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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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EVALUATION OF THE IMPLEMENTATION OF SCHOOL-BASED CURRICULUM IN IMPROVING THE LEARNING QUALITY OF PUBLIC JUNIOR HIGH SCHOOL NO. 2 IN BANYUASIN III OF BANYUASIN DISTRICT OF SOUTH SUMATRA PROVINCE Bambang A. Loeneto
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): 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.v1i1.2059

Abstract

Abstract: The study aims to evaluate the implementation of the School-Based Curriculum (SBC) in improving the quality of learning of the SMPN 2 Banyuasin III of Banyuasin District as well as identifying the factors which support and hamper the SBC implementation. Some identified problems concerning the SBC in the school were the unpreparedness ofthe schoolin the development of implementing SBC and some teachers did not really understand how to apply the SBC in their teaching and learning process in the classroom. It is a descriptive qualitative study looking at the concerned indicators of the Educational National Standard (ENS) stipulated by the Government Regulation No. 19 of 2005. The data were collected by interviewing some key informants. The results of the study show that in general the school has implemented the SBC as recommended by the ENS andcan also develop the curriculum based on its capacity. Yet, there are some teachers still lacking skills in preparing their lesson plans according to the school established syllabi and limited facility and infrastructure that could support the teaching and learning process in the school. It is recommended that the school find some alternative ways tosupport and facilitate the teaching and learning process such as having some financial aids from donors and the school committee. Key words: evaluation, SBC, curriculum, ENS (Educational National Standard)
A PROFILE OF STUDENTS’ SKILLS IN WRITING LITERARYRESPONSES:REASONS FOR APPLYING EXPLICIT TEACHING OF TEXT TYPESIN WRITING ABOUT LITERATURE (A CASE STUDY) Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): 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.v1i1.2060

Abstract

Abstract: This study aimed to examine students’ skills in writing literary responses through functional perspectives. It was conducted in a college level literature classroom, where one teacher and three students presenting a different level of achievement, were involved. Three methods of data collection were used: observation, documentation and interview. Data analysis were done by identifying the teaching and learning activities that facilitated the writing, by identifying the schematic structures and the linguistic features of the students’ texts, lastly by categorizing students’ perception of writing literary responses in their classes. The findings showed that the teaching and learning activities were to some extent successfully done by the lecturer. She had applied Building Knowledge of the Field (BKOF), modeling stage, independence writing, and skipped joint construction. Modeling stage, however, was not conducted well since the lecturer did not explain clearly the schematic structures and the linguistic features of literary response text. As a result, the students’ writings were not really successful in the way that it fails to develop context and background information, to present appropriate tense and connectives. Finally, data from interview indicatedthat the students were not really familiar with writing literary response text by recognizing its purpose, its schematic structures, and its linguistic features. Consequently, these results reveal that the teaching of content and its appropriate language use in this setting were still taugt implicitly which was contrary to the concept of teaching genre recommended by the scholars. Key words:writing skills, literary response, functional grammar
QUESTIONING CYCLE MODEL IN ENGLISH LEARNING: THE COLLABORATION OF HUMANISM AND CONSTRUCTIVISM APPROACH AT STATE PRIMARY SCHOOLS IN PALEMBANG Margaretha Dinar Sitinjak; Rita Inderawati; Ida Rosmalina
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): 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.v1i1.2061

Abstract

Abstract: This developmental research was aimed to design, try-out, and revise the effectiveness of model in English learning in elementary school. The method in this research was Research and Development (R & D). This research began with the development of learning material, learning process, and instrument evaluation that would be tested limitedly in three elementary schools and 6 teachers and would be tested widely in 15 elementary schools and 30 teachers through questionnaire, observation, interview, and result analysis. The improvement of the final product of questioning cycle model in English learning that collaborated humanism and constructivism approach was based on the feedback in the field trial. The special target that wanted to be achieved in this research was to create an interesting model in English learning for students and learning textbook-centered to make English teaching and learning process easy and fun for primary school pupils. Besides, the model could contribute to scientific publication. Key words: questioning cycle model, English learning, humanism approach, constructivism approach
USING TEXT FEATURE WALK TO HELP STUDENTS COMPREHEND EXPOSITORY TEXTS Jelita Purnamasari; Chuzaimah Dahlan Diem; machdalena Vianty
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): 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.v1i1.2062

