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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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COPING WITH LANGUAGE ANXIETY OF SECOND LANGUAGE USERS: A PSYCHOLOGICAL APPROACH Syahruddin Mahmud; Adi Suryana
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 : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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Language learner anxiety requires appropriate approach. This article proposes two ways approaches to redeem the language learner level of anxiety namely learner centre solution and classroom setting. In some respects, the best solution to cope the learners’ anxiety is by considering holistic approach by looking at both learners’ personal factor and classroom management. It is suggested that language teachers should learn not only about teaching materials but also psychology of the students and class psychology.

USING PODCAST TO IMPROVE STUDENTS’ LISTENING AND SPEAKING ACHIEVEMENTS Utri Fitria
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 : 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 were significant differences in English listening and speaking achievements between the twelfth grade students of MAN 3 Palembang who were taught by using Podcasts and those who were not, and this study aimed to get the students’ feedback about the use of Podcasts to improve their English listening and speaking achievements. There were 60 twelfth grade students of MAN 3 Palembang in the academic year 2014/2015 as the sample and they were divided into experimental (N= 30) and control groups (N= 30). Both groups were given pre- and post tests, but only the experimental group was given the treatment. To collect the data, listening and speaking tests were administered to students in both groups, and a questionnaire was administered to the students in the experimental group. The obtained data were analyzed by using paired and independent sample t-tests. The results showed that there were significant differences in both listening (mean difference= 23, p= 0.000) and speaking (mean difference= 17, p= 0.000) achievements between the experimental and control groups. Next, the results of questionnaire indicated that Podcasts served meaningful, appropriate, interesting tasks, activities and authentic materials which could attract the students’ attention, increase their motivation, and improve their comprehension. Hence, based on the results of this study, Podcast was an effective and innovative technology-based learning tool in English classroom, especially in integrating listening and speaking

IMPROVING RECOUNT TEXT WRITING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMP N 11 PALEMBANG THROUGH GENRE-BASED APPROACH (GBA) Putri Purnama Sari; Zuraida; Fiftinova
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 : 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) whether or not there was any significant difference on recount text writing achievement between the eighth grade students of SMPN 11 Palembang who were taught through Genre-Based Approach (GBA) and those who were not, and (2) the aspects of writing that the students mostly improve after they were taught through Genre-Based Approach (GBA). In this study, the writer used quasiexperimental design. The population of this study was 357 eighth grade students of SMP N 11 Palembang in academic year 2013/2014. The sample of this study was 80 students taken from the population by using purposive sampling method in which 40 students belonged to VIII.2 and 40 students belonged to VIII.3. Class VIII.2 was the experimental group and VIII.3 was the control group. The results of the analysis by using independent sample t-test showed that there was significant difference on recount text writing achievement between the eighth grade students of SMPN 11 Palembang who were taught through GBA and those who were not taught through GBA (15.202 > 1.991, p < 0.05). Besides, the aspects of writing that the students mostly improve after they were taught through GBA was spelling and grammar aspect (77.91 > 35.41, mean difference = 42.49). Therefore, it is suggested for the English teachers to use GBA to teach recount writing.

TEACHING ENGLISH THROUGH ENGLISH MOVIE: ADVANTAGES AND DISADVANTAGES Armilia Sari; Bastian Sugandi
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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Technological advances in globalization era demand all English teachers to be more creative and innovative in using instructional media. Movie or film is one of audio-visual media that teachers can use to improve students English skills. There are some advantages of using English movie in English teaching. For example, movie can keep students interest in learning English, movie c and speaking skills, and movie and vocabulary. However, teaching English through English movie also has some bad effects or disadvantages. For example, it takes long time to watch a movie so that students may get bored, students prefer watching actors or actresses to focusing on the main instructional goal, fiction movie can cause students think and imagine something illogically, and movie can cause students imitate bad scenes from the actors or actresses. To overcome the bad impacts of movie, English teachers should consider some solutions. For example, teachers should use short English movie to save time in learning, teachers should always remind students the main instructional goal before and after watching the movie, teachers should select a good educational English movie.

THE USE OF SIMPLEMIND APP IN TEACHING READING Utami Kusuma Ningtyas
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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It has been known that reading achievement influences academic and professional success. Unfortunately, Indonesian students are still categorized as struggle readers. Reading strategy and reading engagement has to be a part of reading instruction. In addition, the presence of technology in teaching reading cannot be taken for granted. Students nowadays are digital native who are surrounded with technology. SimpleMind App is the collaboration between mind-mapping as and technology. This paper reviews the importance of reading strategy and reading engagement, the role of technology in teaching reading, and the procedures of teaching reading with SimpleMind App.

