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[DIFFERENTIATED INSTRUCTION TO IMPROVE STUDENTS' SKILLS IN WRITING OPINIONS ON ARGUMENTATIVE TEXT ]]>
<![CDATA[Alin Fir Handayani]]>;
<![CDATA[Linia S.R.R]]>;
<![CDATA[Dedeh Rohayati]]>;
<![CDATA[Lilis Tugiawati]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v12i1.60
<![CDATA[To facilitate effective learning, Differentiated Instruction-a teaching approach designed to accommodate students' diverse needs by adjusting teaching methods based on their learning styles, readiness levels, and interests-was implemented in a classroom setting. This study aims at examining the improvement of students' ability to express opinions in argumentative writing through its application. The study was conducted using classroom action research. The subject of this study were 32 students from class VIII F SMPN 2 Ciamis. The research process was divided into two cycles, consisting of preparation, action, observation, and reflection. Data were collected through pre tests and post-tests. To analyze the findings, the researcher employed a quantitative approach using mean score analysis. The research results show that Differentiated Instruction can improve students' skills in writing opinion texts. Improving students' writing skills lies in constructing sentences that comply with language rules and according to context. Additionally, students' progress was reflected in their test scores. The average score in the pre-test was 59, which increased to 67 in post-test 1 and further improved to 81 in post-test 2. These findings suggest that Differentiated Instruction can enhance students' writing skills, particularly in expressing opinions within argumentative texts.]]>
<![CDATA[‘STELLER’ AS DIGITAL STORYTELLING APP: COLLEGE STUDENTS’ PERCEPTIONS IN EFL WRITING CLASSROOMS ]]>
<![CDATA[Arya Wiranda]]>;
<![CDATA[Utami Dewi]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v12i1.63
<![CDATA[The integration of digital storytelling in EFL writing instruction has been widely explored due to its potential to enhance student engagement and writing proficiency. This study investigates students’ perceptions of using Steller, a multimedia storytelling application, in EFL writing classrooms. The study used a qualitative case study approach, while the data were collected from fourth-year university students in Medan through questionnaires and in-depth interviews. Thirty students responded to the questionnaires, and six students were selected to follow in-depth interviews. Questionnaire data were analysed descriptively, while interview data underwent thematic analysis. The findings indicate that most students found the benefit of Steller in organizing their writing clearly, integrating multimedia, developing creativity, facilitating easier editing through drag-and-drop features, providing various writing formats, and improving collaboration. However, challenges such as internet dependency and the complexity of some features were identified as obstacles to usability. While some findings highlight the advantages of Steller in EFL writing instruction, they also suggest the need for improvements in accessibility and ease of use. This study contributes to the growing body of research on DST in language learning by providing insights into how Steller can support students in the writing process.]]>
<![CDATA[TEACHERS’ CONSTRAINTS IN THE IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS IN EFL CLASSROOMS ]]>
<![CDATA[Hilma Suryani]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v12i1.66
<![CDATA[The current study aimed to investigate the constraints that the EFL teachers encountered during the implementation of higher order thinking skills. This study employed purposive sampling. It involved twelve English teachers from five senior high schools. The participants were selected based on their teaching experience and the accreditation status of their schools. All participants were teaching in schools designated as Sekolah Penggerak, which are part of an Indonesian government initiative to drive educational improvement. Data were gathered through classroom observations and semi-structured interviews, then analysed using thematic analysis to identify recurring patterns and key issues. The analysis revealed three main constraints in the implementation of HOTS-based learning: (1) linguistic challenges, including students’ limited vocabulary, grammatical difficulties, and pronunciation issues that hindered active participation in critical thinking tasks; (2) heterogeneous language proficiency levels among students, making it difficult for teachers to deliver lessons that met the needs of all learners equally; and (3) time constraint, especially regarding the planning and execution of lessons that require deeper thinking and active student engagement. These findings highlight the need for more targeted language support for students, differentiated teaching strategies, and improved time management or curriculum adjustments to support the effective integration of HOTS in EFL classrooms.]]>
<![CDATA[THE EFFECT OF VIRTUAL LITERATURE CIRCLE ON UNIVERSITY STUDENTS’ READING COMPREHENSION: A GENDER-BASED ANALYSIS ]]>
<![CDATA[Mutiara Ayu]]>;
<![CDATA[Zelvia Liska Afriani]]>;
<![CDATA[Dyah Aminatun]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v12i1.67
