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The Journal of English Literacy Education

jele
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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 114 Documents

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NAVIGATING TEACHERS’ PREPAREDNESS AND PROFESSIONAL DEVELOPMENT: A NARRATIVE INQUIRY IN AN INDONESIAN ISLAMIC BOARDING SCHOOL Dodi Zain; Irsalina Murtiek
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): 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.v13i1.132

This study examines English as a Foreign Language (EFL) teachers’ reflections on teaching preparedness and professional development within the distinctive context of an Islamic Boarding School (IBS) in Indonesia. Employing a narrative inquiry approach, this study was conducted with Aisyah, a female English teacher at an IBS in Banyumas Regency, Central Java. Data were gathered through interviews and subjected to narrative analysis. The findings indicate that teacher preparedness and professional development emerged as dynamic, context-dependent processes shaped by the interaction of teacher agency, reflective practice, experiential learning, and institutional support. The findings further suggest that sustained teacher growth in Islamic boarding schools requires contextually relevant professional development that integrates pedagogical competence with faith-based educational values. This study underscores the need to strengthen alternative pedagogical preparation, mentoring, and context-specific professional development programs to support teachers from diverse educational backgrounds in Islamic boarding schools. They also suggest further comparative and longitudinal research to examine how institutional contexts, reflective practice, and support systems shape teacher preparedness, professional growth, and professional identity over time.

EXPLORING STUDENTS’ PERCEPTIONS OF ARTIFICIAL INTELLIGENCE USE IN LEARNING OUTCOMES AT HIGHER EDUCATION Nurlista Iryanti; Fenisya Anggraini
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): 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.v13i1.138

Artificial Intelligence (AI) is increasingly integrated into higher education to support English learning through personalized and adaptive instruction. This study investigates undergraduate students' perceptions of AI and its contribution to English learning outcomes at Universitas Sriwijaya. A mixed-methods approach was employed, involving 40 students from various academic disciplines. Data were collected through questionnaires and semi-structured interviews and analyzed using thematic analysis based on the Perceiver–Target–Situation framework. The Pearson product-moment correlation analysis was also used to analyze the data. The findings indicate that students generally hold positive perceptions of AI. Familiarity with digital technology, prior experience, institutional support, peer interaction, and learning environments encouraged AI adoption. Students perceived AI as accessible, practical, and responsive to their learning needs, contributing to improvements in reading comprehension, writing performance, learning efficiency, confidence, and autonomous learning. The study concludes that positive perceptions, supported by appropriate educational contexts, facilitate the effective integration of AI in English learning and provide practical implications for AI-assisted instruction in higher education.

CAN ENG 100 FOSTER ACADEMIC LITERACY? STUDENT PERCEPTIONS AT UNIVERSITY OF BUEA Divine Nchang Ndimofor
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): 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.v13i1.145

Academic literacy is essential for success in higher education, yet many undergraduate students struggle with academic writing, reading comprehension, communication, and critical engagement with texts. This study examined students’ attitudes and perceptions of the effectiveness of ENG 100 in developing academic literacy skills at the University of Buea. Specifically, it investigated students’ attitudes toward the course, perceptions of its effectiveness, its contribution to academic literacy development, teaching and assessment practices, and implementation challenges. Using a descriptive survey design informed by Academic Literacies Theory and the Theory of Planned Behaviour, data were collected from 200 undergraduate students through structured questionnaires. Quantitative data were analysed using frequencies and percentages, while qualitative responses were analysed thematically. Findings revealed generally positive attitudes and perceptions toward ENG 100, with students reporting improvements in academic writing, grammar, vocabulary, communication, reading comprehension, and overall academic performance. Teaching methods, lecturer feedback, and assessment practices were also viewed positively. However, challenges such as overcrowded classrooms, limited instructional time, inadequate learning resources, and insufficient practical writing activities constrained the course's effectiveness. The study concludes that ENG 100 significantly enhances academic literacy and recommends increased instructional time, improved learning conditions, better resource provision, and more learner-centred, practice-oriented instruction.

