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The Journal of English Literacy Education

jele
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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 USE OF AUTHENTIC MATERIALS IN IMPROVING STUDENTS’ READING INTEREST Nurul Aryanti; Aria Septi Anggaira
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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This study is aimed at finding out the impacts of the use of authentic materials in improving the reading interest of VIIIC students of SMPN 4 Metro in the academic year of 2015/2016. The data were collected by doing observation during the English teaching and learning process in the classroom, giving a questionnaire to the students, and selecting the authentic texts based on certain criteria. The data of the students’ reading interest were analysed using quantitative and qualitative techniques. The findings reveal three important results. First, there are three kinds of materials that fulfill the criteria of authenticity. They are an advertisement, announcement, and descriptive text in the form of an article taken from a High End Teen magazine. Second, there are four types of students’ positive attitudes towards the implementation of authentic materials. Those are the students’ willingness to own the materials, the students’ willingness to use the authentic materials in the next meetings, the students’ preferences to use the original form of authentic materials instead of the copied materials, and the students’ willingness to comment about the topics and the pictures of the authentic materials. Third, there are quantitative and qualitative data related to the improvement of the students’ reading interest. The two kinds of data show that there are some significant improvements of the students’ reading interest after the authentic materials are used in the classroom.

THE INFLUENCE OF TAD ORGANIZER, JOURNAL WRITING STRATEGY, AND WRITING APPREHENSION LEVEL ON RECOUNT WRITING ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA BAKTI IBU 8 PALEMBANG Kurnia Valentina
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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This study aimed at investigating whether or not there was a significant difference in recount writing achievement of the tenth grade students of SMA Bakti Ibu 8 Palembang who were taught by using Transition Action Detail (TAD) Organizer and those who were taught by using Journal writing. This study also aimed at investigating whether or not there was significant interaction among the strategy (TAD Organizer and Journal writing), apprehension level and writing achievement. There were 78 students as the sample which were devided into two groups equally. Each of the group consisted of 13 high level apprehension, 13 average level apprehension and 13 low level apprehension students. The levels of apprehension were determined by giving Writing strategy Apprehension Scale (WSAS) questionnaire. Both TAD and Journal group were given a pretest and a posttest . To collect the data, a recount writing test was used. The data obtained were analyzed by using independent t test and two-way ANOVA. The result showed that there was significant difference in writing achievement between TAD and Journal group (mean difference= 4.20, p-value= 0.054) and there was not significant interaction effect of the strategy and the level of apprehension on students’writing achievement. To conclude, TAD Organizer and Journal writing strategies were effective for improving students’ recount writing achievement.

TEACHING READING FOR YOUNG LEARNERS IN EFL CONTEXT Lingga Agustina Suganda
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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All young children are highly motivated to learn language. Millions of EFL children are learning reading as part of learning English, and thousands of EFL teachers are searching for an approach to teaching reading that will work most effectively. The concern of this paper is finding the effective way of teaching reading to young learners in EFL context. The content of children’s literature can motivate the interest of students to learn a new language. Good, effective, and suitable approaches are for helping the students in their development. However, there is no one best approach to teaching reading, because one that works for one child may not work at all for another child. Good teachers have to recognize that children learn in different ways and require different strategies. Teachers need to draw on ideas from a number of different approaches and add ideas that come from their own experience. Therefore, the role of the parent or teacher in supporting reading progress is crucial. In conclusion, there are three important points for children reading success, namely: (1) innovative and suitable approach, (2) effective material, and (3) parents or teachers’ role. All these three elements are critical in order to teach all kids to read.

