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INDONESIA
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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BREAKING THE OBSTACLES: ENGLISH SPEAKING DIFFICULTIES FACED BY CADETS AT A MARINE INSTITUTE Dhinar Sari
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.v12i2.91

Abstract

English-speaking competence is essential for maritime cadets, as effective communication plays a critical role in safety, navigation, and professional interaction in international maritime contexts. Despite having received formal instruction in Maritime English, many cadets still find it difficult to use English confidently and effectively when speaking. This study examines the challenges faced by Indonesian maritime cadets in speaking English and the factors that influence them in the context of EFL. This study used an exploratory qualitative case study design approach involving three cadets from a maritime institution in Indonesia who had different levels of English proficiency, namely basic, intermediate, and advanced, to allow for in-depth exploration of speaking difficulties across proficiency levels. Data were collected through semi-structured interviews and classroom observations. Subsequently, the data were analyzed using thematic analysis based on Braun and Clarke’s framework. The study results indicate that cadets face various linguistic difficulties, such as limited vocabulary, pronunciation errors, and weak grammar skills. Non-linguistic factors, such as nervousness when talking, lack of motivation, fear of making mistakes, lack of practice opportunities, and the use of the native language, also influence oral skills. These factors result in some cadets limiting their use of English to only the classroom and even that ​‍​‌‍​‍‌occasionally. The study highlights the significance of establishing supportive and communicative learning atmospheres. These are the places where students are prompted to speak regularly in class, become less anxious, and simultaneously, their fluency and accuracy are balanced. The results contribute to the teaching practices of ESP, particularly maritime English, by emphasizing the necessity of context-sensitive and communicative teaching approaches to better prepare cadets for authentic maritime communication
EXPLORING EFL STUDENTS’ PERSPECTIVES ON CPBL FOR 21ST CENTURY SKILLS DEVELOPMENT Salsabila Nurhaliza; Deby Dwi Juliani; Khamelia Agustini; Wardah Sri Erza
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.v12i2.94

Abstract

Cooperative project-based learning (CPBL) connects theoretical knowledge to practical application. Engaging in CPBL not only enhances students’ comprehension but also fosters 21st-century skills, which are crucial for navigating challenges in today’s dynamic world. CPBL empowers students to actively participate and feel personally invested in their education by immersing them in authentic learning experiences. This research aims to explore the perspectives of students engaged in CPBL initiatives to illuminate their perspectives on its efficacy in developing essential skills for the modern era. This research, involving 273 students from Sriwijaya University’s English Education Study Program, uses a survey method to explore students’ perceptions and challenges regarding CPBL in fostering 21st century skills. In-depth interviews provided qualitative insights into the impact of CPBL on language development and overall educational experience. The quantitative data were analyzed using SPSS to tabulate respondents’ answers, calculate percentages, and identify patterns, whereas the qualitative data were subjected to thematic analysis. The findings reveal a gap between students’ perceived importance of 21st-century skills and their actual proficiency in applying these skills, the need for enhanced training. Additionally, the interviews highlighted obstacles in collaborative learning, including communication issues and differing perspectives. The findings revealed that although students acknowledged the significance of acquiring 21st-century skills, their comprehension of the skills was somewhat deficient.
EXPLORING INDONESIAN EFL STUDENTS' CRITICAL READING STRATEGIES IN COMPOSING GROUP LITERATURE REVIEWS Raina Farah Athaya; Gin Gin Gustine
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.v12i2.97

Abstract

The academic expectations for higher education EFL students demand sufficient English proficiency in academic reading. This adds the pressure of a quality learning environment that can provide comprehensive education using authentic assignments. Therefore, this study explored EFL students’ firsthand use of critical reading strategies in enacting academic reading. This study utilized a qualitative case study that involved seven EFL students enrolled in an academic reading course. The data were collected using a document analysis of the literature review section of their research proposal and semi-structured interviews. The data were analyzed using thematic analysis with a critical reading strategy framework. The findings showed EFL students applied ten critical reading strategies: Annotating, previewing, contextualizing, analyzing, outlining, summarizing, paraphrasing, synthesizing, questioning, and reflecting to overcome difficulties when enacting academic reading to compose literature reviews. These strategies were activated along with collaborative teamwork and purposeful integration of AI and digital tools. These findings offer pedagogical insights into how group collaboration and emerging digital tools can enhance EFL students’ academic reading learning experiences.
TECHNOLOGY ACCEPTANCE IN EFL LEARNING: WORKING STUDENTS’ PERCEIVED USEFULNESS AND EASE Nais Saraswati; Fatimah Tuzahra
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.v12i2.100

