The Journal of English Literacy Education
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.
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114 Documents
<![CDATA[INTEGRATING ENGLISH INSTRUCTIONAL TECHNOLOGY TO EMPOWER STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Ira Irzawati]]>;
<![CDATA[Yunani Atmanegara]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 1 (2017): The Journal of English Literacy Education: The Teaching and Learning of English ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v4i1.192
<![CDATA[The integration of technology into English Language Teaching (ELT) has been developed recently. Many studies revealed that the impacts of English instructional technology can enhance the students’ English learning achievements. However, there are some problems that need more concern from educators.One of them is reading comprehension as it is one of the crucial skills in National Examination in Indonesia. To empower students’ reading comprehension, the successful integration of English instructional technology into ELT could be the solution to cope with it. In this study, Webquest is an instructional technology tool used to increase students’ reading comprehension achievements. Sixty two of senior high school students were involved as participants of this study. By conducting experimental research, thirty-one students were in the experimental group and the others were in the control group. The results revealed that the experimental group achieved higher scores than the control group. It indicates that Webquest is effective to improve students’ reading comprehension achievements. In a nutshell, the implementation of technology in ELT could empower students’ reading comprehension.]]>
<![CDATA[THE EFFECT OF THINK-PAIR-SHARE MODEL AND MOTIVATION ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT ]]>
<![CDATA[Alfurqon]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 1 (2015): The Journal of English Literacy Education: The Teaching and Learning of English ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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<![CDATA[This study was conducted to find out the effect of Think-Pair- Share model and motivation on students’ reading comprehension achievement. This experimental research applied nonequivalent control group design. The population of this study was in the academic year of 2013/2014. There were four classes divided into two groups as control group and experimental group which consisted of 20 students each. Reading comprehension test along with questionnaire from Teacher Ratings of Student Motivation to Read (TRSM) were used to collect the data. The findings of this study showed that there were significant differences in reading comprehension achievement between before and after the students were taught by using Think-Pair-Share model. In addition, a significant difference in reading comprehension achievement between the students who were taught by using Think-Pair-Share model and those who were taught by using Teacher-Centred method was also found. However, the interaction effect was not found between teaching reading by using Think-Pair-Share model and levels of students’ motivation (high, average, low) on students’ reading comprehension achievement.]]>
<![CDATA[TEACHING READING COMPREHENSION BY USING COOPERATIVE LEARNING METHOD TO THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM FKIP UNIVERSITAS MUHAMMADIYAH PALEMBANG ]]>
<![CDATA[Sri Yuliani]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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<![CDATA[The aim of this research was to find out whether or not it is effective to teach reading comprehension by using Cooperative Learningmethod to the fourth semester students of English Education Study Program FKIP, Muhammadiyah University, Palembang. The 80 sample students who were the fourth semester students wereselected by using convenience non-random sampling. To collect the data, a test consisting of 25 items in form of multiple choices was given to the students. The data was statistically analysed by using t- test. The results of this study showed that the mean scores for pretest of the experimental group was 64.90 and the post test was 82.60. Meanwhile, the mean scores for pretest of the control group was 59.90 and the post test was 66.10. The result of the independent sample t-test showed that the mean difference between the post test score of experimental and control groups was 22.70, with significance value (2-tailed) 0.000, which was lower than the significant level 0.05. This shows that there was a significant difference in the reading comprehension achievement between the students who were taught by using Cooperative Learning method and those who were not taught by using Cooperative Learning method. It is intepreted that teaching reading comprehension by using Cooperative Learning method was effective.]]>
<![CDATA[INCORPORATING CULTURE INTO FOREIGN LANGUAGE CURRICULUM AND MATERIALS ]]>
