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<![CDATA[SOCIAL ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF EFL STUDENTS AT HIGHER EDUCATION ]]>
<![CDATA[Sari Anggraeni Sujana]]>;
<![CDATA[Hariswan Putera Jaya]]>;
<![CDATA[Fiftinova Fiftinova]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v8i2.14328
<![CDATA[Collegians may find certain difficulties to achieve a good academic achievement. One of the difficulties is their ability on adjusting to their surroundings. Adjusting required the collegians to deal with college environment, academic conditions, and people around them. The purpose of this research was to determine the relationship between social adjustment and academic achievement, as well as the contribution of social adjustment to academic achievement among EFL Students in higher education. The research method used was correlation and the data were analyzed by SPSS 24 with Pearson Product Moment. The sample was a group consisting of 226 active EFL students. The data were collected by testing the instruments which were the revision version of Social Adjustment to College Questionnaire (SACQ) and students' cumulative GPA. The findings revealed a very weak significant correlation between social adjustment and academic achievement, with the r-obtained value greater than the r-table value (0.192 > 0.131) and the p-value less than 0.05 (0.004 0.05) in the significance level of 5% two-tailed. Finally, social Adjustment contributed 3.3 percent to academic achievement.]]>
<![CDATA[ENGLISH LANGUAGE TEACHING IN THE INDONESIAN CONTEXT TOWARD EDUTECH 4.0 ]]>
<![CDATA[Morin Oktavia]]>;
<![CDATA[Noviati Noviati]]>;
<![CDATA[Ana Theriana]]>;
<![CDATA[Aswadi Jaya]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v8i2.14556
<![CDATA[Edutech or Educational Technology refers to the process of the study facilitated by technology. It allows teachers and students to use everyday devices such as smartphones, laptops, and tablets. The objectives of this study were to find out significant challenges that created the educational technological immersion for English language teaching and to identify the way junior high school English teachers of one public school in Pangkalpinang adapted to the Edutech 4.0. This study applied Qualitative Design in which the informants of this study were the principals, English teachers, and the students. The data were collected by using observation, interview, and questionnaire. Based on the result, it showed that the teachers could easily adapt to the Google Suites for Education and all of the teachers were comfortable in using Google Suites for Education as the Edutech, but they still found it difficult to interact with the students.]]>
<![CDATA[THE USE OF UNDERCOVER GAME TO ENHANCE STUDENTS’ VOCABULARY ACHIEVEMENT ]]>
<![CDATA[Muhammad Anwar Rosyidi]]>;
<![CDATA[Fahriany Fahriany]]>;
<![CDATA[Desi Nahartini]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v9i1.16918
<![CDATA[This study aimed to find empirical evidence of the use of undercover games on students’ vocabulary achievement. The study used a quantitative method with a quasi-experimental design and purposive sampling technique. The total sample of this study was 70 students divided into two classes: experimental and controlled classes. The population of this study was the eighth-grade students of SMPN 108 Jakarta. The data was gained through pre-test and post-test. Both data from the tests were analyzed using a t-test in SPSS 25. The mean score in the post-test showed significant improvement between the pre-test and post-test. In the pre-test, the experimental class gained 65.82, while the controlled class gained 70.23. In post-test, the experimental class gained 78.20, and the controlled class gained 77.08. The test of the hypothesis showed that sig. 2 tailed was 0.076 while the determined alpha ? was 0.05, which meant that 0.076>0.05. It is supported by the result of effect size, which was 1.02 as well. It can be said that the Ho (Null Hypothesis) was rejected, and the Ha (Alternative Hypothesis) was accepted. Therefore, the undercover game strongly affected students’ vocabulary achievement.]]>
<![CDATA[EFL PRE-SERVICE TEACHERS’ EXPERIENCES DOING PRACTICUM DURING COVID-19 PANDEMIC ]]>
<![CDATA[Janika Sri Ayumi]]>;
<![CDATA[Yanti Sri Rezeki]]>;
<![CDATA[Wardah Wardah]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v9i1.17316
