Digital Literacy in Action: An Ethnographic Study of EFL Classrooms in Indonesian Senior High School
Keywords:
Digital Literacy; Action; Ethnography; Indonesian EFL classrooms
Abstract
This ethnographic study investigates the integration of digital literacy in EFL classrooms in an Indonesian senior high school. Although digital literacy is essential in contemporary Education, research in rural or under-resourced environments is scarce, especially on its cultural and pedagogical aspects. The study employed a qualitative ethnographic methodology, conducted over six months at SMA Negeri 10 Kota Ternate, which incorporated participant observation, semi-structured interviews, document analysis, and field notes. The findings indicated that Education based on digital literacy was executed in three fundamental phases: planning, implementation, and evaluation. Educators incorporated available digital resources, such as YouTube, Canva, Google Forms, and Kahoot, to create engaging and interactive learning environments. Nonetheless, infrastructure limitations and varied levels of digital proficiency posed ongoing obstacles. Three emerging cultural themes—pedagogical adaptation, negotiated involvement, and reflective assessment—highlighted how educators tailored digital practices to their sociocultural setting. The study suggests that digital literacy in EFL education is both a technical process and a contextual social practice, influenced by factors such as context, agency, and resource availability. It advocates for improved teacher professional development and infrastructure to facilitate equitable and contextually relevant digital instruction in marginalised educational environments.
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References
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Mejías-Acosta, A., Regnault, M. D., Vargas-Cano, E., Cobo, J., & Vidal-Silva, C. (2024). Assessment of Digital Competencies in Higher Education Students: Development and Validation of a Measurement Scale. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1497376
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Palupi, T. M., & Subianto, K. A. (2024). The incorporation of digital literacy in EFL learning materials in junior high school. Indonesian EFL Journal, 10(1), 87-96. https://doi.org/10.25134/ieflj.v10i1.9293
Pelgrum, W. J. (2001). Obstacles to integrating ICT in Education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163–178.
Puentedura, R. R. (2006). Transformation, technology, and Education. Retrieved from http://hippasus.com/resources/tte/
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Reigeluth, C. M. (1999). Instructional-design theories and models: A new paradigm of instructional theory (Vol. II). Lawrence Erlbaum Associates.
Sari, T. R., Yana, N. D., Edi, W., & Putri, A. (2024). A Correlation between Digital Literacy and EFL Students’ Reading Comprehension at Higher Education. Lectura Jurnal Pendidikan, 15(2), 315–326. https://doi.org/10.31849/lectura.v15i2.20132
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Warschauer, M. (2006). Laptops and literacy: Learning in the wireless classroom. Teachers College Press.
Wedin, A. (2021). Ideological and Implementational Spaces for Translanguaging in the Language Introduction Program at Swedish Upper Secondary Schools. Multilingual, 41(3), 359–377. https://doi.org/10.1515/multi-2021-0126.
Zou, Y. L., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: trends, challenges, and innovations in technology integration. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1562391
Alakrash, H. M., & Razak, N. A. (2021). Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy. Sustainability, 13(21), 12304. https://doi.org/10.3390/su132112304.
Anwar, S. E., & Anjarningsih, H. Y. (2024). Implementation of Hybrid Learning: Adopting a Multisensory Approach in English Classrooms for Dyslexic Students. Jurnal Pendidikan Humaniora, 12(1), 9. https://doi.org/10.17977/um011v12i12024p9-25
Atmojo, I. R. W., Ardiansyah, R., Nafisah, A., Matsuri, M., Saputri, D. Y., & Chumdari, C. (2022). The Effectiveness of Digital Literacy Indicators in Improving Students’ Reading Interest. AL-ISHLAH Jurnal Pendidikan, 14(3), 3007. https://doi.org/10.35445/alishlah.v14i3.2123
Barreras, R.-A. M., Irvine, C. S., Leong, P., Ho, C., Menchaca, M., Paek, S., & Winters, J. S. (2024). The potential influence of smartphone use behaviours on perceptions of social integration.
Baskara, FX. R. (2024). Conceptualising Digital Literacy for the AI Era: A Framework for Preparing Students in an AI-Driven World. Data & Metadata, 4, 530. https://doi.org/10.56294/dm2025530
Batubara, M. H. (2021). Integrating Technology in EFL Classroom for Indonesian Adolescent Learners. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 5(2), 542–552. https://doi.org/10.30743/ll.v5i2.4508
Buchan, J. N., Read, S., & George, J. (2024). Rethinking assessment in the digital age: Formative, multimodal approaches for adolescent learners. Routledge. https://doi.org/10.4324/9781003334567
Buchan, M. C., Bhawra, J., & Katapally, T. R. (2024). Navigating the digital world: development of an evidence-based digital literacy program and assessment tool for youth. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00293-x
Cabellos, B., Pérez-Sanagustín, M., & Romero, M. (2023). Digital literacy in secondary schools: Insights from urban classrooms in Latin America. Computers & Education, 194, 104702. https://doi.org/10.1016/j.compedu.2023.104702\
Cabellos, B., Siddiq, F., & Scherer, R. (2023). The moderating role of school-facilitating conditions and attitudes towards ICT on teachers' ICT use, with an emphasis on developing students' digital skills. Computers in Human Behaviour, 150, 107994. https://doi.org/10.1016/j.chb.2023.107994
Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence [Review of Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence]. Frontiers in Education, 9. Frontiers Media. https://doi.org/10.3389/feduc.2024.1395155
Creswell, J. W. (2012). Qualitative Inquiry and Research Design. SAGE Publications.
