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INDONESIA
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 RELATIONSHIP BETWEEN PRESERVICE ENGLISH TEACHERS’ PERCEPTION OF WATCHING ENGLISH VIDEO ON YOUTUBE AS A HABIT AND LISTENING SKILL ACHIEVEMENT Nur Anggi Irana; Rita Hayati; Dedi Kurniawan
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 1 (2021): 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.v8i1.14018

Abstract

Watching English videos on YouTube is one of the alternatives in order to improve students’ listening comprehension. The aim of this study is to discover whether or not there is a significant correlation between the perception of habit of watching English videos on YouTube and listening skill achievement. The participants of the study were 51 students of English Education Study Program in Palembang. There were two instruments used: (1) The Habit of Watching English Videos on YouTube Questionnaire, and (2) listening mastery score from listening course they took. The data were then analysed using Pearson Product Moment in SPSS 25. The results show that there is no significant correlation between the habit of watching English videos on YouTube and listening mastery of the students, r(49) = - .26, p < .01. This study also provided discussions and recommendations for future research.
THE USE OF MOODLE IN ENGLISH LANGUAGE LEARNING DURING THE PANDEMIC: THE STUDENTS VOICE Nausa Revy Maulana; Alies Poetri Lintangsari
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 1 (2021): 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.v8i1.14020

Abstract

During the emergency remote learning, the role of the Learning Management System is significant to support the teaching and learning process. Many universities utilized the Moodle based LMS to assist students and teachers in the teaching and learning process including Universitas Brawijaya that used Virtual Learning Management (VLM). VLM is highly suggested to be used by the lecturers since it can be accessed free as supported by the University, nonetheless, students claimed that the use of VLM is sometimes problematic. To address the students’ voice toward the use of VLM, this research aims to describe the students' attitude towards the use of VLM as an online learning platform. In this research, quantitative method with a survey design was chosen. Instrument used in this study was questionnaire adapted to the works of Srichanyachon (2014), Munasinghe and Wijewardana (2016), and Putri and Sari (2020). There were 100 students participating in this study; they consist of 79 female students and 21 male students. The data were analyzed descriptively. The result of the study revealed that the use of platforms such as LMS in the COVID 19 era is indispensable and makes it a very effective platform to use. The students gave a positive attitude to the use of Moodle with a mean score of 3.58.
UTILIZING CANVAS IN TECHNOLOGY ENHANCED LANGUAGE LEARNING CLASSROOM: A CASE STUDY Ratu Sarah Pujasari; Ruslan Ruslan
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 1 (2021): 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.v8i1.14240

Abstract

The paper aimed at exploring the utility of the Learning Management System in teaching English. It focused on Canvas which as an online learning platform that allowed teachers and students to share content and interact during a course, a web platform that allowed sharing information, viewed student submissions and provided feedback all in one frame. It covered information about the usefulness of this application, Its advantages, and the values of work. This study used a qualitative case study design. The participants were 6 students from the University level who took Technology Enhanced Language Learning Classroom and they used Canvas actively. The data were taken from the document of canvas activities and interview. A thematic analysis showed that there were constructive outcomes based on the students’ viewpoint. The finding contributed to the significance of digital platform, especially LMS, in developing students’ interaction both of the teacher and other students, engaging with the course content and giving positive implications for ELT.
IS ENGLISH ACADEMIC WRITING AS SIMPLE AS USING TRANSLATION TOOL? ERROR ANALYSIS ON STUDENTS' ABSTRACT Naria Fitriani; Sabarniati Sabarniati; Nani Safuni
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 1 (2021): 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.v8i1.13607

