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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 CORRELATION AMONG READING ATTITUDE, THE USE OF INTERNET AND READING COMPREHENSION Rahmawati Unbara; Machdalena Vianty; Rita Inderawati
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 aim of this study was to investigate the correlation among reading attitude, the use of internet and reading comprehension of English Study Program Students of PGRI University. Questionnaires and a test were administered to the sample (N=152). Pearson product-moment correlation was used to analyse the data. The result showed a significant correlation between n (r=.562), the also revealed the correlation between the aspects of reading attitude and reading comprehension: prevailing feelings about reading (r=.553), action readiness for reading (r =.536) and evaluative beliefs about reading (r = .442). Furthermore, to reading comprehension, regression analysis discovered that reading attitude contributed 31.5%, two aspects of reading attitude (prevailling feelings about reading and action readiness for reading) contributed 33.7% and the use of internet contributed 4%.

THE EFFECT OF TEACHER’S FEEDBACK ON STUDENTS’ WRITING ACHIEVEMENT Fitriana
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i2.267

The objectives of this study were to find out whether or not there were significant improvements in students’ writing achievement after they were taught by using feedback and significant difference between the students who were given feedback and that of those who were not. Investigating the students’ perception about teachers’ feedback was also the aim of this study. Applying the quasi-experimental research design, this study got involved 94 eighth graders of SMPN 3 Banyuasin 1 in the academic year of 2013/2014 as the population and the sample was 40 students who were selected based on their English proficiency test. The data for this study were collected by using a writing test and analyzed by using t-test and percentage analyses. The finding showed there was a significant improvement in the students’ writing achievement after they were received teachers’ feedback. There was also a significant difference between the students who were given feedback and that of those who were not. The finding also showed that teacher’s feedback was perceived very helpful by the students. To conclude, this study showed that teacher’s feedback played a very important role in helping students improved their writing performance.

THE USE OF RAFT AND FOUR SQUARE STRATEGIES TO IMPROVE STUDENTS’ NARRATIVE WRITING ACHIEVEMENT Rahmat Febriadi
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i2.269

The purposes of this research were to find out whether or not there was any significant difference in narrative writing achievement between before and after the students who were taught by using RAFT strategy, significant difference in narrative writing achievement between before and after the students who were taught by using Four Square strategy and significant difference in narrative writing achievement between the students who were taught using RAFT and Four Square strategies. This study also investigated which aspects of writing that had significant contributions to the students’ achievements. The population of this study was all of the tenth graders of SMK Negeri 2 Banyuasin III in academic year 2016-2017. Forty students were selected as the sample by using purposive sampling method. They were divided equally into experimental and control groups. The experimental group was taught by using RAFT strategy, while the control group was taught by using Four Square strategy. The data were obtained from writing pretests and posttests in both groups and were analyzed by using both paired and independent sample t-test, and regression analyses. The findings showed that there were significant differences in narrative writing achievement between before and after the students were taught by using RAFT, significant differences between before and after the students who were taught by using Four Square strategy, and no significant difference in narrative writing achievement between the students who were taught by using RAFT strategy and those who were taught by using Four Square strategy. In conclusions, both strategies could be applied to improve students’ writing achievement.

CORRELATION BETWEEN THE USE OF FACEBOOK GROUP AND THE 5TH SEMESTER ENGLISH STUDENTS’ ACADEMIC WRITING IN WRITING III COURSE OF FKIP SRIWIJAYA UNIVERSITY Dessy Nuke Wulandari; Zainal Naning; Rita Inderawati
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 was conducted in order to find out the correlation between the use of Facebook group and the academic writing of 5th semester student of the English Education Study Program, FKIP Unsri, taking Writing III course. It also investigated the aspect of writing the students mostly developed, and the students’ perception toward the use of Facebook group in Writing III course. The population was the 5th semester English students of FKIP Sriwijaya University academic year 2013/2014. They were 27 students from class 5B participating as the sample of this study. To collect the data, documentation and questionnaire were used. The students’ academic writing was analyzed based on the rubric, and the questionnaire was analyzed manually by using percentage analysis. To find out the correlation between the use of Facebook group and the students’ academic writing, correlation analysis was utilized. The results of the study showed that there was no significant correlation between the use of Facebook group and the students’ academic writing since r-obtained was lower than r-table (0.154<0.444). The result of students’ writing scoring indicated that the students develop the aspect of punctuation, spelling, and mechanics the most (mean score=16.89). The result of the questionnaire showed that the students had positive perception toward the use of Facebook group in Writing III course.

