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The Journal of English Literacy Education
Published by Universitas Sriwijaya
ISSN : 23557486     EISSN : 26214512     DOI : https://doi.org/10.36706/jele
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 48 Documents
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TEACHER’S QUESTIONING STRATEGIES DURING THE ENGLISH CLASSROOM INTERACTION Nabila Sri Agustina; Ridha Ilma; Deta Desvitasari
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 : 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.v11i2.41

Abstract

Interaction is a crucial component of interactive learning, and teachers often use questions to foster meaningful engagement. This study investigates the questioning strategies employed by an 8th-grade English teacher at one of Palembang's Islamic Junior High Schools. The study used one teacher at that school as a participant due to the focus on gaining a deep, detailed understanding of the questioning strategies employed in a specific classroom context. Using a qualitative case study design, data were collected through non-participant classroom observations and semi-structured interviews. Observations documented the teacher's questioning techniques in various instructional scenarios, while interviews explored their intentions and perspectives. Thematic analysis was used to analyse the data to achieve patterns and to categorize the types of questions. The finding revealed the teacher's three main questioning strategies: procedural, convergent, and divergent. Convergent questions, which required brief or yes/no responses, were the most frequently used, while procedural and divergent questions appeared less often. The teacher employed these strategies to maintain student interest, encourage critical thinking, focus on lesson content, assess understanding, clarify responses, and promote participation. These results emphasize the importance of questioning in fostering classroom interaction and provide valuable insights for enhancing teaching practices.
LEARNING MOTIVATION MEDIATES THE INFLUENCE OF SELF-EFFICACY AND SPEAKING ANXIETY ON ENGLISH SPEAKING ABILITY Rindika Pramadanti Rindi
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 : 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.v11i2.42

Abstract

Speaking English is a challenge that is considered difficult due to a lack of self-efficacy and motivation to learn, which causes anxiety. Therefore, this research tries to find out how self-efficacy influences students and reduces anxiety about speaking English so that it can increase students’ learning motivation in English-speaking skills. It is essential to see the strategies lecturers use to enhance self- efficacy, understand motivation, and reduce anxiety in speaking English. Several studies have examined learning motivation in improving English speaking skills, yet they did not specifically address factors, influences, and strategies related to self-efficacy and speaking anxiety. In this research, there were 136 respondents. They were university students in Jakarta, Indonesia. The data collection method used a questionnaire processed using SEM PLS version 3.2.9. This research found that several variables positively affected motivation to learn English, such as self-efficacy, speaking anxiety, and English-speaking skills. In addition, several variables can directly influence positive values ​​on English-speaking skills, such as self-efficacy and learning motivation, and negative values ​​on English-speaking skills, such as speaking anxiety. Apart from that, there is a direct positive influence on several variables that can influence speaking skills through controlling learning motivation, including self-efficacy and anxiety in speaking English.
DIGITAL TOOLS IN ESSAY WRITING: PERSPECTIVES FROM ENGLISH EDUCATION STUDENTS Tri Puja; Amrullah
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (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.v12i1.43

Abstract

This study explores the use of technological writing tools in the essay-writing process, focusing on how these tools help address common challenges such as grammatical errors, plagiarism, translation, and paraphrasing. It investigates the perceptions of sixth-semester students in an English Education Study Program regarding the use of grammar checkers, plagiarism detectors, translation tools, and paraphrasing tools within the context of an essay writing course. A cross-sectional survey design was employed, and data were collected through structured questionnaires. The responses were statistically analysed using descriptive analysis methods in SPSS to identify usage patterns and student attitudes. The results show that students generally have positive views toward the use of technological tools, with most reporting that these tools assist them in overcoming various writing-related difficulties. The findings also indicate that students make use of a variety of tools, depending on their specific needs. The study recommends further research into the pedagogical integration of such tools in academic writing instruction.
ENGLISH READING INTEREST AND COMPREHENSION OF THE STUDENTS AT A TERTIARY EDUCATION LEVEL Ranidya Ayu Muthiah; Tri Puja Lestari; Dimas Ananto Prakoso
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 : 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.v11i2.44

