Guidelines for Article Submission
SiELE journal accepts articles on research and development in the field of teaching and learning of English, linguistics, educational development, policy and cultural studies in education.
To be considered for publication, the article should be presented in the following system:
First page: include a title page with the full title of the paper (must not exceed 16 words), the author(s’) name(s), affiliation(s), phone number(s) and e-mail address of the corresponding author. A brief bio-data of the author(s) (maximum of 100 words) is provided in this page.
Second page and subsequent page: Submissions should be between 4000-6000 (including abstract, table(s), figure(s) and references) in A4 size paper with margins as the following: top 3 cm, bottom 3 cm, right 2.5 cm and left 4 cm. The font is Times New Roman, size 12 and single spaced. The article should generally consist of the following sections: introduction, literature review, method, results and discussion, and conclusion.
Headings and subheadings should be presented as follows (provide a space between the headings and sub-headings).
1 INTRODUCTION
1.1 Subheading of the Content 1.1.1 Subheading of the Content
For Tables, the title size is 12 and the content size is 10. Please number the tables subsequently throughout your article and the title is written above the table.
For Figures, the title size is 12 and the content size (if any) is 10. Please number the figures subsequently throughout your article and the title is written below the figure.
The reference list should be arranged alphabetically following the guidelines of the Publication Manual of the American Psychological Association (5th ed.). See the following examples:
Book:
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Internet source:
Andrewes, S. (2003). Group work v. whole-class activities. Retrieved from http://www.teachingenglish.org.uk/think/articles/group-work-v-whole-class-activities Journal:
Yusuf, Y. Q., Pillai, S., & Mohd. Ali, N.T.A. (2013). Speaking Acehnese in Malaysia.
Language and Communication, 33(1), 50-60.
Chapter in an edited volume:
Lee, E. M., & Lim, L. (2000). Diphthongs in Singaporean English: Their realizations across different formality levels, and some attitudes of listeners towards them. In A.
Brown, D. Deterding & E. L. Low (Eds). The English language in Singapore: Research on pronunciation (pp. 101-111). Singapore: Singapore Association for Applied Linguistics.
Conference proceedings publications:
Al-Tamimi, J., & Ferragne, E. (2005). Does vowel space size depend on language vowel inventories? Evidence from two Arabic dialects and French. Proceedings of Interspeech (pp. 2465-2468). Lisbon, Portugal.
Thesis or Dissertation:
Asyik. A. G. (1987). A contextual grammar of Acehnese sentences (Doctoral). University of Michigan, Ann Arbor.
Unpublished paper presented at a conference:
Yasin, B. (2007). Membangun masa depan pendidikan Aceh Barat: Strategi dan kebijakan. Paper presented at the Seminar Pembangunan Pendidikan Kabupaten Aceh Barat. December 14-15, Universitas Syiah Kuala, Banda Aceh, Indonesia.
Mass media/newspaper:
Akmal, S. (2011, March 13). Nasib Bahsa Aceh di tengah euforia nasionalisme Keacehan. Serambi Indonesia, p. Opini column.
For in-text citations, use the name of the author(s) followed by the year of publication.
Submit the article to [email protected], with the subject: SUBMISSION TO SiELE. For further information on the submission guideline, please visit our page at http://www.jurnal.unsyiah.ac.id/SiELE.
The publication fee for an accepted article is Rp. 350.000,- (three hundred and fifty
thousand rupiahs)
Author Index
Ahmed, M. N. U., Rahman, M. A., & Obaidullah, M. (2018). Extensive versus strategic reading for learning English at Khulna University, Bangladesh. Studies in English Language and Education, 5(2), 253-268.
Budiharto, R. A. (2018). Grammatical deviation in President Jokowi’s speech to the APEC CEO summit, Studies in English Language and Education, 5(1), 85-96.
Fitrisia, D., & Widayati, D. (2018). Changes in basic meanings from Proto-Austronesian to Acehnese. Studies in English Language and Education, 5(1), 114-125.
Gani, S. A., & Damayanti, C. I. (2018). The ability to speak English of the local tour guides for promoting tourism at the Aceh Tsunami Museum. Studies in English Language and Education, 5(2), 269-278.
