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The Journal of English Literacy Education
Published by Universitas Sriwijaya
ISSN : 23557486     EISSN : 26214512     DOI : https://doi.org/10.36706/jele
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
The Journal of English Literacy Education (JELE) is a peer-reviewed, open-access journal published twice a year by the English Education Study Program, Faculty of Teacher Training and Education, Sriwijaya University, Indonesia. The journal focuses on research and development in English as a Foreign Language (EFL), particularly in the area of literacy education. The journal covers topics including English language teaching and learning, Teaching English for Young Learners (EYL), language materials development, English literature teaching, instructional design, and the use of media and technology in language education. JELE aims to promote scholarly discussion and innovation in English language education and to contribute to the improvement of teaching practices and literacy development across educational contexts.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 114 Documents
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THE ROLE OF MOTIVATION IN TEFL: A SUPPORTIVE FACTOR IN LANGUAGE LEARNING ACHIEVEMENT Fitria Damayanti
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): 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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Abstract

Motivation is an important factor in success language learning. The effect of motivation influences a great deal toward the process of teaching and learning. A teaching is successful if the teacher is able to produce motivated students in doing so the students will be more interested in the lesson and it will facilitate them in understanding the lesson. Many experts and research has been done to find out the effect of motivation and how it facilitates both teachers and student in teaching learning process. The most significant research on motivation is conducted by Gardener and Lambert and then on continuous issues have emerged and looked upon. There are several types of motivation like intrinsic, extrinsic, integrative and instrumental.
IMPROVING SPEAKING ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF SMA METHODIST 2 PALEMBANG BY USING EDMODO Claudia Yunierta Tambunan; Ida Rosmalina; Erlina
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 2 (2017): 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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Abstract

The objective of this study was to find out whether or not there was any significant differencein English speaking performance of the 11th grade students of SMA Methodist 2 Palembang after being taught using Edmodo. The sample of this study was 26 eleventh grade students of SMA Methodist 2 Palembang which were taken by using convenience sampling method from the total of 136 students. This study used within- group experimental design that is one group pretest-posttest design. Two raters did the scoring for the students’ pre-test and post-test based on the rubric provided by the researcher. To collect the data, the students were given a pretest and a posttest. The data were analyzed by using paired sample t test. The result showed: (1) there was a significant improvement in students’ speaking skill after they were taught by using Edmodo (mean diff=7.23; p-value=.000). The mean score of each aspect of speaking skill in the posttest was higher than in the pretest and p-value were <0.05, and (2) the majority of the students agreed that Edmodo was effective to use. In conclusion, Edmodo can be used to improve student’s speaking skill.
TASK-BASED INSTRUCTION FOR ENGLISH YOUNG LEARNER Fera Sulastri; Neni Marlina
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): 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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Abstract

As the development of globalization era, teaching English for young learner regarded as a preparation for a future generation to face it. The children regarded as the future generation are already enrolled in an English class in their early ages. Within their unique characters, the way of teaching and learning process is different from what the adults got. Task-Based Instruction, as one of the new method of communicative approach, has been used as an effective way in teaching a foreign language, especially for adult learners. The issue comes by its implementation into young learners. It is said to be a doubtful thing to apply Task-Based Instruction into young learners in learning foreign language. The characteristics of Task-Based Instruction which includes three stages; (1) Pre-Task, (2) Task-Cycle, (3) Language focus is regarded to be too much for young learners. Bedsides, it is said that implementing Task- Based in English young learner classroom can be a burden for them. Beginning by this perception, this study investigates; (1) the implementation of Task- Based Instruction in English young learner classroom (2) some adaptation that can be done in using Task-Based Instruction for young learner (3) the strengths and weaknesses of Task-Based Instruction in English Young Learner Classroom.
DIGITAL STORYTELLING "MICROSOFT PHOTO STORY 3 FOR WINDOWS" TO IMPROVE THE INVOLVEMENT OF STUDENTS IN THE PROCESS OF LEARNING ENGLISH IN THE CLASSROOM Effendi Limbong
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): 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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Abstract

The use of technology effectively in the teaching and learning process is essential skills for teachers to help them make a complex subject simples for students while students themselves need more strategies and variation from teachers to help them to absorb every information more easily, particularly when learning the English language. The students are now living in the technology era, which means modern technological tools are around them constantly updated and very competitive. Thus, teachers as the main actors who have the responsibility to transfer knowledge to students must prepare pedagogical knowledge and content knowledge for undertaking their daily activities in teaching will face serious problems in transferring any kinds of knowledge to students. In this paper, I would like to explain the Microsoft Photo Story 3 for Windows in my teaching context at the undergraduate level, particularly its benefits, and the obstacles and challenges in teaching English as a second language in Indonesia.
THE EFFECT OF PEER REVIEW ON TEACHING WRITING ORGANIZATION Asri Siti Fatimah; Ratu Sarah Pujasari
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): 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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Abstract

This study aims at investigating the use of peer review technique on revising the structural framework of writing is frequently ignored by most of the students. In fact, it is a pivotal aspect to help them construct their writings and facilitate the reader to understand the text effortlessly. In this study, the students are encouraged to think critically by reading, analyzing and giving with the authentic audience which can increase their motivation to write well. Thus, peer revising checklist is distributed to the students in order to help them . It is conducted in Writing 2 class consisting of 60 students in English Education Department Siliwangi University Tasikmalaya. The result indicates that peer review has significant
TEACHING ENGLISH GRAMMAR THROUGH POWER TEACHING Ridha Ilma
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): 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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Abstract