DEVELOPING PHONOLOGICAL AWARENESS AND PRONUNCIATION OF THE FIFTH GRADERS BY USING RHYMING POEMS Mita Elliyuspita
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i2.273

The objectives of this study were to find out whether or not there was a significant difference in phonological awareness and pronunciation of the fifth graders who were taught by using rhyming poems compared to that of those who were not and to analyze the difficulties encountered by the students in developing their phonological awareness and pronunciation. This was nonequivalent-groups pretest posttest design. Forty out of 262 fifth graders of SDN 117 Palembang were purposively taken as the samples. The data were analyzed using t test and questionnaire. The findings showed that there was a significant difference in phonological awareness and pronunciation of the fifth graders who were taught by using rhyming poems compared to that of those who were not. Furthermore, the result of the questionnaire revealed that the students had difficulties in developing their phonological awareness and pronunciation by using rhyming poems. Quick explanation by the writer, too much information and the difficulty of the concepts of phonological awareness were the sources of students’ difficulty. The findings of this study also found that the students were not accustomed to pronouncing words in English. The pronunciation of English sounds was confusing for them which might be caused by the fact that there are English sounds that do not exist in Bahasa Indonesia.

A STUDY ON THE EVALUATION OF TEACHING PRACTICE PROGRAM AT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF TRIDINANTI PALEMBANG Yuyun Henderety; Nyayu Lulu Nadya
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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The objectives of this study were to investigate the influence of micro teaching subject on the students’ readiness in joining teaching practice program, students’ preparation, the role of the teacher-mentor and lecturer-supervisor and the obstacles students found during the teaching practice program. Descriptive qualitative research was applied as the research method. The population and the sample were all the seventh students, taking teaching practice program in the academic year of 2016/2017. It also included the teacher-mentor, the lecturer-supervisor and the lecturers teaching micro teaching subject. The data were collected using questionnaire and documentatio; the data were analyzed and interpreted by categorizing them on the basis of the research problem formulated in this research. The finding revealed that micro teaching had a significant influence in preparing students for teaching practice program. The students took micro teaching class in order to prepare themselves before doing PPL. During teaching practice program, both teacher-mentor and lecturer-supervisor had a significant role in teaching practice program. Problems faced by teacher-students during PPL were managing the class and making students to be discipline and cooperative, preparing and determining appropriate teaching material and teaching media, fulfilling teaching portion, making instrument for assessment and also making report. From the documentation, it can be concluded that all teacher-students made their lesson plan before teaching on the basis of the 2013 curriculum with some different formats. The objectives of this study were to investigate the influence of micro teaching subject on the students’ readiness in joining teaching practice program, students’ preparation, the role of the teacher-mentor and lecturer-supervisor and the obstacles students found during the teaching practice program. Descriptive qualitative research was applied as the research method. The population and the sample were all the seventh students, taking teaching practice program in the academic year of 2016/2017. It also included the teacher-mentor, the lecturer-supervisor and the lecturers teaching micro teaching subject. The data were collected using questionnaire and documentatio; the data were analyzed and interpreted by categorizing them on the basis of the research problem formulated in this research. The finding revealed that micro teaching had a significant influence in preparing students for teaching practice program. The students took micro teaching class in order to prepare themselves before doing PPL. During teaching practice program, both teacher-mentor and lecturer-supervisor had a significant role in teaching practice program. Problems faced by teacher-students during PPL were managing the class and making students to be discipline and cooperative, preparing and determining appropriate teaching material and teaching media, fulfilling teaching portion, making instrument for assessment and also making report. From the documentation, it can be concluded that all teacher-students made their lesson plan before teaching on the basis of the 2013 curriculum with some different formats.