Gopal, R., & Mahmud, C. T. (2018). Miscue analysis: A glimpse into the reading process.
Studies in English Language and Education, 5(1), 12-24.
Gusthini, M., Sobarna, C., & Amalia, R. M. (2018). A pragmatic study of speech as an instrument of power: Analysis of the 2016 USA presidential debate. Studies in English Language and Education, 5(1), 97-113.
Halimah. (2018). Boosting students’ speaking ability through Community Language Learning. Studies in English Language and Education, 5(2), 204-216.
Hanifa, R. (2018). Factors generating anxiety when learning EFL speaking skills. Studies in English Language and Education, 5(2), 230-239.
Indarti, D. (2018). Patterns of rhetorical organization in The Jakarta Post opinion articles.
Studies in English Language and Education, 5(1), 69-84.
Indarti, D. (2018). Syntactic complexity of online newspaper editorials across countries.
Studies in English Language and Education, 5(2), 294-307.
Kazemi, A., & Salmani-Nodoushan, M. A. (2018). A conversation analytic perspective on Quranic verses and chapters. Studies in English Language and Education, 5(1), 1-11.
Kurniawati & Rizki, D. (2018). Native vs. non-native EFL teachers: Who are better?
Studies in English Language and Education, 5(1), 137-147.
Madzlan, N. A., & Mahmud, C. T. (2018). Perception of the attitudinal function of
intonation in responding to Yes/No questions: A study of non-native English language
teachers. Studies in English Language and Education, 5(2), 217-229.
Obaidullah, M., & Rahman, M. A. (2018). The impact of internet and social media on the habit of reading books: A case study in the southern region of Bangladesh. Studies in English Language and Education, 5(1), 25-39.
Pertiwi, D., Ngadiso, & Drajati, N. A. (2018). The effect of Dictogloss Technique on the students’ writing skill. Studies in English Language and Education, 5(2), 279-293.
Risdaneva. (2018). A critical discourse analysis of women’s portrayal in news reporting of sexual violence. Studies in English Language and Education, 5(1), 126-136.
Sa’adah, L., Nurkamto, J., & Suparno. (2018). Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate.
Studies in English Language and Education, 5(2), 240-252.
Sevy-Biloon, J. (2018). Integrating EFL skills for authentically teaching specific grammar and vocabulary. Studies in English Language and Education, 5(2), 175-184.
Subekti, A. S. (2018). Error analysis in complex sentences written by Indonesian students from the English education department. Studies in English Language and Education, 5(2), 185-203.
Sukandi, S. S., & Syafar, D. N. (2018). EFL students’ responses to learning basic reading and writing skills. Studies in English Language and Education, 5(1), 40-53.
Ulfa, M., Isda, I. D., & Purwati. (2018). The shift of Acehnese language: A sociolinguistic study to preserve regional languages. Studies in English Language and Education, 5(2), 161-174.
Usman, B., Champion, I. C. R., Muslim, A., & Samad, I. A. (2018). Progressive peer evaluation: Important but absent in EFL speaking classes. Studies in English Language and Education, 5(2), 308-327.
Yasin, B., Fata, I. A., & Husyitiara. (2018). Analyzing the English translation of the novel
‘Laskar Pelangi’ (The Rainbow Troops). Studies in English Language and Education, 5(1), 54-68.
Yusuf, S. B., Nasir, C., & Rohiman, C. L. N. (2018). Using think-aloud method in
teaching reading skill. Studies in English Language and Education, 5(1), 148-158.
