The Journal of English Literacy Education
The Journal of English Literacy Education (JELE) is a peer-reviewed, open-access journal published twice a year by the English Education Study Program, Faculty of Teacher Training and Education, Sriwijaya University, Indonesia. The journal focuses on research and development in English as a Foreign Language (EFL), particularly in the area of literacy education. The journal covers topics including English language teaching and learning, Teaching English for Young Learners (EYL), language materials development, English literature teaching, instructional design, and the use of media and technology in language education. JELE aims to promote scholarly discussion and innovation in English language education and to contribute to the improvement of teaching practices and literacy development across educational contexts.
Articles
48 Documents
<![CDATA[Out-of-Class Oral Communication Strategies Among Indonesian Undergraduate EFL Students ]]>
<![CDATA[Daflizar]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.12
<![CDATA[The topic of oral communication strategies in foreign language education has always been fascinating. While numerous studies have been conducted worldwide, there is a lack of research in the Indonesian context. This study aimed to explore the types and levels of oral communication strategies employed by Indonesian EFL undergraduate students. It also aimed to examine the relationships between students’ self-perceived speaking skills, self-perceived vocabulary size, and their use of oral communication strategies. A quantitative approach was used, and a survey was administered to 87 participants from three different higher education institutions. The findings revealed that out of the 15 oral communication strategy categories, ‘social affective strategies’, ‘negotiation for meaning while speaking’, and ‘message reduction and alteration strategies’, were among the most frequently used while ‘message abandonment strategies’, ‘fluency-maintaining strategies’, and ‘accuracy-oriented strategies’ were among the least frequently employed. Statistical analyses indicated no correlation between students’ self-perceived speaking skills and their communication strategies, as well as no correlation between self-perceived vocabulary size and oral communication strategies. Practical implications for EFL teachers and students in the tertiary education context are put forward.]]>
<![CDATA[Speaking Tests Used by EFL Teachers in Kefamenanu ]]>
<![CDATA[Thresia Trivict Semiun]]>;
<![CDATA[Maria Wihelmina Wisrance]]>;
<![CDATA[Johan Kristian Soleman Missa]]>;
<![CDATA[Fransiskus Leu]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.13
<![CDATA[Speaking, from the point of view of educational evaluation is considered special because it is interactive and must be measured through direct interaction. This study focuses on the types of speaking tests used by EFL teachers and the challenges faced by EFL teachers in constructing and administering the test. Two EFL teachers from two schools located in Kefamenanu were the subjects of the study. The descriptive qualitative method was employed in conducting this study. The instruments used were the documentation of speaking tests and interviews. Later, the data were analyzed qualitatively. The research results revealed that there were nine types of speaking tests used by the teachers namely oral presentations, free interviews, information transfer questions on a single picture, role play, paraphrasing, giving instructions and directions, conversation, and translation. The challenges faced by the teachers in assessing students’ speaking skills were insufficient time to prepare for the test, the short time to test all students, and no test training provided for the teachers.]]>
<![CDATA[Online Teaching Practicum: Elucidating Student Teachers’ Perception and Improvement in ELT ]]>
<![CDATA[Miftahul Mahrus]]>;
<![CDATA[Novinda Rosayanti]]>;
<![CDATA[Gusti Puspita Nirwana]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.15
<![CDATA[Conducting teaching practicum during the Covid-19 Pandemic has become big challenges for the student teachers because it changes many aspects of human life including the educational aspect. This requires student teachers to have more preparation for teaching because they have to make the materials, strategies, and media are appropriate for the current situation in English Language Teaching (ELT). Therefore, this study aims to investigate the student teachers’ perception also improvement perceived toward the implementation of their teaching practicum at the graduate level at one of the state universities in East Java, Indonesia. Survey with a qualitative approach was used as the research design. The participants were 38 student teachers who have taken teaching practicum course in the third semester. A close-ended questionnaire and Interviews were used to see the student teachers’ perception and improvement of the implementation of their teaching practicum. In analyzing the data from the questionnaire, the researchers classified the scale (1-2) indicates negative and (3-4) indicates positive perception and improvement perceived towards the implementation of teaching practicum. Meanwhile, the data from the interviews were analyzed thematically. The results of data analysis show that the student teachers have a positive perception. Also, the student teachers perceived improvement of the implementation of teaching practicum. This study will be used as the references for the practitioner, curriculum developer, and the teacher in higher education to consider the student teachers’ perception towards the implementation of the teaching practicum.]]>
