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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 USE OF LEARNING MANAGEMENT SYSTEM ON ESP COMPUTER STUDENTS’ WRITING SKILLS DEVELOPMENT: A CASE STUDY IN INDONESIA La Ode Sanu
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.20310

Abstract

With the advancement of computer program and Internet-based technology, many higher education institutions provide Learning Management Systems (LMS) to facilitate online teaching and learning. This study was intended to explore students’ experiences during the use of the LMS of WeLearn as a tool for writing skills development. It used a case study design and involved two online classes consisting of 24 freshmen ESP computer students in a private higher education institution of Informatics and Computer Management in East Kalimantan, Indonesia. It used self-report and observation in the data collection. The findings showed that the students actively used the Welearn system to accomplish the online course. They had positive experiences and perceived the benefits on the use of the WeLearn system. The benefits were easy to use and access as well as was cost-effective. Additionally, the WeLearn system could develop students’ writing skill, linguistic competence, technology skill, high learning motivation, self-management, time management, responsibility, self-confidence, accountability, independence, and creativity. However, the students encountered some challenges such as unstable internet connection, distracted learning concentration, unenthusiastic learning interaction, absence of alert information, and writing plagiarism. 
THE DIFFERENCES OF SPEAKING ANXIETY ACROSS ACADEMIC LEVELS AND GENDER Alifia Eka Pristiyaputri; Mahabbatul Afiqoh; Mohammad Aryun Jauhari; Muhammad Jalaludin Al Afghani; Kurniasih Kurniasih
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.20292

Abstract

Speaking anxiety poses a crucial challenge for university-level students during their speaking classes. This study aims to investigate the differences in English anxiety levels according to year level and gender at the University of Islam Malang and explore potential causes that contribute to anxiety levels. This study used a quantitative approach and employed a causal-comparative and descriptive quantitative design. Data were collected by using a 31-item FLSAS questionnaire. The subjects were freshmen and sophomores in which freshmen took an intensive course and sophomores took the public speaking course. One hundred fifteen students completed the questionnaire online. The data were analyzed by using an independent t-test and descriptive analysis. The findings revealed no statistically significant difference was found in anxiety levels between the freshmen and sophomores. Both groups exhibited moderate anxiety levels, which were approaching a high level. Besides, in terms of gender, this study did not find significant results among female and male freshmen students, but this study found there are significant results among female and male sophomore students. This study also investigated factors affecting speaking anxiety, including competitiveness, perfectionism, lack of confidence, physical and mental avoidance, fear of failure, and lack of eagerness to participate in speaking classes. All these identified factors exerted moderate influence, except for competitiveness, which demonstrated a high level of impact.
STUDENTS’ PERCEPTIONS OF THE USE OF DIGITAL AND PRINTED TEXTBOOKS Elyan Rizky; Hesti Wahyuni Anggraini
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.19415

Abstract

The introduction of technology has changed how students perceive and prefer learning and knowledge acquisition, specifically in choosing types of textbooks. In addition to the printed textbook, many textbooks are now also available in digital formats. The purposes of this study were, firstly, to determine how students perceived digital and printed textbooks and secondly to know their reading preference. Using purposive random sampling, qualitative data was obtained through interviews with six students from three different semesters of the English Education Study Program of Sriwijaya University Palembang, selected on the basis of their English ability level. The findings were analysed in terms of the frequency of students’ use of digital and printed textbook, the advantages and disadvantages, and students’ preferences of reading digital and printed textbooks. The findings indicated that the students perceived the importance of reading both paper and digital textbooks equally for their learning activities. Furthermore, students preferred to read both printed and digital textbooks. None of the students rated one format better than the other.
SPEAKING ACTIVITIES IMPLEMENTED IN AN ENGLISH CLUB: STUDENTS’ VOICES Mahran Abdi Maros; Ridha Ilma; Renny Kurniasari
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.20622

Abstract

AnEnglish club has many important goals to support the fluency of students in mastering English skills, especially in speaking skills. Sometimes, it brings positive and negative drawbacks to the students with some activities provided. The study aimed to find out how students felt about the different types of speaking activities that were hosted by the English club. Qualitative research approaches were utilized in this case study approach to research. The participants were three students who were members of the English club at one of senior high schools in Palembang. The information was acquired by conducting an interview that was semi-structured and using open-ended questions. The data were evaluated by employing a methodology known as theme analysis. The outcomes of the study revealed that (a) debate activity did not improve speakers' pronunciation, comprehension, or grammar, (b) speech activity assisted the students' speaking components, which included pronunciation, vocabulary, comprehension, fluency, and grammar in the process of speaking, (c) students were able to practice English speaking skills such as pronunciation, vocabulary, comprehension, fluency, and grammar through story-based activities, (d) activities related to newscasting did not aid the student in instructing and learning vocabulary. 
DEVELOPING MOODLE-BASED E-LEARNING MEDIA TO LEARN NEWS WRITING Aswadi Jaya; Asti Veto Mortini
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.20818