<![CDATA[This study aims to identify the experiences of EFL pre-service teachers doing practicum during the COVID-19 pandemic. Six participants in this case study. They were the eighth-semester students of English education study program at the University of Tanjungpura. They have spent three years studying in the English department and have finished micro-teaching and Introduction to School Field (PLP) II course. Data from this study were collected using semi-structured interviews and document analysis. The data were analyzed based on Miles and Huberman’s model, including data reduction, and the gained data were displayed and concluded. The result showed that EFL pre-service teachers admitted that although it is easy to use the online system, they sometimes have problems in terms of internet connection and electronic devices. External factor, such as lack of motivation during the teaching practicum, hindered the pre-service teachers. Pre-service teachers can overcome their problems by having preparation before teaching practice and using various learning strategies to stimulate the students, such as games, icebreakers, or quizzes. The EFL pre-service teachers also consulted with their supervisors and in-service teachers to solve their problems during teaching practicum progress]]>
<![CDATA[INSTAGRAM FOR WRITING PRACTICE: STUDENTS’ PERCEIVED USEFULNESS AND EASE OF USE ]]>
<![CDATA[Mardiyanah Nasta]]>;
<![CDATA[Fatimah Hidayahni Amin]]>;
<![CDATA[Hasriani G]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v9i1.17109
<![CDATA[Social media has grown rapidly and affects our everyday life. It helps many aspects in our life, including students’ life. Instagram, one of the top platforms to use in the world recently, can be brought to the classroom for student’s learning purpose. Therefore, this research aims to specifically investigate students’ perception toward its usefulness and ease for writing practice. The sample was 31 out of 66 students in English Literature Study Program in the Faculty of Languages and Literature of one state university in Makassar. The data were collected by distributing questionnaire and by interviewing half of the participants. The items in the questionnaire were adapted from Davis (1989) theory about Technology Acceptance Model Articles. Supporting data were taken from the result of an interview. This research found that items in both perceived ease of use and perceived usefulness majority received a positive response. Students’ knowledge of Instagram is an advantage in using it as a writing practice medium. The distraction from the learning process is the downside that frequently happened while using it. This indicates that Instagram is a useful media for writing practice.]]>
<![CDATA[EFL STUDENTS’ PERCEPTIONS TOWARD QUIZIZZ AS AN ASSESSMENT TOOL DURING ONLINE LEARNING ]]>
<![CDATA[Alvina Indana Zulfa]]>;
<![CDATA[Devinta Puspita Ratri]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v9i1.17378
<![CDATA[Assessment is an ongoing process on students’ learning achievement. It is not about giving students the value of numbers or letters; an assessment tool is used to measure and monitor students’ understanding of the material taught. Quizizz is a beneficial assessment tool with interactive features that can help students and teachers do the assessment during online learning. However, some students find difficulties in accessing Quizizz. Therefore, this research aims to investigate EFL students’ perceptions toward Quizizz as an assessment tool during online learning. This study involved 100 twelfth graders of one junior high school students in Malang, Indonesia. These students have experienced using Quizizz to do the assessment for four weeks. In this research, quantitative method with a survey research design was chosen. A close-ended questionnaire was used to collect the data on students’ perceptions about the efficacy, the benefit, and the challenges of using Quizizz, and the data were analyzed through descriptive statistics. The result of the study revealed that although there was an obstacle to fully implementing Quizizz, most of the students gave a positive attitude to the use of Quizizz as an assessment tool.]]>
<![CDATA[STUDENTS’ LEARNING APPROACH IN THE EFL ONLINE LEARNING CONTEXT ]]>
<![CDATA[Alit Tri Santika Ningsih]]>;
<![CDATA[Made Hery Santosa]]>;
<![CDATA[I Putu Ngurah Wage Myartawan]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v9i1.17408
<![CDATA[The switching between conventional learning to online learning during this pandemic quite affected the learning approach adopted by students. This study aims to determine the learning approach of the eighth-grade students at one of public schools in Bali during online learning. The mixed-method was used in this study with two instruments for data collection: the R-SPQ-2F questionnaire and semi-structured interviews. This study involved 168 eighth grade students of one public junior high school in Bali. The analysis of the mean score of R-SPQ-2F was used to evaluate the data from questionnaire, while the interactive model analysis was used to analyze the interview data. Based on the findings, the learning method of the eight-grade students in the context of online learning tends to be of deep approach. The results of the interview revealed that the student learning approach was influenced by several supporting and inhibiting factors. This shows that student learning approaches can adapt and be influenced by various factors faced by students during the learning process. These factors can come from within students and students’ learning environment. Therefore, teachers should have a better understanding of learning approaches adopted by students during online learning situations to assist students in achieving learning success.Keywords: EFL, online learning, students’ learning approach]]>
