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Studies in English Language and Education

SiELE
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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 50 Documents

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Search results for , issue "Vol 9, No 3 (2022)" : 50 Documents clear

ELT lecturers’ communicative language teaching approach in directing students’ emotions in distance learning I Ketut Wardana; Putu Ayu Paramita Dharmayanti; Anak Agung Putu Arsana
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

The study investigated whether, and how, Communicative Language Teaching Approaches (CLTA) significantly influenced students’ academic emotions and achievement in self-directed distance learning. The participants were 76 university students in Denpasar. The data were collected through exam results and two questionnaires. Questionnaire A measured students’ learning intentions, self-encouragement, and motivation, while questionnaire B was the DASS 21. Pearson Correlation was used to analyze the effect of CLTA on student learning intention and performance, and their perception of depression, anxiety, and stress. Descriptive analysis was also performed to examine the students’ levels of negative emotions toward their academic experience. The quantitative results showed a significantly positive correlation between lecturers’ content-based instruction (CBI) and learning intention, rob (0.536) rcv (0.226); lecturers’ communicative language teaching (CLT) correlated positively with learning encouragement, rob (0.655) rcv (0.226); and lecturers’ task-based language teaching (TBLT) correlated positively with motivation, rob (0.671) rcv (0.226). This means that the CLTA strategy strongly and positively encouraged students to study and decreased the students' experiences of negative emotions. The study revealed that the more intensively the CLTA is applied, the fewer students feel depressed, and the better the students’ achievement is. The study suggests that CLTA activates affective, cognitive, and conative norms even in online learning environments.

The conceptualization of jihad in the Acehnese saga of Hikayat Prang Sabi Herman Rusli; Mukhlis Mukhlis; Abu Bakar; Armia Armia
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

This study focuses on the conceptualization of jihad in the text of Hikayat Prang Sabi by Teungku Chik Pante Kulu. This study provides a constructive discourse of thought for readers in understanding jihad. This study narrates jihad as literally meaning ‘striving’ or ‘struggling’ in Arabic, such as in wars, and it also examines the conceptualization of jihad in Acehnese literary texts. The method used in this research is descriptive-qualitative. The data were analyzed through a literary hermeneutic approach so that the interpretation of the Hikayat Prang Sabi text can be considered a universal truth in the lives of the Acehnese and Muslim communities in the world regarding the concept of jihad. The results of the analysis show that the concept of jihad in the Hikayat Prang Sabi is divided into three: (1) jihad for religious reasons, (2) jihad to defend the homeland, and (3) jihad for peace. These three concepts form the conceptualization of jihad based on the relationship between humans and God, the relationship between humans and humans, and the relationship between humans and the universe. This confirms the linguistic concept of jihad in the perspective of Muslims, especially the people of Aceh, that jihad is not only about war and suicide but also an inspiration to call for truth and peace.

Positive politeness strategies during online learning: A cyberpragmatic study Hari Kusmanto; Pratomo Widodo
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Language politeness and character education are crucial in the era of education disruption, particularly in terms of learning communication. Problems with language politeness happen when communication is mediated by electronic media, such as WhatsApp in particular, because it allows undergraduates to be more open in conveying their intentions, including to the lecturers regarding the learning goals. This study aims to describe the forms of language politeness during online learning in higher education. The study used a descriptive qualitative approach. The data of this study were utterances consisting of language politeness, and the data sources were undergraduates’ utterances to their lecturer. The data collection techniques were documenting, reading, and note-taking. The data were analyzed through referential identity, extra lingual interactive model, and politeness strategies proposed by Brown and Levinson (1987) and Maricic (2000). Cyberpragmatic perspective perceives the positive politeness strategies with the help of external context, in this case, the virtual learning context, to find out whether there were positive politeness strategies in the utterances. The findings indicate that positive politeness strategies during online learning using cyberpragmatic approach are represented in six forms: paying attention, using identity markers, looking for agreement, avoiding conflict, creating humor, and showing an optimistic attitude. This study recommends that positive politeness strategies can be used as a pillar of developing and strengthening character education in learning, especially in universities.

Texts used in the English language arts classroom of an American Islamic school Firman Parlindungan; Adrian Rodgers
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

In this article, we examine what texts were selected for use by a middle school language arts teacher working in an American Islamic school. The literature has found that schools play an important role in supporting immigrant students to navigate a new culture, especially by selecting and providing appropriate texts for learning. Since students’ interaction with texts can mediate knowledge and identity construction, what cultural information and whose culture is embedded in the texts matter for language learning. As such, we wondered what texts a teacher would use to bridge the minority culture of the students with the majority culture in which the students lived. One teacher’s language arts class with 20 students at one American Islamic school was observed for one academic quarter and then described using a case study method. We qualitatively analyzed classroom observations, field notes, teacher interviews, and teacher and student work samples. We found that the teacher was able to use both academic texts, virtual texts, and teacher-created documents to explore some of the issues that the students face on a daily basis. This study further adds to the existing knowledge that culturally relevant texts may mediate students’ understanding of the larger socio-historical contexts in which they reside including a chance to develop language skills necessary for communication and learning.

