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<![CDATA[IMPROVING STUDENTS’ SPEAKING SKILL THROUGH READERS THEATRE ]]>
<![CDATA[Anita Agustin]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Zuraida Zuraida]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2306
<![CDATA[Abstract: The objectives of this study were to find out whether or not: (1) there was any significant improvement in speaking skill of the eleventh grade students of SMA N 14 Palembang after they were taught by using Readers Theatre, (2) there was any significant improvement in each aspect of speaking skill of the eleventh grade students of SMA N 14 Palembang after they were taught by using Readers Theatre, and (3) there was any significant difference in speaking skill between students who were taught by using Readers Theatre and those who were not taught by using Readers Theatre. The sample of this study was 60 eleventh grade students of SMA N 14 Palembang, who were divided into control and expreimental groups, and each group had 30 students. To collect the data, each group was given a pretest and a posttest. The data were analysed using paired sample t test and independent sample t-test. The result showed: (1) there was a significant improvement in students‟ speaking skill of the experimental group after they were taught by using Readers Theatre (mean diff=22.10; p-value=.000), (2) the mean score of each aspect of speaking skill in the posttest was higher than in the pretest and p-values were <0.05 and (3) the mean difference of posttest of experimental group was significantly higher than the control group (p-value=.000). In conclusion, Readers Theatre can be used to improve student‟s speaking skill.Key words: Improving Speaking Skill, Readers Theatre, eleventh graders]]>
<![CDATA[THE IMPLEMENTATION OF PEER EDITING TECHNIQUE TO IMPROVE STUDENTS’ WRITING ACHIEVEMENT ]]>
<![CDATA[Hanafziah Miftahul Fajri]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Soni Mirizon]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2307
<![CDATA[Abstract: This study aimed to find out whether or not there was a significant difference in recount writing achievement of the tenth grade students of SMA Negeri 3 Prabumulih between those who were taught through Peer editing Technique and those who were not and to find out whether or not there was a significant difference in recount writing achievement after the students were taught through Peer editing Technique. The sample was 58 students which were taken by using purposive sampling method. A quasi-experimental study was used. The calculation was done by using SPSS (Statistical Package for Social Science) version 21. The result of paired sample t-test in experimental group showed the t-obtained was higher than the critical value of t-table (9.087 > 2.041). It could be stated that there was a significant difference in the recount writing achievement before and after the treatment in the experimental group. In addition, the independent sample t-test showed the t-obtained was also higher than t-table after students‟ mean score was calculated (8.474 > 2.003). It can be concluded that there was a significant difference in recount writing achievement between the students who were taught through Peer editing Technique (experimental group) and those who were not (control group). In brief, Peer editing Technique was effective in improving students‟ recount writing achievement.Key words: Peer editing Technique, Recount Writing Achievement, tenth graders]]>
<![CDATA[QUESTIONS AND QUESTIONING SKILLS IN ELT ]]>
<![CDATA[Supriusman Supriusman]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2308
<![CDATA[Abstract: Question and questioning skill have a very important role to play in motivating students to learn. Besides, questioning is a very special term in English language teaching (ELT) because it is one of the basic skills of teaching, one of the components of scientific approach that a teacher applies in the main or core activities in teaching and learning process, and one of the components of the CTL approach that a teacher also applies in ELT. Therefore, it is believed that this topic is useful for English teachers because they can improve their comprehension and then implement their experience and knowledge in the field. In addition, this paper describes about the term of question, types of question, question categories or levels of question, purposes of questions, and wait time. It is expected this paper is useful to improve English teachers‟ knowledge and skill, and they can use this theoretical and practical knowledge to promote the participation of their students to be active in ELT in the classroom.Key words: questions, questioning skills, and question levels or categories]]>
<![CDATA[THE CORRELATION AMONG READING ATTITUDE, THE USE OF INTERNET AND READING COMPREHENSION ]]>
<![CDATA[Rahmawati Umbara]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Rita Inderawati]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2316