Abstract

Writing is not a spontaneous ability in language learning because it requires both editing and revising, and thus making this skill perceived as an easy task. Students could use a dictionary to help them use a foreign language on any occasion. Nonetheless, these activities may result in several errors in students' writing assignments. Relating to this situation, this study aims at identifying the students’ problems and their grammatical errors during the process of academic writing. In this study, mix-methods were applied in which vocational college students’ writings were documented and interview with the students was conducted. The data on students’ grammatical errors were collected, transcribed, analyzed, and interpreted. The findings show that the students’ errors laid on tense (38.0%), preposition (11.7%), article (11.4%), conjunction (11.4%), omission (8.9%), subject-verb agreement (6.3%) and adverb (2.5%). Meanwhile, based on the interview, to facilitate language competence, a translation tool such as Google translate was routinely used by most of the students (81.8%) during the writing completion. Although applying a translation tool in writing, the majority of the students (73%) thought it is a hard skill, and 18% of them believed that the writing process is the most difficult in language activities. 
TEACHER’S TALKS IN CLASSROOM INTERACTION AT BANI ADUNG ISLAMIC BOARDING SCHOOL BANTEN Ida Rahmawati; Sutrisno Sadji Evenddy; Ika Handayani
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 1 (2021): 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.v8i1.13400

Abstract

The objectives of this research are to find out the categories and students’ perceptions of teacher’s talks that were applied by the English teacher in the teaching and learning process at Bani Adung Islamic Boarding School based on the framework Flander’s Interaction Analysis Categories (FIAC), and to know the students’ perceptions about the teacher’s talks. The participants of this research were the English teacher and the eighth grade students of the setting. The method of this research was qualitative descriptive method, and observation sheet, audio recording and questionnaire were used for data collection. The data taken from the teacher’s talks applied by the teacher in classroom activities were analyzed qualitatively. The result showed that the most dominant category was giving directions (29%), followed by asking the questions (27.5%), and the last category was accepting or using ideas of students (2.9%). The indirect talks were lower than direct talks. As a result, the teacher-centered method was found to be the most prevalent during classroom interaction. Students also preferred to be praised or encouraged, and effective language in the classroom was required. It is recommended that the teacher use all types of teacher talks in the classroom. They should, however, be based on the needs of the students.
VOCABULARY LEARNING STRATEGIES OF EFL STUDENTS AT TERTIARY LEVEL Achmad Yudi Wahyudin; Reza Pustika; Marta Widiawitasari Br Simamora
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): 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.v8i2.15647

Abstract

This article aims at investigating the vocabulary learning strategies of EFL learners at tertiary level. Since the students are required to pass English as a required subject in Indonesian tertiary education, exploring vocabulary strategies attracts more attention from teachers and practitioners. A survey approach was carried out in conducting this research. The present study involved 120 non-English major participants to fill out a questionnaire consisting of four vocabulary learning strategies: cognitive, metacognitive, memory, and determination strategies. The data of this research were descriptively analysed to reveal the vocabulary learning strategies used by EFL learners at tertiary level. This study reveals that the cognitive strategy is the most frequently strategy used. The respondents use new words in a sentence to remember them from time to time. While the least frequently strategy used is making a mental image to remember the words. The findings of the study might give an insight for English as a foreign language (EFL) teachers and practitioners to consider changes and adjustments to their pedagogical practice. 
THE EFFECT OF LIFE-STORY-RETELLING TECHNIQUE ON STUDENTS’ SPEAKING FLUENCY Olivia Heluri Yolanda Putri; Widya Caterine Perdhani; Moh. Hasbullah Isnaini
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): 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.v8i2.15260

Abstract

Second or foreign language learners often get difficulty in speaking fluency, which can be called as disfluency. Disfluency can be caused by some problems such as difficult task and lack of practice. Retelling a life story is one of the activities in teaching speaking which can be used by teachers in the EFL classroom. This study aims to find out the effectiveness of using Students’ Life Story by retelling technique in improving speaking fluency. The research design used in this study was Pre-Experimental Research with a quantitative approach. This study was conducted in three meetings. As the instruments, the researchers used the test which was pre-test and post-test. The population of this research is all the students in the 1st grade of Senior High School 3 Lumajang and the researchers took one class of the 1st grade of Senior High School Lumajang to collect the data by using probability sampling. The subjects of this study were 36 students of X Science 6 class at Senior High School 3 Lumajang. This research used pre-experimental research design with quantitative approach by using pre-test and post-test and also the scoring guidance for the assessment to collect the data. The result of this research showed that life-story-retelling technique can help the students in improving their speaking fluency. This study was considered successful when there was a significant result between students’ score in pre-test and post-test. Thus, it can be concluded that life-story-retelling technique successfully improved the students’ speaking fluency.
A NEED ANALYSIS OF LEARNING ENGLISH FOR COMPUTER SCIENCE STUDENTS Netty Huzniati Andas; Karman Karman; Muliyadi Muliyadi
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): 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.v8i2.15405

