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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
 7   8   9   10   11 
OUTDOOR LEARNING ACTIVITY: IS IT EFFECTIVE TO ROUSE STUDENTS’ SPEAKING? Indra Cahyono; Mutohhar Mutohhar
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.v4i1.5618

Abstract

Abstract: The aim of this study was to investigate the effectiveness of outdoor learning activity in improving students speaking. 30 students were selected from 125 students of the third semester as the participants of the study. The design of the study was one group pre-test post-test quasi experimental design. The group was taught by outdoor activity. Then oral test was given in both pre and post-tests. The result of the test showed that the mean score of pre-test was 70.1 while the mean score of post-test was 79.5. Accordingly, the statistical analysis affirmed that outdoor learning activity was effective in improving the speaking ability of the students; another conclusion was that outdoor activity provided authentic material to the students where authentic material was very beneficial as it gave a valuable insight into a culture and language. More, outdoor environment  included was  potential to  encourage  meaningful  learning  by  moving  between  the  abstract  and  concrete  as  well  as  transforming  experience  into  knowledge  through  reflection and communication                                         Key words: outdoor learning activity, English speaking skill
USING THINK-ALOUD PROTOCOLS METHOD TO IMPROVE RECOUNT TEXT WRITING ACHIEVEMENT OF TENTH GRADE STUDENTS Sarimarsutalinda Sarimarsutalinda; Rita Inderawati; Lingga Agustina Suganda
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.v5i1.5926

Abstract

Abstract: The objectives of this study were to find out: (1) whether or not there was a significant difference in students’ recount text writing achievement between before and after they were taught by using think-aloud protocols method and (2) whether or not there was a significant difference in recount text writing achievement of the students who were taught by using think-aloud protocols method and those who were not. The sample of this study was 60 tenth graders of MA Al-Ittifaqiah Inderalaya who were selected by using a purposive sampling technique. They were divided into control and experimental groups. The data were collected by using writing test which were analyzed by using paired sample and independent sample t-tests. The result of this study showed that there was a significant improvement in the students’ recount text writing achievement of experimental group and, (2) there was a significant difference in recount text writing achievement between the students who were taught by using Think-Aloud protocols method and those who were not. In conclusion, teaching recount text by Think-Aloud protocols method was effective to improve the students’ achievement in writing recount text. Keywords: recount writing acgievement, Think-Aloud protocols method, tenth graders
THE USE OF RAFT AND FOUR SQUARE STRATEGIES TO IMPROVE STUDENTS’ NARRATIVE WRITING ACHIEVEMENT Rahmat Febriadi
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.v4i2.5624

Abstract

Abstract: The purposes of this research were to find out whether or not there was any significant difference in narrative writing achievement between before and after the students who were taught by using RAFT strategy, significant difference in narrative writing achievement between before and after the students who were taught by using Four Square strategy and significant difference in narrative writing achievement between the students who were taught using RAFT and Four Square strategies. This study also investigated which aspects of writing that had significant contributions to the students’ achievements. The population of this study was all of the tenth graders of SMK Negeri 2 Banyuasin III in academic year 2016-2017. Forty students were selected as the sample by using purposive sampling method. They were divided equally into experimental and control groups. The experimental group was taught by using RAFT strategy, while the control group was taught by using Four Square strategy. The data were obtained from writing pretests and posttests in both groups and were analyzed by using both paired and independent sample t-test, and regression analyses. The findings showed that there were significant differences in narrative writing achievement between before and after the students were taught by using RAFT, significant differences between before and after the students who were taught by using Four Square strategy, and no significant difference in narrative writing achievement between the students who were taught by using RAFT strategy and those who were taught by using Four Square strategy. In conclusions, both strategies could be applied to improve students’ writing achievement.      Keywords: Writing, narrative, RAFT, Four Square, vocational school
STUDENTS’ ERRORS IN CHANGING NOUNS INTO ADJECTIVES Nita Ria
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.v5i1.5931

