Studies in English Language and Education
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.
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<![CDATA[Looking into EFL students’ perceptions in listening by using English movie videos on YouTube ]]>
<![CDATA[Tengku Maya Silviyanti]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v1i1.1119
<![CDATA[This study investigated students’ interest in using YouTube movie videos in practicing their listening ability either inside or outside of class. This study used a mix of open and closed questionnaires adopted from Kelsen (2009) on the motivation of using YouTube for listening. 45 students enrolled in a Listening III class were taken as the sample. The findings showed that the highest motive for students to use it was because ‘using YouTube has been beneficial to their English, followed by ‘using YouTube is interesting’, then, ‘using YouTube motivated them to study English’ and ‘the YouTube material was relevant to what was studied in class”. The lowest motive included ‘using YouTube in class motivated them to use it to themselves to study English outside of classes. Furthermore, some students’ open responses to YouTube were: they can practice their English by watching native speakers; it has pictures so it is easy for students to understand the topic, and the materials were relevant since they were practicing listening. Yet, negative responses were also found such as they did not have internet connection at home, were not motivated to do it alone and were not assigned homework to use it. Thus, YouTube can be considered to be used as a material in listening class because it is found to provide many benefits for students.]]>
<![CDATA[Is my stress right or wrong? Studying the production of stress by non-native speaking teachers of English ]]>
<![CDATA[Ika Apriani Fata]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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Full PDF (402.428 KB)
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DOI: 10.24815/siele.v1i1.1120
<![CDATA[This study aims at exploring the production of stress by non native English teachers in Aceh. It also inquires into how these teachers of English overcame their shortcomings in oral English language teaching. 45 non native English teachers from Aceh were recorded. They came from four regions in the province of Aceh, namely Aceh Timur, Langsa, Aceh Utara and Aceh Besar. The participants have taught English from five to 15 years. The approach used in this paper is qualitative by focusing on the method of lexical stress analysis suggested by Crystal (1969), Halliday (1970) and McCawley (1986). The study reveals that variations of lexical stresses were produced by the teachers with 13-15 years of teaching experience. Those from Langsa and Aceh Timur produced the most varied stresses. Therefore, it is suggested for future research to conduct a more in-depth study on this topic with a wider sample of participants and more target words. It is also proposed that possible socio-phonological language inferences in the production of English stress by EFL teachers should be explored.]]>
<![CDATA[Investigating elementary school pupils’ proficiency in mastering English vocabulary ]]>
<![CDATA[Diana Achmad]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
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DOI: 10.24815/siele.v1i1.1116
<![CDATA[English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x) of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.]]>
<![CDATA[The difficulties faced by students in producing free-writing: A study at STKIP Bina Bangsa Getsempena ]]>
<![CDATA[Rahmi Fhonna]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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Full PDF (553.103 KB)
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DOI: 10.24815/siele.v1i1.1117
<![CDATA[Writing is a means of communication to convey meaning as well as a medium for self-expression and self assessment and also for teacher-assessment. In the tertiary context, writing even has more complex meanings because of its social context and epistemological issues of knowledge. This study was conducted to identify errors and mistakes made in free-writing by students at STKIP Bina Bangsa Getsempena and to investigate the reasons they faced numerous difficulties in producing good free-writing as well as to investigate the students’ opinions towards the activity of writing in general and also the comments of their lecturers on their free-writing assignments. 18 free-writing assignments were collected from 18 students as samples for this study. A questionnaire was also distributed to strengthen the data obtained from the writings. The written assignments were then analyzed by using the form feedback framework, in terms of conventional grammatical errors, adapted from Ashwell (2000). The findings showed 6 categories of grammar that were often misused in the students’ free-writing, namely agreement/verb-tense, spelling, articles/determiners/plurals, lexical choice, pronoun and preposition/collocation. The results from the questionnaires revealed that the main obstacles faced by the students in producing free-writing were their lack of ideas/difficulties in organizing ideas as well as their problems with grammar.]]>
<![CDATA[The application of Swales’ model in writing a research article introduction ]]>
<![CDATA[Burhanuddin Yasin]]>;
<![CDATA[Hijjatul Qamariah]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v1i1.1118
<![CDATA[This research attempts to suggest an alternative solution for writers in general and graduate students in particular in writing a proper research article introduction. In order to do so, the authors explored how the Swales’ model is applied in writing a research article introduction. The exploration was approached through a library study on the Swales model application. Some previous studies applying Swales Model were gathered and categorized into three categories − application of Swales model on different types of genre besides the research article introduction, different discipline or field and the last is the application of Swales’ on the research article introduction across languages. Another three articles written by professional writers were also collected as samples of introductions that have successfully presented three obligatory moves – establishing a territory (Move 1), establishing a niche (Move 2) and occupying the niche or presenting the present work (Move 3) − proposed by Swales’ model. Those introductions were segmented into those three moves and analyzed based on a communication purpose in every step derived from each move. In order to add more comprehension about the model, an analysis was also conducted on introductions for seven articles in the English Education Journal (EEJ) published by the Graduate Program in English Language Education at Syiah Kuala University. The purpose of the analysis was to show the differences in structure of introductions organized without following the CARS Swales model. Conclusions are that the CARS Swales model is relevant for the teaching of introductions for research writing and it can be a guideline to teach students the moves and steps of this model for communication purposes.]]>