USING DEBATE TO IMPROVE STUDENTS' VOCABULARY AND SPEAKING ACHIEVEMENTS Hartini Agustiawati; Ismail Petrus; Margaretha Dinar Sitinjak
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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The purposes of this study were to find out (1) whether there was a significant difference in vocabulary achievement between students who were taught through debate, and those were taught without debate, (2) whether there was a significant difference in speaking achievement between the students who were taught through debate and those were taught without debate, (3) whether there was a significant correlation between vocabulary and speaking achievements of the fourth semester, English education study program students of Tridinanti University and how much the contribution of vocabulary to speaking is. The population of this study consisted of the fourth semester English education study program students of Tridinanti University. The total number of the population was 49 comprising four classes, while the sample consisted of 30 students who were divided into two groups, fifteen students were in the experimental group and another fifteen students were in the control group. In collecting the data, the pretest, treatment and posttest were used. However, the data were analyzed by using t-test. It was found that (1) there was a significant difference in vocabulary achievement where the sig value (2 tailed) was lower than 0.05, (2) there was a significant difference in speaking achievement where the sig value (2 tailed) was lower than 0.05, (3) there was a significant correlation and contribution between vocabulary and speaking. It could be concluded that debate vocabulary and speaking achievements.

IMPROVING SPEAKING SKILL THROUGH READER'S THEATRE Anita Agustin; Machdalena Vianty; Zuraida
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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The objectives of this study were to find out whether or not: (1) there was any significant improvement in speaking skill of the eleventh-grade students of SMA N 14 Palembang after they were taught by using Readers Theatre, (2) there was any significant improvement in each aspect of speaking skill of the eleventh-grade students of SMA N 14 Palembang after they were taught by using Readers Theatre, and (3) there was any significant difference in speaking skill between students who were taught by using Readers Theatre and those who were not taught by using Readers Theatre. The sample of this study was 60 eleventh grade students of SMA N 14 Palembang, who were divided into control and expreimental groups, and each group had 30 students. To collect the data, each group was given a pretest and a posttest. The data were analysed using paired sample t test and independent sample t-test. The result showed: (1) there was a group after they were taught by using Readers Theatre (mean diff=22.10; p-value=.000), (2) the mean score of each aspect of speaking skill in the posttest was higher than in the pretest and p-values were <0.05 and (3) the mean difference of posttest of experimental group was significantly higher than the control group (p-value=.000). In conclusion, Readers Theatre can

THE IMPLEMENTATION OF PEER EDITING TECHNIQUE TO IMPROVE STUDENTS' WRITING ACHIEVEMENT Hanafziah Miftahul Fajri; Rita Inderawati; Soni Mirizon
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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This study aimed to find out whether or not there was a significant difference in recount writing achievement of the tenth-grade students of SMA Negeri 3 Prabumulih between those who were taught through peer editing technique and those who were not and to find out whether or not there was a significant difference in recount writing achievement after the students were taught through peer editing technique. The sample was 58 students, which was taken by using the purposive sampling method. A quasi-experimental study was used. The calculation was done by using SPSS (Statistical Package for Social Science) version 21. The result of the paired sample t-test in the experimental group showed the t-obtained was higher than the critical value of the t-table (9.087 > 2.041). It could be stated that there was a significant difference in the recount writing achievement before and after the treatment in the experimental group. In addition, the independent sample t-test showed the t-obtained was also higher than t-concluded that there was a significant difference in recount writing achievement between the students who were taught through Peer Editing Technique (experimental group) and those who were not (control group). In brief, peer editing technique was effective in writing achievement.

QUESTIONS AND QUESTIONING SKILLS IN ELT Supriusman
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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Question and questioning skill have a very important role to play in motivating students to learn. Besides, questioning is a very special term in English language teaching (ELT) because it is one of the basic skills of teaching, one of the components of scientific approach that a teacher applies in the main or core activities in teaching and learning process, and one of the components of the CTL approach that a teacher also applies in ELT. Therefore, it is believed that this topic is useful for English teachers because they can improve their comprehension and then implement their experience and knowledge in the field. In addition, this paper describes about the term of question, types of question, question categories or levels of question, purposes of questions, and wait time. It is expected this paper is useful to theoretical and practical knowledge to promote the participation of their students to be active in ELT in the classroom.

REINFORCING ALTERNATIVE ASSESSMENT TO PROMOTE CLASSROOM Metty Agustine Primary
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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This paper discusses the process of alternative assessment in process which cannot be separated from the process of teaching learning. It is a fact that in Indonesia teacher usually assesses learners by focusing on summative test also called as traditional test- a test for assessing learners after they accomplish the course. This also happens to English young formative assessment to see not only the result, but also the process of learning English. Alternative assessment consists of a method of finding out what a student knows or can do; it is intended to show growth and inform instruction, and it is an alternative to traditional forms of testing, namely multiple-choice tests . This paper describes some theories (library research) which underpin the assessment as integral part of teaching; it also presents the kinds of alternative assessment that can be utilized by teacher in the teaching learning process to promote authentic assessment for young learners.

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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

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Contact Name Fiftinova

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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