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<![CDATA[CORRELATION BETWEEN STUDENTS’ PREFERENCES ON THEIR TEACHERS’ CODE-SWITCHING AND READING COMPREHENSION PERFORMANCE ]]>
<![CDATA[William Piter]]>;
<![CDATA[Bambang A Loeneto]]>;
<![CDATA[Hariswan Putera Jaya]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7249
<![CDATA[Abstract: The use of Indonesian language in teaching English practices still becomes an issue. There are teachers who agree with the use of Indonesian language in teaching English practices, but not a few teachers also disagree with it. Therefore, the aim of this study was to find out whether or not there was any significant correlation between students’ preferences on their teachers’ code-switching and reading comprehension achievement of Eighth graders of SMP Tri Dharma Palembang and the contribution from students’ preferences on their teachers’ code-switching to their reading comprehension achievement. The simple random sampling technique was used to get the sample. Therefore, 35 out of 140 students were selected to become the sample of the study. There were 3 instruments which were used in this study. The first instrument was students’ preferences questionnaire to know whether the students have negative or positive tendency toward the use of Indonesian language. The second instrument was teachers’ questionnaire to compare and make sure the validity of the result of the students’ questionnaire. The last instrument was a reading test to measure the students’ reading comprehension achievement. The results of this study were; 1) There were students (88.6%) who had positive tendency toward their teachers’ code-switching, 2) All of the teachers who taught the students agreed that Indonesian language should be used in teaching English, 3) The mean of the students’ reading score was 66.7, 4) There was a significant correlation between students’ preferences on their teachers’ code-switching and students’ reading comprehension achievement (p-value 0.000 < 0.05), 5) The influence of students’ preferences to students’ reading achievement was 40.1%. Keywords: students’ preferences, indonesian language, reading comprehension achievement ]]>
<![CDATA[IMPROVING STUDENTS’ WRITING DESCRIPTIVE ENGLISH TEXT IN MULTILITERATION LEARNING THROUGH COLLABORATIVE TECHNIQUES ]]>
<![CDATA[Santi Mayasari]]>;
<![CDATA[Masagus Firdaus]]>;
<![CDATA[Tri Widayatsih]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7241
<![CDATA[Abstract: The purpose of this study is to improve students' writing skills in Multiliteration Learning English descriptive text through collaboration techniques in Seniour high school students in Palembang. This study used a Quasi-experimental research design method; non equivalent pretest and posttest. In analyzing the level of writing comprehension of students by using the rubric of writing descriptive text, the final test scores of control class students and experimental class students were be compared. Then the t-test value was compared with the value of t-table. The results obtained, by looking at Table t-test results, it was found that the F value is 110.049 with degreef of freedom (df) 292 with a significance value (sig.) 0,000. With the difference in the mean value of 4.116. Due to the sig value. 0,000 (<0,005) with a t-count value was 8.540, it can be concluded that there are significant differences between the two sample groups in the final results of writing skills. It can be concluded that collaboration techniques have a positive impact on students' writing abilities. Keywords: multiliteration, collaboration, descriptive text ]]>
<![CDATA[AN INVESTIGATION INTO STUDENTS’ PISA READING LITERACY PERFORMANCE AND READING ENGAGEMENT ]]>
<![CDATA[Gita Realita Chintia]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Ida Rosmalina]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7245
<![CDATA[Abstract: The objective of this study was to find out reading literacy performance and reading engagement of tenth graders of three public schools in two districts in Palembang based on school location and socioeconomic status (SES). The sample of this study consisted of 254 tenth grade students selected purposively from three public senior high schools in Kemuning and Plaju districts. PISA 2009 Reading Literacy test in English and two questionnaires (reading engagement and SES questionnaires) were used to collect the data, which were analyzed statistically. The finding of this study showed that the students’ PISA reading literacy score in English was 23.39 and it was below the Indonesian Standard of National Education (KKM). It was also at level 3 based on PISA level. In terms of school location, students’ PISA reading literacy score showed significant difference, while in relation to father occupational status which was one of the SES aspects showed that the PISA reading literacy score of the students with white-collar high skilled father and blue-collar low skilled father were different significantly. The results of reading engagement showed that 244 students (96%) had positive attitude toward reading and they stated that they spent 30 minutes or less a day for reading enjoyment as well as have enough time to read online but they rarely spent time reading various types of books in English. In this study, based on school location reading diversity which was one of the aspects of reading engagement showed significant difference.Keywords: effectiveness, genre based approach, teaching English]]>
