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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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STUDENTS’ THINKING STYLES AND ITS RELATION TO THEIR LANGUAGE LEARNING STRATEGIES Fitria Apriani; Machdalena Vianty; Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 4, No 1 (2017): 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.v4i1.5621

Abstract

Abstract: The aims of this correlational study were to find out whether or not (1) there was a significant correlation between thinking styles and language learning strategies of the English Education Study Program students of FKIP Sriwijaya University, (2) there were significant correlations among each category of thinking styles to each category of languange learning strategies, and (3) there were any contributions of students’ thinking styles to their language learning strategies. The sample of this study was the English Education Study Program students of FKIP Sriwijaya University in the Academic Year 2013/2014. To collect the data, Thinking Styles Inventory (TSI) and Strategy Inventory for Language Learning (SILL) were used. The data were analyzed by using correlational and regression analyses. The result showed that there was a positive correlation between students’ thinking styles and language learning strategies. Significant correlations were also shown by each category of thinking styles and languange learning strategies. However, further calculation by using multiple regression analyses showed that the contribution of thinking styles to students’ language learning strategies was only 38.5%, suggesting that thinking styles did not give much contribution to students’ language learning strategies. It is implied that English teacher should pay attention to students’ different thinking styles and language learning strategies. Besides that, English teacher should care of other factors that can influence students’ learning.    Key words: correlation, thinking styles, language learning strategies
CORRELATIONS AMONG LEARNING STYLES, CLASSROOM ENVIRONMENT AND LISTENING COMPREHENSION Destia D. Mulyani
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): 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.v5i1.5929

Abstract

Abstract: The aim of this study was to investigate the correlation among classroom environment, students’ learning styles, and their listening comprehension. Barsch’s learning style inventory, a classroom environment questionnaire, and a listening comprehension test were used to collect the data from  211 English Education Study Program students of Faculty of Teacher Training and Education, Sriwijaya University.  The findings showed that most of the students were visual learners. In terms of classroom environment, they were at the high satisfactory of it. However, their listening comprehension result showed that most of them were in Poor category. The result of the correlational analysis showed that there was a significant correlation between the predictor variables (learning styles together with classroom environment) and the criterion variable (listening comprehension). Specifically, there were two aspects of listening comprehension (auditory and kinaesthetic learning styles) and two aspects of classroom environment (personalization and involvement) that had significant correlation with listening comprehension. These four aspects gave contribution 5.3% to the criterion variable.Keywords: learning styles, classroom environment, listening comprehension
TEACHING SPEAKING THROUGH CHAIN STORYTELLING TO THE TENTH GRADE STUDENTS OF SMA SRIJAYA NEGARA PALEMBANG Lusi Fitriani; Muslih Hambali
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 6, No 1 (2019): 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.v6i1.9993

Abstract

The objectives of this study were to find out: (1) whether or not there was a significant improvement in speaking skill of students who were exposed to chain storytelling and (2) whether or not there was a significant difference in speaking skill between students who were exposed to chain storytelling and those who were not. The sample of this study was 60 tenth grade students of SMA Srijaya Negara, which were divided into control and experimental group, and each group had 30 students. To collect the data, each group was assigned pretest and post test. The data analyses used paired sample t test and independent sample t test in SPSS. The result from paired sample t test showed that the mean difference in post test and pretest of experimental group was 16.000 at the significance level of p<0.05 and since t obtained was higher than t table (9.649>2.04523), H01 was rejected and there was a significant improvement in speaking skill of experimental group. The highest contribution was given by story elaboration aspect (content), and then followed by pronunciation, vocabulary, fluency and grammar. The result from independent sample t test showed that the mean difference between post test of experimental group and control group was 2.4000 at the significance level of p>0.05 with t obtained<t table (0.942<2.00171), since t obtained was lower than t table, H02 was accepted and there was no significant difference in speaking skill between students who were taught by using chain storytelling and those who were not. Nevertheless, the mean difference from the experimental group was higher than that of control group (16.600>7.133). Keywords: teaching speaking, chain storytelling
READING HABIT, VOCABULARY MASTERY AND READING COMPREHENSION OF SECONDARY SCHOOL STUDENTS OF PATRA MANDIRI Nana Lusianah
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 4, No 2 (2017): 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.v4i2.5627