<![CDATA[Effendy Gultom]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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<![CDATA[Language is a part of culture. Therefore, it is important to incorporate culture into language teaching in general and into foreign language teaching in particular. Consequently, we need to incorporate culture into foreign language curriculum and materials. In Indonesia, English is taught as a foreign language because it is not used in daily communication. However, in reality we observe that many students in Indonesia do not understand the English culture although they learn the language. For example, we often hear students asking questions that are not culturally acceptable in English context such as asking about a woman’s age, asking about someone’s salary, and asking about the prices of someone’s clothes and shoes. Many other expressions are not suitable for the occasions where they are used. This condition is probably caused by the curriculum and materials that have not incorporated English culture into the English language teaching. English teachers need to have adequate knowledge concerning with English culture if they want to be successful in their teaching. They should acquaint themselves with the specific customs and habits of the English people and they should try to be sympathetic to English culture as well. Knowledge about English culture is particularly needed when people want to visit England, Australia, New Zealand, and the United States of America. Without having knowledge about English culture, people will probably experience some culture shock when they visit those countries.]]>
<![CDATA[READING INTEREST, TEXT TYPES AND READING COMPREHENSION OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF FKIP SRIWIJAYA UNIVERSITY ]]>
<![CDATA[Dian Mardasari]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 1 (2017): The Journal of English Literacy Education: The Teaching and Learning of English ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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<![CDATA[The aims of this study were to describe the reading interest, text types and reading comprehension, to find out whether or not there was significant correlation between students’ reading interest and their reading comprehension, to find out whether or not there was significant difference in reading comprehension in terms of the text types, to find out how much each text types contributed in reading comprehension, to find out whether or not there was significant difference in reading interest in terms of the text types; and to find out how much each text types contributed in reading interestSeventy three students of the English Education Study Program of Faculty of Teacher Training and Education within Sriwijaya University in the academic year of 2014/2015 were selected as the sample by means of total population sampling. The data were collected through the use of Reading Interest Questionnaire and a set of reading comprehension test. The data were analyzed by using Pearson Product Moment correlation coeficient and Independent Sample t-test. The results were as follows: 1) most students interested in narrative text and had good and average scores on reading comprehension, 2) the correlation between reading interest and reading comprehension was significant, 3) there was significant difference in students’ reading comprehension in terms of text types, 4) expository text gave more contribution than narrative text, 5) there was significant difference in students’ reading interest in terms of text types, and 6) narrative text gave more contribution than expository text.]]>
<![CDATA[STUDENTS’ THINKING STYLES AND ITS RELATION TO THEIR LANGUAGE LEARNING STRATEGIES ]]>
<![CDATA[Fitria Apriani]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Fiftinova]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 1 (2017): The Journal of English Literacy Education: The Teaching and Learning of English ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v4i1.211
<![CDATA[The aims of this correlational study were to find out whether or not (1) there was a significant correlation between thinking styles and language learning strategies of the English Education Study Program students of FKIP Sriwijaya University, (2) there were significant correlations among each category of thinking styles to each category of languange learning strategies, and (3) there were any contributions of students’ thinking styles to their language learning strategies. The sample of this study was the English Education Study Program students of FKIP Sriwijaya University in the Academic Year 2013/2014. To collect the data, Thinking Styles Inventory (TSI) and Strategy Inventory for Language Learning (SILL) were used. The data were analyzed by using correlational and regression analyses. The result showed that there was a positive correlation between students’ thinking styles and language learning strategies. Significant correlations were also shown by each category of thinking styles and languange learning strategies. However, further calculation by using multiple regression analyses showed that the contribution of thinking styles to students’ language learning strategies was only 38.5%, suggesting that thinking styles did not give much contribution to students’ language learning strategies. It is implied that English teacher should pay attention to students’ different thinking styles and language learning strategies. Besides that, English teacher should care of other factors that can influence students’ learning.]]>
<![CDATA[COLLEGE STUDENTS’ PERCEPTIONS ON THE USE OF ORAL PRESENTATION AS A TEACHING AND LEARNING TECHNIQUE IN THE CLASSROOM ]]>