<![CDATA[STUDENTS’ WRITING ANXIETY AND ITS CORRELATION WITH WRITING PERFORMANCE ]]>
<![CDATA[Dela Masita Fitrinada]]>;
<![CDATA[Bambang A Loeneto]]>;
<![CDATA[Fiftinova Fiftinova]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7250
<![CDATA[Abstract: The present study was aimed at investigating the correlation between students’ writing anxiety and their writing achievement. Eighty five EFL students of English Education Study Program of FKIP at Sriwijaya University in academic year 2016/2017 were selected by using purposive sampling. The study used a quantitative research method of correlational design. The data were collected by distributing writing anxiety questionnaire and a writing test which were analyzed statistically. The results of correlational analysis showed that a fair negative significant correlation between students’ writing anxiety and their writing achievement with r obtained = -.545 and p-value -.000. Another finding from this study showed that a significant correlation between each aspect of writing anxiety to writing achievement (somatic anxiety was -.000, avoidance behaviour was -.000, and cognitive anxiey was -.000). Lastly, the contribution of writing anxiety on students’ writing achievement was .297, and it indicated that students’ writing anxiety gave significant effect in the level of 29.7% toward writing achievement. Keywords: Anxiety, Writing Anxiety, writing ahievement, Correlation. ]]>
<![CDATA[RUNNING DICTATION TECHNIQUE AND LEARNING MOTIVATION: THEIR EFFECTS ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT ]]>
<![CDATA[Merie Agustiani]]>;
<![CDATA[Henny Yulia]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7240
<![CDATA[Abstract: Listening is considered as a basis of English skills. Unfortunately, students mostly have problems on word recognitions that make them have undeveloped vocabularies that automatically affect their listening comprehension. Running dictation was believed as a motivational teaching technique that can minimize these problems. This study was aimed at investigating the effects of running dictation toward students’ listening comprehension achievement viewed from their learning motivation. This experimental study applied a 2 x 2 factorial design. Fifty students of English Education Study Program were chosen randomly on the basis of their learning motivation and assigned equally into two groups. The result showed that running dictation successfully improved students’ listening comprehension achievement (?<0.000); there were also significant difference of achievement between experimental and control group (?<0.000). Meanwhile, the ANOVA result showed that there was no interaction effect between techniques used and learning motivation on their listening comprehension achievement (?=0.867). Keywords: listening comprehension achievement, learning motivation, running dictation technique ]]>
<![CDATA[Improving Descriptive Text Writing Achievement by Using POWER Strategy ]]>
<![CDATA[Diah Dwihning Saraswati]]>;
<![CDATA[Muhammad Yunus]]>;
<![CDATA[Fiftinova Fiftinova]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7246
<![CDATA[Abstract: The objectives of this study were (1) to find out whether or not there was a significant improvement in descriptive writing achievement before and after the students were taught by using POWER Strategy, (2) to find out whether there was a significant difference in descriptive writing achievement between the students who were taught by using POWER Strategy and those who were not, and (3) to describe the students' ability in writing descriptive text before and after the treatment. The population of this study comprised 349 tenth graders of SMK Negeri 7 Palembang. By using convenience sampling method, sixty-two students were chosen as the sample of this study. The data were analyzed by using paired sample and independent sample t-test SPSS Version 22. The result of paired sample t-test showed that the p-value was lower than the significance level (0.00<0.05). It means that there was a significant improvement in students’ descriptive writing achievement before and after they were taught by using POWER Strategy. The result of independent sample t-test showed that the p-value was lower than significance level (0.00<0.05). It means that there was a significant difference in descriptive writing achievement between the students who were taught by using POWER Strategy and those who were not. The result of the students' text analysis showed that the students' performance before the treatment was still low as they still confused in identifying the schematic structure of descriptive text. Moreover, they seemed to have less sense of English grammar as they still made a lot of mistakes in the text they wrote. Meanwhile, the students' performance after the treatment was better. They had a good control of the schematic structure and linguistic features of descriptive text.Keywords: Improvement, Descriptive Text, POWER Strategy]]>
<![CDATA[THE ANALYSIS OF COHESIVE DEVICES IN STUDENTS’ WRITING DISCUSSION TEXT ]]>
<![CDATA[Nurhaeda Gailea]]>;
<![CDATA[Syafrizal Syafrizal]]>;
