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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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A corpus-based study of authorial presence in the academic writing of Indonesian higher education EFL learners Suhandoko, Suhandoko; Ningrum, Dian Riesti; Mustofa, Ali
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.39813

Abstract

Using appropriate stance markers is essential to enhance argumentation. However, scholars have consistently reported that linguistic, cultural, and instructional factors make developing persuasive skills in L2 writing instruction challenging. This quantitative study employed a corpus-based methodology to investigate the use of stance markers in the academic writing of Indonesian EFL learners to establish persuasive arguments. The dataset comprises academic essays from 59 learners who were part of their academic writing coursework. The stance markers were identified using AntConc software and analyzed following Hylands (2019) stance framework. The research revealed learners reliance on transitions to create a logical structure in their text, while the use of boosters slightly surpasses the use of hedges, reflecting their growing understanding of the need to balance certainty with caution in academic writing. The high frequency of markers for disagreement and doubt indicates their ability to engage effectively with alternative viewpoints. The findings of this study challenge the stigma that Asian EFL learners are less assertive in expressing their arguments and challenging opposing views because they adhere to their cultural communicative norms. However, we found the limited use of markers indicating subjectivity and evaluation, which points to a potential gap in pedagogical approaches and suggests the need for more targeted instruction to bridge culturally appropriate communication norms and academic writing conventions.
Experiences of ESL students and instructors using Grammarly in academic writing Lo, Yueh Yea
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40518

Abstract

Incorporating artificial intelligence writing assistants (AIWAs) into academic writing provides opportunities to improve higher educational formative assessment. The current study seeks to examine the effectiveness of Grammarly, an AI writing assistant (AIWA), in providing instantaneous and personalised feedback to English as a second language (ESL) graduate students. The data were collected through semi-structured interviews and focus group discussions with 30 graduate students and five writing instructors with more than three years of teaching experience in graduate writing at a Malaysian public university. The results demonstrated that Grammarly enhanced student motivation, engagement, and writing proficiency through constant and detailed feedback compared to conventional approaches with time constraints and high subjectivity. However, the findings also highlighted limitations in the variety of feedback provided by Grammarly particularly in addressing nuanced academic writing needs and tailoring suggestions for complex content. Furthermore, Grammarly can support self-regulated learning while decreasing writing anxiety. This finding contributes to the ongoing discourse on AI incorporation in education and employing a balanced method in incorporating AI feedback with human oversights. This limitation underscores the importance of using Grammarly as a complementary tool rather than a standalone solution. Summarily, incorporating AIWAs responsibly can assist in providing a more conducive learning context for students future academic and professional endeavours.
English is not useful for my afterlife: Teachers and students perspectives of English language teaching in pesantren Mustofa, Mutmainnah; Romadhon, M. Galuh Elga
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.38527

Abstract

This study investigates the core beliefs of English teachers facilitating English language learning in Islamic boarding schools. Using a phenomenological research method, the research explores the lived experiences of six participants, four students (S1, S2, S3, S4) and two teachers (T1, T2), regarding English learning in Islamic educational settings. The study conducted detailed, semi-structured interviews and observations at a privately-run Islamic boarding school in Pasuruan regency, East Java, Indonesia. The results reveal that the teachers face significant challenges including inadequate technological resources, poor student motivation, and beliefs that religious knowledge supersedes English proficiency. Likewise, the students initially demonstrated low motivation due to limited extracurricular activities and perceptions that English conflicts with religious studies. However, institutional interventions through interactive techniques, modern teaching practices, and cultural exchange programs gradually improved student attitudes. Adaptive strategies emerged, incorporating Islamic values into language education while emphasizing Englishs practical applications. The findings suggest that culturally sensitive and innovative teaching strategies are crucial for effective English language acquisition in religious educational settings. By integrating Islamic principles into language instruction, educators can enhance student engagement while preserving cultural identity. This study provides important perspectives on English language learning in Islamic boarding schools and presents recommendations for educators and policymakers to enhance language education in similar contexts, while maintaining respect for religious and cultural values.
Multimodality in English-medium nursing classroom interactions: A critical discourse analysis Situmorang, Komilie; Simbolon, Nurmala Elmin; Pramusita, Santa Maya; Hutabarat, Pritz
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.44484