Abstract

Abstract: The main objective of this research was to investigate the errors or mistakes students made in changing nouns into adjectices. The population of this research was the seventh grade students of one private junior high school in Palembang in the academic year of 2016-2017. The sample of this study was 36 students who were selected randomly by using cluster sampling. To collect the data, a written test was given to the sample. The results of the test were analyzed descriptively.The findings showed that the students made errors in changing nouns into adjectives with the suffixes “-less”(58.3%), “-ful” (66.6%), “-able” (61.1%) and “-y” (55.5%) and they made mistake with the suffixes “-ly” (52.7%) of the incorrect answers. It is expected that the results of this research can be used as consideration for the English teachers in their teaching, especially the one focusing on changing nouns into adjectives.Keywords: error, mistake, adjectives, suffixes
Improving Speaking Achievement of the Eleventh Grade Students of SMA Negeri 5 Palembang Through Time Token Arends Visca Yulinda; Rita Hayati; Lingga Agustina
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.v6i1.9991

Abstract

This study was aimed to find out  whether or not (1) there was a significant difference in speaking achievement before and after the students were taught through time token arends strategy, and (2) there was a significant difference in speaking achievement between the students who were taught through time token arends strategy and those who were not. The sample of this study was 60 eleventh grade students of SMA Negeri 5 Palembang which was chosen by using purposive sampling. It was divided into experimental and control groups, and each group had 30 students. To collect the data, pretest and posttest were given to the students. In scoring the students’ pretest and posttest, the writer used the rubric by Harris (1996). Then, the data were analyzed by using paired sample t-test and independent sample t-test in SPSS Version 24. The result of paired sample t-test showed that the p-value was lower than significance level (0.003<0.05). It means that there was a significant difference in speaking  achievement before and after the students were taught through time token arends strategy. The result of independent sample t-test showed that the p-value was lower than significance level (0.006<0.05). It means that there was a significant difference in speaking achievement between the students who were taught through time token arends strategy and those who were not. In brief, time token arends strategy is helpful in enhancing students’ speaking achievement. Keywords: Improvement, Speaking Skill, Time Token Arends
IMPROVING STUDENTS’ NARRATIVE WRITING ACHIEVEMENT THROUGH READER’S THEATRE STRATEGY Ririn Arsita; Machdalena Vianty; Soni Mirizon
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.v4i2.5629

Abstract

Abstract: The objective of this study was to find out whether or not there were significant improvements in students’ narrative writing achievement and the aspects of  narrative writing between before and after the students were taught by using RT strategy. This study also investigated whether or not there was a significant difference in narrative writing achievement between the students who were taught by using RT strategy and those who were not. The sample of this study was 52 eleventh grade students of SMA Negeri 6 Prabumulih, South Sumatera. There were control and experimental groups. To collect the data, each group was assigned a pretest and a post test. The data were analyzed statistically by using paired sample and independent sample t-tests. The findings showed there were significant improvements in students’ narrative writing achievement and the aspects of narrative writing between before and after they were taught by using RT strategy. There was also a significant difference in narrative writing achievement between control and experimental groups. Therefore, it could be concluded that RT strategy can help improve eleventh graders’ narrative writing achievement. Keywords: narrative writing achievement, Reader’s Theatre strategy, eleventh graders
INTEGRATING ENGLISH INSTRUCTIONAL TECHNOLOGY TO EMPOWER STUDENTS’ READING COMPREHENSION Ira Irzawati; Yunani Atmanegara
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.v4i1.5619

Abstract

Abstract: The integration of technology into English Language Teaching (ELT) has been developed recently. Many studies revealed that the impacts of English instructional technology can enhance the students’ English learning achievements. However, there are some problems that need more concern from educators.One of them is reading comprehension as it is one of the crucial skills in National Examination in Indonesia. To empower students’ reading comprehension, the successful integration of English instructional technology into ELT could be the solution to cope with it. In this study, Webquest is an instructional technology tool used to increase students’ reading comprehension achievements. Sixty two of senior high school students were involved as participants of this study. By conducting experimental research, thirty-one students were in the experimental group and the others were in the control group. The results revealed that the experimental group achieved higher scores than the control group. It indicates that Webquest is effective to improve students’ reading comprehension achievements. In a nutshell, the implementation of technology in ELT could empower students’ reading comprehension. Key words: English instructional technology, reading comprehension, Webquest
A STUDY ON THE CREATIVE SOCIAL EMOTIONAL LEARNING ENGLISH (CSELE) CLASSROOM MODEL IN INDONESIAN CONTEXT Lingga Agustina Suganda; Ismail Petrus; Zuraida Zuraida; Dedi Kurniawan
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.v5i1.5927

