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[Undergraduate Students' Perceptions of Using AI: Is Quillbot Helping Students' Writing? ]]>
<![CDATA[Fajriatun Nurjanah]]>;
<![CDATA[Tien Rafida]]>
<![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.v11i1.30
<![CDATA[QuillBot is an application that uses artificial intelligence algorithms to help users produce coherent writing. It helps undergraduate students find errors in writing, such as punctuation, grammar, and others, because QuillBot offers features that facilitate students' writing effectively, such as language enhancement, grammar correction, and paraphrasing. The objective of this study is to investigate the ways in which QuillBot enhances confidence in writing and facilitates the assistance of writing abilities through a descriptive qualitative study. Data were collected through questionnaires and semi-structured interviews that were analyzed by using thematic analysis. The participants of this research were 31 students whose writing level is already at the advanced writing level. The results showed that undergraduate students responded positively, such as increasing their confidence when writing so they did not hesitate to write because QuillBot provides suggestions for improving writing identifying and correcting less clear sentences. Talking about its technical support, QuillBot is also easy to use without a long process and does not waste time. QuillBot offers valuable and helpful features for students because its features make it easy for them to improve their writing.]]>
<![CDATA[The Effect of Using Authentic Materials to Enhance Students’ Reading Comprehension Achievement ]]>
<![CDATA[Nida Nafisah]]>;
<![CDATA[Anik Nunuk Mulyani]]>
<![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.v11i1.31
<![CDATA[This research explored the influence of utilizing authentic texts as reading materials on the reading performance of high school students and their perceptions of these materials. It addressed the gap in existing studies that predominantly relied on qualitative methods, which lacked quantitative data on the impact of authentic texts on students' reading achievement. The study employed a pre-experimental one-group pretest-posttest design, involving 21 second-year students from a senior high school in Situbondo, East Java, during the 2021/2022 academic period. The instruments used included pre-tests and post-tests to assess reading achievement and questionnaires to capture students' perceptions of the materials. The data were analyzed using a paired sample t-test to determine the significance of the changes in reading scores and descriptive analysis for the questionnaire results. The findings revealed a significant improvement in reading scores, with an average increase of 19.25 points, indicating the effectiveness of authentic texts in enhancing reading comprehension and vocabulary retention. The questionnaire results also showed that the majority of students found the materials engaging and beneficial for learning. This research underscored the importance of integrating real-life texts into the curriculum to bridge the gap between classroom learning and practical language use. The study provided quantitative evidence supporting the benefits of authentic materials in language education, suggesting that their use could significantly improve reading achievement and learner motivation. These insights could inform educators and curriculum developers in enhancing language instruction strategies.]]>
<![CDATA[Impact of Micro Teaching Program on English Education Fresh Graduates' Teaching Skills ]]>
<![CDATA[Apriani Shinta]]>;
<![CDATA[Eryansyah Eryansyah]]>
<![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.v11i1.32
<![CDATA[Microteaching must give important teaching skills to EFL students. Some studies have investigated its impact on EFL students’ teaching skills but no study has been focused on fresh graduates. This study was a descriptive qualitative study with the aim to find out the impact of micro teaching on teaching skills of the fresh graduates of the English Education study program of Sriwijaya University. The participants were six of the fresh graduates in English Education study program of Sriwijaya University. The instruments were a questionnaire on Google Form and a semi-structured interview. The collected data were analyzed descriptively in the form of percentages for the questionnaire and the data from interview were analyzed through the methods of data reduction, data display, and conclusion drawing or verification. The findings showed that the microteaching class had given positive impacts on the teaching skills of the fresh graduates. The program improved the teaching skills and teaching set such as (lesson plan, material, teaching media, students’ worksheet and assessment. It also enhanced the way the class is managed and handled effectively, including how to open and close it. To put it briefly, this program helped freshly graduated students adjust to life in the real classroom.]]>
