. This study aims to achieve two objectives: to find out to what extent responding to other earlier literature is important in RAIs, and to discover what types of response authors employ in their RAIs. To achieve these goals, this study employed combined descriptive qualitative and quantitative approaches for analyzing 40 RAIs published in Q1 journals as data sets in the present study. Then, a new analytical framework was designed to respond to the above objectives. The results indicated that responding to other earlier literature is obligatory in RAIs published in reputable international applied linguistics journals. In responding to other earlier literature, authors employed three types of response: either extending other earlier studies, modifying other earlier studies, or establishing a new method, idea, or knowledge. This study offers theoretical contributions by expanding the understanding of how research article authors engage with prior literature within their RAIs. Its practical implications include guiding researchers on effectively utilizing prior literature to establish their research agenda when publishing in reputable journals.
STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools Shukor, Siti Shuhaida; Chuane, Qiu; Albakri, Intan Safinas Mohd Ariff; Madzlan, Noor Alhusna; Gopal, Revathi
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.v12i1.37666

Abstract

The post-pandemic emphasis on educational experimentation underscores STARTeCHs call for swift school reform and the transformative potential of extracurricular learning. This study investigates the impact of STARTeCH on ESL grammar test scores on ESL grammar scores using online learning modes. Utilizing a quasi-experimental design, 87 Malaysian lower secondary school learners (43 males, 44 females, average age 13), selected via purposive sampling, were divided into asynchronous group (n=29), synchronous group (n=30), and conventional group (n=28). Instruments included pre- and post-tests and CAP (Cognitive, Affective, Psychomotor) questionnaires. ANOVA results indicated significant post-intervention differences among the groups F(2.84)=7.834, p=0.001), with the asynchronous group notably outperforming both synchronous and conventional groups in grammar test scores. The study further uncovered no significant differences in cognitive and affective perceptions between asynchronous and synchronous as well as conventional groups. Furthermore, the study revealed a strong preference for the asynchronous mode, particularly in enhancing psychomotor learning objectives. STARTeCH is found to be efficient in enhancing ESL grammar proficiency through tailored, flexible online learning environments with room to practice, repetition, and hands-on engagement via the asynchronous mode. The study suggests a reconsideration of traditional methods, advocating for flexible, technology-enhanced pedagogies for educators, curriculum developers, and policymakers within ESL education.
The impact of synchronous virtual flipped classroom on EFL students speaking skill Muluk, Safrul; Habiburrahim, Habiburrahim; Dahliana, Syarifah; Zakaria, Faishal; Azizah, Azizah; Safrul, Muhammad Safwan
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.v12i1.34814

Abstract

Flipped learning within blended learning has attracted interest for its potential benefits. However, implementing a fully blended model with in-person synchronous learning remains challenging. Therefore, this mixed-methods study investigates a modified flipped approach using a virtual synchronous classroom environment, replacing traditional face-to-face interaction with online instruction. Specifically, our study focused on its implementation in the context of a Public Speaking class, aiming to explore students experiences and levels of learning anxiety with the modified flipped instructional method. A number of 43 out of 50 English major students from one of the state Islamic universities in Indonesia, in their fifth semester, completed and submitted the questionnaires. The results of the study indicated that the implementation of a virtual synchronous flipped classroom had a dual effect, positively influencing both the advancement of students speaking abilities and the alleviation of their anxiety in speaking English. The students found the Synchronous Virtual Flipped Classroom (SVFC) engaging and intellectually stimulating, recommending its adoption via platforms like Zoom and WhatsApp. While they recognized the benefits of technology, their views varied contextually, particularly regarding social interaction. Despite the advantages, students expressed dissatisfaction with the lack of social presence and sensory experience compared to traditional classrooms. Technical issues further hampered peer interaction and impacted their learning experience. These findings provide useful information regarding the potential and limitations of virtual synchronous flipped classrooms in enhancing speaking skills and managing anxiety in language learning.
Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students Jonathans, Peggy Magdalena; Cahyono, Bambang Yudi; Kweldju, Siusana; Ratri, Devinta Puspita; Astutik, Indri; Syarif, Tengku Intan Suzila Tengku
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.v12i1.41180

Abstract

Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that the participants gradually developed a perception of self-regulation and self-efficacy in academic writing processes during their sojourning. Five self-regulation writing strategies were identified as contributing to the success of advanced academic writing: cognitive, metacognitive, social-behavioral, motivational regulation, and socio-cognitive strategies. These strategies were essential for doctoral students preparation programs to maximize writing productivity. The students academic writing self-efficacy developed through writing strategies, peer interactions, academic atmosphere, academic English exposure, research skills, study engagement, and social life as doctoral students. The contributing factors influencing the students writing achievement included their writing behaviors, writing efficacy, academic writing use, and sojourning experiences. These experiences covered writing traditions in the scholarly community, graduate school programs, the English-speaking context, discourse, the supervisordoctoral student relationship, international academic communication, and other writing accomplishments. The findings imply a reciprocal relationship between their perceived writing self-efficacy and their progressive self-regulation in writing.
Voices from ESL classrooms: Overcoming challenges and enhancing English language teacher education in Malaysia Ag-Ahmad, Norazrina; Mohamed, Ahmad Thamrini Fadzlin Syed; Majilang, Deanna Beryl
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.v12i1.39831

Abstract

As frontline educators, ESL teachers possess invaluable insights into their students needs and a profound understanding of practical pedagogical strategies. Despite their crucial role, limited research has explored their perspectives on involvement in decision-making processes and the challenges they face, particularly when navigating the tension between institutional expectations and students needs. This study addresses this gap by examining the challenges confronted by ESL teachers and identifying areas for potential improvement in English Language Teacher Education (ELTE) within the Malaysian educational context. Through qualitative inquiry, data were gathered from ten expert ESL teachers and five ELTE administrators via semi-structured interviews. Using inductive coding in Atlas.ti and thematic analysis, several critical challenges were identified, including the pressure to deliver academic results while fostering critical thinking, adjusting to rapid technological changes, dealing with attitudes of both teachers and students, managing insufficient facilities, and coping with an exam-oriented syllabus. Additionally, participants expressed feelings of being unheard and overwhelmed by administrative tasks. The findings not only contribute to a deeper understanding of the challenges faced by ESL teachers but also offer insights into enhancing ELTE in terms of pre-service and in-service training, facilities and resources, and incorporating teachers voices into policy-making processes. These insights pave the way for targeted interventions and foster teacher empowerment in decision-making.

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