<![CDATA[POLITENESS STRATEGIES USED BY LECTURERS AND STUDENTS IN THESIS GUIDANCE THROUGH VIRTUAL COMMUNICATIONS ]]>
<![CDATA[Nyanuar Algiovan]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v9i1.17437
<![CDATA[Politeness is an essential element of communication and is used to assure the quality of a relationship through language. Politeness in English classes is paramount to study because the sense of decency is indispensable. In another condition, virtual communication to some extent is challenging since it requires some rules to run proper interactions between lecturers and students. The use of polite expressions is one of the rules to obey, especially in thesis guidance. This study is strived to see the use of politeness strategies in the interaction between lecturers and post-graduates at one state university in Lampung through virtual communication. This study employed qualitative method where the documentation was used to collect the data. The data of this study were conversation between the lecturer and the students through virtual communications: WhatsApp and E-mail. The findings reveal that (1) the positive politeness strategy was strategy mostly used by the students; (2) the lecturer mostly utilized bald-on record strategy, and (3) several factors were believed to influence the use of politeness strategies such as power, institutional position, social distance, age as well as social culture. ]]>
<![CDATA[INDONESIAN EFL TEACHER’S SELF-EFFICACY AND ONLINE CLASSROOM MANAGEMENT DURING COVID-19 PANDEMIC ]]>
<![CDATA[Aulia Rahmawati]]>;
<![CDATA[Yanty Wirza]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v9i1.17436
<![CDATA[Since the COVID-19 outbreak, online education has been mandated. Many teachers handled it well; others did not. Research has found that successful online teaching was related to the teacher's self-efficacy. Thus, it is vital to investigate EFL teachers' self-efficacy and their ability to manage challenges in online learning. In this qualitative design, the data were collected via questionnaires and interviews. The questionnaires were statistically calculated, and the interview were coded and transcribed. This study revealed that teachers with high and low self-efficacy struggled in managing online classes related to instructional, behavioral, and contextual issues. Furthermore, teachers with high self-efficacy develop more innovative and effective solutions to problems in an online classroom. However, low self-efficacy teachers tend to be inflexible and unconfident when confronted with challenging issues in an online classroom. Then, the findings also indicated that high self-efficacy teachers quickly adapted and resolved difficulties when disruptions aroused. Finally, effective online education is entirely up to the teachers. As a result, teachers needed to be adaptable and more effective in managing online classroom activities. In this regard, teacher education programs should include online classroom management into their curricula and develop strategies for increasing teachers' self-efficacy.Keywords: COVID-19 pandemic, EFL teacher's self-efficacy, online classroom management]]>
<![CDATA[THE CORRELATION BETWEEN STUDENT’S READING STRATEGY AND READING COMPREHENSION OF SECONDARY SCHOOL ]]>
<![CDATA[Ika Nur Aini]]>;
<![CDATA[Suvi Akhiriyah]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v9i1.17476
<![CDATA[Reading strategies are procedures to assist students’ reading comprehension which play an active role in reading literacy. This quantitative study aims to find out the reading strategies mostly used by students and to find out the correlation between students' reading strategies and their reading comprehension. The research design used was correlational study. The total sample in this study was 74 ninth graders in one of junior high schools in Surabaya. The participants were chosen using the convenience sampling method due to the availability of the students. The data were collected by using Survey of Reading Strategies (SORS) questionnaire and reading comprehension test. The data were analyzed by using descriptive statistics to find out the strategy mostly used by students, and Pearson Product Moment to find out the correlation between variables. The results showed that the students often used Problem-Solving Strategy (M= 4), Global Reading Strategy (M= 3.04), and Support Reading Strategy (3.04). Furthermore, it was found that there was no correlation between the two variables (p-value= 0.790, >0.05). According to the result, good reading strategy does not affect the reading comprehension correlation.]]>