THE DILEMMA OF MERITS AND DRAWBACKS OF CODE-SWITCHING IN AN ELEMENTARY EFL CLASSROOM Miftahul Mahrus; Lailiy Kurnia Ilahi; Novinda Rosayanti
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): 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.v13i1.119

The dilemma of the merits and drawbacks of code-switching in an EFL classroom at the elementary school level in Indonesia becomes the subject of investigation in this study. This study employed a qualitative case study design. An English teacher from a public school was purposively selected as an information-rich case. Classroom observations, semi-structured interviews, and documentation were used to collect the data. The findings of this study reveal that the practice of code-switching can improve students’ comprehension, engagement, and initiative, and save time for classroom management. While acknowledging its merits, this study also points to several drawbacks, such as persistent code-switching reducing students’ exposure to English and leading them to rely on their first language. This can also pose problems in maintaining the balance between the two languages, indicating the dilemma for the teacher between providing immediate learning support and encouraging the development of students’ English language skills. Therefore, code-switching is suggested to be used selectively, especially for clarifying the subject needs while simultaneously striving to maintain the English input proportion. Additionally, future studies should explore the longitudinal impact of implementing code-switching in EFL classrooms on the students’ abilities.

VOCATIONAL ENGLISH TEACHERS’ ADAPTATION TO DEEP LEARNING PEDAGOGY DURING CURRICULUM REFORM Nicke Yunita Moecharam; Gin Gin Gustine; Annisa Rahmadani; Nida Mujahidah Fathimah; Susan Santika
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): 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.v13i1.135

Curriculum reform in vocational education requires English teachers to design learning that is meaningful, student-centered, technology-supported, and relevant to students’ future workplace communication needs. However, limited attention has been given to how vocational English teachers make sense of deep learning pedagogy and translate it into classroom practice after professional development. This qualitative case study examined five experienced vocational English teachers in a vocational school in Yogyakarta that had undergone curriculum reform and required teachers to incorporate deep learning-oriented pedagogy. Data were collected through semi-structured interviews and classroom observation notes and analyzed using reflexive thematic analysis. The findings show that teachers interpreted deep learning as pedagogical renewal within existing curriculum demands. Their adaptation, however, was shaped by school leadership, workload, facilities, mentoring, students’ readiness, and access to professional learning opportunities. Teachers enacted deep learning pragmatically through technology-supported and module-based English teaching, including digital tools, project-based tasks, multimodal activities, and contextualized learning materials. The study contributes to vocational English education research by showing that deep learning pedagogy is enacted through teacher sense-making, institutional negotiation, and classroom-level adaptation rather than as a fixed instructional model.

BEYOND ASSESSMENT: DIGITAL PORTFOLIOS AS A PATHWAY TO SPEAKING FLUENCY IN MULTIMEDIA EDUCATION Mailiza Zainiza; Muhammad Haikal Attabik; Novia Trisanti
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): 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.v13i1.105

This study investigated the implementation of digital portfolios in supporting students' speaking fluency in procedure-text monologues among multimedia students at a vocational high school. The research aimed to examine how digital portfolios support speaking fluency development and to explore teacher's perceptions of their pedagogical impact. Using a qualitative case study, data were collected from lesson plans and related instructional documents, a questionnaire, and digital portfolio artifacts. The data were analyzed thematically using Braun and Clarke's (2006) framework. The findings indicated that digital portfolios promoted iterative learning through planning, practice, and reflection, in line with project-based learning principles. Teacher questionnaire responses and students' digital portfolio artifacts indicated improvements in students' pronunciation, intonation, and confidence following repeated recording and feedback cycles. The teacher also reported increased learner autonomy and engagement, although time-management and technical challenges remained. In conclusion, digital portfolios function as effective assessment and learning tools that foster reflective practice and support speaking fluency development. These findings highlight the importance of strengthening teacher's digital pedagogical competencies and encourage further research on integrating digital portfolios with formative assessment in vocational English education.

DEVELOPING LOCAL-FOLKLORE INSTRUCTIONAL READING MATERIALS FOR EIGHTH GRADERS Dina Mariana
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 1 (2017): The Journal of English Literacy Education: The Teaching and Learning of English
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.v4i1.182

This study aimed at finding out the validity, practicality, and potential effect of the developed instructional reading materials using local folklores from Muara Enim Regency for the eighth graders. The procedure of the study consisted of three stages: analysis, design, and evaluation. In evaluation stage, a set of formative evaluations consisting of self evaluation, experts review, one-to-one, small group, field test was conducted. There were two experts reviewing the product in the expert review stage, three students involved in one-to-one evaluation, nine students involved in small group evaluation, and thirty students of a real class involved in field test. The data were obtained from questionnaires and test. The obtained data were analyzed by using average score for the questionnaires and percentage for the test. The findings showed that the developed product was valid in terms of its content and instructional design with the average score 3.52 (very highly valid). The developed reading materials were practical after being evaluated in one-to-one evaluation with the average score 3.19 (highly practical) and small group evaluation with the average score 3.7 (very highly practical). Then, the product also had high potential effect after being evaluated in field test as 73.3% of students passed the minimum mastery criterion. It can be said that the developed product are potentially effective to be applied for the target students.