<![CDATA[This study investigates the effect of Virtual Literature Circles (VLCs) on the reading comprehension of university students, with a focus on gender-based differences. A mixed-methods approach was employed, involving a quasi-experimental design with pre-and post-tests, questionnaires, and interviews. The participants were divided into an experimental group (n = 30) and a control group (n = 30). The mean post-test score of the experimental group increased significantly from 65.23 (SD = 6.89) to 82.47 (SD = 5.32), while the control group showed a smaller improvement from 64.87 (SD = 7.14) to 70.23 (SD = 6.75). Independent sample t-tests confirmed a statistically significant difference in post-test scores between the two groups (p < 0.01). Gender-based analysis revealed that female students in the experimental group outperformed male students, with mean post-test scores of 84.15 (SD = 4.87) and 80.32 (SD = 5.64), respectively. Questionnaire and interview data indicated that female students reported higher levels of engagement, confidence, and perceived benefit from the VLCs. The findings suggest that VLCs are an effective and gender-responsive strategy for improving reading comprehension in higher education, particularly in virtual learning contexts.]]>
<![CDATA[A CORRELATIONAL STUDY: SELF-EFFICACY, LEARNING STRATEGIES AND STUDENTS’ DESCRIPTIVE WRITING PERFORMANCE ]]>
<![CDATA[Hedyan Putra]]>;
<![CDATA[Mansye Sekewael]]>;
<![CDATA[Hindri Febri]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v12i1.69
<![CDATA[This study investigated the relationship between students’ self-efficacy, learning strategies, and descriptive writing performance in an English as a Foreign Language (EFL) context. Conducted with 103 third-semester accounting students at the State Polytechnic of Ambon during the 2024/2025 academic year, the research employed a quantitative correlational design using purposive sampling. Data were collected through a writing self-efficacy questionnaire, a writing learning strategies questionnaire, and a rubric-based descriptive writing test. The instruments were validated and demonstrated high reliability (α = 0.91 and α = 0.88), with writing performance assessed through inter-rater scoring (Cohen’s Kappa = 0.85). Data analysis involved descriptive statistics, Pearson correlation, and multiple regression. Results revealed that while most students reported high self-efficacy and moderate use of learning strategies, their writing performance remained basic (A2 based on CEFR proficiency levels). Significant positive correlations were found between self-efficacy, learning strategies—particularly cognitive and metacognitive—and writing performance, though the overall contribution of these variables accounted for only 6.4% of performance variance. The findings highlight the need for instructional practices that integrate self-regulated strategies and scaffold writing development to bridge the gap between confidence and competence.]]>
<![CDATA[EXPLORING THE LINK BETWEEN PHONEMIC AWARENESS AND LISTENING PERFORMANCE AMONG ENGLISH MAJORS IN PALEMBANG ]]>
<![CDATA[Hariswan Putera Jaya]]>;
<![CDATA[Hikmah Zalifah Putri]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v12i1.73
<![CDATA[This study examined the relationship between phonemic awareness and listening performance among English major students, employing a quantitative correlational design to collect data from 83 students through a phonemic awareness assessment and a cloze listening test. The results showed that while most students demonstrated moderate levels of phonemic awareness, their listening proficiency remained low, with the majority scoring in the poor or failed categories. The analysis revealed a strong positive correlation (r = 0.772, p < 0.05) between phonemic awareness and listening performance, with phonemic awareness accounting for nearly 60% of the variance in listening achievement. These findings highlighted the foundational role of phonemic awareness in listening comprehension. The findings also suggested that explicit phonological training, authentic listening exposure, and differentiated instruction were critical to improving students' auditory processing skills. Recognizing individual learner differences and integrating systematic phonemic awareness activities into English language instruction were essential strategies for fostering comprehensive language proficiency. However, the study was limited by its sample size and geographic scope, as it focused solely on English major students from a single region. Future research involving more diverse populations across multiple institutions is recommended to enhance the generalizability of the findings.]]>
<![CDATA[ARE FUTURE EFL TEACHERS READY FOR INCLUSION? A CONVERGENT MIXED METHOD STUDY OF SELF-EFFICACY AND ATTITUDES ]]>
<![CDATA[Binti Muifatun Nazilah]]>;
<![CDATA[Farah Mulyawati]]>;
<![CDATA[Suharyadi]]>;
<![CDATA[Nur Mukminatien]]>;
<![CDATA[Niamika El Khoiri]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v12i1.75
