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Studies in English Language and Education
Published by Universitas Syiah Kuala
ISSN : 23552794     EISSN : 24610275     DOI : -
Core Subject :
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 to 2020, Studies in English Language and Education (SiELE) was published twice a year, in March and September. Since 2021, the journal has been published three times a year, in January, May, and September. Starting in 2027, SiELE will publish four issues annually, in January, April, July, and October. 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.
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Articles 68 Documents
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Language vitality of Acehnese: Survey results and factors affecting its sustainability Iskandar Syahputera; Berlin Sibarani; Masitowarni Siregar
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1104

Abstract

This study investigates the vitality status of the Acehnese language and factors affecting its sustainability, drawing connections to SDG 4 (Quality Education; literacy). Employing a quantitative survey design, data were collected from 598 respondents across five districts of Aceh Province, Indonesia, using multi-stage cluster random sampling. The study applied a modified UNESCO 2003 Language Vitality Assessment framework comprising seven factors: intergenerational transmission, domain trends, response to new domains and media, availability of written materials for education, governmental support, community attitudes, and documentation quality. Data analysis using SPSS determined the endangerment level on UNESCO’s six-point scale. Findings reveal that Acehnese vitality is at Level 3 (definitely endangered), with intergenerational transmission identified as the most critical factor contributing to decline. This decline directly undermines SDG Target 4.6, as mother-tongue literacy is foundational for achieving functional literacy among Acehnese youth. Without intergenerational transmission, universal literacy in Acehnese becomes unattainable, and lifelong learning pathways are disrupted from early childhood. While older generations continue speaking Acehnese, transmission to younger speakers is weakening significantly. Among seven factors, only governmental support (Factor 5) was rated “safe.” Other factors ranged from definitely to severely endangered, reflecting limited use of the educational domain, minimal digital media presence, inadequate written materials for mother-tongue literacy instruction, mixed community attitudes, and insufficient documentation. The study concludes that without strategic intervention targeting SDG targets, including mother-tongue literacy programs, accessible Acehnese learning materials, and formal recognition in foundational education, the language faces further decline, risking equitable quality education for Acehnese-speaking communities.
A comparative evaluation of ChatGPT and human translation of Sundanese cultural terms Ina Sukaesih; Fanny Puji Rakhmi; Farizka Humolungo; Septina Indrayani; Taufik Eryadi Abdillah
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1108

Abstract

This study addresses a gap in low-resource language translation research by comparing how ChatGPT and a human translator render Sundanese cultural terms into English and evaluating both outputs using established translation quality dimensions. A qualitative descriptive-comparative design was used. A total of 109 cultural terms were extracted from the Sundanese short story Jampe Ngimpi, together with their two English versions (human and ChatGPT). A panel of bilingual Sundanese–English raters familiar with Sundanese culture independently assessed each item for accuracy, acceptability, and readability using Nababan’s Translation Quality Assessment rubric (three-point scale), followed by focus group discussions to reach consensus. The data are analyzed by combining numerical averages with brief qualitative explanations of why certain parts are strong or weak based on the three parameters. The findings show differences in performance across translation quality dimensions. ChatGPT records relatively strong results in accuracy (2.5) and acceptability (2.5), while human translators show a slight advantage in readability (2.6), particularly for terms requiring deeper cultural contextualization. ChatGPT performs better with culturally straightforward items that have clear English equivalents but tends to produce literal calques or transfer Sundanese forms with minimal explanation when faced with culturally specific terms, which can reduce clarity and obscure pragmatic meaning. In contrast, human translators more often apply brief glosses, paraphrasing, and descriptive equivalents that preserve cultural meaning while improving reader comprehension. The results indicate that ChatGPT is effective for initial drafting, while human revision remains essential for ensuring cultural accuracy and contextual appropriateness in Sundanese-English translation.
Mitigation devices in written complaints: A contrastive analysis of native and non-native English speakers Nur Lailiyah; Monika Widyastuti Surtikanti; Arif Nugroho
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1110

