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All Journal The Journal of English Literacy Education
M. Yunus
Universitas Sriwijaya
Education Languange, Linguistic, Communication & Media Other

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THE USE OF CODE-SWITCHING IN ONLINE SOCIAL MEDIA (LINE) BY SENIOR-HIGH-SCHOOL ALUMNI IN SOUTH SUMATRA Merta Septiani; Ismail Petrus; M. Yunus
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 5 No. 1 (2018): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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Code-switching is an important issue in bilingual education. Many researchers have investigated its value in classroom teaching and learning process. However, this paper focuses on code-switching of English and Indonesian which happens in online social media. This paper identifies the types, topics, and factors motivating code switching in the online chatroom (LINE) among 80 bilingual young adults, the alumni of a senior high school in South Sumatra. Cross-sectional survey design was used in this study. The data were collected through documenting, questionnaire, and interview. Later, the data were analyzed by using descriptive and inferential statistics. The findings of the study revealed that the senior-high-school alumni mostly used intra-sentential code switching (67%). The topics in the chatroom included social issues, technology, education, politics, health, economics, and faith; the reasons why they used code-switching were avoiding misunderstanding (75%), being easier to speak in one’s own language (52.5%), not knowing the English words (28.7%), no similar words in L1/L2 (27.5%), filling the stopgap (25%), giving emphasis (25%), conveying intimacy (18.8%), and having privacy (18.8%). In addition, the statistics showed that the topics and factors had a significant relationship. Code switching can be a useful strategy in online interaction to serve many purposes.
INVESTIGATING THE CORRELATION BETWEEN STUDENTS’ GRAMMAR MASTERY AND READING COMPREHENSION ACHIEVEMENT Eka Septiani; Chuzaimah D. Diem; M. Yunus
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 5 No. 2 (2018): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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The objectives of the study were to find out whether or not there were a significant correlation between students’ grammar mastery and reading comprehension achievement and a significant contribution of the students’ grammar mastery to their reading comprehension achievement. There were 120 eighth graders of one junior high school got involved as participants of this study. The data were collected by using grammar and reading comprehension tests and analyzed statistically by applying Pearson product moment correlation analysis and linear regression. The findings showed that there was a strong positive correlation between the students’ grammar mastery and their reading comprehension in which r-obtained (0.739) was higher than r-table (0.1793). The regression analysis also showed that there was significant contribution of the students’ grammar mastery (54.7%) to their reading comprehension achievement.
IMPROVING DESCRIPTIVE TEXT WRITING ACHIEVEMENT BY USING POWER STRATEGY Diah Dwihning Saraswati; M. Yunus; Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 5 No. 2 (2018): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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The objectives of this study were (1) to find out whether or not there was a significant improvement in descriptive writing achievement before and after the students were taught by using POWER Strategy, (2) to find out whether there was a significant difference in descriptive writing achievement between the students who were taught by using POWER Strategy and those who were not, and (3) to describe the students' ability in writing descriptive text before and after the treatment. The population of this study comprised 349 tenth graders of SMK Negeri 7 Palembang. By using convenience sampling method, sixty-two students were chosen as the sample of this study. The data were analyzed by using paired sample and independent sample t-test SPSS Version 22. The result of paired sample t-test showed that the p-value was lower than the significance level (0.00<0.005). It means that there was a significant improvement in students’ descriptive writing achievement before and after they were taught by using POWER Strategy. The result of independent sample t-test showed that the p-value was lower than significance level (0.00<0.05). It means that there was a significant difference in descriptive writing achievement between the students who were taught by using POWER Strategy and those who were not. The result of the students' text analysis showed that the students' performance before the treatment was still low as they still confused in identifying the schematic structure of descriptive text. Moreover, they seemed to have less sense of English grammar as they still made a lot of mistakes in the text they wrote. Meanwhile, the students' performance after the treatment was better. They had a good control of the schematic structure and linguistic features of descriptive text.
Co-Authors Chuzaimah D. Diem Diah Dwihning Saraswati Eka Septiani Fiftinova Ismail Petrus Merta Septiani