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All Journal The Journal of English Literacy Education
Sunani
Politeknik Negeri Sriwijaya
Education Languange, Linguistic, Communication & Media Other

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STUDENT REFLECTIONS ON A GENERAL ENGLISH READING AND WRITING MODULE: A QUALITATIVE STUDY OF NON-ENGLISH MAJOR AT POLITEKNIK NEGERI SRIWIJAYA Wirda Ningsih; Sunani; Genta Ulina Hutagalung; Iwan Setiadi; Ajeng Ayutia Irdianti; Siswanda Trialoka
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 2 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i2.107

Abstract

This study explores non-English major vocational students’ reflections on a General English module for reading and writing. Employing a qualitative descriptive design, data were collected through semi-structured interviews with 20 second-semester tourism students at Politeknik Negeri Sriwijaya whose English proficiency ranged from A2 to B1 (CEFR). The module integrated real-world vocational themes, scaffolded writing tasks, grammar support, and pre-reading activities to address persistent challenges in reading comprehension and written expression. The data were analyzed using thematic analysis following Braun and Clarke’s six-phase framework. The findings indicate that the module enhanced students’ confidence and engagement in reading and writing through thematic relevance and structured learning support. Brainstorming and pre-reading activities were perceived as particularly effective in activating prior knowledge and facilitating idea organization. However, challenges related to grammar retention and vocabulary load remained, especially for lower-proficiency learners. The study highlights the pedagogical value of contextualized and learner-centered General English modules in vocational settings and suggests the need for differentiated support and enhanced vocabulary scaffolding. These findings contribute to the design of responsive English instruction for non-English majors in vocational education.
Co-Authors Ajeng Ayutia Irdianti Genta Ulina Hutagalung Iwan Setiadi Siswanda Trialoka Wirda Ningsih