<![CDATA[English Teachers' Perception toward the Use of Google Classroom at Junior High School 2 Samarinda ]]>
<![CDATA[Effendi Limbong]]>;
<![CDATA[Rahman]]>;
<![CDATA[Asih]]>
<![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.v11i1.33
<![CDATA[Google Classroom is a digital platform developed by Google to replicate the traditional classroom experience in an online environment. This study aimed to explore the perspectives of English educators at Junior High School 2 Samarinda on their use of this platform as an alternative to conventional classroom teaching. A qualitative case study design was employed for this research. The participants included two English teachers from Junior High School 2 Samarinda, selected based on specific criteria. In-depth interviews were utilized as the data collection instrument for this study. The findings revealed that both English teachers held a positive view of the platform as a substitute for traditional classrooms. This favorable perception was attributed to several factors, including the platform's user-friendliness, its capacity to enhance English teachers' workflow, the presence of a private comment section, and the ability to monitor students' assignments effectively.]]>
<![CDATA[Speaking Challenges Among English Club Members at One Islamic Boarding School in South Sumatera ]]>
<![CDATA[Lenny Marzulina]]>;
<![CDATA[Muhamad Holandyah]]>;
<![CDATA[Dian Erlina]]>;
<![CDATA[Herizal Herizal]]>;
<![CDATA[Hikmah Zalifah Putri]]>;
<![CDATA[Lia Hidayati]]>
<![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.v11i1.34
<![CDATA[This present study aimed at investigating speaking challenges encountered by students participating in an English Club at Daarul Abroor Islamic boarding school, Banyuasin, South Sumatera, Indonesia. This study employed qualitative research methods, utilizing a case study approach. Data were collected through observation, and interview. The participants included six students who had joined the English club. The data were analyzed using thematic analysis. The results indicated that the challenges faced by students in speaking English within the club included a lack of vocabulary, reliance on their mother tongue, insufficient self-confidence, and low motivation. Recognizing the challenges students face in their speaking practice at the English Club is important for developing effective solutions to create a more supportive environment.]]>
<![CDATA[Exploring the Integration of Climate Change Education: Teachers’ Perspectives from P5 Projects and English Lessons in Secondary School ]]>
<![CDATA[Sary Silvhiany]]>;
<![CDATA[Salsabila Nurhaliza]]>;
<![CDATA[Muhaimin]]>;
<![CDATA[Malihah Putri Jasmine]]>
<![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.v11i1.35
<![CDATA[The integration of climate change education is the primary focus of initiatives to raise student awareness and knowledge about climate change in many nations, including Indonesia. The integration of climate change education in Palembang secondary schools is the subject of this study, which focuses on the opinions of English teachers who are teaching English classes and participating in the P5 project (Pancasila Student Profile Strengthening Project). The purpose of this study is to determine how much climate change education is included in these projects and lessons, as well as how comfortable and eager the teachers are to use these ideas in their instruction. The design of the research is qualitative research design. The study employed theme analysis and semi- structured interviews with four English teachers to investigate the opportunities and problems of integrating climate change education. Despite the P5 project initiative, the results show a gap in the complete integration of climate change into English education. The necessity of formal training and resources to properly teach climate change was acknowledged by teachers, underscoring the significance of resolving these issues for the successful adoption of climate change teaching in secondary schools.]]>
<![CDATA[Dynamic Assessment in the Writing for Academic Contexts Course ]]>
<![CDATA[Sudiyono]]>;
<![CDATA[Suharso]]>;
<![CDATA[Wipsar Siwi Dona Ikasari]]>;
<![CDATA[Anis Firdatul Rochma]]>;
<![CDATA[Rahma Fitriana]]>
<![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.v11i1.36
<![CDATA[Dynamic assessment as one kind of interactive assessment in education is used to identify student’s skills and potential. This study explored the use of dynamic assessment (DA) in assessing writing skills within the context of the Writing for Academic Contexts course and aimed to measure the impact of feedback on students' writing skills. This quantitative study was conducted at the English Language Education Study Program, Faculty of Language and Arts, Yogyakarta State University, involving 40 students. The data were students’ writing scores before and after the provision of feedback, collected through tasks of writing various essay types such as comparison and contrast, chronological order, and cause and effect. The data were analyzed using a paired-sample t-test. The results suggest that while feedback can significantly enhance scores in certain essay types, it may not consistently improve writing skills across all contexts. The study underscores the importance of dialogical feedback and mediation in facilitating student understanding and improvement. Overall, the findings highlight the complexity of assessing writing skills and advocate for a dynamic and interactive assessment approach that considers individual student needs, fostering a more comprehensive understanding of their writing abilities.]]>
