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All Journal Indonesian Journal of Applied Linguistics (IJAL) Englisia Journal English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Gramatika Indonesian Language Education and Literature EDULITE: Journal of English Education, Literature and Culture Journal of English Literacy Education JPSriwijaya Sriwijaya University Learning and Education International Conference IJIET (International Journal of Indonesian Education and Teaching) Al Ishlah Jurnal Pendidikan English Community Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian EFL Journal IRJE (Indonesian Research Journal in Education) Journal of Educational Research and Evaluation JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society Journal of English Education and Teaching (JEET) English Language in Focus (ELIF) ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Indonesian Journal of Educational Development (IJED) Indonesian Journal of EFL and Linguistics Indonesian Journal Of Educational Research and Review Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Jurnal Penelitian Pendidikan Indonesia Jurnal Pendidikan Progresif Sriwijaya University Learning and Education International Journal
Soni Mirizon
Master’s Degree In English Education, Faculty Of Teacher Training And Education, Sriwijaya University, South Sumatera, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Enhancing English Literacy through Ethnopedagogy: A Focus on Cultural Relevance in Teaching Practices Gumartifa, Asti; Sofendi, Sofendi; Mirizon, Soni
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12934

Abstract

Information and Communication Technology (ICT) provides digital media innovations to gain Literacy and understanding. In South Sumatra, the potential of local wisdom, such as folklore and traditional songs, highlights the importance of these elements in Ethnopedagogy and cultural preservation. The research provides contributions to both educators and learners. By incooperating ethnopedagogy into the learning materials, it can make teaching practice become more inclusive and enhance literacy in a culturally contextualized manner optimally. Therefore this study aims to enhance students’ English literacy by integrating Ethnopedagogy context throuh learning material, which emphasizes cultural relevance and teaching practices that also reflect students' cultural backgrounds. This study employs a descriptive qualitative methodology to explore the enhancement of English literacy through Ethnopedagogy. Data were collected through a literature review. The qualitative approach facilitated an in-depth analysis of how cultural relevance and effective teaching practices can improve English literacy education. This study investigates the integration of cultural contexts into Literacy Instruction. The study then addresses the role of cultural identity in literacy achievement. The research further explores challenges and solutions in culturally relevant literacy instruction. The findings underscore the significance of incorporating local wisdom and cultural elements in developing effective English literacy programs that resonate with students' cultural backgrounds and enhance their learning experiences.
Enhancing English Literacy through Ethnopedagogy: A Focus on Cultural Relevance in Teaching Practices Gumartifa, Asti; Sofendi, Sofendi; Mirizon, Soni
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12934

Abstract

Information and Communication Technology (ICT) provides digital media innovations to gain Literacy and understanding. In South Sumatra, the potential of local wisdom, such as folklore and traditional songs, highlights the importance of these elements in Ethnopedagogy and cultural preservation. The research provides contributions to both educators and learners. By incooperating ethnopedagogy into the learning materials, it can make teaching practice become more inclusive and enhance literacy in a culturally contextualized manner optimally. Therefore this study aims to enhance students’ English literacy by integrating Ethnopedagogy context throuh learning material, which emphasizes cultural relevance and teaching practices that also reflect students' cultural backgrounds. This study employs a descriptive qualitative methodology to explore the enhancement of English literacy through Ethnopedagogy. Data were collected through a literature review. The qualitative approach facilitated an in-depth analysis of how cultural relevance and effective teaching practices can improve English literacy education. This study investigates the integration of cultural contexts into Literacy Instruction. The study then addresses the role of cultural identity in literacy achievement. The research further explores challenges and solutions in culturally relevant literacy instruction. The findings underscore the significance of incorporating local wisdom and cultural elements in developing effective English literacy programs that resonate with students' cultural backgrounds and enhance their learning experiences.
An Empirical Investigation of EFL Teachers’ Digital Competences and Its Pedagogical Application Salsabila, Fera; Mirizon, Soni; Vianty, Machdalena
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.14975

Abstract

In an increasingly digital age, the integration of technology into education has become imperative, particularly in the domain of English language teaching. This study focuses on evaluating the digital competence of Junior high schools English teachers, with a primary emphasis on their proficiency and efficacy in utilizing digital tools within their teaching practices. Utilizing a qualitative research methodology, the study employed a combination of questionnaires and semi-structured interviews to assess teachers' digital skills. The study explored six core competence areas as delineated by the Digital Competence Framework for Educators (DigCompEdu), which include professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners' digital competence. The analysis revealed that English teachers demonstrate commendable digital competence, predominantly classified as "Integrators" in five of the six DigCompEdu domains, and as "Experts" in the Empowering Learners domain. More experienced teachers showcase superior skills in personalizing learning and utilizing diverse digital tools like WhatsApp, Google Forms, Canva, and TikTok. Conversely, less experienced teachers primarily rely on conventional tools, highlighting the need for effective mentorship and structured guidance. The findings have significant implications for school leaders, policymakers, and teacher education institutions, advocating for mentorship systems, enhanced professional development programs that integrate pedagogical strategies, and practical training in adaptive digital resource development. Ultimately, this study emphasizes the necessity of ongoing support to foster sustainable digital competence in educators, contributing to the global discourse on digital pedagogy in 21st-century education.
Ecological Resilience Among English Teachers: Navigating Institutional and Social Challenges Febiola, Ayu; Mirizon, Soni; Inderawati, Rita
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18306

