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Studies in English Language and Education
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Arjuna Subject : -
Articles 99 Documents
Is my stress right or wrong? Studying the production of stress by non-native speaking teachers of English Fata, Ika Apriani
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i1.1120

Abstract

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.
Investigating elementary school pupils’ proficiency in mastering English vocabulary Achmad, Diana
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i1.1116

Abstract

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.
The difficulties faced by students in producing free-writing: A study at STKIP Bina Bangsa Getsempena Fhonna, Rahmi
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i1.1117

Abstract

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.
The application of Swales’ model in writing a research article introduction Yasin, Burhanuddin; Qamariah, Hijjatul
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i1.1118

Abstract

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.
Looking into EFL students’ perceptions in listening by using English movie videos on YouTube Silviyanti, Tengku Maya
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i1.1119

Abstract

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.
A Study of Error Analysis from Students’ Sentences in Writing Ananda, Rizki; A. Gani, Sofyan; Sahardin, Rosnani
Studies in English Language and Education Vol 1, No 2 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i2.1828

Abstract

This study was to investigate the types of  sentence errors and their frequency  made by  first grade students from  a high school in Banda Aceh in their writing  of English. The participants for  this study were 44 first graders chosen by random sampling. The research method used was quantitative as the data was analyzed with a statistical procedure. The data was  obtained  from written tests  for  a descriptive text entitled “My school” of 120-140 word length. This study found that three out of four sentence errors in the students’ writing were fragmented sentences whilst nearly a quarter of the errors were run-on or comma splice sentences. There were only a few  choppy sentence  errors and no  stringy sentence  errors. The data revealed five  types  of fragmented  sentences:  these were  the absence of  a  subject, the absence of  a  verb, the absence of  both  a  subject and  a  verb, the absence of  a verb in a dependent clause, and the absence of an independent clause.
The Role of Negotiation of Meaning in L2 Interactions:An Analysis from the Perspective of Long’s Interaction Hypothesis Masrizal, Masrizal
Studies in English Language and Education Vol 1, No 2 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i2.1829

Abstract

This study examines how negotiation of meaning contributes to second language interaction. The discussion  in  this  study  is  based on Michael H. Long’s 1996 Interaction Hypothesis suggesting that environment contributes to the development of second language acquisition. Long proposes that environmental contributions to acquisition are mediated by selective attention and the learner’s processing capacity during negotiation for meaning. To support this belief, recent empirical studies are also presented in this article. Three negotiation for meaning strategies are discussed in this study to mirror and provide evidence  for  Long’s proposal, including several  excerpts from  conversations  collected from daily natural conversations  and other recorded sources. The strategies include (1) clarification requests, (2) confirmation checks, and (3) comprehension checks. The study has been able to prove that learner’s L2 acquisition takes advantage  of environmental contributions mediated by selective attention and the learner’s developing L2 processing capacity brought together during negotiation of meaning.
Managing an Effective English Language Laboratory in a Polytechnic Marzuki, Marlina
Studies in English Language and Education Vol 1, No 2 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i2.1830

Abstract

Polytechnic graduates are required to have applied skills as well as communication skills in English. In most of the polytechnics in Indonesia, English courses are served as compulsory courses for students and in some institutions language laboratories are established in order to support their students. To run an effective language laboratory there are, at least four aspects that need to be considered, namely lab facilities, standard operating rules, students, and lab coordinators. Of all the agents, lab coordinators are classified as internal factors that can easily be empowered by the institutions in the management of the language lab. This paper aims to discuss leadership and management roles in improving an English Language Laboratory. The discussions are based on literature reviews, personal experiences and observations gained by the author whilst working at Politeknik Negeri Lhokseumawe for the last decade plus perceptions of teachers and administrators who have worked in the lab. Regarding the leadership and management in the language laboratory there are four items that should be improved: management of leadership, professional development, rewards, and the concept of educational management.
Assessing Writing: A Review of the Main Trends Nodoushan, Mohammad Ali Salmani
Studies in English Language and Education Vol 1, No 2 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i2.1831

Abstract

As a language skill, writing has had, still has and will continue to have an important role in shaping the scientific structure of human life in that it is the medium through which scientific content is stored, retained, and transmitted. It has therefore been a major concern for writing teachers and researchers to find a reliable method for evaluating and ensuring quality writing. This paper addresses the different approaches to scoring writing and classifies them into a priori scoring systems (including holistic and analytic scoring), and a posteriori trait-based scoring systems (including primary-trait and multiple-trait scoring).
The Effect of the Peer-Review Technique on Students’ Writing Ability Kustati, Martin; Yuhardi, Yuhardi
Studies in English Language and Education Vol 1, No 2 (2014): SiELE Journal
Publisher : Studies in English Language and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The  aim of this  study  was  to investigate  if  there could be a  significant positive effect by using Peer-Review Technique (PRT) on students‟ ability in writing  English. An experimental research  method  was used in this study. A writing test based on the indicators of Jacobs et al. (1981) was completed by 65  undergraduate  students  in  English  from  the  English Department  at  the Faculty  of Education and Teacher Training in the  State Institute for Islamic Studies “Imam Bonjol‟  at  Padang.  The students  were divided into two groups:  an  experimental group (n=33) and  a  control group (n=32). Both groups  were similar in terms of academic level,  the  given writing task and their  target language  [English]   proficiency. The experimental participants were introduced to  Peer-Review  Technique in  essay writing sessions whilst the control group participants were taught through the teacher’s traditional feedback (TTF) whereby  students worked individually to produce their texts. The findings  showed that PRT gave  a  significant  improvement  effect on  the students‟ writing abilities. This study is expected to serve as (1)  data  for further  developing PRT; (2) input for  lecturers  in  writing  to  develop more effective and innovative learning; and (3)  additional  material  for  the development of critical and cooperative learning theories in teaching writing.

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