Abstract

Abstract: This study aims to design the Creative Social Emotional Learning English (CSELE) classroom model in one of the district schools in South Sumatera, Indonesia. This model was proposed due to a growing awareness among educators and policymakers about the importance of social and emotional development for successful student. Based on the ADDIE model, the CSELE model is designed to include three steps: (1) the learning objective statement and need analysis, (2) the class strategy design, and (3) the class implementation and evaluation. The CSELE model focuses on integrating the efforts to support Social Emotional Learning (SEL) in the English as A Foreign Language (EFL) classroom context. This model involves the process of integrating the materials from the Indonesian 2013 national curriculum and creative teaching procedures for developing the students’ social emotional competencies, which include self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The findings showed that the CSELE model has demonstrated positive effects on the students’ social emotional competence, academic motivation, and classroom climate. However, more qualitative and quantitative studies should be conducted for further implementation of this model. Keywords:  Social Emotional Learning (SEL), English as a Foreign Language (EFL), creative, teaching and learning
IMPROVING READING COMPREHENSION ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA NEGERI 2 PALEMBANG BY USING ONLINE MIND MAPPING Rani Inke Maris; Chuzaimah Dahlan Diem
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.v6i1.9989

Abstract

The objectives of this study were to find out (1) whether or not there was a significant improvement in reading comprehension achievement of the tenth grade students of SMA Negeri 2 Palembang after they were taught by using online mind mapping, and (2) whether or not there was contribution of each sub-skill of reading comprehension to reading comprehension achievement of the tenth grade students of SMA Negeri 2 Palembang.  In this study, Time Series design was applied. The sample of this study was 40 tenth grade students of SMA Negeri 2 Palembang, who belong to the experimental group. To collect the data, the experimental group was given a pretest and a post test. The result showed that (1). the mean difference between pre-test and post-test of the experimental group was 34.70 at the significance level of p value <0.05. Since t obtained was higher than t table (18.2111>2.023), H01 was rejected and there was a significant improvement in reading comprehension achievement after they were taught by using online mind mapping, (2).The highest contribution of reading sub-skill was given by sequence (39.4%) and then it was followed by vocabulary (23.3%), detail (17.3%), main idea (9.1%), inference (5.6%) and cause and effect (5.2%).Keywords: reading comprehension, online mind mapping
DEVELOPING PHONOLOGICAL AWARENESS AND PRONUNCIATION OF THE FIFTH GRADERS BY USING RHYMING Mita Elliyuspita
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.v4i2.5625

Abstract

Abstract: The objectives of this study were to find out whether or not there was a significant difference in phonological awareness and pronunciation of the fifth graders who were taught by using rhyming poems compared to that of those who were not and to analyze the difficulties encountered by the students in developing their phonological awareness and pronunciation. This was nonequivalent-groups pretest-posttest design. Forty out of 262 fifth graders of SDN 117 Palembang were purposively taken as the samples. The data were analyzed using t-test and questionnaire. The findings showed that there was a significant difference in phonological awareness and pronunciation of the fifth graders who were taught by using rhyming poems compared to that of those who were not. Furthermore, the result of the questionnaire revealed that the students had difficulties in developing their phonological awareness and pronunciation by using rhyming poems. Quick explanation by the writer, too much information and the difficulty of the concepts of phonological awareness were the sources of students’ difficulty.  The findings of this study also found that the students were not accustomed to pronouncing words in English. The pronunciation of English sounds was confusing for them which might be caused by the fact that there are English sounds that do not exist in Bahasa Indonesia.Keywords: phonological awareness, pronunciation, rhyming poems, fifth graders

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