Abstract

Abstract: The aims of this study were to find out whether or not there were significant correlations between reading habit and reading comprehension, between the aspects of reading habit and reading comprehension, between vocabulary mastery and reading comprehension and between the predictor variables (Reading Habit and Vocabulary Mastery) and criterion variable (Reading Comprehension). It was also aimed to see whether or not the aspects of reading habit and vocabulary mastery gave significant contributions to students' reading comprehension. Four hundred twenty eight students were selected as the sample by using stratified random sampling. The data were collected by using a reading habit questionnaire, a vocabulary test, and a reading test. Spearman's Rank-Order Correlation and multiple regression analyses were applied to analyze the data. The results of this study showed that there was a significant correlation (r=0.097) between reading habit and reading comprehension that was categorized as low correlation. There was only one aspect of reading habit (reading attitude) had a significant correlation (r=0.095) to reading comprehension; there was also a significant correlation (r=0.386) between vocabulary mastery and reading comprehension and between predictor variables (Reading Habit and Vocabulary Mastery) and criterion variable (Reading Comprehension). The results of this study also showed that reading habit and vocabulary mastery gave contribution (18.1%) to students' reading comprehension. In conclusion, there were significant correlations among reading habit, vocabulary mastery and reading comprehension of secondary school students of Patra Mandiri.                Keywords: reading habit, vocabulary mastery, reading comprehension, secondary school students
USING HANGMAN GAME STRATEGY TO IMPROVE STUDENTS, READING COMPREHENSION ACHIEVEMENT Ratnanery Ratnanery
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 4, No 1 (2017): 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.v4i1.5617

Abstract

Abstract: The objective of this quasi-experimental study was to find out whether or not there was significant difference in reading achievements between the students who were taught by using hangman game strategy and that of those who were not. The population of this study was the seventh graders of SMPN 2 Kayuagung. The samples of this study were 64 students divided into experimental and control groups. The samples were chosen using a purposive sampling method. To collect the data, written test in the form multiple choices was used and the data was analyzed statistically by using independent sample t-test.  The result of independent sample t-test showed that mean difference between experimental and control groups was 14.375 at the significant level p<0.05. It meant that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. In other words, there was significant difference reading achievement between the students who were taught by using Hangman game Strategy and that of those who were not. Key words: Hangman Game Strategy, reading comprehension achievement, seventh graders
USING LOCAL CULTURE AS TEACHING MATERIALS FOR IMPROVING STUDENTS’ READING COMPREHENSION Ayu Apriyesi Wulandari; Machdalena Vianty; Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): 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.v5i1.5925

Abstract

Abstract: The objectives of this study were to find out whether or not there were significant improvements in descriptive reading comprehension achievement after the students were taught by using local culture materials and between the students who were taught by using local culture materials and those who were not. This study was a quasi-experimental research method that applied non-equivalent control group research design. The population of this study was the tenth-grade students of a private senior high school in Palembang in the academic year 2017-2018 and the number of sample was 70 students, who were selected by using a convenience sampling technique. A reading comprehension test was used to collect the data which were analyzed statistically by using paired and independent sample t-tests. The results of this study revealed that there was a significant improvement in descriptive reading comprehension achievement and the aspects of reading comprehension after the students were taught by using local culture materials. There was also a significant difference in descriptive reading comprehension achievement between the students who were taught by using local culture materials and those who were not. Therefore, it can be concluded that local culture can be used as teaching materials for helping students to improve their reading comprehension.Keywords: local culture materials, descriptive text, reading    comprehension, ten graders
DEVELOPING LOCAL-FOLKLORE INSTRUCTIONAL READING MATERIALS FOR EIGHTH GRADERS Dina Mariana
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 4, No 1 (2017): 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.v4i1.5622