<![CDATA[The application of Swales’ model in writing a research article introduction ]]>
<![CDATA[Burhanuddin Yasin]]>;
<![CDATA[Hijjatul Qamariah]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v1i1.1118
<![CDATA[This research attempts to suggest an alternative solution for writers in general and graduate students in particular in writing a proper research article introduction. In order to do so, the authors explored how the Swales’ model is applied in writing a research article introduction. The exploration was approached through a library study on the Swales model application. Some previous studies applying Swales Model were gathered and categorized into three categories − application of Swales model on different types of genre besides the research article introduction, different discipline or field and the last is the application of Swales’ on the research article introduction across languages. Another three articles written by professional writers were also collected as samples of introductions that have successfully presented three obligatory moves – establishing a territory (Move 1), establishing a niche (Move 2) and occupying the niche or presenting the present work (Move 3) − proposed by Swales’ model. Those introductions were segmented into those three moves and analyzed based on a communication purpose in every step derived from each move. In order to add more comprehension about the model, an analysis was also conducted on introductions for seven articles in the English Education Journal (EEJ) published by the Graduate Program in English Language Education at Syiah Kuala University. The purpose of the analysis was to show the differences in structure of introductions organized without following the CARS Swales model. Conclusions are that the CARS Swales model is relevant for the teaching of introductions for research writing and it can be a guideline to teach students the moves and steps of this model for communication purposes.]]>
<![CDATA[Looking into EFL students’ perceptions in listening by using English movie videos on YouTube ]]>
<![CDATA[Tengku Maya Silviyanti]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v1i1.1119
<![CDATA[This study investigated students’ interest in using YouTube movie videos in practicing their listening ability either inside or outside of class. This study used a mix of open and closed questionnaires adopted from Kelsen (2009) on the motivation of using YouTube for listening. 45 students enrolled in a Listening III class were taken as the sample. The findings showed that the highest motive for students to use it was because ‘using YouTube has been beneficial to their English, followed by ‘using YouTube is interesting’, then, ‘using YouTube motivated them to study English’ and ‘the YouTube material was relevant to what was studied in class”. The lowest motive included ‘using YouTube in class motivated them to use it to themselves to study English outside of classes. Furthermore, some students’ open responses to YouTube were: they can practice their English by watching native speakers; it has pictures so it is easy for students to understand the topic, and the materials were relevant since they were practicing listening. Yet, negative responses were also found such as they did not have internet connection at home, were not motivated to do it alone and were not assigned homework to use it. Thus, YouTube can be considered to be used as a material in listening class because it is found to provide many benefits for students.]]>
<![CDATA[Is my stress right or wrong? Studying the production of stress by non-native speaking teachers of English ]]>
<![CDATA[Ika Apriani Fata]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v1i1.1120
<![CDATA[This study aims at exploring the production of stress by non native English teachers in Aceh. It also inquires into how these teachers of English overcame their shortcomings in oral English language teaching. 45 non native English teachers from Aceh were recorded. They came from four regions in the province of Aceh, namely Aceh Timur, Langsa, Aceh Utara and Aceh Besar. The participants have taught English from five to 15 years. The approach used in this paper is qualitative by focusing on the method of lexical stress analysis suggested by Crystal (1969), Halliday (1970) and McCawley (1986). The study reveals that variations of lexical stresses were produced by the teachers with 13-15 years of teaching experience. Those from Langsa and Aceh Timur produced the most varied stresses. Therefore, it is suggested for future research to conduct a more in-depth study on this topic with a wider sample of participants and more target words. It is also proposed that possible socio-phonological language inferences in the production of English stress by EFL teachers should be explored.]]>
<![CDATA[Investigating elementary school pupils’ proficiency in mastering English vocabulary ]]>
<![CDATA[Diana Achmad]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v1i1.1116
<![CDATA[English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x) of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.]]>
<![CDATA[The difficulties faced by students in producing free-writing: A study at STKIP Bina Bangsa Getsempena ]]>
<![CDATA[Rahmi Fhonna]]>
<![CDATA[ Studies in English Language and Education Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24815/siele.v1i1.1117
<![CDATA[Writing is a means of communication to convey meaning as well as a medium for self-expression and self assessment and also for teacher-assessment. In the tertiary context, writing even has more complex meanings because of its social context and epistemological issues of knowledge. This study was conducted to identify errors and mistakes made in free-writing by students at STKIP Bina Bangsa Getsempena and to investigate the reasons they faced numerous difficulties in producing good free-writing as well as to investigate the students’ opinions towards the activity of writing in general and also the comments of their lecturers on their free-writing assignments. 18 free-writing assignments were collected from 18 students as samples for this study. A questionnaire was also distributed to strengthen the data obtained from the writings. The written assignments were then analyzed by using the form feedback framework, in terms of conventional grammatical errors, adapted from Ashwell (2000). The findings showed 6 categories of grammar that were often misused in the students’ free-writing, namely agreement/verb-tense, spelling, articles/determiners/plurals, lexical choice, pronoun and preposition/collocation. The results from the questionnaires revealed that the main obstacles faced by the students in producing free-writing were their lack of ideas/difficulties in organizing ideas as well as their problems with grammar.]]>