Abstract

Students majoring in English language education need to have proficient writing skills which show wide range of cognitive and linguistics abilities. For that reason, news writing that includes techniques for writing good headlines, techniques for writing interesting headlines, and techniques for creating a comprehensive and in-depth news body is appropriate to facilitate that needs. The purpose of this research is to develop Moodle, Google Slides, and Power Point-based E-Learning aids for learning how to write news articles in writing for mass media course for English language education students. This study employs the 4D development model (Define, Design, Development, and Dissemination) to conduct R&D. This research uses a non-test instrument data collection strategy in the form of a questionnaire distributed to two material experts and two media experts. The results are as follows: a) the validation results by material experts received a score of 81.54 %, placing them in the very feasible category; b) the validation results by media experts received a score of 78.4 %, placing them in the feasible category. These results indicate that the E-Learning Moodle's learning materials are suitable to be used in the journalism course
METACOGNITIVE READING STRATEGIES AWARENESS IN ENGLISH LANGUAGE CONTEXT AMONG AVIATION CADETS Ismi Syahidah; Nunung Suryati; Siti Muniroh
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.20998

Abstract

reading in the English language context has widely taken a position in the educational field, the reading score among aviation cadets was far from expectation. Several empirical studies have underpinned metacognitive reading strategies as supporting components in determining the reading performance of EFL learners, yet an investigation within the scope of cadets of the aviation field remains limited in the Indonesian context. This study explored cadets’ awareness level of metacognitive reading strategies and how they demonstrate awareness toward the use of those strategies in the English language context. An explanatory design was utilized, with 30 aviation cadets involved. The data was obtained from self-inventory reports and open-ended questions. The result confirmed that aviation cadets are metacognitively aware of the three elements of reading strategies with medium level of awareness. Moreover, cadets with high scores reading tests encompass more support reading strategies and problem-solving strategies compared to lower scorers. While cadets who got average scorers utilize three parts metacognitive reading strategies. These results confirmed that cadets who can maintain their cognition and proceed with various strategies in reading activities, will perform better in reading within the English language context. 
BRINGING TECHNOLOGY INTO THE CLASSROOM: STUDENTS’ EFFORT TO SHAPE PRONUNCIATION Ramli Ramli; Vivit Rosmayanti; Andi Hamzah Fansury
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.20866

Abstract

One of the essential skills in teaching English is pronunciation. The listener will only understand the speaker if their pronunciation is correct. Applying English pronunciation instructions to students is an integral part of the language. This study aimed to investigate the effectiveness of the podcast which contains relevant and authentic content for global listening comprehension in language learning. As a technological tool, the “British Council” podcast was integrated for learning English pronunciation at English Education in Universitas Borneo Tarakan. This pre-experimental study involved one class of third-semester students who previously learned pronunciation. Because the calculated Z value was less than the -Z table (-4.809 -1.960) and the p-value was less than (0.000 0.050), the decision was made to reject H0, indicating an average significant difference between the pre-test and post-test based on the measured pronunciation. It presented that integrating the podcast shaped students’ pronunciation and made them more confident. This study sheds light on the role of digital media in determining students' pronunciation and language development. It also provides teachers with alternative media for learning pronunciation in and outside of the classroom.
SELF-REGULATION IN THREE TYPES OF ONLINE INTERACTION: A STUDY AT A TEACHER PREPARATION PROGRAM AMIDST COVID-19 PANDEMIC Machdalena Vianty; Sofendi Sofendi; Zahra Alwi; Didi Suhendi
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.21126

Abstract

Having done the online learning mode for the conduct of teaching and learning activities for more than a year as the impact of covid-19 pandemic, this article presents a report on how the students have managed their learning. Specifically, this present study was aimed to describe the three aspects of self-regulation in three types of online interaction: students’ self-regulation in interaction between them and content; students’ self-regulation in interaction between them and their teacher; and students’ self-regulation in interaction between them and their peers. In addition, this present study also looked at the correlation between self-regulation and the students’ academic performance and find out which aspect was significantly correlated with the academic performance. Involving 205 students of a teacher preparation program as the participants and used the Online Self-Regulated Questionnaire (OSRQ) to collect the data, it was found that the average mean score for the online interaction was above 5, suggesting that the students tended to agree with the statements in the three types of online interaction. The finding also revealed that a weak and positive, but not significant correlation existed between the students’ self-regulation of online interaction and their academic achievement.
STUDENTS’ ATTITUDE TOWARDS TRANSLANGUAGING STRATEGIES IN INDONESIAN ENGLISH LANGUAGE EDUCATION CLASSROOMS Annisa Rahmadani
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): 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.v10i1.21077

Abstract

This quantitative investigation delves into the employment of translanguaging strategies within classrooms of an English education study program at an Indonesian public university. As an emerging pedagogical approach in bilingual and multilingual educational settings, translanguaging encompasses the dynamic utilization of students' linguistic repertoires to bolster learning and communication. This study seeks to explore students' attitudes towards the enactment of translanguaging during their presentation and discussion sessions and assess its potential impact on their learning experiences. A purposive sample of 50 second and third-year undergraduate students majoring in English language education study, actively engaged in translanguaging practices during presentations and discussions, was selected for this study. Data collection entailed administering a survey questionnaire comprising Likert scale items formulated to evaluate students' attitudes towards translanguaging. The gathered data were analyzed employing descriptive statistical techniques. The findings reveal that participants exhibit a favorable attitude towards the practice of translanguaging in their presentation and discussion sessions. Students reported that translanguaging amplified their comprehension of subject matter, facilitated communication with peers, and cultivated a more inclusive and diverse learning environment. The study's results suggest that integrating translanguaging strategies within English education study program classrooms can positively impact students' learning experiences and foster a constructive attitude towards linguistic diversity. Further inquiry is recommended to probe the enduring effects of translanguaging practices on students' language competence and scholastic achievements, in addition to examining potential impediments and obstacles to implementing translanguaging across various educational contexts.

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