THE DIFFERENCES AMONG WRITING ANXIETY, GENDER AND WRITING ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS OF PGRI UNIVERSITY, PALEMBANG Hesti Wahyuni Anggraini
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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Written communication has long been claimed as a very difficult skill to acquire. First, it covers mostly the obligation of mastering structures and written form of language in the notion of cognitive problems. Second, the existence of writing difficulties on the basis of cognitive aspect makes foreign language students anxious to be involved in writing. Also, gender plays important aspect to expose in language learning. This paper presents (a) whether or not there was significant difference in students’ writing achievement on the basis of gender, (b) whether or not there was significant difference in writing achievement on the basis of writing anxiety, and (c) whether or not there was significant difference in writing achievement on the basis of gender, from 110 undergraduate students, 55 male students and 55 female students, of English Study Program of Faculty of Teacher Training and Education of PGRI University, Palembang, in academic year 2011/2012. The samples were selected by using purposive sampling. The data were collected mainly from the students’ essays and questionnaire of Foreign Language Writing Anxiety Scale. Then, the data were analyzed quantitatively. The result showed that firstly, student’s gender was not significant variable in writing achievement statistically. Secondly, there was statistically significant difference in writing achievement on the basis of writing anxiety level (i.e., low and medium level of writing anxiety). At last, students’ writing anxiety showed no statistically significant difference on the basis of gender. However, the findings indicated that statistically, there was significant difference in low level of writing anxiety of male and female students. Closer analysis resulted that students’ writing anxiety were affected by evaluation apprehension. Very poor writing achievement was derived from the students’ ability.

THE INFLUENCE OF E-BOOKS ON READING HABIT AND READING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH-GRADERS OF SMA XAVERIUS 1 PALEMBANG Selly
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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The objectives of this study were to find out whether or not there were significant differences in reading habit and reading comprehension achievement between the eleventh graders who used e-books and those who used printed books, a significant correlation between reading habit and reading comprehension achievement, and a significant correlation between each aspect of reading habit and each sub-skill of reading comprehension achievement. The results showed that there were significant differences in reading habit and reading comprehension achievement between the eleventh graders who used e- books and those who used printed books. At the significance level of 0.05 and 2 tailed testing, the correlation coefficient showed that the r-obtained (0.301) was higher than r-table (0.115). Therefore, there was a significant correlation between reading habit and reading comprehension achievement. In e-books and non e-books classes, reading attitude was the aspect, which had a strong correlation with almost all sub-skills of reading comprehension achievement. Meanwhile, reading accessed was the aspect, which had no correlation with almost all sub-skills of reading comprehension achievement.

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All young children are highly motivated to learn language. Millions of EFL children are learning reading as part of learning English, and thousands of EFL teachers are searching for an approach to teaching reading that will work most effectively. The concern of this paper is finding the effective way of teaching reading to young learners in EFL context. students to learn a new language. Good, effective, and suitable approaches are for helping the students in their development. However, there is no one best approach to teaching reading, because one that works for one child may not work at all for another child. Good teachers have to recognize that children learn in different ways and require different strategies. Teachers need to draw on ideas from a number of different approaches and add ideas that come from their own experience. Therefore, the role of the parent or teacher in supporting reading progress is crucial. In conclusion, there are three important points for children reading success, namely: (1) innovative and suitable approach, (2) effective material, and (3) parents or teacher role. All these three elements are critical in order to teach all kids to read.

THE EFFECTS OF DRTA AND LC STRATEGIES ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXTS BASED ON ENGLISH SCORE LEVELS Merie Agustina
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 3 No. 2 (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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Accelerating state development and promoting international relationship are the aims of Indonesian EFL teaching that require the students to have a good ability in reading. Therefore, teaching reading strategies to students is very essential to help them seek knowledge in this globalization era. Literature Circles (LC) and Directed Reading Thinking Activity (DRTA) are two strategies which are believed help students to have better comprehension. This study aimed at investigating the effects of DRTA and LC strategies on reading comprehension achievement of narrative texts. Forty eight tenth graders of MAN Baturaja were chosen randomly on the basis of their English score levels and assigned equally into LC and DRTA groups. Reading comprehension test was administered to the students before and after the interventions. The results indicated that both LC and DRTA strategies made a difference on students's reading comprehension significantly (p<0.000); there was a significant difference in students’ reading comprehension achievement between students in DRTA and LC groups (p<0.03). However, there was no significant interaction effect of strategies used and English score levels on students’ reading comprehension achievement (p>0.87).