Abstract

The interest in reading significantly influences students' reading performance, especially in terms of their comprehension skills. This quantitative research explores the relationship between reading interest and reading comprehension among fourth-semester English Education students at the university level in Palembang. Data were analyzed utilizing Pearson’s Product Moment correlation, based on a total sampling method of 30 participants from the academic year 2022/2023. The findings indicated negative correlations among various forms of reading interest and reading comprehension, specifically: individual interest (-0.354), situational interest (-0.319), and topic interest (-0.092). Nevertheless, the statistical significance of these correlations has not been defined, indicating a need for additional analysis. The findings reveal a noteworthy inverse relationship: As reading interest increases, reading comprehension ability tends to decrease. This unexpected result prompts an examination of the fundamental factors and possible explanations that are investigated in the research. The assessment of reading interest was conducted utilizing validated survey instruments, while comprehension was evaluated through TOEFL reading tasks. The sample size of 30 participants provides preliminary insights; however, it may restrict the broader applicability of the findings. The findings presented here hold significant implications for pedagogical approaches and curriculum development, especially in promoting a harmonious balance between stimulating interest and enhancing understanding. It is advisable to conduct additional research to elucidate these dynamics and investigate possible moderating variables.
IMPROVING READING COMPREHENSION ACHIEVEMENT BY USING PROJECT-BASED LEARNING (PBL) STRATEGY Mayang Jingga; Umar Abdullah; Husnaini
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 : 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.v11i2.45

Abstract

Reading is a fundamental skill that enhances comprehension, critical thinking, and effective communication. However, many tenth-grade students at senior high schools in Palembang struggle with reading comprehension, which negatively impacts their academic performance. Addressing these challenges is essential to improving literacy and cognitive skills. To bridge this gap, the researcher conducted a quasi-experimental investigation into the effectiveness of Project-Based Learning (PBL) using storyboard media to enhance reading instruction. The study aimed to determine whether PBL with storyboards led to a significant difference in reading comprehension compared to traditional methods and whether students showed measurable improvement after the intervention. A pretest and post-test non-equivalent groups design was employed, involving 64 students from two different classes. Data were collected through pretests and post-tests and analyzed using independent sample t-tests and paired sample t-tests in SPSS 26. The results provided compelling evidence of the intervention’s effectiveness. The independent sample t-test yielded a highly significant p-value of 0.000 and a t-value of 4.855, confirming a substantial difference between the experimental and control groups. Additionally, the paired sample t-test revealed a p-value of 0.000 and a t-value of 22.272, demonstrating a significant improvement in students’ reading comprehension after the intervention. These findings highlight the potential of PBL with storyboard media as an effective instructional approach to enhance students’ reading comprehension
EFL TEACHER’S REFLECTION ON USING BAAMBOOZLE: BENEFITS, CHALLENGES, AND FUTURE IMPLEMENTATION Lailatun Nisvi Rizki Amalia; Bambang Yudi Cahyono
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 : 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.v11i2.46

Abstract

This study investigated an EFL teacher's reflection on benefits, challenges, and future implementation after integrating Baamboozle in the teaching of English to EFL students as reflected in the research questions: (1) what are the perceived benefits of using Baamboozle in teaching English to the sixth graders?; (2) What challenges does the teacher face when integrating Baamboozle into English lessons for the sixth graders?; and (3) How does the teacher plan to apply Baamboozle in future English language instruction?. A case study design was employed involving an EFL elementary school teacher in Malang, East Java, Indonesia. The data were collected through the teacher’s reflective journals which documented his daily experiences and observations related to using Baamboozle, and a semi structured interview designed to explore the teacher’s perspectives on its benefits, challenges, and future implementation. The findings show that Baamboozle boosted students’ engagement and motivation as the students became more active during the four lessons. However, challenges in relation to preparation time, giving instruction, managing effective grouping, ensuring students’ equal participation, and helping students regulate their emotions were encountered. Despite the challenges, Baamboozle was preferred to be used in the future as an engaging platform that can avoid students’ boredom.
LEVERAGING LANGUAGE LEARNING STRATEGIES AND MOTIVATIONS TO DEVELOP INTERCULTURAL AWARENESS Nur Alfiana Isnaini; Yazid Basthomi; Mirjam Anugerahwati
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 : 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.v11i2.47