<![CDATA[Inclusive education is gaining prominence in English language teaching, especially in preparing future teachers to address diverse learner needs. Understanding self-efficacy and attitudes is essential, as both shape how teachers perceive their roles and determine their willingness to implement inclusive practices. This study examines the self-efficacy and attitudes of 68 Indonesian EFL pre-service teachers who were selected through purposive sampling from those enrolled in an Inclusive Education in ELT course. Using a convergent mixed methods design, data were collected through an adopted questionnaire and semi-structured interviews. Three participants were further selected for interviews using convenience sampling to provide deeper qualitative insights. Quantitative findings indicated that participants demonstrated a moderate level of self-efficacy and a moderately positive attitude toward inclusive teaching. A positive correlation was found between self-efficacy and attitudes, with self-efficacy in using inclusive instruction emerging as the only significant predictor of attitudes. Qualitative data supported and enriched these findings by revealing participants’ reflections on both the value and concerns in implementing inclusive practices. Overall, the study underscores the importance of targeted professional development in preparing EFL pre-service teachers for inclusive classrooms.]]>
<![CDATA[FEEDBACK THAT SPEAKS: UNCOVERING STUDENTS’ PERCEPTIONS TO CORRECTIVE FEEDBACK IN FORMAL SPEAKING CLASS ]]>
<![CDATA[Muhammad Herdiyansyah]]>;
<![CDATA[Soni Mirizon]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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<![CDATA[This study examines how students feel about receiving corrective feedback from lecturers in the Speaking for Formal Interaction course and how it helps them become more proficient speakers. English education students participated in the study, which used a case study design. After being gathered via focus groups and questionnaires, the data was subjected to a thematic analysis. According to the findings, students believe that corrective feedback is crucial, particularly in formal settings. Direct correction was preferred by 27.4% of the 95 respondents, followed by recast (26.3%) and metalinguistic feedback (21.1%), indicating a preference for clear, direct feedback. This is corroborated by the fact that 12 out of 20 FGD participants preferred Direct Correction due to its advantages for clarity and retention. Students of all proficiency levels emphasized its linguistic and affective benefits. According to the study, in order to improve speaking performance, lecturers should establish a supportive environment and balance the different kinds of feedback.]]>
<![CDATA[THE EFFECTIVENESS OF GAME-BASED COLLABORATIVE LEARNING ON JUNIOR HIGH SCHOOL STUDENTS’ NARRATIVE READING COMPREHENSION ]]>
<![CDATA[Sharla Febriana Mutia Yahya]]>;
<![CDATA[Anik Nunuk Wulyani]]>;
<![CDATA[Hasti Rahmaningtyas]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v12i2.84
<![CDATA[Game-Based Collaborative Learning incorporates peer interaction with motivational game elements to support students’ engagement and reading development, grounded in social constructivist theory, collaborative learning, and game-based learning principles. Previous research has widely examined game-based learning and collaborative learning independently, while studies integrating both approaches for narrative reading comprehension at the junior high school level remain limited, particularly in Indonesia. This study explores the effectiveness of game-based collaborative learning in improving eighth-grade students’ reading comprehension of narrative texts. A quasi-experimental design was employed involving two classes. The experimental group engaged in game-based collaborative learning activities, including Narrative Puzzle, Kahoot!, and Narrative Video Detective, whereas the control group received the conventional method. Data were collected using pre-tests and post-tests and analyzed with IBM SPSS 23. The findings indicate that this method improves reading comprehension, engagement, motivation, and collaboration. Pedagogically, incorporating structured game-based collaborative activities into reading lessons can effectively enhance learning and classroom engagement, making game-based collaborative learning a practical instructional strategy for secondary education.]]>
<![CDATA[FOSTERING YOUNG LEARNERS’ VOCABULARY MASTERY BY USING PEER-ASSISTED LEARNING STRATEGY IN PRIMARY EFL CLASSROOMS ]]>
<![CDATA[Ilham Saputra]]>;
<![CDATA[Ari Purnawan]]>;
<![CDATA[Maria Paulina Rohi]]>
<![CDATA[ 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 : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v12i2.86
<![CDATA[Vocabulary is a foundational component of language learning, especially for young learners, as it directly impacts their mastery of language skills and overall academic success. This study investigates the effectiveness of the Class Wide Peer Tutoring (CWPT) model, a Peer-Assisted Learning Strategies (PALS), in enhancing fifth graders’ vocabulary mastery in Jogjakarta Primary School A pre-experimental one-group pre-test-post-test design was employed with a sample of 29 students. Students participated in three peer-assisted learning sessions focusing on the CWPT model, where they alternated roles between tutor and learner, engaging in vocabulary-related activities. The results of the pre-test and post-test were analysed using descriptive statistics and a paired sample t-test to determine the impact of Peer Assisted Learning Strategies (PALS) on students' vocabulary development. The findings revealed a statistically significant improvement, t(28) = –13.54, p < .001, with the mean post-test score (93.28) substantially higher than the pretest mean (48.79). The intervention enhances overall vocabulary knowledge and reduces the variability in students’ performance, indicating that lower-performing students benefited considerably from Peer Assisted Learning. This study provides practical insights into how peer-assisted learning can foster engagement, provide individualized support, and address diverse learning.]]>
