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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

8 9 10 11 12

THE ERROR ANALYSIS OF THE PRONUNCIATION OF DENTAL EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION SRIWIJAYA UNIVERSITY Dedi Kurniawan
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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Pronunciation is one of the key factors in communication. An error in pronunciation might cause a miscommunication in meaning. This descriptive analytical descriptive study tries to find pattern in error of the pronunciation of dental fricative consonants by students of English Education Study Program Faculty of Teacher Training and Education Sriwijaya University on the onset, in the middle and coda of a word. A randomly taken sample of 120 students was taken from a population of 240 students of the study program. The sample was asked to pronounce 30 words in which some of the words were distractors and the rest contained the consonants on onset, in medial and coda. The pronunciations were recorded and then analyzed. A native speaker of English was involved in analyzing the errors. The results show that in pronouncing the two consonants the most errors that arise are that they were pronounced as /t/, /d/ which is the closest equivalents of the consonants in Bahasa Indonesia. While other sounds, i.e. /s/, /d/, /th/, and /ð/, also occur but in much lower frequency. It is suggested that the result of the study can be used in other similar studies and also used as teaching and learning material in relevant courses.

USING PODCAST WITH DICTOGLOSS PROCEDURES TO IMPROVE LISTENING COMPREHENSION AND WRITING ACHIEVEMENTS OF TENTH GRADERS Haritsah Sani; Rita Inderawati; Machdalena Vianty
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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The aim of this experimental study was to investigate whether or not there was a significant improvement in students’ listening comprehension and writing achievements after being taught by using podcast with dictogloss procedure and a significant difference in listening comprehension and writing achievements of the students who got the treatment and those who did not. This study also investigated which aspects of listening comprehension and writing that had contribution towards the students’ achievements. The population of this study was all of the tenth graders of SMA Negeri 22 Palembang in academic year 2015-2016. Forty students with similar listening proficiency level were selected as the sample by using purposive sampling method. They were divided equally into experimental and control groups. Pretest and posttest were given to both groups, but only the experimental group was taught by using podcast with dictogloss procedure as the treatment. The data were obtained from listening comprehension and writing pretests and posttests in both groups and were analyzed by using both paired and independent sample t-test, and linear regression. The results showed that there were a significant improvement in listening and writing achievements in the experimental group. However, there were a significant different in listening (mean difference=11.050, p=0.006) and writing (mean difference=27.850, p=0.000) achievements between both groups. In addition, all of aspects of listening and writing gave a significant contribution to the students’ achievements after getting the treatment.

THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND READING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS’ OF SMA NEGERI 8 PALEMBANG Hervin A.R.N.
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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The objectives of this study were to find out : (1) How multiple intelligences of the students look like, (2) How reading achievement of the students looks like, (3) Whether or not there is a significant correlation between multiple intelligences and reading comprehension achievement of the students (4) How much multiple intelligences contribute to reading comprehension achievement of the students and (5) Which type of multiple intelligences singnificantly influence reading achievement of the students most. The study was correlational with univariate and bivariate analyses. The sample was the eleventh grade students of SMA Negeri 8 Palembang with the total number 157 students. To collect the data and to measure students’ multiple intellgences and reading comprehension achievement, a questionnaire and reading test were given. The result showed that intelligence that students had the most was interpersonal and reading comprehension achievement of the students was low. There was no significant correlation between multiple intelligences and reading comprehension achievement with the r-obtained was lower than value of r- table (0.150 < 0.159) at the 0.05 level (2-tailed) and p value (0.066) was higher than (0.05). Then, it was found that the multiple intelligences only contributed 19.2% to reading comprehension achievement and the intelligence which significantly contributed to reading comprehension achievement was logical- mathematics as the higest.

USING MIND-MAPPING TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE 4TH SEMESTER STUDENTS OF STAIN CURUP Melli Kusmaningrum
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 research was aimed to find out whether or not there was a significant improvement in students’ reading comprehension and writing achievements after they were taught by using Mind-mapping and there were significant differences in reading comprehension and writing achievements between the students who were taught by using mind-mapping and those who were not. This research also aimed to know the students’ feedback about the use of mind-mapping in learning reading and writing. A quasi experimental method was applied in this research. There were 40 fourth semester students of English Education Study Program of STAIN Curup selected as the sample by using a purposive sampling technique. They were divided into experimental and control groups equally. The data were collected by using a reading comprehension test, a writing test, and a questionnaire. The results of the tests were analyzed quantitatively by using independent and paired sample t-tests and the results of the questionnaire were analyzed quantitatively by using simple percentage analysis and described qualitatively as well. The results of this research showed that there was a significant improvement in students’ reading comprehension and writing achievements and there were also significant differences in reading comprehension and writing achievements between the students who were taught by using mind-mapping and those who were not. The students also showed positive feedback towards the use of mind-mapping. In conclusion, mind-mapping could improve the students’ reading and writing achievement.

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Fiftinova

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fiftinova.hakim@gmail.com

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+6285216329486

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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

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

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

Abstract

Abstract

Abstract

Abstract

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