READING HABIT, VOCABULARY MASTERY AND READING COMPREHENSION OF SECONDARY SCHOOL STUDENTS OF PATRA MANDIRI Nana Lusianah
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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The aims of this study were to find out whether or not there were significant correlations between reading habit and reading comprehension, between the aspects of reading habit and reading comprehension, between vocabulary mastery and reading comprehension and between the predictor variables (Reading Habit and Vocabulary Mastery) and criterion variable (Reading Comprehension). It was also aimed to see whether or not the aspects of reading habit and vocabulary mastery gave significant contributions to students' reading comprehension. Four hundred twenty eight students were selected as the sample by using stratified random sampling. The data were collected by using a reading habit questionnaire, a vocabulary test, and a reading test. Spearman's Rank-Order Correlation and multiple regression analyses were applied to analyze the data. The results of this study showed that there was a significant correlation (r=0.097) between reading habit and reading comprehension that was categorized as low correlation. There was only one aspect of reading habit (reading attitude) had a significant correlation (r=0.095) to reading comprehension; there was also a significant correlation (r=0.386) between vocabulary mastery and reading comprehension and between predictor variables (Reading Habit and Vocabulary Mastery) and criterion variable (Reading Comprehension). The results of this study also showed that reading habit and vocabulary mastery gave contribution (18.1%) to students' reading comprehension. In conclusion, there were significant correlations among reading habit, vocabulary mastery and reading comprehension of secondary school students of Patra Mandiri.

THE APPLICATION OF RECIPROCAL STRATEGY TO INCREASE STATE ISLAMIC SENIOR HIGH SCHOOL (MAN) STUDENTS’ READING COMPREHENSION Noviati; Santi Mayasari
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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This research is aimed at finding out whether or not there is a significant difference on students’ reading comprehension achievement between those who are taught by using reciprocal strategy and those who are not. The result shows that students’ reading comprehension achievement of the experimental group has higher mean score than the students of the control group. Furthermore, based on the independent t test score (22.67) with the sig. value 0.898, it is found that the use of reciprocal strategy is effective. This can also be meant that there is a significant difference on students’ reading comprehension achievement between those who are taught by using reciprocal strategy and those who are not. This can be stated that reciprocal strategy brings positive impact on MAN students’ reading comprehension achievement.

IMPROVING STUDENTS’ NARRATIVE WRITING ACHIEVEMENT THROUGH READER’S THEATRE STRATEGY Ririn Arsita; Machdalena Vianty; Soni Mirizon
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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The objective of this study was to find out whether or not there were significant improvements in students’ narrative writing achievement and the aspects of narrative writing between before and after the students were taught by using RT strategy. This study also investigated whether or not there was a significant difference in narrative writing achievement between the students who were taught by using RT strategy and those who were not. The sample of this study was 52 eleventh grade students of SMA Negeri 6 Prabumulih, South Sumatera. There were control and experimental groups. To collect the data, each group was assigned a pretest and a post test. The data were analyzed statistically by using paired sample and independent sample t-tests. The findings showed there were significant improvements in students’ narrative writing achievement and the aspects of narrative writing between before and after they were taught by using RT strategy. There was also a significant difference in narrative writing achievement between control and experimental groups. Therefore, it could be concluded that RT strategy can help improve eleventh graders’ narrative writing achievement.

STUDENTS’ ENGAGEMENT IN SOCIAL NETWORKING SITES AND ITS RELATION TO THEIR MASTERY OF CERTAIN ENGLISH FIXED EXPRESSIONS AND IDIOMS Bambang Pramono; Machdalena Vianty; Fiftinova
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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The objectives of the study were to find out to what extent the undergraduate students’ engagement in social networking sites and their mastery of certain English fixed expressions and idioms. This study also investigated whether or not there was a significant correlation between the students’ engagement in social networking sites and their mastery of certain English fixed expressions and idioms. One hundred and six undergraduate students of English Education Study Program of Teacher Training and Education Faculty of Sriwijaya University (Palembang Campus) were involved as population and sample of the study. A social networking sites engagement questionnaire and English fixed expressions and idioms test were used to collect the data which were statistically analized by using correlation and regression analyses. The result revealed students’ engagement on social networking sites level was very high with 82% average agreement questionnaire responses, but their mastery of certain English fixed expressions and idioms was low (60.47) with 79.2% students scored below 71. Next, the correlation between the students’ engagement in social networking sites and their mastery of certain English fixed expressions and idioms was positive and significant (r=0.328>0.249, p-value=0.001

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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

Location
Kab. ogan ilir,

Sumatera selatan

INDONESIA