<![CDATA[Ai Hafipah]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7242
<![CDATA[Abstract: This study aims to identify the types of cohesive devices, frequency of various types of cohesive devices, how cohesive devices contribute to their texts, find out the students’ problem, and also to know the extent of the cohesion level achieved in the students’s writing of discussion text at SMAN 1 Pandeglang. This study employs qualitative research through a content analysis design. SMAN 1 Pandeglang is chosen as the site for this study. Fiveteen students of twelfth grade are involved in the study as the respondent. The data are analyzed by using the concept of cohesive devices proposed by Halliday (2014) which covers reference, substitution, ellipsis, conjunction, and lexical cohesion. Analyses show that the respondents only use 3 types in the text, i.e.reference, conjunction and lexical cohesion, the most frequent of cohesive devices is about reference that followed by causal conjunction, it is still problematice since they mostly use inappropriate cohesive devices in their writing. As a result, their texts appear to be difficult to understand. Therefore, it is recommended that a students who have to write the text, they should be guided to utilize appropriate cohesive devices in their texts. Keywords: writing, cohesive devices, discussion text]]>
<![CDATA[CORRELATION BETWEEN STUDENTS’ METACOGNITIVE STRATEGY USED IN WRITING PROCESS AND ESSAY WRITING PERFORMANCE ]]>
<![CDATA[Sarah Suci Hartina]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Rita Inderawati]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7247
<![CDATA[Abstract: The aim of this study was to find out whether or not there was any significant correlation between students’ use of metacognitive strategy in writing and their essay writing performance. Eighty-three sixth-semester students of English Education Study Program of a state university in Palembang got involved in this study. A metacognitive awareness of writing strategy questionnaire and an essay writing test were used as the instruments to collect the data which were analysed statistically by using a correlation nd regression analyses. The finding showed that there was a significant correlation between the students’ use of metacognitive strategy and their essay writing performance. There was also a significant contribution of the metacognitive strategy used to the students’ essay writing performance (70.7%). Keywords: metacognitive writing strategy, essay writing, EFL studnets]]>
<![CDATA[AN INVESTIGATION INTO THE CORRELATION BETWEEN PERCEPTUAL LEARNING STYLE PREFERENCE AND LISTENING COMPREHENSION ]]>
<![CDATA[Ria Karina Putri]]>;
<![CDATA[Ismail Petrus]]>;
<![CDATA[Rita Hayati]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7243
<![CDATA[Abstract: The objective of this study is to find out whether or not there is a significant correlation between perceptual learning style preference and listening comprehension of students of English Education Study Program, Sriwijaya University. The population of this study was the first, third, fifth and seventh semester students of English Education Study Program of Sriwijaya University in academic year 2017/2018. However, only the fifth and seventh semester students were taken as the sample by using purposive sampling. A descriptive method was used in this study. Specifically, this study was a correlation study. The data were obtained by means of questionnaire and listening comprehension test. The questionnaire showed that the students mostly were in medium level of learning style level and most of them had four major learning styles. Meanwhile, the listening test showed that most students were in Average category. The data obtained were analyzed by using correlation analysis and the result showed that there was no correlation between perceptual learning style preference and listening comprehension of students of English Education Study Program, Sriwijaya University since the value of r-obtained (-.156) was lower than the critical value of r-table (0.197) at the significance level 0.05. Keywords: perceptual learning style preference, listening comprehension]]>
<![CDATA[THE APPLICATION OF GENRE BASED APPROACH IN THE TEACHING OF ENGLISH TO THE EIGHTH GRADERS ]]>
<![CDATA[Cicin Only Tachia]]>;
<![CDATA[Bambang A Loeneto]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7248
<![CDATA[Abstract: The aims of this study aimed to find out whether or not Genre Based Approach was effective to be used in teaching English for eighth graders of SMP Negeri 1 Indralaya Utara. The key informants of this study were the teachers of English, the English subject supervisor, and the students of grade eight. The method of this study was qualitative descriptive research. The qualitative data were obtained through interview, observation, and documentation. The result showed that the genre based approach was not effectiveuse for the students of eighth graders of SMP Negeri 1 Indralaya Utara, even though the teacher had applied all of the steps in genre based approach. The results of this study showed that not more than half students succeed in achieving the passing grade of English subject and the rest still got score under the passing grade. Keywords: effectiveness, genre based approach, teaching English]]>
