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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Ilmiah Langue and Parole Jurnal Ipteks Terapan Curricula : Journal of Teaching and Learning pendidikan, science, teknologi, dan ekonomi Curricula : Journal of Teaching and Learning TELL - US JOURNAL JELT: Journal of English Language Teaching SPHOTA: Jurnal Linguistik dan Sastra Fakultas Bahasa Asing Universitas Mahasaraswati Denpasar
Willy Satria
STKIP PGRI Sumatera Barat
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Developing Local Genius-based English E-Module for Vocational High School Students in Jambi City Fitri, Nurul; Satria, Willy
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.209

Abstract

This study aims to develop a local genius-based English e-module for vocational high school students majoring in hospitality at SMK Negeri 1 Jambi City. The development of this e module was motivated by the need to provide contextual and culturally relevant English learning materials that align with the Merdeka Curriculum principles. The e-module integrates Jambi’s local wisdom, such as tourism destinations, traditional cuisine, and cultural heritage into language learning tasks designed for hospitality contexts. This research employed the Research and Development (R&D) method adapted from Borg and Gall (1983), involving six stages: needs analysis, design, development, expert validation, revision, and try-out. Data were collected through questionnaires, interviews, and validation sheets. The e-module underwent validation by material and media experts and was tested with a group of Grade 10 hospitality students. The results showed that the developed e-module achieved a “Very Good” level of feasibility in terms of content, design, and practicality. Students reported higher motivation and engagement when learning English through local contexts. The findings indicate that integrating local genius into English learning supports students’ communication skills and cultural awareness, while making learning more meaningful and enjoyable.
ENHANCING EFL READING COMPREHENSION THROUGH SELF-DIRECTED LEARNING INTEGRATION IN A FLIPPED CLASSROOM ENVIRONMENT: THE MODERATING ROLE OF DIGITAL LITERACY Satria, Willy
Curricula: Journal of Teaching and Learning Vol. 10 No. 3 (2025): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

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Abstract

Objective: This study investigates the effectiveness of integrating Self-Directed Learning (SDL) principles into a Flipped Classroom model to improve English as a Foreign Language (EFL) reading comprehension among undergraduate students. Furthermore, it examines whether students' digital literacy levels moderate this relationship. Methodology: A quasi-experimental 2x2 factorial design was employed involving 60 second-year students from the English Education Study Program at Universitas PGRI Sumatera Barat. Participants were assigned to an experimental group (n=30) taught using a Flipped Classroom model explicitly designed with SDL scaffolding, and a control group (n=30) taught using an A La Carte blended model. The intervention spanned eight weeks. Data were collected using a validated reading comprehension test (based on Barrett’s Taxonomy) and a standardized digital literacy questionnaire, then analyzed using Two-Way ANOVA. Findings: The results revealed a statistically significant main effect for the learning model (p < .05). Students in the Flipped Classroom-SDL group demonstrated superior reading comprehension compared to the A La Carte group. Interestingly, digital literacy did not show a significant main effect or interaction effect, suggesting that the pedagogical structure of SDL effectively supports learners regardless of their technical proficiency. The study concludes that the deliberate integration of SDL strategies, such as goal setting and self-monitoring, within the Flipped Classroom significantly enhances students' ability to comprehend complex EFL texts, overcoming potential barriers posed by low digital literacy.
Co-Authors Arlina Arlina, Arlina Arsini, Yenti Daulay, Sholihatul Hamidah Fitri, Nurul Jasandy, Cindy Paulina Kurniadi, Yulia M. Khairi Ikhsan M.Khairi Ikhsan Melvina Melvina, Melvina Ningsih, Fitri Randia Rina, Nova Siska Siska Siska Wahyudi Rahmat Yelliza Yelliza Yendra