The study investigated whether to teach English grammar or not. In doing the study, the writer used the experimental method by using a quasi-experimental design on two groups of students. The eighth-grade students of SMP N 9 Palembang became the population. The writer used the experimental method by using a quasi-experimental design on two groups of students. The total number of students was two hundred and seventy-eight. The sample was fifty-two students that were taken by using the purposive sampling technique. Twenty-six students were in the experimental group, and twenty-six students were in the control group. Tests and questionnaires became the instruments for collecting the data. The test was administered twice, i.e., as the pre-test and the post-test. The result showed that teaching English grammar through power teaching had an independent sample t-test analysis; it was found that t-obtained was 3.708 (df=50; p=0.025), the critical value of the test was 2.009, meaning the research hypothesis (H1) was accepted. It means there was a significant difference between ching and those who are taught through lecturing.
TEACHING DESCRIPTIVE WRITING THROUGH GENRE-BASED APPROACH Fadlin Handini; Muhammad Yunus; Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): 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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Abstract

The objective of this study was to find out whether or not there was they were taught by using Genre-Based Approach. The method of this study was a pre-experimental study which used one group pretest-posttest design. The population was the eighth grade students of SMP N 14, in the academic year 2013/2014 with the total number of 399 students. The total number of the sample was 39 students. The experimental group was taught writing descriptive texts by using Genre-Based Approach. To gain the data, the pretest and posttest were administered to the experimental group. The data obtained from the test were analyzed by using paired sample t-test. The calculation was done by using Statistical Package for Social Science 21 (SPSS 21). The results of test showed that the students got better scores in the posttest than in the pretest. The mean score of pretest was 44.79 while the mean score of posttest was 72.38. Therefore, there was a descriptive texts after they were taught by using Genre-Based Approach. It was also found that the writing aspects namely, content, text organization, and language improved significantly. Conclusively, in this study, Genre-Based .
THE RELATIONSHIP AMONG SELF-CONCEPT, READING ATTITUDE AND READING COMPREHENSION ACHIEVEMENT OF SINGLE PARENTED STUDENTS OF PUBLIC JUNIOR HIGH SCHOOLS IN DISTRICT OF ILIR BARAT I PALEMBANG Rosdiana Surip
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 3 No. 1 (2016): 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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Abstract

This study investigated whether or not there were significant correlations between self-concept and reading comprehension achievement, and between reading attitude and reading comprehension achievement. The aims of this study were also to see whether or not students’ self-concepts and reading attitude gave significant contribution to reading comprehension achievement; whether there were significant correlations among students’ self-concept, reading attitude and reading comprehension achievement; and how much self- concept and reading attitude contributed to students’ reading comprehension achievement. One hundred and eighty-three single-parented students of Public Junior High Schools in District of Ilir Barat I Palembang, South Sumatera, were participated in this study. Self-Concept and Reading Attitude questionnaires and a reading comprehension test were used to collect the data. The results of this study revealed that there was a positive correlation between students’ self-concept and reading comprehension achievement and between students’ reading attitude and reading comprehension achievement. There was also a significant correlation among self-concept, reading attitude and reading comprehension achievement. Students’ self-concepts and reading attitude gave significant contribution (44.4%) to reading comprehension achievement.
AN ANALYSIS OF THE ENGLISH TEACHING AND LEARNING PROCESS IN ACCORDANCE WITH THE 2013 ENGLISH CURRICULUM AT SMA NEGERI 3 JAMBI Akhmad Habibi
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 3 No. 1 (2016): 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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Abstract

This study was aimed at analysing the implementation of teaching and learning process as one of the standard of process parts in the 2013 Curriculum. This was a qualitative study with a case study approach conducted at SMA Negeri 3 Jambi. Three English teachers and 237 students of grade XI were involved as the participants. The data were collected through interview with the teachers, observation, students’ questionnaire, and document review. To assess the trustworthiness of this study, the researcher did triangulation, member checking and reflexivity.The findings covered the analysis of the implementation of teaching and learning process which included two-essentially scripted aspects: classroom management and teaching and learning process. The classroom management was grouped into three sub-themes: teaching performance, classroom attitude, and time management. Teaching and learning process implementation covered three activities: introductory, core, and closing activities. Based on the findings, suggestions such as to limit the number of the students, to provide cutting-edge technology devices, and to hold trainings for teachers, were proposed for teachers of English, schools, and educational authorities, respectively.
THE CORRELATIONS AMONG READABILITY LEVEL OF TEXTS, READING HABIT, AND READING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF MTS AL-QUR’AN HARSALLAKUM BENGKULU Husna
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 3 No. 1 (2016): 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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Abstract

The low reading performance of Indonesian students is caused by some factors, namely, the degree of difficulty of the texts or readability level, reading habit, and reading achievement. This study was conducted using correlational research design to know the correlation among readability level of the texts, reading habit, and reading achievement of the eight grade students of MTs Al-Quran Harsallakum Bengkulu. This study involved the eighth grade students of MTs Al-Quran Harsallakum Bengkulu (112 students) in academic year 2014/2015. The sample of this study was 60 students. Test of readability level of the texts, reading habit questionnaire, and reading achievement test were used in order to collect the data for this study. The findings of this study showed that there was a positive significant correlation (r=0.925) between readability level of the texts and reading achievement. There was also a positive significant correlation (r=0.890) between reading habit and reading achievement and there was a positive significant correlation (r=0.992) between readability level of the texts and reading habit. This study also showed that readability level of the texts gave the contribution to reading achievement (R- Square=0.855) and reading habit gave the contribution to reading achievement (R-Square=0.792).

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