Abstract

Effective communication in written complaints requires the use of appropriate mitigation devices to express dissatisfaction while maintaining politeness. This study aims to examine (1) the differences in the use of mitigation devices in written complaints between native and non-native English speakers, and (2) the factors influencing the choice of these devices. The study employed a qualitative content analysis design, using 100 complaint texts collected from Twitter and TripAdvisor, consisting of 50 texts from native speakers and 50 from non-native speakers. Data were analyzed using a coding framework covering hedging, indirect language, politeness markers, and expressions of empathy or acknowledgment, supported by a contextual analysis of the influencing factors. The findings reveal that native speakers employ a wider range and combination of mitigation devices, whereas non-native speakers tend to use more direct and less varied expressions of dissatisfaction. In addition, the study identifies pragmatic competence, cultural background, and communication platform as key factors influencing mitigation choice. Native speakers consistently demonstrate more varied and combined use of mitigation strategies across contexts, while non-native speakers show more limited use, particularly in informal platforms, such as social media. These findings suggest the importance of explicit instruction in pragmatic competence to improve non-native speakers’ ability to use mitigation devices effectively. The study also provides practical implications for language teaching and cross-cultural communication, particularly in enhancing written complaint strategies in digital contexts.
Pragmatic impacts of linguistic elision of noun and verb phrases in Saudi Business communication Mohammad Awad Al-Dawoody Abdulaal
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1111

Abstract

Although existing research has affirmed that omitting noun and verb phrases can streamline interactions and provide alternative interpretations for recipients, there is limited insight into how these elliptical constructions function in context in Saudi corporate settings. Therefore, this study investigates the interpretive utility of noun and verb phrase ellipsis in professional communication, aiming to uncover their role in enhancing discourse efficiency and interpretive emphasis. An exploratory sequential mixed research design was utilized, wherein a quantitative phase preceded and informed a qualitative interpretation phase. Both data strands were derived from 112 transcripts of corporate interactions, sampled systematically based on discourse type, encompassing meetings, negotiations, and training presentations sourced from official platforms and public archives. In the first phase, frequency analysis and chi-square testing identified patterns in the frequency and contextual use of elliptical structures. In the second phase, textual analysis examined how noun and verb phrases serve specific interactive goals such as comprehensibility, markedness, and persuasiveness, with qualitative interpretation building upon quantitative findings. Results revealed that noun and verb phrase ellipsis enhances communicative efficiency by reducing redundancy and directing attention toward important content. Noun phrases were effective in foregrounding key information, while verb phrases conveyed urgency and immediacy. Quantitative results further highlighted consistent structural patterns and their impact on emotional engagement. Additionally, strategic linguistic omission appeared to reinforce perceptions of speaker confidence and authority within corporate contexts. The study repositions linguistic omission not merely as a grammatical phenomenon but as a pragmatic strategy for directing attention and shaping interpretation through clarity and emphasis.
Burma news international’s media framing: Critical discourse analysis on the Rohingya crisis Agwin Degaf; Arrima Fazza Maulidda; Nur Fitria Anggrisia; Zainur Rofiq; Habiba Al Umami
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1112

Abstract

The Rohingya crisis, underpinned by systemic discrimination and exclusion in Myanmar, continues to be a salient humanitarian concern. While international media have extensively covered the issue, perspectives from Myanmar-based media remain underexplored. Contributing to media discourse analysis, this study examines Myanmar-based reporting to understand how local narratives align with or differ from international discourses. It analyzes how Burma News International (BNI) constructs the Rohingya issue in articles published between March and July 2023, using van Dijk’s Critical Discourse Analysis (CDA) model across macrostructural, superstructural, and microstructural levels. The findings reveal that BNI constructs the Rohingya crisis through interconnected macrostructural, superstructural, and microstructural elements. At the macrostructural level, BNI consistently highlights themes of systemic persecution, repeated arrests, refugee camp incidents, and humanitarian aid, portraying the Rohingya mainly as victims of structural violence. At the superstructural level, the arrangement of headlines, leads, background details, and conclusions emphasizes urgency and humanitarian concern while providing limited representation of Rohingya voices. At the microstructural level, the repeated use of negatively charged language strengthens narratives of vulnerability, marginalization, and crisis. Hence, future studies should examine a broader range of media sources and platforms to further explore how media shape public understanding, reinforce ideological positions, and influence policy responses to humanitarian crises.
Iranian versus native writers’ metadiscursive hedging behavior in research article discussions in applied linguistics Mohammad Ali Salmani Nodoushan
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.2436

