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<![CDATA[THE INFLUENCE OF E-BOOKS ON READING HABIT AND READING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH-GRADERS OF SMA XAVERIUS 1 PALEMBANG ]]>
<![CDATA[Selly Selly]]>
<![CDATA[ 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 : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v3i1.2980
<![CDATA[THE INFLUENCE OF E-BOOKS ON READING HABIT AND READING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH-GRADERS OF SMA XAVERIUS 1 PALEMBANG   Selly sellytheng@gmail.com     Abstract: The objectives of this study were to find out whether or not there were significant differences in reading habit and reading comprehension achievement between the eleventh graders who used e-books and those who used printed books, a significant correlation between reading habit and reading comprehension achievement, and a significant correlation between each aspect of reading habit and each sub-skill of reading comprehension achievement. The results showed that there were significant differences in reading habit and reading comprehension achievement between the eleventh graders who used e-books and those who used printed books. At the significance level of 0.05 and 2 tailed testing, the correlation coefficient showed that the r-obtained (0.301) was higher than r-table (0.115). Therefore, there was a significant correlation between reading habit and reading comprehension achievement. In e-books and non e-books classes, reading attitude was the aspect, which had a strong correlation with almost all sub-skills of reading comprehension achievement. Meanwhile, reading accessed was the aspect, which had no correlation with almost all sub-skills of reading comprehension achievement.  Key words: Reading comprehension Achievement, Reading Habit, E-book]]>
<![CDATA[THE EFFECTS OF DRTA AND LC STRATEGIES ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXTS BASED ON ENGLISH SCORE LEVELS ]]>
<![CDATA[Merie Agustiani]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v3i2.3615
<![CDATA[Abstract: Accelerating state development and promoting international relationship are the aims of Indonesian EFL teaching that require the students to have a good ability in reading. Therefore, teaching reading strategies to students is very essential to help them seek knowledge in this globalization era. Literature Circles (LC) and Directed Reading Thinking Activity (DRTA) are two strategies which are believed help students to have better comprehension. This study aimed at investigating the effects of DRTA and LC strategies on reading comprehension achievement of narrative texts. Forty eight tenth graders of MAN Baturaja were chosen randomly on the basis of their English score levels and assigned equally into LC and DRTA groups. Reading comprehension test was administered to the students before and after the interventions. The results indicated that both LC and DRTA strategies made difference on students’ reading comprehension significantly (Ï<0.000); there was significant difference in students’ reading comprehension achievement between students in DRTA and LC groups (Ï<0.03). However, there was no significant interaction effect of strategies used and English score levels on students’ reading comprehension achievement (Ï>0.87). Keywords: LC, DRTA, reading comprehension achievement, ten graders]]>
<![CDATA[ENHANCING VOCABULARY MASTERY OF KINDERGARTEN STUDENTS THROUGH DIFFERENTIATED INSTRUCTION ]]>
<![CDATA[Ridha Ilma Ilma]]>;
<![CDATA[Rahma Dianti]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v3i2.3616
<![CDATA[Abstract: This study was aimed at examining the application of differentiated instruction in enhancing vocabulary mastery to the students of TK ARKAAN Palembang. This study was a classroom action research. Test and observation were the instruments to collect the data. This study consisted of two cycles, cycle I and cycle II. Planning, implementation, observation, and reflection were the phases of the study. Thirty three of students of TK ARKAAN Palembang were the sample of the study. Data calculation showed that there was a significant improvement of students’ vocabulary mastery, the means score in cycle I was 48.48 and in cycle II was 86.36. In other words, the improvement of students’ vocabulary score was 37.88. Then, there was also significant improvement of students learning completeness. The learning completeness in cycle I was 24.25% and cycle II was 90.90% and the improvement was 66.65%. In other words, vocabulary mastery of students at TK ARKAAN Palembang was enhanced by using differentiated instruction. The students’ perception toward the implementation of differentiated instruction was good. Keywords: vocabulary mastery, differentiated instruction, kindergarten students]]>
<![CDATA[USING KWL STRATEGY TO ENHANCE READING COMPREHENSION ACHIEVEMENT AND CHARACTERS OF THE SEVENTH GRADE STUDENTS OF SMPN 1 BABAT SUPAT, MUSI BANYASIN ]]>
<![CDATA[Mardiana Mardiana]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v3i2.3617
<![CDATA[Abstract: Teachers need a strategy in their instructional process to assist them develop both students’ skills and characters. KWL is one of alternative reading strategies that can be used by teachers to enhance the students’ reading skills characters. This study aimed at investigating the influence of KWL toward students’ reading comprehension achievement and five aspects of characters; (1) Motivating Oneself, (2) Self awareness, (3) Managing Emotion, (4) Emphaty, and (5) Social Skill. Seventy four seventh graders were selected as the sample and equally divided into experimental (N=37) and control groups (N=37), in which only the experimental group was given the treatment using the strategy. However, both groups were tested before and after the treatment. The results of paired sample t-test showed that there were significant improvement in students’ reading comprehension achievement. In addition, the experimental group outperformed the control group with a significant mean difference of 10.16 (p=.000) on reading comprehension. Furthermore, the result of modus showed improvement on students’ characters and there were also found difference in each aspects of characters after they were taught by using KWL strategy. Hence, based on the results of this study, KWL strategy was effective to enhance the students’ reading comprehension and characters. Key words: Reading Comprehension, Characters, KWL strategy, seventh graders]]>