Abstract

Abstract: In this study, the focus of investigation was on the students’ comprehension on expository text. Specifically, this study was aimed to find out whether or not there was a significant difference in the students’ reading comprehension before and after they were taught by using Text Feature Walks. The population of this study was the eleventh grade students of one of the state senior high schools in Palembang, South Sumatera, Indonesia. The sample was twenty nine students that were taken as the sample by using population-single technique. This study used pre-experimental method, one group pre-test post-test design. The instrument used for collecting the data was a reading comprehension test. The result of the study showed that the use of Text Feature Walks could significantly increase the students’ reading achievement. Key words: reading comprehension, expository texts, Text Feature Walk
THE CORRELATION BETWEEN INTELLIGENCE QUOTIENT AND TRANSLATION COMPETENCE OF THE TENTH GRADE STUDENTS OF SMA N 3 PALEMBANG Anggun Apriana; Akhyar Burhan; Hariswan Putra Jaya
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): 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.v1i1.2063

Abstract

Abstract: A study of the correlation between intelligence quotient and translation competence was carried out to the tenth grade students’ of SMA N 3 Palembang. The objectives of this study are to find out whether or not there is significant correlation between intelligent quotient and translation competence of tenth grade students’ of SMA N 3 Palembang, to find out whether or not there is significant correlation between intelligent quotient and translation competence of tenth grade students’ of SMA N 3 Palembang for high reading achievers, and to find out whether or not there is significant correlation between intelligent quotient and translation competence of tenth grade students’ of SMA N 3 Palembang for low reading achievers. The method used was correlation study. The population was the tenth grade students of SMA N 3 Palembang in an academic year 2011/2012 with the total number 256 students. The sample was 60 students that were taken by purposive sampling. The data were collected by using documentation and test. The data obtained was analyzed by using Pearson’s Product Moment Correlation Coefficient. The calculation was done by using SPSS (Statistical Package for Social Science) version 17.00. The result of the study showed that the correlation coefficient generally was 0.728; 0.669 for high reading achievers, and 0.723 for low reading achievers. It meant that there was positive and significant correlation between intelligent quotient and translation competence. Key words: correlation, intelligence quotient, translation competence
TEACHERS’ SENSE OF EFFICACY IN RELATION TO STUDENTS’ ENGLISH ACHIEVEMENT AT STATE ISLAMIC SENIOR HIGH SCHOOLS IN PALEMBANG Apik Soraya; Muslih Hambali; Zuraida Siregar
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): 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.v1i1.2064

Abstract

Abstract: This study was proposed to find out whether or not (1) there was a significant correlation between teachers’ sense of efficacy and students’ English achievement at State Islamic Senior High Schools in Palembang, and (2) teachers’ sense of efficacy contributed to students’ English achievement. The method used was descriptive method. The population of the research was divided into two groups. The first population was the English teachers at State Islamic Senior High Schools in Palembang. The writer used comprehensive sampling technique. There were 20 English teachers and all of them were taken as the first sample. The second was the students at the same schools with the total number 1741. The writer used purposive sampling technique. So there were 320 students taken as the second sample. The data obtained by means ready-made questionnaire (TSES) for English teachers and students’ English achievement obtained from their teachers’ documentation. TSES was completed by the teachers in order to measure their level of sense of efficacy and it was correlated to students’ English achievement. The findings showed that there was a significant correlation between the independent variable (teachers’ sense of efficacy) and the dependent variable (students’ English achievement) of this study (r = 0.797, p = 0.00). Moreover, the result of determination analysis revealed that teachers’ sense of efficacy contributed 63.5% to students’ English achievement(R = 0.797and R2 = 0.635). Key words: correlation, teachers’ sense of efficacy, students’ English achievement
TEACHING LISTENING COMPREHENSION THROUGH PICTURE DICTATION TO THE TENTH GRADE STUDENTS OF SMA ISLAM AZ ZAHRA PALEMBANG Khairunnisa Dwinalida; Zainal Abidin Naning; Hariswan Putra Jaya
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): 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.v1i1.2065