Abstract

This study investigates the ecological resilience of English teachers as they navigate institutional and social challenges in a private English course in Palembang, Indonesia. Grounded in Bronfenbrenner's Ecological Systems Theory, the research examines how teachers maintain their professional commitment and well-being through the interplay between personal, institutional, and social systems. Using a qualitative case study design, data were collected from ten senior teachers at Gloria English Course through semi-structured interviews and documentation. Thematic analysis was employed to identify recurring themes related to teachers' resilience across ecological layers. The findings reveal that teachers encounter institutional challenges, including policy inconsistency, excessive workload demands, and limited resources, alongside social pressures from parental expectations and workplace dynamics. Despite these difficulties, teachers demonstrated a strong adaptive capacity through personal strategies, including emotional regulation, self-reflection, and spiritual coping. Social and managerial support, especially collegial collaboration, empathetic leadership, and professional trust, played a vital role in maintaining teachers' motivation and stability. The results emphasize that resilience is not a fixed individual trait but a dynamic process shaped by reciprocal interactions between teachers and their environments. This study enriches the understanding of teacher resilience by emphasizing ecological perspectives within private educational contexts, an area that remains underexplored in Indonesian EFL research. Promoting supportive institutional systems and fostering collaborative work cultures can enhance teachers' resilience, improve well-being, and sustain professional quality in private language education.
Co-Authors Agus Saripudin Agus Wahyudi Amiroh, Rizqi Amrullah Amrullah Amrullah Anggraini, Fenisya Arba Ina Putri Asti Gumartifa Azrielyani, Thadya Badriyah Ulfah Bambang A. Loeneto Chuzaimah Dahlan Diem, Chuzaimah Dahlan Desi Ramasari Diemroh Ihsan Diemroh Ihsan, Diemroh Eka Septiani Erlina Erlina Ernalida Ernalida ERYANSYAH, ERYANSYAH Fairuz Putri Khalisa Febiola, Ayu Fiftinova Fiftinova, Fiftinova Hanafziah Miftahul Fajri Handayani, Rindu Hariswan Putera Jaya Hotna Sari Siregar Ida Rosmalina, Ida Inderawati, Rita Becce Ira Audina Pratiwi Irfan, Abdullah Irnansyah Irnansyah Ismail Petrus JOSI EKA PANTARA PERDANA, JOSI EKA PANTARA Karen Ferreira-Meyers, Karen Khairunnisa, Fathia Khotimah, Arria Koller, Muthia Zahranisa Lenny Marzulina, Lenny Lestari, Tri Puja Machdalena Vianty Machdalena Vianty Margaretha Dinar Sitinjak, Margaretha Dinar Mariadi Mariadi, Mariadi Maskana, Nurul Mbarep Wicaksono Milyarni, Farrah Dina Mulyadi Eko Purnomo, Mulyadi Eko Muslih Hambali Muslih Hambali Nandang Heryana Nemisis Dahnisah Argasetra Neti Herawati Novita Sari Nur Annisa Nur Annisa Nurahayati Nurhayati Nurhaliza, Salsabila Nurholis, Dewi Nurlista Iryanti Nurul Fauziah Nurul Fauziah NURUL WAHYUNI Octavina, Cindy Pandesha, Freshy Loisan Putri Erwani Putri Erwani Ramasari, Desi Rana Taneta Putri Rani Septi Sapriati Ria Elviana Rindu Handayani Riski Aginia Hafizha Rita Hayati Rita Inderawati Riza Yoga Indriani Rizki Fadhliyah Roharjo, Makmum Rozaiman bin Makmun Salsabila, Fera Sary Silvhiany Shilviany, Sary Silva, Solange Francielle Sisimetrika Katleyana Siti Jayanti Rahma Sofendi Sofendi Sofendi Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Sri Indrawati, Sri Tamara Becce Tenridinanti Tasyaa, Nabilla Tenridinanti, Tamara Becce Ulfah Oktaviani Zahra Alwi, Zahra Zuraida Zuraida