<![CDATA[USING THINK-PAIR-SHARE-STRATEGY TO IMPROVE VOCABULARY AND READING COMPREHENSION ACHIEVEMENTS OF EIGHTH GRADE STUDENTS ]]>
<![CDATA[Kiki Rizki Amelia]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v3i2.3618
<![CDATA[Abstract: This study was aimed to find out whether or not think-pair-share strategy: (a) improved eighth graders` vocabulary achievement, (b) improved eighth graders` reading comprehension achievement, (c) made a difference in the vocabulary and reading comprehension achievements between the experimental group students (those who were taught by using think-pair-share strategy) and those of the control group students (who were not). In conducting the study, think-pair-share strategy was applied in the experimental group, but the control group did not get any treatment. Seventy students were assigned in two groups, with 35 students in the experimental group and the other 35 students in the control group. To collect the data, vocabulary and reading comprehension tests were used. The collected data were analyzed by using paired samples t-test and independent samples t-test. The findings of the study showed that there were (a) an improvement in eighth graders` vocabulary achievement, (b) an improvement in eighth graders` reading comprehension achievement, and (c) a significant difference in vocabulary and reading comprehension achievements between the students who were taught by using think-pair-share strategy and those who were not. Therefore, think-pair-share strategy seems effective for the teaching reading as well as vocabulary. Â Key words: think-pair-share strategy, vocabulary and reading comprehension achievements, eight graders]]>
<![CDATA[THE ERROR ANALYSIS OF THE PRONUNCIATION OF DENTAL FRICATIVE CONSONANTS (/θ/,/ð/) BY THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION SRIWIJAYA UNIVERSITY ]]>
<![CDATA[Dedi Kurniawan]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v3i2.3619
<![CDATA[Abstract: Pronunciation is one of the key factors in communication. An error in pronunciation might cause a miscommunication in meaning. This descriptive analytical descriptive study tries to find pattern in error of the pronunciation of dental fricative consonants (/θ/,/ð/) by students of English Education Study Program Faculty of Teacher Training and Education Sriwijaya University on the onset, in the middle and coda of a word. A randomly taken sample of 120 students was taken from a population of 240 students of the study program. The sample was asked to pronounce 30 words in which some of the words were distractors and the rest contained the consonants on onset, in medial and coda. The pronunciations were recorded and then analyzed. A native speaker of English was involved in analyzing the errors. The results show that in pronouncing the two consonants the most errors that arise are that they were pronounced as /t/, /d/ which is the closest equivalents of the consonants in Bahasa Indonesia. While other sounds, i.e. /s/, /d/, /θ/, and /ð/, also occurs but in much lower frequency. It is suggested that the result of the study can be used in other similar studies and also used as teaching and learning material in relevant courses. Keywords: errors, pronunciation, dental fricatives, consonant]]>
<![CDATA[USING PODCAST WITH DICTOGLOSS PROCEDURES TO IMPROVE LISTENING COMPREHENSION AND WRITING ACHIEVEMENTS OF TENTH GRADERS ]]>
<![CDATA[Haritsah Sani]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Machdalena Vianty]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v3i2.3620
<![CDATA[Abstract: The aim of this experimental study was to investigate whether or not there was a significant improvement in students’ listening comprehension and writing achievements after being taught by using podcast with dictogloss procedure and a significant difference in listening comprehension and writing achievements of the students who got the treatment and those who did not. This study also investigated which aspects of listening comprehension and writing that had contribution towards the students’ achievements. The population of this study was all of the tenth graders of SMA Negeri 22 Palembang in academic year 2015-2016. Forty students with similar listening proficiency level were selected as the sample by using purposive sampling method. They were divided equally into experimental and control groups. Pretest and posttest were given to both groups, but only the experimental group was taught by using podcast with dictogloss procedure as the treatment. The data were obtained from listening comprehension and writing pretests and posttests in both groups and were analyzed by using both paired and independent sample t-test, and linear regression. The results showed that there were a significant improvement in listening and writing achievements in the experimental group. However, there were a significant different in listening (mean difference=11.050, p=0.006) and writing (mean difference=27.850, p=0.000) achievements between both groups. In addition, all of aspects of listening and writing gave a significant contribution to the students’ achievements after getting the treatment.  Keywords: listening comprehension, writing, podcast, dictogloss procedure]]>
