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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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THE EFFECT OF PEER REVIEW ON TEACHING WRITING ORGANIZATION Asri Siti Fatimah; Ratu Sarah Pujasari
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 : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i2.2322

Abstract

Abstract: This study aims at investigating the use of peer review technique on students‟ writing organization ability. It becomes important since the process of revising the structural framework of writing is frequently ignored by most of the students. In fact, it is a pivotal aspect to help them construct their writings and facilitate the reader to understand the text effortlessly. In this study, the students are encouraged to think critically by reading, analyzing and giving advice to their peers‟ writing. By doing so, this technique will provide them with the authentic audience which can increase their motivation to write well. Thus, peer revising checklist is distributed to the students in order to help them reviewing their peers‟ writing. Experimental study is used in this study. It is conducted in Writing 2 class consisting of 60 students in English Education Department Siliwangi University Tasikmalaya. The result indicates that peer review has significant influence on the students‟ writing organization ability.Keywords: peer-review, writing organization, English Department’s students
TEACHING READING COMPREHENSION BY USING COOPERATIVE LEARNING METHOD TO THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM FKIP UNIVERSITAS MUHAMMADIYAH PALEMBANG Sri Yuliani
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.v3i1.2970

Abstract

TEACHING READING COMPREHENSION BY USING COOPERATIVE LEARNING METHOD TO THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM FKIP UNIVERSITAS MUHAMMADIYAH PALEMBANG Sri Yuliani English Education Study Program, Muhammadiyah University, Palembang, Indonesia sriyuliani1771@yahoo.co.id     Abstract: The aim of this research was to find out whether or not it is effective to teach reading comprehension by using Cooperative Learning method to the fourth semester students of English Education Study Program FKIP, Muhammadiyah University, Palembang. The 80 sample students who were the fourth semester students wereselected by using convenience non-random sampling. To collect the data, a test consisting of 25 items in form of multiple choices was given to the students. The data was statistically analysed by using t- test. The results of this study showed that the mean scores for pretest of the experimental group was 64.90 and the post test was 82.60. Meanwhile, the mean scores for pretest of the control group was 59.90 and the post test was 66.10. The result of the independent sample t-test showed that the mean difference between the post test score of experimental and control groups was 22.70, with significance value (2-tailed) 0.000, which was lower than the significant level 0.05. This shows that there was a significant difference in the reading comprehension achievement between the students who were taught by using Cooperative Learning method and those who were not taught by using Cooperative Learning method. It is intepreted that teaching reading comprehension by using Cooperative Learning method was effective. Keywords: teaching, reading comprehension, Cooperative-Learning method
INCORPORATING CULTURE INTO FOREIGN LANGUAGE CURRICULUM AND MATERIALS Effendi Gultom
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.v3i1.2971

Abstract

INCORPORATING CULTURE INTO FOREIGN LANGUAGE CURRICULUM AND MATERIALS Effendy Gultom Department of English Language Teaching, Riau University, Pekanbaru, Indonesia effendygultom@gmail.com     Abstract: Language is a part of culture. Therefore, it is important to incorporate culture into language teaching in general and into foreign language teaching in particular. Consequently, we need to incorporate culture into foreign language curriculum and materials.  In Indonesia, English is taught as a foreign language because it is not used in daily communication. However, in reality we observe that many students in Indonesia do not understand the English culture although they learn the language. For example, we often hear students asking questions that are not culturally acceptable in English context such as asking about a woman’s age, asking about someone’s salary, and asking about the prices of someone’s clothes and shoes. Many other expressions are not suitable for the occasions where they are used. This condition is probably caused by the curriculum and materials that have not incorporated English culture into the English language teaching. English teachers need to have adequate knowledge concerning with English culture if they want to be successful in their teaching. They should acquaint themselves with the specific customs and habits of the English people and they should try to be sympathetic to English culture as well. Knowledge about English culture is particularly needed when people want to visit England, Australia, New Zealand, and the United States of America. Without having knowledge about English culture, people will probably experience some culture shock when they visit those countries.   Keywords:  incorporating, culture, curriculum
THE RELATIONSHIP AMONG SELF-CONCEPT, READING ATTITUDE AND READING COMPREHENSION ACHIEVEMENT OF SINGLE PARENTED STUDENTS OF PUBLIC JUNIOR HIGH SCHOOLS IN DISTRICT OF ILIR BARAT I PALEMBANG Rosdiana Surip
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.v3i1.2973