<![CDATA[Ismail Petrus]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 1 (2015): The Journal of English Literacy Education: The Teaching and Learning of English ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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<![CDATA[Task-based learning has generally been implemented for university students. One task type common to especially language students is oral presentation. Giving an oral presentation may seem to be a limited activity, but it actually involves all the language skills. The students should read and write in the preparation, speak in the presentation, and listen and speak in response to questions. This paper presents a study of the students’ perceptions on the use of oral presentation as a teaching and learning technique in the classroom. The participants of the study were 120 undergraduate English Education students of two different courses. The data were collected mainly from the students’ essays, written at the end of semester, on the advantages and disadvantages of using the technique in the classroom. The data were then analyzed both quantitatively and qualitatively. The quantitative analysis was first used for assessing the responses obtained from the essays; and secondly, the qualitative analysis provided the evaluation and interpretation of the figures. The results showed that most students appreciated the use of oral presentation in the classroom because the technique would make them become more responsible and active in their own learning; however, some less-motivated students would focus only on the materials in their own presentations and would not pay enough attention to other students’ presentations.]]>
<![CDATA[MOTIVATION OF EFL STUDENTS AT TERTIARY LEVEL ]]>
<![CDATA[Dwi Ratnasari]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 1 (2015): The Journal of English Literacy Education: The Teaching and Learning of English ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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<![CDATA[This paper discusses about motivation of EFL students at tertiary level. This study used a survey method. The participants of this study were 323 students in a private university in Palembang. A questionnaire assessing motivation was used in this study. A 51-item questionnaire used in this study was an adapted version of Schmidt, Boraie, and Kassabgy’s instrument used in their study. Some of these items were added based on the theory of socio- education (Gardner, 1985, 1988, 2000, 2001; Gardner and MacIntyre, 1991, 1993). The result of this study showed that the main motivational components that underlie the students to learn English are instrumentalorientation, intrinsic orientation, and integrative orientation.]]>
<![CDATA[STUDENTS’ INFERENTIAL COMPREHENSION AND READING COMPREHENSION ]]>
<![CDATA[Anne Valentine]]>;
<![CDATA[Ida Rosmalina]]>;
<![CDATA[Rita Hayati]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 1 (2015): The Journal of English Literacy Education: The Teaching and Learning of English ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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<![CDATA[The study was conducted to find out whether or not there was any significant correlation between inferential comprehension and reading comprehension of the students of English Education Study Program FKIP Sriwijaya University Indralaya, whether or not there is a contribution of inferential comprehension to the reading comprehension, whether or not there is any significant difference between male and female students and whether or not there is any significant difference among students of different semesters in terms of their inferential comprehension and their reading comprehension. The researcher used population sampling in which the total number of the students was 126 students. It consisted of 18 male students and 108 female students. To collect the data, the researcher used 2 kinds of tests, namely inferential comprehension test and reading comprehension test. The results of the tests were analyzed by using the Pearson Product Moment Coefficient Correlation through Statistical Package for Social Science (SPSS) 21.0, Multiple Linear Regression Analysis, t-Test, and ANOVA. The results showed that the correlation between inferential comprehension and reading comprehension was 0.627 in which inferential comprehension contributed 39.4% to the reading comprehension. It was also found that there was a significant difference between male and female students and also a significant difference among students of different semesters in terms of inferential comprehension and reading comprehension. Based on the findings, it could be concluded that there was a significant correlation between inferential comprehension and reading comprehension.]]>
<![CDATA[TEACHING AND EDUCATION ]]>
<![CDATA[Maya Mainkar]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 1 (2015): The Journal of English Literacy Education: The Teaching and Learning of English ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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<![CDATA[There is poverty extreme poverty, in the world, despite increased literacy rates. This means education has fallen short of its promise, because it has left a very large number of human beings deprived of basic needs of existence. In addition, bizarre diseases, related to the aberrations of the mind, have increased considerably over the years, despite the growth of research in medicine. Why is there dissatisfaction with education despite increase in literacy rates and such elaborate discussions throughout the world on how to make learning interesting and effective? The answer to this is obvious. We link education to passing examinations and going to the next class but not to excellence of existence. Teachers rarely realize that knowledge is not power. Thinking does not come automatically to human beings. They can at best manage arbitrary or elementary thinking. Creative and purposeful thinking has to be taught in schools much more than providing random information.]]>