Abstract

Metadiscursive hedging plays a vital role in shaping academic writing, particularly in research article discussions where precision and stance are crucial. Understanding how writers from different linguistic backgrounds employ hedges can reveal both cultural and disciplinary conventions that influence scholarly communication. This study addresses these issues by examining research articles with two main aims: (a) to see if Iranian and native writers’ metadiscursive hedging behavior in research articles (RA) discussions in applied linguistics differs significantly, and (b) to show if Iranian writers of RA discussions comply with, or diverge from, accepted norms of their professional community of practice. 33 RA discussions from three English-text Iranian applied-linguistics-related academic journals and 33 from native-English applied-linguistics-related academic journals published between 2009 and 2019 were randomly selected (N = 66) and analyzed in light of Hyland’s (1998) conceptual model of hedging. A counterbalanced time-series design across three trials at three-week intervals minimized carryover effects during hedge extraction, and independent-samples and one-sample t-tests were used to analyze hedge types and functions. Results revealed that native writers used significantly more hedges (M = 99.12, SD = 50.02) than Iranian writers (M = 59.84, SD = 30.33), with significant differences across all three hedging orientations, accuracy, writer- and reader-oriented, while Iranian writers also diverged markedly from professional community norms across virtually all hedging categories. These findings affirm the challenges non-native writers face in mastering academic hedging and highlight the need for metadiscourse to be more explicitly addressed in academic writing pedagogy.
Distraction, motivation, and multimodality: Generation Alpha students’ and teachers’ perspectives on interactive English guide design Bambang Widi Pratolo; Eko Purwanti; Dat Bao; Hamdan Anwari; Nur Fatimah; Soviyah Soviyah; Dio Fahmi Al Faradhi
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1611

Abstract

Generation Alpha learners bring distinctive digital habits and expectations to English language learning, while teachers face increasing challenges in integrating technology into classroom practice. This study investigates the perspectives of Generation Alpha students and English teachers in urban junior high schools in Yogyakarta, Indonesia, and examines the convergence and divergence in their perspectives to inform an interactive English teacher guide design. This convergent mixed-methods needs analysis involved 1,205 students, 61 English teachers, one school principal, and one English MGMP (Musyawarah Guru Mata Pelajaran, or Teacher Working Group) coordinator. Data in this study were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings revealed that students were digitally ready and preferred interactive, multimodal, and contextualized English learning supported by clear guidance and timely feedback. However, they engaged less frequently in independent language practices and speaking activities. Teachers expressed a strong need for practical, curriculum-aligned resources, including lesson templates, differentiated activities, authentic materials, and ready-to-use assessment tools. Students identified technological distractions, unclear instructions, and lengthy texts as the main learning barriers, whereas teachers emphasized low motivation, limited attention spans, and classroom management challenges. Despite these differences, both groups highlighted the importance of multimodal resources, scaffolded instruction, timely feedback, and clear assessment rubrics. Therefore, an effective teacher guide should incorporate multimodal and scaffolded learning, formative assessment, differentiated instruction, and low-bandwidth digital resources. By integrating students’ and teachers’ perspectives, this study provides an evidence-based foundation for developing contextually relevant instructional resources for Generation Alpha learners.
Cross-cultural communication and its effects on academic performance: Insights from international Indonesian students in Malaysia Sri Yuliani; Miharaini Md Ghani; Annisa Mardatillah; Shalawati Shalawati; Dicki Hartanto
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1691

Abstract

Students participated in a study abroad program often experience cross-cultural communication challenges, which can influence their academic performance. Therefore, this research examines common cross-cultural communication barriers faced by Indonesian students undertaking a study abroad program at Malaysian universities and explores solutions to cultural misunderstandings affecting academic performance. The study involved a quantitative survey of 127 international students and used instruments formulated on the basis of Cummins (2008) to measure the frequency and severity of language barriers as perceived by students and identifying trends and connections in results across language proficiency levels. Data analysis focused on four distinct aspects: obstacles encountered by respondents in the Malay language, difficulties in the English language, adaptation/socialization, and academics. The data were analyzed using descriptive statistics to determine the frequency and severity of communication barriers, socialization and adaptation. In addition. inferential statistics was used to examine relationships between variables explored in this study. The findings reveal that effective cross-cultural communication significantly enhances academic performance by fostering better understanding, decreasing cultural misunderstanding, and promoting positive interactions with peers and faculty. Indonesian students actively engaged in cross-cultural communication strategies such as improving language proficiency, participating in multicultural activities, and seeking social support tend to achieve high academic success. Conversely, students who faced communication barriers in both Malay and English, as well as socialization and adaptation, frequently encountered academic challenges. Therefore, further language assistance and training for international students are necessary to promote fruitful interactions in academic settings.

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