EFFECTS OF SEMANTIC MAPPING, THINK PAIR STRATEGIES AND GPA ON STUDENTS’ DESCRIPTIVE PARAGRAPH WRITING ACHIEVEMENT Puspita Devi
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 1 (2017): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar

The success of the learners in learning a language is their ability to write, and the successful teaching of writing is affected by the strategies employed. The purpose of this research was to investigate the effect of Semantic Mapping (SM), Think Pair Share (TPS) strategies, and Grade Point Average (GPA) on descriptive paragraph writing achievement of Education Technology students of Baturaja University. Thirty-six second semester students were equally divided into two groups. One group was instructed through SM strategy, and the other was taught using TPS strategy. Both groups were classified based on students’ GPA. To determine the effectiveness of the teaching strategies, a writing test of descriptive paragraph was administered. The results showed that both SM and TPS strategies could improve students’ writing achievement significantly. However, SM strategy was more suitable for high level students; meanwhile TPS strategy was more suitable for low level studentThe success of the learners in learning a language is their ability to write, and the successful teaching of writing is affected by the strategies employed. The purpose of this research was to investigate the effect of Semantic Mapping (SM), Think Pair Share (TPS) strategies, and Grade Point Average (GPA) on descriptive paragraph writing achievement of Education Technology students of Baturaja University. Thirty-six second semester students were equally divided into two groups. One group was instructed through SM strategy, and the other was taught using TPS strategy. Both groups were classified based on students’ GPA. To determine the effectiveness of the teaching strategies, a writing test of descriptive paragraph was administered. The results showed that both SM and TPS strategies could improve students’ writing achievement significantly. However, SM strategy was more suitable for high level students; meanwhile TPS strategy was more suitable for low level students.

USING HANGMAN GAME STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ACHIEVEMENT Ratnanery
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 1 (2017): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar

The objective of this quasi-experimental study was to find out whether or not there was significant difference in reading achievements between the students who were taught by using hangman game strategy and that of those who were not. The population of this study was the seventh graders of SMPN 2 Kayuagung. The samples of this study were 64 students divided into experimental and control groups. The samples were chosen using a purposive sampling method. To collect the data, written test in the form multiple choices was used and the data was analyzed statistically by using independent sample t-test. The result of independent sample t-test showed that mean difference between experimental and control groups was 14.375 at the significant level p<0.05. It meant that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. In other words, there was significant difference reading achievement between the students who were taught by using Hangman game Strategy and that of those who were not.

OUTDOOR LEARNING ACTIVITY: IS IT EFFECTIVE TO ROUSE STUDENTS’ SPEAKING? Indra Cahyono; Mutohhar
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 1 (2017): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar

The aim of this study was to investigate the effectiveness of outdoor learning activity in improving students speaking. 30 students were selected from 125 students of the third semester as the participants of the study. The design of the study was one group pre-test post-test quasi experimental design. The group was taught by outdoor activity. Then oral test was given in both pre and post-tests. The result of the test showed that the mean score of pre-test was 70.1 while the mean score of post-test was 79.5. Accordingly, the statistical analysis affirmed that outdoor learning activity was effective in improving the speaking ability of the students; another conclusion was that outdoor activity provided authentic material to the students where authentic material was very beneficial as it gave a valuable insight into a culture and language. More, outdoor environment included was potential to encourage meaningful learning by moving between the abstract and concrete as well as transforming experience into knowledge through reflection and communication.

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Contact Name
Fiftinova

Contact Email
fiftinova.hakim@gmail.com

Phone
+6285216329486

Journal Mail Official
jele@fkip.unsri.ac.id

Editorial Address
Jalan Srijaya Negara Bukit Besar Palembang 30137, Sumatera Selatan, Indonesia

Location
Kab. ogan ilir,

Sumatera selatan

INDONESIA