Abstract

THE RELATIONSHIP AMONG SELF-CONCEPT, READING ATTITUDE AND READING COMPREHENSION ACHIEVEMENT OF SINGLE PARENTED STUDENTS OF PUBLIC JUNIOR HIGH SCHOOLS IN DISTRICT OF ILIR BARAT I PALEMBANG Rosdiana Surip Junior High School No. 42, Palembang, South Sumatera ana.fadli@yahoo.co.id Abstract: This study investigated whether or not there were significant correlations between self-concept and reading comprehension achievement, and between reading attitude and reading comprehension achievement. The aims of this study were also to see whether or not students’ self-concepts and reading attitude gave significant contribution to reading comprehension achievement; whether there were significant correlations among students’ self-concept, reading attitude and reading comprehension achievement; and how much self-concept and reading attitude contributed to students’ reading comprehension achievement. One hundred and eighty-three single-parented students of Public Junior High Schools in District of Ilir Barat  I Palembang, South Sumatera, were participated in this study. Self-Concept and Reading Attitude questionnaires and a reading comprehension test were used to collect the data. The results of this study revealed that there was a positive correlation between students’ self-concept and reading comprehension achievement and between students’ reading attitude and reading comprehension achievement. There was also a significant correlation among self-concept, reading attitude and reading comprehension achievement. Students’ self-concepts and reading attitude gave significant contribution (44.4%) to reading comprehension achievement.   Keywords:  self-concept, reading attitude, reading comprehension achievement
AN ANALYSIS OF THE ENGLISH TEACHING AND LEARNING PROCESS IN ACCORDANCE WITH THE 2013 ENGLISH CURRICULUM AT SMA NEGERI 3 JAMBI Akhmad Habibi
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.v3i1.2974

Abstract

AN ANALYSIS OF THE ENGLISH TEACHING AND LEARNING PROCESS IN ACCORDANCE WITH THE 2013 ENGLISH CURRICULUM AT SMA NEGERI 3 JAMBI Akhmad Habibi English Education Study Program, Jambi University, Jambi, Indonesia tjohor@ymail.com Abstract: This study was aimed at analysing the implementation of teaching and learning process as one of the standard of process parts in the 2013 Curriculum. This was a qualitative study with a case study approach conducted at SMA Negeri 3 Jambi. Three English teachers and 237 students of grade XI were involved as the participants. The data were collected through interview with the teachers, observation, students’ questionnaire, and document review. To assess the trustworthiness of this study, the researcher did triangulation, member checking and reflexivity.The findings covered the analysis of the implementation of teaching and learning process which included two-essentially scripted aspects: classroom management and teaching and learning process. The classroom management was grouped into three sub-themes: teaching performance, classroom attitude, and time management. Teaching and learning process implementation covered three activities: introductory, core, and closing activities. Based on the findings, suggestions such as to limit the number of the students, to provide cutting-edge technology devices, and to hold trainings for teachers, were proposed for teachers of English, schools, and educational authorities, respectively. Key words: analysis, classroom management, the English teaching and learning process, 2013 English Curriculum
THE CORRELATIONS AMONG READABILITY LEVEL OF TEXTS, READING HABIT, AND READING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF MTS AL-QUR’AN HARSALLAKUM BENGKULU Husna Husna
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.v3i1.2975

Abstract

Abstract: The low reading performance of Indonesian students is caused by some factors, namely, the degree of difficulty of the texts or readability level, reading habit, and reading achievement. This study was conducted using correlational research design to know the correlation among readability level of the texts, reading habit, and reading achievement of the eight grade students of MTs Al-Quran Harsallakum Bengkulu. This study involved the eighth grade students of MTs Al-Quran Harsallakum Bengkulu (112 students) in academic year 2014/2015. The sample of this study was 60 students. Test of readability level of the texts, reading habit questionnaire, and reading achievement test were used in order to collect the data for this study. The findings of this study showed that there was a positive  significant  correlation  (r=0.925)  between  readability  level  of  the  texts  and reading achievement. There was also a positive significant correlation (r=0.890) between reading habit and reading achievement and there was a positive significant correlation (r=0.992) between readability level of the texts and reading habit. This study also showed that readability level of the texts gave the contribution to reading achievement (R-Square=0.855) and reading habit gave the contribution to reading achievement (R-Square=0.792).Keywords: correlations, readability level of the texts, reading habit, reading achievement.
THE USE OF AUTHENTIC MATERIALS IN IMPROVING STUDENTS’ READING INTEREST Nurul Aryanti; Aria Septi Anggaira
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.v3i1.2976