<![CDATA[Novice and Experienced Teachers’ Perspectives: Multifactor Challenges in HOTS Implementation ]]>
<![CDATA[Nais Saraswati]]>;
<![CDATA[Mbarep Wicaksono]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.16
<![CDATA[The integration of High-Order Thinking Skills (HOTS) in language learning presents numerous opportunities to foster deeper learning. When it comes to integrating HOTS in the classroom, teachers confront a long list of problems. The purpose of this study was to investigate the potential difficulties that may arise during the implementation process. Employing a qualitative method, this study collected data by inviting one novice and one experienced EFL teachers teaching in junior high schools from two different regions in South Sumatra province. Interviews were conducted with participants using a semi-structured style in order to gather information regarding the challenges they encountered when attempting to include higher order thinking processes into learning activities. Following that, records pertaining to lesson plans and classroom observations were utilized as supporting data. The method of narrative inquiry was utilized in order to analyze the data. According to the result of the study, inadequate instructional media, teachers' misconceptions of HOTS, students' low English proficiency, inferior reading literacy level, and appalling learning motivation were the problems that were shown to be associated with the implementation of higher-order thinking.]]>
<![CDATA[Task-Based Teaching Practice Perceived by Civil Engineering Students: A Local EFL Context ]]>
<![CDATA[Doris Sukma]]>;
<![CDATA[Lena Sastri]]>;
<![CDATA[Agnes Arum Budiana]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.17
<![CDATA[Task-Based Language Teaching (TBLT) is one of the approaches that can significantly enhance students’ communicative language competence. Numerous studies on TBLT demonstrate favorable outcomes, and a notable number of educators affirm that TBLT is among the effective approaches they can employ. By the same token, many students view TBLT positively. However, a significant portion of recent research seems to concentrate exclusively on English students, while TBLT holds potential applicability for non-English students across various disciplines. These students exhibit distinct characteristics due to language exposure in the classroom. This study investigates non-English students' perception of TBLT practice, specifically civil engineering students at Politeknik Negeri Bengkalis. The purposive sampling technique was used, 47 students who learned English with the TBLT approach. This study utilized a perception questionnaire comprising 17 items. It covers three essential considerations in TBLT namely the nature of tasks (5 items), the difficulty level of tasks (6 items), and the teacher’s roles during the practice (6 items). The finding revealed that non-English students had a positive attitude towards TBLT, as they expressed strong agreement with the positive statements in all three constructs. This shows that TBLT is viewed favorably by English and non-English students alike, regardless of their characteristic differences.]]>
<![CDATA[Students’ Perception of The Use of Code Mixing by Student Teacher ]]>
<![CDATA[Pramatya Sukarno Putri]]>;
<![CDATA[Ahdi Riyono]]>;
<![CDATA[Rismiyanto]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.18
<![CDATA[Code mixing is one of teaching strategy. However, for some levels of students, the teacher has to take control of the use of code mixing in class in order that students can get the target language. This research aims to discover the students’ perceptions of the use of code mixing by student teacher in English class. This research involved 36 students of the tenth grade of SMAN 1 Kudus in academic year 2022/2023 through questionnaire submission and 6 students through interview. The result of this research showed that the students had positive perception in cognitive, affective, conative, and also the strengths and weaknesses aspects. The use of code mixing can give a good impact on upgrading the students’ ability in English learning and increase the students’ knowledge. On the other side, the weaknesses of code mixing used by the student teacher were making students unfamiliar with the use of English phrases which can affect their English skills. This study expects the teacher considers code-mixing as teaching strategy so the students can get their target language and have no difficulties understanding the materials.]]>
<![CDATA[Designing Instructional Material to Promote Intercultural Competence: A Preliminary Study ]]>
<![CDATA[Dian Indah Silfia]]>;
<![CDATA[Ekaning Dewanti Laksmi]]>;
<![CDATA[Niamika El Khoiri]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.19
<![CDATA[One of Sekolah Penggerak’s pilot schools proposed an English Extracurricular program to develop students' intercultural competence as specified in the Pancasila Student Profile (PSP). Scholars believe that instructional material is among the most significant sources for teaching cultural, social, and moral values to students and for providing language input. Nevertheless, the demands of students have not been fully addressed to develop instructional material. This study examined the program’s potential to help students develop their intercultural competence, the challenges encountered by teachers, the needs of students in achieving the program goals, and the instructional material required to meet those needs. A qualitative descriptive design was employed to gather the information from the school principal and a classroom teacher mandated