Abstract

Incorporating intercultural competence in the classroom may be a demand these days. As a required skill, intercultural competence has attracted much attention in EFL learning. Therefore, this study aims to scrutinize the types of language learning strategies and students' motivation to learn English and how those strategies and types of motivation can elevate students' intercultural awareness. This study implements the development of intercultural sensitivity (DMIS) by Bennett (2004) and Hammer et al. (2003), language learning strategies by R. L. Oxford (1990), and language learning motivation by Pranawengtias (2022). Through online interviews, this study examined the transcriptions of two English literature students. The results revealed that of the types of language learning strategies undergone by female students, male students did not encounter affective strategies. In addition, the same thing happened with the types of motivation, where only female students encountered intrinsic and extrinsic factors. However, male students only encountered intrinsic factors. Interestingly, this study also underlines how language learning strategies and motivation are inextricably linked in shaping students' intercultural awareness. Overall, this study has shed light on EFL teaching where intercultural awareness can be promoted by accelerating students' language learning strategies (LLSs) and motivations (LLMs) and enabling them to establish a basic visualization of how the target language (foreign language) we learn in the classroom has a profound link with the culture of the target language itself. Thus, spotlighting the idea that learning a foreign language will steer the flow of in-class teaching into cultural learning also becomes the point from the current research.
THE IMPACT OF CHATGPT ON STUDENTS’ WRITING SKILL IN ENGLISH LEARNING STUDY Adhita respati anjani
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 : 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.v11i2.49

Abstract

The rapid advancements in artificial intelligence (AI) have notably transformed education, particularly through tools like ChatGPT. As AI becomes integrated into classrooms, its potential to enhance language learning, especially writing skills, warrants investigation. Writing is essential for language proficiency, yet many students struggle to develop effective writing abilities. ChatGPT, capable of generating human-like text and providing feedback, offers innovative avenues for improving students' writing skills and overall language acquisition. This study aimed to assess the impact of ChatGPT on English language learners' writing abilities using a quasi-experimental design with a pretest-posttest non-equivalent group, involving 71 students (36 in the control group and 35 in the experimental group). Results indicated a significant improvement in the writing scores of the experimental group after using ChatGPT, confirmed by paired-sample t-test analysis. The experimental group also outperformed the control group in the posttest, demonstrating ChatGPT's effectiveness in enhancing writing skills. Additionally, improved reading comprehension was observed in the experimental group, suggesting that ChatGPT may facilitate overall language proficiency. While the study highlights the promise of AI tools like ChatGPT, it acknowledges limitations in sample size and scope, indicating a need for further research on the long-term effects of ChatGPT across diverse educational contexts.
VALIDITY, PRACTICALITY AND EFFECTIVENESS OF A WEB-BASED INSTRUCTIONAL MATERIAL BASED ON LEARNING STYLES Hesti Wahyuni Anggraini; Zuraida; Rita Hayati; Dwi Maharrani; Nova Lingga Pitaloka
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 : 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.v11i2.51

Abstract

The shifting of teaching and learning mode results in the urgency of the development of instructional materials. Ironically, the availability of web-based instructional reading material on the basis of learning style is still limited. This developmental study examined data qualitatively and quantitatively from 16 questionnaire respondents, six interviewees and two lecturers to investigate the needs of developing instructional materials, the extent to how lecturers shaped their beliefs, students’ reading level, and students’ learning styles. This study also aimed at finding out the validity, practicality, and the effectiveness of developed product. Three students involved in one-to-one evaluation, nine students in small group evaluation and 17 students in the field test. This research implemented a four-stage model by Akker. Formerly, the result of analysis phase represented some analysis points. Furthermore, the product was highly valid on its content, construct and technology use with average score 4.4. The average scores of practicalities were 4.1 in one-to-one evaluation and 4.2 in small group evaluation. High validity with the score 4.3 was the result of the field test. Potential effect was also high in the average score of reading test, 86.47. This study, expectedly, gives favourable impact to the teachers and students in the future.
THE STUDENTS’ ATTITUDE OF USING BLOOKET AS A GRAMMAR LEARNING MEDIA Fitri Amalia; Syafryadin
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (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.v12i1.58

Abstract

Although blooket is a game-based learning tool extensively investigated for vocabulary acquisition, its application in grammar education is yet understudied. This study sought to find how students attitudes about applying Blooket for grammatical instruction. One hundred and fifty-six ninth-grade students from SMP Negeri Karang Jaya were selected through purposive sampling during the 2024–2025 academic year. A 17-item questionnaire was distributed using Google Forms to gather the data. The survey concentrated on three critical components: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Behavioral Intention (BI). The results indicated generally positive student responses. The mean scores were relatively high, PU (4.26), PEOU (4.24), and BI (4.28) suggesting that students believed Blooket as a useful and engaging tool for learning grammar. Students were eager to utilize Blooket for grammar drills, confident, and motivated. Features like quick feedback and leaderboards enhanced the enjoyment of the experience. The study shows how game-based platforms like Blooket can get students more interested in learning and encourage them to engage more. Finally, the results show that Blooket is more enjoyable and useful way to learn grammar. This aligns with the current educational goals of using technology and game-like elements in teaching.

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