Revisiting Thompson’s Multicultural Disposition Index in preservice English teacher education in Indonesia Lusi Nurhayati; Suwarsih Madya; Nur Hidayanto Pancoro Setyo Putro; Sulis Triyono
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Despite the growing body of literature recognizing the importance of multicultural education in the 21st Century, little is known about the preservice English teachers’ (PSETs) multicultural disposition (MD) in the Indonesian setting. This survey study examined the Multicultural Dispositions Index (MDI) of PSETs. The 22 items of Thompson’s (2009a) MDI scales with four dimensions, i.e., cross-cultural competence, multicultural worldview, knowledge of professional and personal self, and professional skills and commitment, were adopted to explore the PSET MDI in this study. It was a nine-type self-report scale. The study involved 185 PSETs (aged 17–22 years; 146 females and 39 males) from one of well-established teacher education universities in Indonesia. A Confirmatory Factor Analysis was conducted to confirm the underlying MDI dimensions. The findings showed that the PSETs MDI was best represented by 18 items that emerged into the same four dimensions. It means the PSETs in Indonesia possess the four dimensions of multicultural dispositions, facilitating them to navigate school-level multicultural education. Four items from the original 22 items of MDI must be due to the cross-loading and low factor loading since the value was found to be more than 0.50. Therefore, it is strongly recommended that the MDI be revised when used in the Indonesian multicultural context.

A semantic analysis of the fishery vocabulary of the Hulu dialect of Banjarese Muhammad Rafiek; H. Rustam Effendi
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

This study aimed to examine the fishery vocabulary in the Hulu dialect of Banjarese (upper river dialect) at the Central and North Hulu Sungai Regencies, Kalimantan, Indonesia. Data collection techniques were carried out by observation, interviews, and recording with 23 native speakers of the Banjarese language. They were permanent residents in the study locations, male and female residents aged 25-70, and they knew about their traditional fishing activities. Semantic analysis was used in scrutinizing the data. The initial vocabulary data from the informants was first identified and described. Each lexeme of the fishery vocabulary in the Hulu dialect of Banjarese was analyzed based on its lexical meaning, grammatical meaning, and semantic function. The words were then explained, paraphrased, and further categorized based on their types of meaning and function. The results showed that the fishery vocabulary of the Hulu dialect of Banjarese has 30 lexical meanings, comprising 28 nouns and two verbs. They are categorized into five types: (1) fishing gear, traps, and net, (2) fish containers, (3) fishing bait, (4) fish species, and (5) fishing activities. The fishery vocabulary in the Hulu dialect of Banjarese depicts the cultural wealth of these people. These lexemes can be maintained if the people continue to preserve the use of environment-friendly fishing gear that depicts their environmental and local wisdom.

Millennial students’ metalinguistic knowledge on headlines Using Grammaticality Judgment Test Betty E. Tuttle; Leonardo O. Munalim
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Amid the proliferation of online news portals, there is a felt need for a reinvestigation of the millennial students’ metalinguistic knowledge (MK) on the technicality of the headlines. Couched within Relevance Theory, including the interlarding theories of Communicative Competence and Monitor Hypothesis, this study investigated 80 students’ technical knowledge on selected 35 headlines vis-à-vis the students’ academic disciplines and exposure to the headlines/news articles. The study employed a Grammaticality Judgment Test (GJT) by Schütze (1996) following Noam Chomsky’s competence/performance distinction. The results showed the dearth of the students’ knowledge on the technical rules of the headlines, which only fared around 70.66% accuracy. Likewise, the results showed that those who were never exposed to the headlines had a significantly lower mean score as compared to those with exposure to the headlines. Poor cognizance of the semantics-syntax of the headlines statistically cuts across eight academic disciplines and exposure to news articles. Overall, the students’ understanding of the headlines seems to be shaped by their explicit knowledge and grammaticality judgment about the technicalities of the headlines. By and large, such results may be an indication of the students’ experiences of semantic ambiguities of the headlines. We put forth the dire need for the re-introduction of ‘Journalism’ course across educational levels in a language classroom given today’s rapid pervasiveness and breadth of digitalism. Students’ lack of MK on the technicality of the headlines can impinge on their understanding of the semantics and the actual story-level depictions of the news.