ENHANCING VOCABULARY MASTERY OF KINDERGARTEN STUDENTS THROUGH DIFFERENTIATED INSTRUCTION Ridha Ilma; Rahma Dianti
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 3 No. 2 (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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This study was aimed at examining the application of differentiated instruction in enhancing vocabulary mastery to the students of TK ARKAAN Palembang. This study was a classroom action research. Test and observation were the instruments to collect the data. This study consisted of two cycles, cycle I and cycle II. Planning, implementation, observation, and reflection were the phases of the study. Thirty three of students of TK ARKAAN Palembang were the sample of the study. Data calculation showed that there was a significant improvement of students’ vocabulary mastery, the means score in cycle I was 48.48 and in cycle II was 86.36. In other words, the improvement of students’ vocabulary score was 37.88. Then, there was also significant improvement of students learning completeness. The learning completeness in cycle I was 24.25% and cycle II was 90.90% and the improvement was 66.65%. In other words, vocabulary mastery of students at TK ARKAAN Palembang was enhanced by using differentiated instruction. The students’ perception toward the implementation of differentiated instruction was good.

USING KWL STRATEGY TO ENHANCE READING COMPREHENSION ACHIEVEMENT AND CHARACTERS OF THE SEVENTH GRADE STUDENTS OF SMPN 1 BABAT SUPAT, MUSI BANYUASIN Mardiana
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 3 No. 2 (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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Teachers need a strategy in their instructional process to assist them develop both students’ skills and characters. KWL is one of alternative reading strategies that can be used by teachers to enhance the students’ reading skills characters. This study aimed at investigating the influence of KWL toward students’ reading comprehension achievement and five aspects of characters; (1) Motivating Oneself, (2) Self awareness, (3) Managing Emotion, (4) Emphaty, and (5) Social Skill. Seventy four seventh graders were selected as the sample and equally divided into experimental (N=37) and control groups (N=37), in which only the experimental group was given the treatment using the strategy. However, both groups were tested before and after the treatment. The results of paired sample t-test showed that there were significant improvement in students’ reading comprehension achievement. In addition, the experimental group outperformed the control group with a significant mean difference of 10.16 (p=.000) on reading comprehension. Furthermore, the result of modus showed improvement on students’ characters and there were also found difference in each aspects of characters after they were taught by using KWL strategy. Hence, based on the results of this study, KWL strategy was effective to enhance the students’ reading comprehension and characters.

USING THINK-PAIR-SHARE-STRATEGY TO IMPROVE VOCABULARY AND READING COMPREHENSION ACHIEVEMENTS OF EIGHTH GRADE STUDENTS Kiki R Amelia
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 3 No. 2 (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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This study was aimed to find out whether or not think-pair- share strategy: (a) improved eighth graders` vocabulary achievement, (b) improved eighth graders` reading comprehension achievement, (c) made a difference in the vocabulary and reading comprehension achievements between the experimental group students (those who were taught by using think-pair-share strategy) and those of the control group students (who were not). In conducting the study, think-pair-share strategy was applied in the experimental group, but the control group did not get any treatment. Seventy students were assigned in two groups, with 35 students in the experimental group and the other 35 students in the control group. To collect the data, vocabulary and reading comprehension tests were used. The collected data were analyzed by using paired samples t-test and independent samples t-test. The findings of the study showed that there were (a) an improvement in eighth graders` vocabulary achievement, (b) an improvement in eighth graders` reading comprehension achievement, and (c) a significant difference in vocabulary and reading comprehension achievements between the students who were taught by using think-pair- share strategy and those who were not. Therefore, think-pair-share strategy seems effective for the teaching reading as well as vocabulary.

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Fiftinova

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fiftinova.hakim@gmail.com

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jele@fkip.unsri.ac.id

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Jalan Srijaya Negara Bukit Besar Palembang 30137, Sumatera Selatan, Indonesia

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Kab. ogan ilir,

Sumatera selatan

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Home Page

OAI Link

Editorial Team

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Reviewer

Google Scholar

Contact Name Fiftinova

Contact Email fiftinova.hakim@gmail.com

Phone +6285216329486

Journal Mail Official jele@fkip.unsri.ac.id

Editorial Address Jalan Srijaya Negara Bukit Besar Palembang 30137, Sumatera Selatan, Indonesia

Location Kab. ogan ilir, Sumatera selatan INDONESIA

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Contact Name
Fiftinova

Contact Email
fiftinova.hakim@gmail.com

Phone
+6285216329486

Journal Mail Official
jele@fkip.unsri.ac.id

Editorial Address
Jalan Srijaya Negara Bukit Besar Palembang 30137, Sumatera Selatan, Indonesia

Location
Kab. ogan ilir,

Sumatera selatan

INDONESIA