to manage the program. The data was collected through a focus group interview using open-ended questions and analyzed based on the program’s purposes, challenges, and instructional materials needed. The finding portrayed that students’ intercultural competence can be achieved if the teacher and students have relevant learning guidance regarding the goals. However, the book does not suit the student's needs and the program's goals, so the teacher encounters challenges in providing reliable materials. In addition, the instructional material needs to include the concept of the natural language acquisition process and differentiation-based instruction to ensure that all students are well accommodated in achieving the program goals. Further studies with related interests are recommended to develop such instructional material based on the data presented and further explore the student’s needs in the wider context.]]>
<![CDATA[Students’ Perspectives on Learning English through Social Communication in Social Media ]]>
<![CDATA[Rosi Anjarwati]]>;
<![CDATA[Lailatus Sa’adah]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.20
<![CDATA[Significant growth of social media use has created powerful impact on English language learning. This study examines the EFL learners’ perspectives on using social media through social communication for English language learning purposes to understand better how English learners perceive social media. For this purpose, 338 (158 males and 180 female) learners from 19 towns in East Java participated in a survey and responded to the questions of (1) what preference of social media used by different genders and (2) how is their perception toward the influence of social communication in social media on their language learning. Based on the findings, the students positively perceive the use of social media in learning English. Among many social media platforms, both male and female students share a similar preference; WhatsApp and Instagram are social media that EFL learners commonly use. The activities they prefer is dealing with receptive skills as they listen to songs or watch videos. Furthermore, both male and female students shared similar perceptions of the influence of social media on their English language skills, although there is a slight difference.]]>
<![CDATA[Why Multiliteracies Pedagogy Matters in Designing Cultural-Based Materials in English Classroom ]]>
<![CDATA[Maisa Maisa]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.21
<![CDATA[The current issues on new literacy have been leveraged enormously for decades. Literacy is no longer delineated as the ability to read and write a single text. It has shifted into the multi-literacies within multimodal text based. The multiliteracies pedagogy approach provides the steps for teaching and learning multiliteracies in the English education context. The article aims to describe the nature of leveraging the English language teacher's competence in designing English lessons. The research method is Design and Develop research based on multiliteracies pedagogy approach Analysis. The participants are preservice teachers grade 4 at English Education Department at Faculty of Education and Science in Cirebon Raya. The steps of collecting the data are preparing the themes of multiliteracies; grouping the participants based on their experiences; conceptualizing the local content area of multiliteracies; framing the critical issues in the content area; applying the concept to the social practice with the technology integration, and the last, publishing or presenting the product of the research. Findings indicate that the participants have produced digital cultural-based lesson plans. They also seem to have more practice in developing critical thinking skills by doing collaboration in small groups to create lesson plans critically and creatively. To settle the remarkable points of the study, multiliteracies pedagogy has gradually triggered someone to leverage their competence.]]>
<![CDATA[An Analysis of Receptive and Productive Vocabulary Knowledge of Informatics Engineering Students at a Private University ]]>
<![CDATA[Gusti Viranda Chorena]]>;
<![CDATA[Pupung Purnawarman]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 1 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v11i1.22
<![CDATA[Several universities in Indonesia require the use of English in some aspects of the learning process for non-English majors, especially for Informatics Engineering students. The students are required to analyse enormous amounts of English for specific or academic purposes (ESP/EAP) text throughout their learning process. Extensive vocabulary knowledge plays a very important role here, considering that they are presented with assignments in more specific contexts. The vocabulary knowledge can help students navigate the overlaps with common vocabulary but carry different contextual meanings in their field. Therefore, this research involved Informatics Engineering students at a private university with two classes, regular and non-regular, to analyse the students’ receptive and productive vocabulary sizes and to know what factors affect the sizes within a cross-sectional survey research. The data were collected by conducting a Receptive Vocabulary Size Test (RVST), a Productive Vocabulary Size Test (PVST) within the Academic and University Word List, and a set of questionnaires. The results reveal the level of the students' vocabulary sizes and the factors that affect the sizes. The implication of the research results concerning the Informatics Engineering students’ receptive and productive vocabulary sizes is discussed in this research.]]>