Subject Index
ability ... 12, 14, 23 Acehnese ... 114, 115, 117, 118, 119, 120, 121, 122, 123, 124, 125 addition ofinformation ... 54 adjective clauses ... 185, 188, 199 adverb clauses, ...185, 188 anxiety-provoking factors ... 230 attitudes ... 217, 218, 220, 221, 222, 223, 226, 227 authentic language skills ... 175 basic writing ... 40, 41 bifurcating ... 114 boost ... 204 broadening... 114, 117, 119, 124 changes in meaning ... 114, 115, 124 choice of language ... 161, 172, 173 closing verses ... 1, 5, 6, 7 Community Language Learning Method ... 204, 207 complex sentences, ... 186, 188, 189 components of speaking ... 308, 309, 312, 313, 314, 315, 324 context of teaching ... 137 contextual meaning ... 97 corrective feedback ... 240, 241, 242, 243, 244, 246, 247, 248, 249, 250, 251, 252 dictogloss ... 288, 291, 292 domain ... 161, 163, 164, 165, 168, 170, 171, 172 editorials ... 294, 295, 296, 297, 298, 300, 302, 303, 304, 305, 306, 307 EFL ... 137, 138, 139, 140, 141, 142, 145, 147 EFL learners ... 240, 250, 251, 252 EFL students ... 40, 41, 43, 44, 45, 46, 47, 48, 51, 52, 53,148 English as a foreign language,... 137 English for specific purposes (ESP) ... 269 English language ... 175, 176, 179, 184 English language proficiency ... 269, 271, 274, 275 English literacy ... 40, 41, 42, 46, 47 error analysis. ...185, 203 foreign language anxiety ... 231, 232, 235, 236, 238 grammar ... 1, 11 grammatical deviation ... 1, 2, 4, 5, 6, 7, 9, 10, 11, 12 Indonesian-English ... 54, 55 interpretation ... 217, 227, 228 intonation ... 217, 218, 219, 220, 221, 222, 223, 224, 225, 226, 227, 228, 229 learning English language ... 253, 258, 259, 264 loss of information ... 54, 55, 56, 58, 59, 65, 66, 67 miscommunication ... 217, 218, 225, 227 miscues analysis ... 12 morphological foregrounding ... 1, 9 motivation ... 279, 281, 282, 283, 284, 285, 286, 288, 289, 290, 291, 292, 293 multiple-clause structure ...185, 189 naming analysis ... 1, 3, 4, 6, 9 narrowing ... 114, 117, 119, 120, 124 news reports ... 2
NNEST ... 137, 138, 140, 141, 142, 144, 145 noun clauses, ...185, 189 online newspapers ... 295, 296, 300, 303, 304, 305, 307 opening verses ... 1, 5, 6, 8 peer evaluation ... 308, 309, 315, 320, 321, 323, 324 power dimensions ... 97, 98, 101, 111 pragmatic ... 97, 99, 111, 113 reading ... 12, 13, 14, 15, 16, 17, 20, 21, 22, 23, 24, 25 reading comprehension ... 148, 149, 150, 151, 153, 154, 155, 156, 157, 158 reading habit. ... 25, 27 reading strategies ... 254, 256, 257, 265 regional language ... 161, 162 schema theory... 253, 257, 258 shifting ... 114, 117, 124 skewing of information ... 54 social actors ... 1, 3, 4, 5, 6, 9, 10, 11 social media... 25, 26, 27, 34, 37, 39 speaking ability ... 204, 205, 206, 207, 208, 210, 214, 215, 216 speaking anxiety ... 230, 231, 232, 233, 234, 235, 236, 238, 239 speaking EFL ... 269, 276 speech act ... 97, 98, 99, 100, 101, 102, 104, 109, 111, 112 syntactic complexity ... 294, 295, 296, 298, 299, 300, 302, 303, 304, 305, 307 syntactical foregrounding... 1 teaching reading ... 148, 150, 151, 155 technology ... 25, 26, 27, 28, 34, 35, 36, 37, 38, 39 The Holy Quran ... 1, 3, 4, 5, 6, 7, 8 Think Aloud Method ... 148, 149, 150, 151, 152, 155, 156 tour guides ... 269, 270, 271, 272 tourism ... 269, 270, 271, 272, 273, 274, 277, 278 translation ... 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69 undergraduate level ... 253, 254 willingness to communicate ... 240, 241, 242, 243, 247, 248, 249, 251, 252 writing ... 279, 280, 281, 282, 283, 284, 285, 286, 287, 288, 290, 291, 292, 293 young generation ... 25, 26, 27, 28, 37