Abstract

English-medium instruction (EMI) continues to expand globally, yet multilingual classrooms remain linguistically complex, as students and lecturers navigate layered communicative challenges. While EMI research has advanced in general education settings, empirical studies grounded in healthcare-specific, discipline-oriented classrooms, particularly in non-English-dominant regions, remain limited. Addressing this gap, this study examines how multimodal resources including gestures, vocalizations, gaze, body movement, and first-language (L1) use are mobilized in EMI nursing classrooms at a university in Indonesia. Drawing on Critical Discourse Analysis (CDA) and ten hours of recorded classroom discourse, the study reveals how meaning is collaboratively constructed through multimodal ensembles that also shape power relations and pedagogical agency. A unique contribution of this research is the culturally embedded concept of Gado-Gado English, a metaphor for the dynamic blend of linguistic and semiotic resources used by teachers and students to cope with EMI challenges. Findings show that multimodal strategies foster inclusive participation, emotional engagement, and active knowledge construction in clinical learning contexts. By capturing naturalistic interaction in an underexplored EMI healthcare setting, this study offers both theoretical and practical insights into discipline-specific EMI pedagogy. Implications are drawn for EMI policy, curriculum design, and professional development, especially regarding the integration of multimodal resources as legitimate and empowering pedagogical tools.
Improving English writing skills using social support slogans Gutirrez-Huancayo, Vladimir Romn
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40766

Abstract

This research aims to study English writing competencies in 88 students enrolled in three professional programs production mechanics, automotive mechanics, and electrical engineering from a public technological institute in Peru, after implementing a program of social support slogans. This research adopted a mixed-method design with the quantitative stage divided into three parts. The first stage determined the differences in English writing competences between the three student groups assigned based on their professional programs, and the second stage was to understand how these study groups differ according to their elements of divergent thinking. Finally, the last quantitative stage validated a model considering two constructs: program benefits (PB) and type of posters (KP). Meanwhile, the qualitative data was obtained using an open-ended survey distributed to these students. The results show that the medians are not statistically significant for writing competencies, based on the Kruskal-Wallis test (sig. 0.200). Second, the clustering results highlighted the originality, although three different conglomerates were formed. Third, an acceptable factorial structure was achieved for the proposed fit model (RMSEA 0.045; CFI 0.968; and TLI 0.957). Likewise, the data from the open-ended questionnaire was coded into writing improvement, social dimension and innovative activity. They valued the poster project for improving English writing while applying knowledge to issues such as workplace safety and energy saving. They also emphasized its innovative and creative nature. Poster design encouraged greater reading and analysis of English texts, supporting better writing, with outcomes linked to poster types: emotional, informational, companionship, or tangible.
Needs Analysis for developing augmented reality-based critical reading materials for EFL students Yulianawati, Ida; Lestari, Zubaedah Wiji; Anggrarini, Natalia; Syafryadin, Syafryadin
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.43391

Abstract

English has been a compulsory subject in higher education across Indonesia. However, concerns about students proficiency remain widespread. Despite the importance of integrating technology into English instruction, especially for enhancing critical reading and thinking skills, many teachers still rely on intuition rather than a systematic needs analysis when developing teaching materials. Consequently, the content often fails to address learners actual needs or improve language mastery effectively. This study aims to explore the specific needs and challenges EFL students face in developing critical reading skills and their perceptions of augmented reality (AR)-based materials used in such classes. A mixed-methods approach was employed, involving surveys and interviews with 79 purposively selected students from two private universities in West Java, Indonesia. Findings revealed that students commonly use online platforms as sources for critical reading activities. They acknowledged the importance of critical reading and expressed that AR significantly enhanced their engagement and fostered independent learning. Pedagogical advantages of AR-based materials included promoting multisensory learning, improving students critical literacy and confidence, increasing enjoyment, and supporting a student-centered approach to technology. Additionally, AR allowed for the integration of virtual and real-world element in meaningful learning environments, which helped reduce cognitive load. The students also recognized ARs role in expanding access to education by making learning experiences more inclusive, engaging, and responsive to diverse learning preferences. Overall, AR-based materials were perceived as a valuable tool to support the development of critical reading skills in English language education.
Investigating English certified teachers performance using multisource feedback Patak, Andi Anto; Korompot, Chairil Anwar
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.39332

Abstract

This research aims to investigate the performance of certified teachers using multisource feedback through multivariate data analysis. The researchers distributed an online 5-point Likert scale questionnaire. A total of sixty-one public elementary schools consented to participate in this study, with each school being represented by its principal, a group of teachers, and a cohort of students. The researchers conveniently chose a group of fellow teachers and students to avoid the school principals intervention. This study showed the covariance among school principals, fellow teachers, and students assessments. The findings in this study included the significant difference between students and teachers in the performance of certified teachers subject mastery. In contrast, the school principals indicated a similar perception to that of their fellow teachers. This study confirms that students gave an average score to teachers subject mastery, although the school principals and fellow teachers assessed it to be very good. Thus, a teacher certification program is expected to contribute to the teachers professionalism and the students excellence. A teacher certification program is anticipated to enhance the professionalism of teachers, particularly those specializing in English education. An individual possessing a high level of professional expertise is indispensable for the facilitation of quality education and learning.
The construction of Indonesian nature and culture in tourism videos produced by Wonderful Indonesia Ardiya, Ardiya; Sobarna, Cece; Amalia, Rosaria Mita; Darmayanti, Nani
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.38790