Abstract

Abstract: This article reports the results of the study that was aimed to answer whether or not using picture dictation can improve the listening comprehension of the tenth grade students of SMA Islam Az-Zahra Palembang.The population of this study was the tenth grade students of SMA Islam Az-Zahra Palembang, in academic year 2013-2014 (N=52). The sample was selected by using total sampling. To collect the data, a picture dictation test witha multiple choice form (N of test item = 35). Paired sample and independent t-test were applied to analyze the data.The results of the paired sample t-test showed that there was significant difference in listening comprehension before and after the treatment in experimental. The results of independent sample t-test showed that there was improvement in listening comprehension achievement of the students who were taught through picture dictation. Key words: Listening comprehension, Picture Dictation, tenth graders
TEACHING READING COMPREHENSION TO THE EIGHTH GRADERS OF SMP NEGERI 53 PALEMBANG THROUGH READING, ENCODING, ANNOTATING, PONDERING (REAP) STRATEGY Dessy Nuke Wulandari; Diemroh Ihsan; Rita Hayati
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): 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.v1i1.2066

Abstract

Abstract: The study was conducted to find out whether or not there was any significant difference in reading comprehension achievement between the eighth graders of SMP Negeri 53 Palembang who were taught through REAP strategy and those who were not. The population of the study was the eighth graders of SMP Negeri 53 Palembang in the academic year 2013/2014. The total number of the students was 228 students. The sample was 76 students that were taken by using purposive sampling technique. Thirty eight students were in the experimental group and thirty eight students were in the control group. In doing this research, the writer did the experimental research by using quasi experimental design. The instrument for collecting the data was areading test that was given as a pre-test and a post-test. The result of the test that was analyzed by using the independent sample t-test analysis showed that the t-obtained value was 3.704 at the significance level p< 0.05 with df 74 and the critical value of t-table was1.993. Since the t-obtained value was higher than t-table value, that is, 3.704>1.993, the null hypothesis (Ho) was rejected and the research hypothesis (H1) was accepted. It means thatthere was a significant difference in the reading comprehension achievement between the students who were taught through REAP strategy and those who were not. Key words: REAP Strategy, Reading comprehension
STUDENTS’ READING MOTIVATION, READING ACHIEVEMENT AND PARENTS’ ECONOMIC STATUS Rahmi Aulia; Machdalena Vianty; Diemroh Ihsan
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 2 (2014): 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.v1i2.2068

Abstract

Abstract: The aims of this study were to find out whether or not there were significant correlations among each aspect of parents’ economic status, students’ reading motivation, and reading achievement. In addition, the contributions of parents’ economic status and reading motivation to reading achievement were also investigated. One hundred twenty students were selected as the sample by using a purposive sampling technique. The data were collected by using a parents’ socioeconomic questionnaire, a reading motivation questionnaire, and a reading test. Pearson product moment correlation and multiple regression analyses were applied to analyze the data. The correlation analysis showed that the aspects of parents’ economic status: parental income (r=.546), property (r=.294), and facilities at home (r=.535) were significantly correlated with reading achievement. However, only parental income (29.8%) and facilities at home (4.8%) gave significant contribution to reading achievement. Significant correlations also existed between parental income (r=.394); property (r=.250); facilities at home (r=.343), and reading motivation, but only parental income gave significant contribution (15.5%). All the aspects of students’ reading motivation were also significantly correlated with reading achievement, but only self-efficacy (18.15%) and competition (7.1%) that contributed significantly. The results of this study confirm the important role of parents’ economic status in their children’s reading motivation and reading achievement. Key words:parents’ economic status, students’ reading motivation, students’ reading achievement
WHAT EMERGING TECHNOLOGY CAN DO FOR LEARNING ENVIRONMENTS: THE CASE OF MOOCS Karen Ferreira-Meyers
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 2 (2014): 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.v1i2.2069

Abstract

Abstract: This paper seeks to address the position of emerging trends in higher education. It is the written version of a public lecture given at UNSRI in May 2014. It starts with an overview of emerging trends (flipped courses, Open Learning Initiative, MOOCs) as described by the Horizon Report 2013, a brief literature review, and then continues to propose a more detailed overview of both Flipped Courses and Massive Open Online Courses with the intention of opening up the debate on the use of these in a higher education environment. Key words: emerging technology, learning environments, flipped courses, MOOCs

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