Abstract

THE USE OF AUTHENTIC MATERIALS IN IMPROVING STUDENTS’ READING INTEREST Nurul Aryanti Politeknik Negeri Sriwijaya, Palembang, South Sumatera nurulpoltek@yahoo.com Aria Septi Anggaira ariasepti@yahoo.com Abstract: This study is aimed at finding out the impacts of the use of authentic materials in improving the reading interest of VIIIC students of SMPN 4 Metro in the academic year of 2015/2016. The data were collected by doing observation during the English teaching and learning process in the classroom, giving a questionnaire to the students, and selecting the authentic texts based on certain criteria. The data of the students’ reading interest were analysed using quantitative and qualitative techniques. The findings reveal three important results. First, there are three kinds of materials that fulfill the criteria of authenticity. They are an advertisement, announcement, and descriptive  text in the form of an article taken from a High End Teen magazine. Second, there are four types of students’ positive attitudes towards the implementation of authentic materials. Those are the students’ willingness to own the materials, the students’ willingness to use the authentic materials in the next meetings, the students’ preferences to use the original form of authentic materials instead of the copied materials, and the students’ willingness to comment about the topics and the pictures of the authentic materials. Third, there are quantitative and qualitative data related to the improvement of the students’ reading interest. The two kinds of data show that there are some significant improvements of the students’ reading interest after the authentic materials are used in the classroom. Key words: reading, authentic, material, interest.
THE INFLUENCE OF TAD ORGANIZER, JOURNAL WRITING STRATEGY, AND WRITING APPREHENSION LEVEL ON RECOUNT WRITING ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA BAKTI IBU 8 PALEMBANG Kurnia Valentina
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.v3i1.2977

Abstract

The Influence of TAD Organizer, Journal Writing Strategy, and Writing Apprehension  Level on Recount Writing Achievement of the Tenth Grade Students of SMA Bakti Ibu 8 Palembang Kurnia Valentina Senior High School Bakti Ibu 8, Palembang, South Sumatera kurniav@gmail.com Abstract: This study aimed at investigating whether or not there was a significant difference in recount writing achievement of the tenth grade students of SMA Bakti Ibu 8 Palembang who were taught by using  Transition Action Detail (TAD) Organizer and those who were taught by using Journal writing. This study also aimed at investigating whether or not there was significant interaction among the strategy (TAD Organizer and Journal writing), apprehension level and writing achievement. There were 78 students as the sample which were devided into two groups equally. Each of the group consisted of 13 high level apprehension, 13 average level apprehension and 13 low level apprehension students. The levels of apprehension were determined by giving  Writing strategy Apprehension Scale (WSAS) questionnaire. Both TAD and Journal group were given a pretest and a posttest . To collect the data, a recount writing test was used. The data obtained were analyzed by using independent t test and two-way ANOVA. The result showed that there was significant difference in writing achievement between TAD and Journal group (mean difference= 4.20, p-value= 0.054) and there was not significant interaction effect of the strategy and the level of apprehension on students’writing achievement. To conclude, TAD Organizer and Journal writing strategies were effective for improving students’ recount writing achievement. Key Words:  Recount, Transition Action Detail (TAD), Journal Writing
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.v3i1.2978

Abstract

TEACHING READING FOR YOUNG LEARNERS IN EFL CONTEXT Lingga Agustina Suganda English Education Study Program, FKIP, Sriwijaya University linggasuganda@gmail.com 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.
THE DIFFERENCES AMONG WRITING ANXIETY, GENDER AND WRITING ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS OF PGRI UNIVERSITY, PALEMBANG Hesti Wahyuni Anggraini
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.v3i1.2979

Abstract

THE DIFFERENCES AMONG WRITING ANXIETY, GENDER AND WRITING ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS OF PGRI UNIVERSITY, PALEMBANG Hesti Wahyuni Anggraini English Education Study Program, FKIP, Sriwijaya University hwanggraini@gmail.com Abstract: Written communication has long been claimed as a very difficult skill to acquire. First, it covers mostly the obligation of mastering structures and written form of language in the notion of cognitive problems. Second, the existence of writing difficulties on the basis of cognitive aspect makes foreign language students anxious to be involved in writing. Also, gender plays important aspect to expose in language learning. This paper presents (a) whether or not there was significant difference in students’ writing achievement on the basis of gender, (b) whether or not there was significant difference in writing achievement on the basis of writing anxiety, and (c) whether or not there was significant difference in writing achievement on the basis of gender, from 110 undergraduate students, 55 male students and 55 female students, of English Study Program of Faculty of Teacher Training and Education of PGRI University, Palembang, in academic year 2011/2012. The samples were selected by using purposive sampling. The data were collected mainly from the students’ essays and questionnaire of Foreign Language Writing Anxiety Scale. Then, the data were analyzed quantitatively. The result showed that firstly, student’s gender was not significant variable in writing achievement statistically. Secondly, there was statistically significant difference in writing achievement on the basis of writing anxiety level (i.e., low and medium level of writing anxiety). At last, students’ writing anxiety showed no statistically significant difference on the basis of gender. However, the findings indicated that statistically, there was significant difference in low level of writing anxiety of male and female students. Closer analysis resulted that students’ writing anxiety were affected by evaluation apprehension. Very poor writing achievement was derived from the students’ ability. Key words: writing anxiety, gender, writing achievement

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