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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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IMPROVING VOCABULARY MASTERY BY USING TALKING STICK METHOD TO THE EIGHT GRADE STUDENTS OF MTS ANNAJAH PETALING Hartati Hartati
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.v6i2.10747

Abstract

The objectives of this research was to find out whether or not there was any significant difference in vocabulary mastery between students who were taught by using talking stick method or students who were taught without using talking stick method. The research was limited on word classes consisted of noun, adjective and verb in descriptive texts with the topic of the material was animal, people, thing, and places.This research was conducted by using quantitative method with a quasi-experimental group design. The experimental group students were taught by using Talking Stick method, while the control group students were not taught by using Talking Stick method. The samples were 74 students that were taken from the eight grade students of MTs Annajah Petaling in academic year 2015/2016. The data were obtained through test, observation and documentation. The result of the test was analyzed by using paired sample t-test in SPSS 16 (Statistical Package for Social science).Based on the results analysis, there was a significance different between students who were taught by using Talking Stick method and the students who were not taught by using Talking Stick method. It was known from the result of mean of post-test in the experimental group (67.70) was higher than the mean of post-test in the control group (65.54). In addition, there was a significant difference in vocabulary mastery between students’ who were taught by using Talking Stick method and those who were not. Therefore, Talking Stick method was one of effective factor that could improve students’ vocabulary mastery.
RUNNING DICTATION TECHNIQUE AND LEARNING MOTIVATION: THEIR EFFECTS ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT Gustiani, Merie; Yulia, Heny
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 : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i2.7028

Abstract

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 f rom their learning motivation. This exprimental 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 annova 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 
TEACHING READING FOR YOUNG LEARNERS IN EFL CONTEXT Lingga Agustina Suganda
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 1 (2016): 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.v3i1.2323

Abstract

Abstract: All young children are highly motivated to learn language. Millions of EFL children are learning reading as part of learning English, and thousands of EFL teachers are searching for an approach to teaching reading that will work most effectively. The concern of this paper is finding the effective way of teaching reading to young learners in EFL context. The content of children‟s literature can motivate the interest of students to learn a new language. Good, effective, and suitable approaches are for helping the students in their development. However, there is no one best approach to teaching reading, because one that works for one child may not work at all for another child. Good teachers have to recognize that children learn in different ways and require different strategies. Teachers need to draw on ideas from a number of different approaches and add ideas that come from their own experience. Therefore, the role of the parent or teacher in supporting reading progress is crucial. In conclusion, there are three important points for children reading success, namely: (1) innovative and suitable approach, (2) effective material, and (3) parents or teachers‟ role. All these three elements are critical in order to teach all kids to read.Keywords: Reading, young learners, approach, children’s literature, teachers and parents’ role.
A STUDY ON THE CREATIVE SOCIAL EMOTIONAL LEARNING ENGLISH (CSELE) CLASSROOM MODEL IN INDONESIAN CONTEXT Suganda, Lingga Agustina; Petrus, Ismail; Zuraida, Zuraida; Kurniawan, Dedi
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 : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i1.5909

Abstract

Abstract: This study aims to design the Creative Social Emotional Learning English (CSELE) classroom model in one of the district schools in South Sumatera, Indonesia. This model was proposed due to a growing awareness among educators and policymakers about the importance of social and emotional development for successful student. Based on the ADDIE model, the CSELE model is designed to include three steps: (1) the learning objective statement and need analysis, (2) the class strategy design, and (3) the class implementation and evaluation. The CSELE model focuses on integrating the efforts to support Social Emotional Learning (SEL) in the English as A Foreign Language (EFL) classroom context. This model involves the process of integrating the materials from the Indonesian 2013 national curriculum and creative teaching procedures for developing the students? social emotional competencies, which include self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The findings showed that the CSELE model has demonstrated positive effects on the students? social emotional competence, academic motivation, and classroom climate. However, more qualitative and quantitative studies should be conducted for further implementation of this model. Keywords:  Social Emotional Learning (SEL), English as a Foreign Language (EFL), creative, teaching and learning
IMPROVING NARRATIVE WRITING ACHIEVEMENT OF THE TENTH GRADERS OF SMA NEGERI UNGGUL 4 PALEMBANG Muhammad Irwansyah Putra; Erlina Erlina; Lingga Agustina Suganda
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.v6i2.10746