<![CDATA[Abstract: The aim of this study was to investigate the correlation among reading attitude, the use of internet and reading comprehension of English Study Program Students of PGRI University. Questionnaires and a test were administered to the sample (N=152). Pearson product-moment correlation was used to analyse the data. The result showed a significant correlation between the students‟reading attitude and their reading comprehension (r=.562), the students‟ use of internet and reading comprehension (r =.200). The findings also revealed the correlation between the aspects of reading attitude and reading comprehension: prevailing feelings about reading (r=.553), action readiness for reading (r =.536) and evaluative beliefs about reading (r = .442). Furthermore, to reading comprehension, regression analysis discovered that reading attitude contributed 31.5%, two aspects of reading attitude (prevailling feelings about reading and action readiness for reading) contributed 33.7% and the use of internet contributed 4%.Key words: reading attitude, the use of internet, reading comprehension]]>
<![CDATA[USING DEBATE TO IMPROVE STUDENTS’ VOCABULARY AND SPEAKING ACHIEVEMENTS ]]>
<![CDATA[Hartini Agustiawati]]>;
<![CDATA[Ismail Petrus]]>;
<![CDATA[Margaretha Dinar Sitinjak]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2314
<![CDATA[Abstract: The purposes of this study were to find out (1) whether there was a significant difference in vocabulary achievement between students who were taught through debate, and those were taught without debate, (2) whether there was a significant difference in speaking achievement between the students who were taught through debate and those were taught without debate, (3) whether there was a significant correlation between vocabulary and speaking achievements of the fourth semester, English education study program students of Tridinanti University and how much the contribution of vocabulary to speaking is. The population of this study consisted of the fourth semester English education study program students of Tridinanti University. The total number of the population was 49 comprising four classes, while the sample consisted of 30 students who were divided into two groups, fifteen students were in the experimental group and another fifteen students were in the control group. In collecting the data, the pretest, treatment and posttest were used. However, the data were analyzed by using t-test. It was found that (1) there was a significant difference in vocabulary achievement where the sig value (2 tailed) was lower than 0.05, (2) there was a significant difference in speaking achievement where the sig value (2 tailed) was lower than 0.05, (3) there was a significant correlation and contribution between vocabulary and speaking. It could be concluded that debate could improve the students‟ vocabulary and speaking achievements.Key words: vocabulary, speaking, and debate, fourth semester students of English Education Study Program]]>
<![CDATA[REINFORCING ALTERNATIVE ASSESSMENT TO PROMOTE AUTHENTIC ASSESSMENT IN ENGLISH YOUNG LEARNERS’ CLASSROOM ]]>
<![CDATA[Metty Agustine Primary]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2315
<![CDATA[Abstract: This paper discusses the process of alternative assessment in English young learners‟ classroom. As regard with the assessment, it is a process which cannot be separated from the process of teaching learning. It is a fact that in Indonesia teacher usually assesses learners by focusing on summative test – also called as traditional test- a test for assessing learners after they accomplish the course. This also happens to English young learners‟ classroom. Young learners should be encouraged also to do formative assessment to see not only the result, but also the process of learning English. Alternative assessment consists of a method of finding out what a student knows or can do; it is intended to show growth and inform instruction, and it is an alternative to traditional forms of testing, namely multiple-choice tests . This paper describes some theories (library research) which underpin the assessment as integral part of teaching; it also presents the kinds of alternative assessment that can be utilized by teacher in the teaching learning process to promote authentic assessment for young learners .Key words: alternative assessment, authentic assessment, English young learners’ classroom]]>
<![CDATA[TEACHING ENGLISH GRAMMAR THROUGH POWER TEACHING ]]>
<![CDATA[Ridha Ilma]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2317