Abstract

Abstract: This study aimed at finding out the validity, practicality, and potential effect of the developed instructional reading materials using local folklores from Muara Enim Regency for the eighth graders. The procedure of the study consisted of three stages: analysis, design, and evaluation. In evaluation stage, a set of formative evaluations consisting of self evaluation, experts review, one-to-one, small group, field test was conducted. There were two experts reviewing the product in the expert review stage, three students involved in one-to-one evaluation, nine students involved in small group evaluation, and thirty students of a real class involved in field test. The data were obtained from questionnaires and test. The obtained data were analyzed by using average score for the questionnaires and percentage for the test. The findings showed that the developed product was valid in terms of its content and instructional design with the average score 3.52 (very highly valid).  The developed reading materials were practical after being evaluated in one-to-one evaluation with the average score 3.19 (highly practical) and small group evaluation with the average score 3.7 (very highly practical). Then, the product also had high potential effect after being evaluated in field test as 73.3% of students passed the minimum mastery criterion. It can be said that the developed product are potentially effective to be applied for the target students. Key words: development research, instructional reading materials, local folklores, reading levels 
LANGUAGE LEARNING BELIEFS OF INDONESIAN ENGLISH EDUCATION STUDY PROGRAM STUDENTS Amrullah Amrullah; Machdalena Vianty; Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): 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.v5i1.5930

Abstract

Abstract: This study aimed to investigate students’ beliefs about language learning. BALLI (Beliefs About Language Learning Inventory) was administered to a total of seventy five first year students of English Education Study Program, Faculty of Teacher Training and Education within Sriwijaya university in South Sumatera, Indonesia. The findings showed that  among the five categories of BALLI, the beliefs associated with motivation were the strongest, while those associated with the difficulty of language learning are the weakest. The findings also support significant difference in motivation associated with gender. Key words: language learning beliefs, motivation, Indonesian college students
BEHAVIORISM, INNATISM, AND INTERACTIONISM IN ENGLISH TEACHING AND LEARNING Dwi Ratnasari
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 6, No 1 (2019): 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.v6i1.9990

Abstract

Abstract:In Indonesia, English has been introduced into school curriculum since junior secondary schools at the first grade though some elementary schools have English as their local content since the fourth grade. Indonesian government has been engaged in activities for many years with the aim of improving the English competency of school graduates in the country. However, the reality has been too far from the expectation. The English skills’ output of the students is still categorized into a low proficiency level. As stated in Education First, English Proficiency Index (EPI) in Indonesia in 2018 is ranked 51 out of 88 countries in the world. Therefore, there needs to be an explanation of what makes Indonesian students’ English proficiency low and how to teach or learn English by considering language acquisition theories, namely behaviorism, innatism, and interactionism. It is the purpose of this paper to briefly explain about these issues. Keywords: behaviorism, innatism, interactionism, English, teaching, learning
THE APPLICATION OF RECIPROCAL STRATEGY TO INCREASE STATE ISLAMIC SENIOR HIGH SCHOOL (MAN) STUDENTS’ READING COMPREHENSION Nopiati Nopiati; Santi Mayasari
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 4, No 2 (2017): 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.v4i2.5628

Abstract

Abstract: This research is aimed at finding out whether or not there is a significant difference on students’ reading comprehension achievement between those who are taught by using reciprocal strategy and those who are not. The result shows that students’ reading comprehension achievement of the experimental group has higher mean score than the students of the control group. Furthermore, based on the independent t-test score (22.67) with the sig. value 0.898, it is found that the use of reciprocal strategy is effective. This can also be meant that there is a significant difference on students’ reading comprehension achievement between those who are taught by using reciprocal strategy and those who are not. This can be stated that reciprocal strategy brings positive impact on MAN students’ reading comprehension achievement.Keywords: reciprocal strategy, senior high students, reading comprehension  

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