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Journal of English Literacy Education
Published by Universitas Sriwijaya
ISSN : 23557486     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 169 Documents
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TEACHING AND EDUCATION Maya Mainkar
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i1.2216

Abstract

Abstract: 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 Key words: education, teaching, literacy
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i1.2217

Abstract

Abstract: 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. Keywords: Language user, anxiety, learner solution, class management
USING PODCAST TO IMPROVE STUDENTS’ LISTENING AND SPEAKING ACHIEVEMENTS Utri Fitria; Machdalena Vianty; Ismail Petrus
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i1.2218

Abstract

Abstract: 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. Key words: Listening, speaking, Podcast, twelfth graders, technology-based learning
IMPROVING RECOUNT TEXT WRITING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMP N 11 PALEMBANG THROUGH GENRE-BASED APPROACH (GBA) Putri Purnama Sari; Zuraida Zuraida; Fiftinova 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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i1.2219

Abstract

Abstract: 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 quasi-experimental 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. Key words: Genre-Based Approach (GBA), Improve, Recount Text, Writing
COLLEGE STUDENTS’ PERCEPTIONS ON THE USE OF ORAL PRESENTATION AS A TEACHING AND LEARNING TECHNIQUE IN THE CLASSROOM Ismail Petrus
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i1.2213

Abstract

Abstract: 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. Key words: task, teaching and learning technique, oral presentation
MOTIVATION OF EFL STUDENTS AT TERTIARY LEVEL Dwi Ratnasari
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i1.2214

Abstract

Abstract: 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 instrumental orientation, intrinsic orientation, and integrative orientation. Key words: motivation, EFL students, tertiary level
STUDENTS’ INFERENTIAL COMPREHENSION AND READING COMPREHENSION Anne Valentine; Ida Rosmalina; Rita Hayati
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i1.2215

Abstract

Abstract: 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. Key words: inferential comprehension, reading comprehension, English Education Studi Program students
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): Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i2.2304

Abstract

Abstract: 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.Keywords: reading achievement, teaching reading, SimpleMind App
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): Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i2.2303

Abstract

Abstract: 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 can improve student‟s listening and speaking skills, and movie can improve student‟s pronunciation 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 control student‟s thinking, imagination, and emotional, and teachers should select a good educational English movie.Key words: Teaching English through movie, advantages, disadvantages
THE EFFECT OF THINK-PAIR-SHARE MODEL AND MOTIVATION ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT Al Furqon Al Furqon
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i1.2212

Abstract

Abstract: 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. Key words: Think-Pair-Share Model, Teacher-Centred, motivation, reading comprehension achievement, eight graders

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