Abstract

English learning materials for Computer Science Department students which are suitable with learners’ needs are scarcely available. Thus, a study on analysis of students’ need is necessary. The purpose of this study was to find out students’ need on English based on ESP approach of Computer Science Study Program at USN Kolaka. This study used need analysis with survey design. The instruments used in this study were a semi-close ended questionnaire and interview. The questionnaire was distributed to 50 respondents and four students were interviewed. All of them were from Computer Science students at Universitas Sembilanbelas November Kolaka. It was found out that the students’ goal to learn English is to compete in the world of work. The expected level of English is advanced level. The priority skills are speaking and reading skills focusing on vocabularies related to computer science. In speaking skill activity, most students prefer to make a dialogue and then practice with friends. Meanwhile, in reading skills, students prefer activities that train their understanding and concentration like answering questions from a reading text.
TRANSLATION EXERCISES OF ENGLISH TO INDONESIAN IN DUOLINGO APPLICATION Farrah Dina Milyarni; Asti Veto Mortini; Santi Mayasari
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): 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.v8i2.15531

Abstract

Integrating technology in learning English is needed nowadays. It can change traditional learning into modern or digital learning. Duolingo is an application that can be used to learn English. It can change the users’ perception about studying English.  The study aimed to describe the implementation of Duolingo application in translation and learning English, to find out the users’ perception about the Duolingo application, and to know the relevance criteria of Duolingo in learning English. This study used a qualitative method with 50 participants involved. The data were collected by having observation, questionnaires, and documentation. The result of observation reveals that the implementation of translation exercises was appropriate in learning English. There were two kinds of translation exercises, namely choosing the word and typewriting freely. The way it provided the translation exercises was useful in actual translation works. The users’ perception of the Duolingo application was that it was a good way to learn English using technology. Duolingo also helped the users for their English improvement. As a final point, Duolingo was relevant for learning English.
INVESTIGATING SITUATED LEARNING PRACTICE FOR ENGLISH LANGUAGE TEACHING IN HIGHER EDUCATION (ONLINE-BASED ENVIRONMENT) Rizky Eka Prasetya
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): 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.v8i2.15414

Abstract

In online-based contextual English language learning, learning must occur in its context, allowing English learners to seek and discover logical explanations for their knowledge via interaction with their non-physical and social distance environments. The purpose of the study is to explain and establish online-based situated learning in the English pedagogical context. The ethnography case study design employed the analysis with a collective case study type approach. The result exposed that situated learning affirmed to be implemented in online English learning contextual. Communities of practice implied a set of individuals with diverse interests and attitudes with similar purposes, and Skype, Zoom, Google Hangouts, Microsoft Teams were implied to be adaptable on this model. Authentic learning stresses actual activities that apply to real-world circumstances, and the model incorporated the Grammarly, Draftin, Scholastic Story Starters, Book Creator, and ReadWorks. The online language learning systematic model is designated to assess the quantity of material presented successfully in the course using online realistically, and it has Moodle, Google Classroom, Ispring Learn, and Microsoft Team. The last model finding is Task-Based Language Learning. Duolingo, Fabulingua, FluentU, and English Tools were the integrated online tools in the English pedagogical situated learning. Integrated and genuine situated learning of English language learning, online environments must allow English language learners to be competent performers with acquired information and collaborate on the essential communicative and technology literacy ability.

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