<![CDATA[Abstract: As the development of globalization era, teaching English for young learner regarded as a preparation for a future generation to face it. The children regarded as the future generation are already enrolled in an English class in their early ages. Within their unique characters, the way of teaching and learning process is different from what the adults got. Task-Based Instruction, as one of the new method of communicative approach, has been used as an effective way in teaching a foreign language, especially for adult learners. The issue comes by its implementation into young learners. It is said to be a doubtful thing to apply Task-Based Instruction into young learners in learning foreign language. The characteristics of Task-Based Instruction which includes three stages; (1) Pre-Task, (2) Task-Cycle, (3) Language focus is regarded to be too much for young learners. Bedsides, it is said that implementing Task-Based in English young learner classroom can be a burden for them. Beginning by this perception, this study investigates; (1) the implementation of Task-Based Instruction in English young learner classroom (2) some adaptation that can be done in using Task-Based Instruction for young learner (3) the strengths and weaknesses of Task-Based Instruction in English Young Learner Classroom.Keywords: Task-Based Instruction, pre-task, task-cycle, young Learners]]>
<![CDATA[THE ROLE OF MOTIVATION IN TEFL: A SUPPORTIVE FACTOR IN LANGUAGE LEARNING ACHIEVEMENT ]]>
<![CDATA[Fitria Damayanti]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2319
<![CDATA[Abstract: Motivation is an important factor in success language learning. The effect of motivation influences a great deal toward the process of teaching and learning. A teaching is successful if the teacher is able to produce motivated students in doing so the students will be more interested in the lesson and it will facilitate them in understanding the lesson. Many experts and research has been done to find out the effect of motivation and how it facilitates both teachers and student in teaching learning process. The most significant research on motivation is conducted by Gardener and Lambert and then on continuous issues have emerged and looked upon. There are several types of motivation like intrinsic, extrinsic, integrative and instrumental.Keywords: motivation, success language learning, intrinsic, extrinsic, integrative and instrumental]]>
<![CDATA[TASK-BASED INSTRUCTION FOR ENGLISH YOUNG LEARNER CLASSROOM ]]>
<![CDATA[Fera Sulastri]]>;
<![CDATA[Neni Marlina]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2320
<![CDATA[Abstract: As the development of globalization era, teaching English for young learner regarded as a preparation for a future generation to face it. The children regarded as the future generation are already enrolled in an English class in their early ages. Within their unique characters, the way of teaching and learning process is different from what the adults got. Task-Based Instruction, as one of the new method of communicative approach, has been used as an effective way in teaching a foreign language, especially for adult learners. The issue comes by its implementation into young learners. It is said to be a doubtful thing to apply Task-Based Instruction into young learners in learning foreign language. The characteristics of Task-Based Instruction which includes three stages; (1) Pre-Task, (2) Task-Cycle, (3) Language focus is regarded to be too much for young learners. Bedsides, it is said that implementing Task-Based in English young learner classroom can be a burden for them. Beginning by this perception, this study investigates; (1) the implementation of Task-Based Instruction in English young learner classroom (2) some adaptation that can be done in using Task-Based Instruction for young learner (3) the strengths and weaknesses of Task-Based Instruction in English Young Learner Classroom.Keywords: Task-Based Instruction, pre-task, task-cycle, young Learners]]>
<![CDATA[DIGITAL STORYTELLING OF “MICROSOFT PHOTO STORY 3 FOR WINDOWS†TO IMPROVE THE INVOLVEMENT OF STUDENTS IN THE PROCESS OF LEARNING ENGLISH IN THE CLASSROOM ]]>
<![CDATA[Effendi Limbong]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2321
<![CDATA[Abstract: The use of technology effectively in the teaching and learning process is essential skills for teachers to help them make a complex subject simples for students while students themselves need more strategies and variation from teachers to help them to absorb every information more easily, particularly when learning the English language. The students are now living in the technology era, which means modern technological tools are around them constantly updated and very competitive. Thus, teachers as the main actors who have the responsibility to transfer knowledge to students must prepare themselves with technological skills. Without these skills, teachers‟ pedagogical knowledge and content knowledge for undertaking their daily activities in teaching will face serious problems in transferring any kinds of knowledge to students. In this paper, I would like to explain the Microsoft Photo Story 3 for Windows in my teaching context at the undergraduate level, particularly its benefits, and the obstacles and challenges in teaching English as a second language in Indonesia.Keywords: technology, Microsoft photo story, teaching and learning English]]>