<![CDATA[A Learning Model for Reflective Micro-Teaching in A Hybrid EFL Classroom: Need Analysis ]]>
<![CDATA[Fiftinova Fiftinova]]>;
<![CDATA[Tita Ratna Wulan Dari]]>;
<![CDATA[Alhenri Wijaya]]>
<![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.v11i1.37
<![CDATA[ It is essential for graduates of education study program to possess proficient pedagogical skills. This is an important skill for prospective teachers in meeting the demands of the 21st-century learning, where technology has become an instrument that is used on a daily basis in the field of education as well as in the field of industry. Therefore, this study responded to the need for a program that develops a reflective learning model to offer pedagogical improvement for prospective teachers in dealing with technological devices in a hybrid micro-teaching classroom. A qualitative study was conducted through questionnaires and interviews to find out students’ and lecturers’ perspectives on whether a reflective micro-teaching model in a hybrid EFL classroom should be developed. The participants of this study were 57 seventh-semester EFL who had taken the Micro-Teaching subject and 4 lecturers who taught the subject. Data analysis was carried out by calculating the average response scores from the questionnaires and conducting thematic analysis on the interview data. The findings indicated that reflective micro-teaching should be implemented in a hybrid EFL classroom, as perceived by both lecturers and prospective instructors.]]>
<![CDATA[Designing Reading Texts and Tasks for Differentiated Literacy Learning ]]>
<![CDATA[Ella Wulandari]]>;
<![CDATA[Sukarno Sukarno]]>
<![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.v11i1.38
<![CDATA[This paper presents the findings of the research stage of the research and development project in developing levelled reading tasks for secondary school learning of English. The participants included 305 students and 9 English teachers in 5 schools in Yogyakarta. A needs survey was administered to explore students and teachers’ target and learning needs for reading instructions. A focus-group discussion with the teachers was held to provide confirmation to the results of needs analysis. The findings indicated that both student and teacher participants viewed text comprehension as the foundational skill that improves literacy and hence reading texts (input) must be comprehensible for students to benefit from the activities of reading (procedure). Glossed texts between 250 – 350 words length are most-opted and discussing the text is the most preferred literacy engagement. The students also perceived themselves as an active reader who seeks for meaning clarification either with peers or independently. This view aligned with the teachers’ inclination for promoting higher level reading processing to support literacy. Implications for equipping teachers with text and task adaptation skills to promote higher-level literacy are discussed.]]>
<![CDATA[ENHANCING LISTENING SKILLS THROUGH STORY-BASED ACTIVITIES FOR VOCATIONAL STUDENTS IN YOGYAKARTA ]]>
<![CDATA[Wilanda Aziza]]>;
<![CDATA[Tri Wahyuni Floriasti]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 2 (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.v11i2.39
<![CDATA[This research investigates the development of story-based listening activities for vocational students in Yogyakarta using the ADDIE model. The study involved sixty-six vocational students and employed qualitative and quantitative methods. The focus on vocational students is crucial because their learning needs are centred around acquiring practical, career-related language skills. Story-based activities and research instruments were designed to address real-world scenarios relevant to vocational education, ensuring the learning experience is both engaging and applicable to their future careers. Qualitative data from interviews, classroom observations, and open-ended questionnaires revealed that students found story-based activities engaging and motivating. Quantitative data from pre- and post implementation questionnaires and tests showed significant improvements in listening comprehension, with 63.6% of students reporting increased confidence in understanding native speakers. The story-based approach provided a practical and enjoyable learning experience, making it particularly suitable for vocational high school students who benefit from active and contextually relevant learning methods.]]>