Abstract

The objectives of this study were to find out whether or not (1) there was any significant difference in narrative writing achievement between before and after the tenth graders of SMA Negeri Unggul 4 Palembang were taught by using POW+WWW W=2 H=2 strategy and (2) there was any significant difference in narrative writing achievement between the students who were taught by using POW+WWW W=2 H=2 strategy and the those who were not. The sample of this study was tenth graders of SMA Unggul Negeri 4 Palembang chosen by using convenience sampling method. There were two groups, namely experimental group and control group. To collect the data, pre-test and post-test were given. The data were analyzed using paired sample t-test and independent sample t-test in SPSS version 22. The results of paired sample t-test showed that there was a significant difference in narrative writing achievement between before and after the tenth graders of SMA Negeri Unggul 4 Palembang were taught by using POW+WWW W=2 H=2 strategy as the r-value was lower than 0.05 (0.000 < 0.05). The results of independent sample t-test showed that there was a significant difference in narrative writing achievement between the students who were taught by using POW+WWW W=2 H=2 strategy and those who were not as the r-value was lower than 0.05 (0.000 < 0.05). In conclusion, using POW+WWW W=2 H=2 Strategy is effective to improve narrative writing achievement of the tenth graders of SMA Unggul Negeri 4 Palembang.
IMPROVING STUDENTS’ WRITING DESCRIPTIVE ENGLISH TEXT IN MULTILITERATION LEARNING THROUGH COLLABORATIVE TECHNIQUES Mayasari, Santi; Firdaus, Masagus; Widayatsih, Tri
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 : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i2.7029

Abstract

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 
DEVELOPING LOCAL-FOLKLORE INSTRUCTIONAL READING MATERIALS FOR EIGHTH GRADERS Mariana, Dina
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 : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v4i1.5615

Abstract

Abstract: This study aimed at finding out the validity, practicality, and potential effect of the developed instructional reading materials using local folklores from Muara Enim Regency for the eighth graders. The procedure of the study consisted of three stages: analysis, design, and evaluation. In evaluation stage, a set of formative evaluations consisting of self evaluation, experts review, one-to-one, small group, field test was conducted. There were two experts reviewing the product in the expert review stage, three students involved in one-to-one evaluation, nine students involved in small group evaluation, and thirty students of a real class involved in field test. The data were obtained from questionnaires and test. The obtained data were analyzed by using average score for the questionnaires and percentage for the test. The findings showed that the developed product was valid in terms of its content and instructional design with the average score 3.52 (very highly valid).  The developed reading materials were practical after being evaluated in one-to-one evaluation with the average score 3.19 (highly practical) and small group evaluation with the average score 3.7 (very highly practical). Then, the product also had high potential effect after being evaluated in field test as 73.3% of students passed the minimum mastery criterion. It can be said that the developed product are potentially effective to be applied for the target students.
USING THINK PAIR SHARE TEACHING STRATEGY TO STUDENTS IN TEACHING SPEAKING Melikhah Nur Maulani; H. Khalimi Romansyah; M. Ita Atiyawati
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.v6i2.9951

Abstract

Many people may find some difficulties to share their ideas or opinion through oral language. Even though they have something to speak, they do not know how to express it. They also have problems related to lack of participation and low motivation in speaking. Therefore, a teacher should select the best technique that can encourage students and increase their motivation to speak. The teacher can use “Pair Work” to teach English speaking. This technique demands students to be active to speak based on the material has been given. Through this technique, students should practice to speak in order to give agreeing and disagreeing opinion. By apliying this technique in speaking class, it will make the class fun and interesting. The objective of this paper is to explain how to use pair work technique in teaching speaking to junior high school students in Smpn 1 Plumbon.
STUDENTS’ PERCEPTIONS ON THE USE OF PROJECT-BASED DRAMA LEARNING FOR ENGLISH READING Fiftinova, Fiftinova; Inderawati, Rita; Rosmalina, Ida
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 : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i1.5910

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
ATTITUDE TOWARDS THE EDMODO USAGE IN LEARNING ACTIVITIES FOR ENGLISH LITERATURE STUDENTS Herland Franley Manalu; Diana Anggraeni; Asrul Munazar
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 7, No 1 (2020): 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.v7i1.11356

Abstract

The increment of concern in the use of online learning tools into English Language Teaching to adopt the Industrial Revolution 4.0 has inspired this study to examine students’ thoughts on Edmodo, as one of the online learning tools, at the English Literature department within the University of Bangka Belitung. Edmodo is used by the researchers to discuss the students’ attitude in improving their English skills. Data were collected by means of questionnaires and interview. A Likert scale questionnaire was administered and open-ended interviews were conducted to get more information from the students. Data were qualitatively and quantitatively analysed by using SPSS v.22 Software. The results reveal that the Edmodo usage is aiding students’ cooperation in small group discussions, reflecting that teaching and learning activities established on the ground of communicative teaching method were able to improve cooperation and communication, raising students’ motivation to take part and involve in various learning and also empowering them to be self-determining and be more responsible for their own learning. This study is an endeavor to attract more researchers to do further investigations on this area within the Indonesian English learners at the university level.

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