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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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THE EFFECT OF TEACHER’S FEEDBACK ON STUDENTS’ WRITING ACHIEVEMENT Fitriana 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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i2.5623

Abstract

Abstract: 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. Key words: teacher’s feedback, writing achievement, students’ perception on teacher’s feedback
STUDENTS’ ENGAGEMENT IN SOCIAL NETWORKING SITES AND ITS RELATION TO THEIR MASTERY OF CERTAIN ENGLISH FIXED EXPRESSIONS AND IDIOMS Bambang Pramono; Machdalena Vianty; Fiftinova 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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i2.5630

Abstract

Abstract: 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<0.05). The finding also showed students’ engagement in social networking sites contributed 10.8% to their mastery of certain English fixed expressions and idioms. In conclusion, the students have a very high level of engagement in social networking sites, but low level of mastery of certain English fixed expression and idioms. Keywords: engagement in social networking sites, proficiency in English fixed expressions and idioms, EFL students
READING INTEREST, TEXT TYPES AND READING COMPREHENSION OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF FKIP SRIWIJAYA UNIVERSITY Dian Mardasari
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i1.5620

Abstract

Abstract: 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.Key words: reading interest, text types, reading comprehension, university students
STUDENTS’ PERCEPTIONS ON THE USE OF PROJECT-BASED DRAMA LEARNING FOR ENGLISH READING Fiftinova Fiftinova; Rita Inderawati; Ida Rosmalina
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): 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.v5i1.5928

Abstract

Abstract: Project-Based Learning provides students opportunities in engaging in a natural-driven context where they use language for talking about their activities. Similarly, Project-based Drama Learning offers beneficial doings which activate students’ motivation, independence, potential, critical thinking and language use. This study aims to describe students’ perception  on the use of Project-Based Drama Learning  in English language learning. The participants were 30 students who were enrolled in Literature in ELT (English Language Teaching) subject. A questionnaire was given to the students after the project completion.      The data from questionnaire were then analyzed by having theme analysis. The result shows that most of the students gave agreement to the use of Project-Based Drama Learning. The participants believe that it could facilitate English learning. Additionally, the phases which exceedingly facilitate reading capability are Critical Reading and Character Analysis.Keywords: project-based learning, project-based drama learning, literature, Reading, Speaking 
INCREASING WRITING MOTIVATION AND NARRATIVE WRITING ACHIEVEMENT OF ELEVENTH GRADERS OF SMAN 5 PALEMBANG BY USING ENGLISH ANIMATION FILMS Budi Robintas
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 6, No 1 (2019): 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.v6i1.9992

Abstract

In accordance with the problems faced by the eleventh graders in SMA Negeri 5 Palembang, this study is intended to increase the students’ writing motivation and narrative writing achievement by using English animation films as the instructional media. In this study, writing English narrative test and questionnaire were utilized as the research instruments. From 330 the eleventh graders, 66 of them were selected by using purposive sampling and divided into 2 groups; Experimental and Control. Based on the data analysis, the result showed that the use of English animation films significantly increased the students’ writing motivation and writing narrative texts achievement. Keywords: writing ability, writing motivation, narrative text, English animation films.
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i2.5626

Abstract

Abstract: 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. Keywords: teaching practice, student-teacher, teacher-mentor, obstacles
EFFECTS OF SEMANTIC MAPPING, THINK PAIR STRATEGIES AND GPA ON STUDENTS’ DESCRIPTIVE PARAGRAPH WRITING ACHIEVEMENT Puspita Devi
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i1.5616

Abstract

Abstract: The success of the learners in learning a language is their ability to write, and the successful teaching of writing is affected by the strategies employed. The purpose of this research was to investigate the effect of Semantic Mapping (SM), Think Pair Share (TPS) strategies, and Grade Point Average (GPA) on descriptive paragraph writing achievement of Education Technology students of Baturaja University. Thirty-six second semester students were equally divided into two groups. One group was instructed through SM strategy, and the other was taught using TPS strategy. Both groups were classified based on students’ GPA. To determine the effectiveness of the teaching strategies, a writing test of descriptive paragraph was administered. The results showed that both SM and TPS strategies could improve students’ writing achievement significantly. However, SM strategy was more suitable for high level students; meanwhile TPS strategy was more suitable for low level studentThe success of the learners in learning a language is their ability to write, and the successful teaching of writing is affected by the strategies employed. The purpose of this research was to investigate the effect of Semantic Mapping (SM), Think Pair Share (TPS) strategies, and Grade Point Average (GPA) on descriptive paragraph writing achievement of Education Technology students of Baturaja University. Thirty-six second semester students were equally divided into two groups. One group was instructed through SM strategy, and the other was taught using TPS strategy. Both groups were classified based on students’ GPA. To determine the effectiveness of the teaching strategies, a writing test of descriptive paragraph was administered. The results showed that both SM and TPS strategies could improve students’ writing achievement significantly. However, SM strategy was more suitable for high level students; meanwhile TPS strategy was more suitable for low level students. Key words: semantic mapping, think pair share, grade point average,        writing
THE USE OF CODE-SWITCHING IN ONLINE SOCIAL MEDIA (LINE) BY SENIOR-HIGH-SCHOOL ALUMNI IN SOUTH SUMATRA Merta Septiani; Ismail Petrus; Muhammad Yunus
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): 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.v5i1.5924

