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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JEELS (Journal of English Education and Linguistics Studies)
Nunung Suryati
Faculty of Letters, Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media

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Booksnaps or Ms Word? Which One Is Better in Developing Reading Comprehension across Critical-Creative Thinking Levels Elva Yohana; Bambang Yudi Cahyono; Nunung Suryati; Utari Praba Astuti
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2791

Abstract

The study investigates which of the two summary writing techniques (one using BookSnaps and the other using MS-Word) affects reading comprehension performance better than the other.  It also examines whether or not level of critical-creative thinking skills affects the results. This study used a causal-comparative design. Two groups of students were involved in this study and after the treatment they were tested on their reading comprehension performance across critical-creative thinking skill levels. The results showed that the reading comprehension performance of the two groups of students were not different significantly regardless of the summary writing techniques used. The results also showed that students with high level of critical-creative thinking skill outperformed the students with low critical-creative thinking skill in each of the two groups. This implies that teachers might use either BookSnaps or MS- Word to train the students in summary writing. However, when dealing with students with low critical-creative thinking level, the teachers might give more time in the process of summary writing or give assistance to students who need it when applying either BookSnaps of MS-Word.
Integrating Digital Literacy in EFL Learning: A Qualitative Study on Vocational Students’ Perspectives Resky Shafira Marewangang; Nunung Suryati; Yusnita Febrianti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.12385

Abstract

The rapid development of digital technology has transformed educational practices and increased the importance of integrating digital literacy into classroom learning. In vocational high schools, having digital skills is not just important for doing well in school, but also for getting ready for jobs in today's workforce. In this study, digital literacy is conceptualized through three interrelated dimensions including information literacy, media literacy, and information and communication technology (ICT) literacy which is consistent with the theoretical framework used to analyze the data.  However, research on digital literacy in vocational EFL contexts remains limited, as prior studies have mostly examined university students or teachers rather than vocational learners themselves. This study addresses that gap by examining how vocational high school students perceive the integration of digital literacy in EFL learning. Using a qualitative study supported by descriptive questionnaire data, the research involved 33 eleventh-grade Computer and Network Engineering (TKJ) students who completed a questionnaire, four of whom were purposively selected for in-depth interviews based on the richness of their open-ended responses. The findings show that students generally hold positive attitudes toward digital literacy, frequently using social media and AI tools to support autonomous English learning and to meet vocational needs such as operating computers and interpreting technical content. However, a discrepancy emerged between students’ reported ability to access digital information and their actual practices of critically evaluating it. Beyond its academic value, digital literacy in this vocational context was closely tied to students’ professional identity and employability. The study suggests that EFL educators should build on students’ existing digital habits while explicitly teaching critical source-evaluation strategies to help vocational learners become critically informed and digitally competent professionals.
Co-Authors Bambang Yudi Cahyono Elva Yohana Resky Shafira Marewangang Utari Praba Astuti Yusnita Febrianti