The pragmatic study of metafiction in Preeti Shenoy’s ‘The Secret Wish List’ and ‘It Happens for A Reason’ D Pandeeswari; A Hariharasudan; Ahdi Hassan
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

This study aims to spotlight the postmodern tendency of metafiction in Preeti Shenoy’s selected texts. Metafiction is self-conscious in relation to language, literary form, and storytelling in fiction. This form of fiction accentuates its construct and reminds the readers to be aware of a fictional work. Shenoy is a noteworthy postmodern writer, and her famous novels are ‘The Secret Wish List’ (2012) and ‘It Happens for Reason’ (2014). These two novels exhibit the subject of postmodern metafiction through her writings. In these novels, the protagonists overcome their family doctrines to fulfill their wishes. The method of study adopted the metafiction theories proposed by Mark Currie, Patricia Waugh, and Linda Hutcheon. It highlights Shenoy’s texts that represent the elements of metafiction through the protagonists. Using various theories related to postmodern metafiction, the view of metafiction in the texts is substantiated and explored. The postmodern perspective of metafiction is explored in Shenoy’s texts and analyzed with metafiction theories. The study results are compared and discussed with other studies and contemporary texts concerning metafiction. The findings show that metafiction is applicable in the texts of the two novels by Shenoy. She projects the aspects of metafiction in her works through her writing, especially narration, both fiction and reality.

Nasal verbalization of the Kanayatn Dayak Language Eusabinus Bunau
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

This research aims to study the feature of nasals in the Kanayatn Dayak language, spoken in West Kalimantan, Indonesia, and whether they are replacive or additive to particular initial phonemes of the root. The data were collected by recording and interviewing five informants of 45-55 years old native speakers of Kanayatn Dayak. Through the descriptive linguistics approach to describe the linguistic features of the nasals, this study revealed that the feature could be both replacive and additive, depending on the initial phoneme of the root word the nasals enter. These replacive and additive nasal verbalization processes function as class-maintaining and class-changing based on the root class to the nasals attached. As a replacive, the nasal verbalization process replaces the first phoneme of the root with nasals /m-/, /n-/, /ŋ-/, and nasal /ɲ-/. As additive verbalization, it is added to first phoneme of the root by employing allomorph /ma-/ and alternant /m-/, allomorph /am-/, allomorph /an-/ and alternant /n-/, and nasal /ŋ-/ and allomorph /ŋa-/. The replacive nasal verbalization makes the first phoneme of root covert. It is replaced with the replacive nasals. Then, the additive verbalization process maintains the first phoneme of the root staying overt. As a result, these additive nasals also create double homorganic-nasal oral consonants at the first phoneme of the verbs. The verbalization process involving additive allomorph only maintains the first phoneme of the root staying overt. In complex word formation, nasal verbalization creates active transitive and intransitive verbs.

Looking inside an EFL classroom: Promoting productive learning through teachers’ questioning strategies Teuku Zulfikar; Khairiah Syahabuddin; Khamisna Maulidia; Emawati Emawati; Amiruddin Amiruddin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Engaging students to participate in productive learning is a prerequisite for successful instruction. Teachers as instructional leaders should be creative and proactive in finding the best ways to enable effective learning to take place. One of the most well-known strategies is the use of appropriate ‘questioning’ during the instructional process. Teachers’ questioning strategies can encourage learning, but at the same time, they can also discourage learning when they are not carried out effectively. As teachers’ ways of posing questions are paramount for effective learning, it is timely to research this issue, teachers’ ways of asking questions during classroom instruction, and their students’ responses. The participants were two English teachers and their students at a secondary school in Aceh Province, Indonesia. The data were collected through classroom observations, in-depth interviews, and questionnaires. The study found that teachers used various questioning strategies, such as designing icebreaking activities and giving simple quizzes as attention grabbers. In addition, some types of questioning strategies, such as repetition, simplification, decomposition, structuring the questions, reacting to the students’ answers (giving a reward, complimenting, and motivating the students), using native language, and giving students some wait time to think about the answers were among the many strategies applied in the classroom. These questioning strategies were considered effective by the teachers and students in the study to promote productive language learning.

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Yunisrina Qismullah Yusuf

Contact Email
yunisrina.q.yusuf@usk.ac.id

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+6282272620820

Journal Mail Official
sielejournal@usk.ac.id

Editorial Address
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

Location
Kab. aceh besar,

Aceh

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yunisrina Qismullah Yusuf

Contact Email yunisrina.q.yusuf@usk.ac.id

Phone +6282272620820

Journal Mail Official sielejournal@usk.ac.id

Editorial Address 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

Location Kab. aceh besar, Aceh INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yunisrina Qismullah Yusuf

Contact Email
yunisrina.q.yusuf@usk.ac.id

Phone
+6282272620820

Journal Mail Official
sielejournal@usk.ac.id

Editorial Address
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

Location
Kab. aceh besar,

Aceh

INDONESIA