Abstract

Abstract: Code-switching is an important issue in bilingual education. Many researchers have investigated its value in classroom teaching and learning process. However, this paper focuses on code-switching of English and Indonesian which happens in online social media. This paper identifies the types, topics, and factors motivating code switching in the online chatroom (LINE) among 80 bilingual young adults, the alumni of a senior high school in South Sumatra. Cross-sectional survey design was used in this study. The data were collected through documenting, questionnaire, and interview. Later, the data were analyzed by using descriptive and inferential statistics. The findings of the study revealed that the senior-high-school alumni mostly used intra-sentential code-switching (67%). The topics in the chatroom included social issues, technology, education, politics, health, economics, and faith; the reasons why they used code-switching were avoiding misunderstanding (75%), being easier to speak in one’s own language (52.5%), not knowing the English words (28.7%), no similar words in L1/L2 (27.5%), filling the stopgap (25%), giving emphasis (25%), conveying intimacy (18.8%), and having privacy (18.8%). In addition, the statistics showed that the topics and factors  had a significant relationship. Code switching can be a useful strategy in online interaction to serve many purposes.Keywords: code switching, bilingual, social media
IMPROVING SPEAKING ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF SMA METHODIST 2 PALEMBANG BY USING EDMODO Claudia Yunierta Tambunan; Ida Rosmalina; Erlina Erlina
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
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i2.5631

Abstract

Abstract: The objective of this study was to find out whether or not there was any significant differencein English speaking performance of the 11th grade students of SMA Methodist 2 Palembang after being taught using Edmodo. The sample of this study was 26 eleventh grade students of SMA Methodist 2 Palembang which were taken by using convenience sampling method from the total of 136 students. This study used within- group experimental design that is one group pretest-posttest design. Two raters did the scoring for the students’ pre-test and post-test based on the rubric provided by the researcher. To collect the data, the students were given a pretest and a posttest. The  data were analyzed by using paired sample t test. The result showed: (1) there was a significant improvement in students’ speaking skill after they were taught by using Edmodo (mean diff=7.23; p-value=.000). The mean score of each aspect of speaking skill in the posttest was higher than in the pretest and p-value were <0.05, and (2) the majority of the students agreed that Edmodo was effective to use. In conclusion, Edmodo can be used to improve student’s speaking skill Key words: speaking Achievement, Edmodo, eleventh graders
CORRELATION BETWEEN CONSCIENTIOUSNESS AND READING COMPREHENSION ACHIEVEMENT Intan Permata Sari; Ida Rosmalina; Erlina Erlina
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 6, No 2 (2019): 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.v6i2.10748

Abstract

Conscientiousness is one of the personality traits that defined as an individual tendency to be organized, thorough, controlled, decisive and dependable. This study was done to find out (1) the correlation between conscientiousness and reading comprehension achievement, (2) the significant difference in conscientiousness and reading comprehension achievement between male and female students, (3) the significant difference in conscientiousness and reading comprehension achievement between social science students and natural science students, and (4) the contribution of conscientiousness to reading comprehension achievement.  The population of the study was the eleventh grade students of SMA Negeri 20 Palembang. One hundred students were purposively taken as sample on the basis of equal numbers of gender and major.  To collect the data, reading comprehension achievement test and conscientiousness questionnaire were distributed to students and analyzed statistically. The findings showed conscientiousness and reading comprehension achievement significantly correlated (p value = 0.460) and the contribution of conscientiousness to reading comprehension achievement was 20.4%. The significant difference in reading comprehension achievement in gender and major was found; female and natural science students were better. The different result was obtained in conscientiousness. It implied that students tend to had similar perception toward conscientiousness regardless their gender and major.

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