Abstract

Wonderful Indonesia is the trademark of the Indonesian Ministry of Tourism and Creative Economy (Kementerian Pariwisata dan Ekonomi Kreatif or Kemenparekraf), responsible for producing videos aimed at promoting tourism to national and international tourists. Consequently, this study seeks to examine the representation of identity in the construction of Indonesian nature and culture. Based on this perspective, the selected video for analysis was Wonderful Indonesia Challenge: Borobudur, and the use of the multimodal discourse analysis showed that Indonesian nature and culture were constructed uniquely in this video. Additionally, the selected video represented nature in diverse tourist destinations as exotic, beautiful, friendly, comfortable, and pleasant. Traditional culture was also portrayed as preserved by the local community, even in daily activities. The glorification of locality was increasingly felt when tourists were proven to be actively engaged and happy. Simultaneously, local people in the video were shown to be passive but friendly. However, this video did not portray traditional culture as being close to tourists. The entire scenario was relatively open, enjoyable, and experienced, and even recorded by tourists, despite the sacred nature of the ritual performed. This condition gave the impression that Indonesian nature and culture were exotic, beautiful, unrestricted, comfortable, safe, and enjoyable.
Sundanese cultural values in paribasa as a guide to language politeness: An ethnopragmapedagogy approach Hidayatullah, Asep; Anshori, Dadang S.; Sastromiharjo, Andoyo
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.41872

Abstract

This research aims to identify and analyze the values embedded in Sundanese paribasa, sourced from traditional manuscripts, and to explore their application in teaching language politeness in pragmatics courses through an ethnopragmapedagogy approach. The ethnopragmapedagogy approach integrates ethnopedagogy, which incorporates cultural values into education, with ethnopragmatics, which emphasizes the contextual and cultural interpretation of language use. The data were collected through content analysis of selected Sundanese manuscripts documenting paribasa reflecting politeness values. These data were systematically categorized and analyzed to uncover nine key indicators of language politeness: friendliness, clarity, accuracy, honesty, wisdom, respect, sensitivity, promise-keeping, and quality. The academic basis for each category is grounded in pragmatic and pedagogical theories, emphasizing the cultural significance of politeness in communication. The findings highlight the relevance of Sundanese paribasa as a teaching material in pragmatics courses, providing practical examples of ethical communication and cultural awareness. This research reveals that integrating local cultural artifacts into education strengthens the ethical foundation of learners, particularly in developing respect and empathy in communication. The implications suggest that the ethnopragmapedagogy approach can serve as a model for embedding cultural heritage into language teaching, ensuring that students strengthen not only linguistic competence but also intercultural awareness and social responsibility.
Ecological Metaphors in the Lontar manuscript of the Megantaka folklore: An ecolinguistics analysis Assiddiq, Muhammad Azwar; Mustari, Sri Hariati; Pilu, Reski; Mustakim, Mustakim
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.38537

Abstract

This study investigates the ecological metaphors used in the lontar manuscript of the Megantaka folklore of the Sasak tribe in Indonesia. Using an ecolinguistic approach and referring to Halleys ecological metaphor categories, the data were collected from the Lontar manuscript and analysed using the Metaphor Identification Method (MIP). The findings revealed that the metaphors belong to several categories: 1) the being category used in Tembang Sinom and Tembang Dandang, 2) the cosmos category appearing in Tembang Durma, Tembang Pangkur, and Tembang Dandang, 3) the energy category in Tembang Asmaradana, Tembang Durma, and Tembang Pangkur, 4) the substance category in Tembang Durma, 5) the terrestrial category in Tembang Durma, Tembang Pangkur, and Tembang Dandang, 6) the object category in Tembang Sinom, Tembang Asmaradana, Tembang Pangkur, and Tembang Dandang, 7) the living category in Tembang Durma, Tembang Pangkur, and Tembang Dandang, and 8) the animate category in Tembang Durma, Tembang Pangkur, and Tembang Dandang. This study is essential for preserving local wisdom, providing an overview of social and cultural life in the past, and serving as material for community reflection in strengthening the national character. This study reflects the ecological conditions of language users and provides insights into the social and cultural lives of the Sasak people.

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