<![CDATA[THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND READING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS’ OF SMA NEGERI 8 PALEMBANG ]]>
<![CDATA[Hervin A.R.N. A.R.N.]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v3i2.3621
<![CDATA[Abstract: The objectives of this study were to find out : (1) How multiple intelligences of the students look like, (2) How reading achievement of the students looks like, (3) Whether or not there is a significant correlation between multiple intelligences and reading comprehension achievement of the students (4) How much multiple intelligences contribute to reading comprehension achievement of the students and (5) Which type of multiple intelligences singnificantly influence reading achievement of the students most. The study was correlational with univariate and bivariate analyses. The sample was the eleventh grade students of SMA Negeri 8 Palembang with the total number 157 students. To collect the data and to measure students’ multiple intellgences and reading comprehension achievement, a questionnaire and reading test were given. The result showed that intelligence that students had the most was interpersonal and reading comprehension achievement of the students was low. There was no significant correlation between multiple intelligences and reading comprehension achievement with the r-obtained was lower than value of r-table (0.150 < 0.159) at the 0.05 level (2-tailed) and p value (0.066) was higher than (0.05). Then, it was found that the multiple intelligences only contributed 19.2% to reading comprehension achievement and the intelligence which significantly contributed to reading comprehension achievement was logical-mathematics as the higest. Keywords: Correlation, Multiple Intelligences, Reading Comprehension Achievement]]>
<![CDATA[USING MIND-MAPPING TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE 4TH SEMESTER STUDENTS OF STAIN CURUP ]]>
<![CDATA[Melli Kusmaningrum]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v3i2.3623
<![CDATA[Abstract: This research was aimed to find out whether or not there was a significant improvement in students’ reading comprehension and writing achievements after they were taught by using Mind-mapping and there were significant differences in reading comprehension and writing achievements between the students who were taught by using mind-mapping and those who were not. This research also aimed to know the students’ feedback about the use of mind-mapping in learning reading and writing. A quasi experimental method was applied in this research. There were 40 fourth semester students of English Education Study Program of STAIN Curup selected as the sample by using a purposive sampling technique. They were divided into experimental and control groups equally. The data were collected by using a reading comprehension test, a writing test, and a questionnaire. The results of the tests were analyzed quantitatively by using independent and paired sample t-tests and the results of the questionnaire were analyzed quantitatively by using simple percentage analysis and described qualitatively as well. The results of this research showed that there was a significant improvement in students’ reading comprehension and writing achievements and there were also significant differences in reading comprehension and writing achievements between the students who were taught by using mind-mapping and those who were not. The students also showed positive feedback towards the use of mind-mapping. In conclusion, mind-mapping could improve the students’ reading and writing achievement.  Keywords: Reading comprehension, writing achievement, mind-mapping]]>
<![CDATA[CORRELATION BETWEEN STUDENTS’ PREFERENCES ON THEIR TEACHERS’ CODE-SWITCHING AND READING COMPREHENSION PERFORMANCE ]]>
<![CDATA[William Piter]]>;
<![CDATA[Bambang A Loeneto]]>;
<![CDATA[Hariswan Putera Jaya]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v5i2.7249
<![CDATA[Abstract: The use of Indonesian language in teaching English practices still becomes an issue. There are teachers who agree with the use of Indonesian language in teaching English practices, but not a few teachers also disagree with it. Therefore, the aim of this study was to find out whether or not there was any significant correlation between students’ preferences on their teachers’ code-switching and reading comprehension achievement of Eighth graders of SMP Tri Dharma Palembang and the contribution from students’ preferences on their teachers’ code-switching to their reading comprehension achievement. The simple random sampling technique was used to get the sample. Therefore, 35 out of 140 students were selected to become the sample of the study. There were 3 instruments which were used in this study. The first instrument was students’ preferences questionnaire to know whether the students have negative or positive tendency toward the use of Indonesian language. The second instrument was teachers’ questionnaire to compare and make sure the validity of the result of the students’ questionnaire. The last instrument was a reading test to measure the students’ reading comprehension achievement. The results of this study were; 1) There were students (88.6%) who had positive tendency toward their teachers’ code-switching, 2) All of the teachers who taught the students agreed that Indonesian language should be used in teaching English, 3) The mean of the students’ reading score was 66.7, 4) There was a significant correlation between students’ preferences on their teachers’ code-switching and students’ reading comprehension achievement (p-value 0.000 < 0.05), 5) The influence of students’ preferences to students’ reading achievement was 40.1%. Keywords: students’ preferences, indonesian language, reading comprehension achievement ]]>