Abstract

The integration of technology has become indispensable in higher education and has been intensified by the migration to online learning post COVID-19 pandemic. This study explores the perspective of English Foreign Language (EFL) full-time working students on the usefulness (PU) and perceived ease of use (PEOU) of Information and Communication Technology (ICT) integration in online learning settings under the Technology Acceptance Model (TAM) framework. Using a qualitative case study design, three purposively selected participants were chosen from a population of 60 students based on their employment status and digital literacy. A short questionnaire was used solely to collect demographic and background information, while the main data were derived from structured interviews and digital artifacts. All data were analyzed using constructivist grounded theory through open and axial coding methods. The findings underscore that ICT integration provides flexibility, efficiency, and autonomy, encouraging students to balance both academic and professional responsibilities while improving students’ motivation and performance, and fostering problem-solving skills. Multimodal resources and AI tools provide merits for participants as they support self-directed learning. However, challenges persist, such as unstable internet connections, limited LMS usability, and insufficient technical training hindered effectiveness.
ELEVATING READING COMPREHENSION THROUGH THINK-PAIRED-SHARE (TPS) TECHNIQUE Ahmad Zulbani; Iis Sujarwati
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.v12i2.104

Abstract

Reading plays a significant role in the academic performance and critical thinking abilities of students. Teachers face challenges such as diverse reading abilities among students, which can hinder effective teaching practices. TPS has been identified as a potential technique to address the challenge by promoting active and interactive learning. However, limited research has examined the impact of TPS on reading comprehension in junior high school contexts. Therefore, additional empirical evidence is required to assess its effectiveness in this domain. This research aims to evaluate the effectiveness of the Think Pair Share technique in elevating reading and improving reading comprehension among junior high school students. This study used an experimental approach involving a pre- and post-test design. One class employed the TPS technique as the experimental class, whereas the other class followed a conventional learning approach as the control class. The mean score for the experimental class was 78.67, in contrast to 70.33 for the control class was 70.33. The findings demonstrate an improvement in reading comprehension in the experimental class compared with the control class. This study provides evidence for the effectiveness of the Think Pair Share technique in elevating reading comprehension in junior high school students.
EXPLORING THE IMPACT OF PLP COURSE ON CAREER PERSPECTIVES OF STUDENTS WITH NO INTEREST IN BECOMING ENGLISH TEACHERS Tria Nova; Nova Lingga Pitaloka
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.v12i2.106

Abstract

Limited studies have investigated how School Field Introduction Program (PLP) shapes English Education students’ perspectives on the teaching profession, particularly those without interest in this profession. Thus, this study aims to explore the perceptions of English Education Students without interest in becoming teachers, focusing on their views before and after participating in the School Field Introduction Program (PLP). This study was conducted in the English Education Study Program at Sriwijaya University, where seven eighth-semester students were involved. This study used qualitative method, particularly a case study. Data were collected using interviews and analyzed using thematic analysis to examine their experiences and perceptions of the teaching profession. The findings revealed that before joining the PLP program, students’ perspectives on the teaching profession were generally mixed, as their initial motivations and career goals were influenced by practical concerns such as responsibilities, financial considerations, and career requirements, as well as by personal experiences and how society perceives teachers. After participating in the PLP program, students’ perspectives on the teaching profession became more informed and reflective, with clearer attitudes toward pursuing or not pursuing teaching as a career, a stronger appreciation of the PLP program’s effectiveness in shaping their understanding of the profession, and constructive suggestions for improving future teacher preparation programs.
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.
“HOW MUCH INDONESIAN CAN I USE?” EXPLORING PRE-SERVICE TEACHERS’ TRANSLANGUAGING EXPERIENCE IN EFL CLASSROOMS Annisa Rahmadani; Susan Santika; Nida Mujahidah Fathimah; Siti Nurhasanah; RTS Alfira Khairunnisa
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.v12i2.108

Abstract

Translanguaging has received growing attention in multilingual EFL contexts, yet little is known about how pre-service teachers enact this pedagogy after formal exposure in university coursework. This study examined how pre-service EFL teachers enacted translanguaging during teaching practicum and what factors shaped their pedagogical decisions. Drawing on six pre-service English teachers from a public university in Indonesia, the study traced participants’ practicum enactment following a Speaking for Academic Purposes course that introduced translanguaging principles through pedagogical modelling and guided reflection. Data were generated through semi-structured interviews (approximately 15-30 minutes each; ≈100 minutes in total) and analyzed using reflexive thematic analysis (Braun & Clarke, 2023). Findings indicate that translanguaging serves cognitive functions; scaffolding comprehension through planned movement between English and Indonesian and guiding learners back to English for academic expression, affective functions; reducing anxiety, boosting confidence, and supporting participation, and identity-related functions; affirming students’ linguistic repertoires, including local languages, to foster inclusive classroom spaces. However, translanguaging enactment was negotiated within the confines of institutional English-medium expectations, mentor influence, and concerns about balancing English exposure with strategic L1 use. The findings inform EFL teacher education by highlighting the need for explicit, practicum-oriented translanguaging preparation, mentor development that validates principled multilingual pedagogy, and clearer EMI guidance that legitimizes strategic translanguaging in multilingual classrooms.

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