Creswell, W. J & Creswell, D. J. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 6th ed. SAGE Publications, Inc.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
Fetterman, M. D. (2010). Ethnography: step-by-step ed. SAGE Publications, Inc.
Gee, J. P. (2015). The anti-education era: Creating smarter students through digital learning. Palgrave Macmillan.
Hamidah, N. (2021). Digital Literacy in EFL Teaching. ELTALL: English Language Teaching, Applied Linguistics and Literature. 2(2), p.90.
Hanif, Kurniawati, & Rizki. (2024). Empowering EFL Learners: The Impact of Digital Literacy in Blended English Language Teaching Method. Jurnal Pembelajaran dan Pengembangan Diri. 4 (3), 761-770 https://doi.org/10.47353/bj.v4i3.382
Henne, A., Möhrke, P., Huwer, J., & Thoms, L. (2024). Finally, Digital Natives? Changes in Media Use among Science Students during the COVID-19 Pandemic. Education Sciences, 14(6), 555. https://doi.org/10.3390/educsci14060555
Hornberger, N. H. (2005). Opening and Filling Implementation and Ideological Spaces in Heritage Language Education. The Modern Language Journal, 89(4), 582. Retrieved from https://www.academia.edu/68883218/Opening_and_filling_up_implementati onal_and_ideological_spaces_in_heritage_language_education.
Isma, A., Isma, A., Isma, A., & Isma, A. (2023). Peta Permasalahan Pendidikan Abad 21 di Indonesia. Jurnal Pendidikan Terapan, 11. https://doi.org/10.61255/jupiter.v1i3.153
Levin, I., Semenov, A. L., & Gorsky, M. (2025). Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs. Education Sciences, 15(1), 45. https://doi.org/10.3390/educsci15010045
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Mejías-Acosta, A., Regnault, M. D., Vargas-Cano, E., Cobo, J., & Vidal-Silva, C. (2024). Assessment of Digital Competencies in Higher Education Students: Development and Validation of a Measurement Scale. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1497376
Mills, G. E., & Gay, L. R. (2016). Educational Research Competencies for Analysis and Applications. Published by Pearson Education.
Palupi, T. M., & Subianto, K. A. (2024). The incorporation of digital literacy in EFL learning materials in junior high school. Indonesian EFL Journal, 10(1), 87-96. https://doi.org/10.25134/ieflj.v10i1.9293
Pelgrum, W. J. (2001). Obstacles to integrating ICT in Education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163–178.
Puentedura, R. R. (2006). Transformation, technology, and Education. Retrieved from http://hippasus.com/resources/tte/
Purmayanti, D. (2022). The Challenges of Implementing Digital Literacy in Teaching and Learning Activities for EFL Learners in Indonesia. BATARA DIDI : English Language Journal. 1(2), pp.101–110. DOI: https://doi.org/10.56209/badi.v1i2.38.
Reigeluth, C. M. (1999). Instructional-design theories and models: A new paradigm of instructional theory (Vol. II). Lawrence Erlbaum Associates.
Sari, T. R., Yana, N. D., Edi, W., & Putri, A. (2024). A Correlation between Digital Literacy and EFL Students’ Reading Comprehension at Higher Education. Lectura Jurnal Pendidikan, 15(2), 315–326. https://doi.org/10.31849/lectura.v15i2.20132
Spradley, J. P. (1979). The Ethnographic Interview. By Holt, Rinehart, and Winston, Inc.
Spradley, J. P. (2006). Metode Etnografi. Edisi kedua. Jogjakarta: Tiara Wacana.
Suryantari, N. a. Y. D. (2023). Integrating Digital Literacy in EFL Classes at SMA Budya Wacana Yogyakarta. Jurnal Riset Manajemen Komunikasi, 3(2), 77–80. https://doi.org/10.29313/jrmk.v3i2.2315.
Umarova, Z. (2024). Developing the Professional Competence of Future Chemistry Teachers through Digital Technologies: A Case Study of Kazakhstan. International Journal of Information and Education Technology, 14(8), 1119. https://doi.org/10.18178/ijiet.2024.14.8.2140
Vallès-Peris, N., & Domènech, M. (2023). Digital citizenship at school: Democracy, pragmatism and RRI. Technology in Society, 76, 102448. https://doi.org/10.1016/j.techsoc.2023.102448
Vallès-Peris, N., & Domènech, M. (2023). Digital citizenship in practice: A framework for inclusive participation in Education. Technology, Pedagogy and Education, 32(2), 215–232. https://doi.org/10.1080/1475939X.2023.2190983
Warschauer, M. (2006). Laptops and literacy: Learning in the wireless classroom. Teachers College Press.
Wedin, A. (2021). Ideological and Implementational Spaces for Translanguaging in the Language Introduction Program at Swedish Upper Secondary Schools. Multilingual, 41(3), 359–377. https://doi.org/10.1515/multi-2021-0126.
Zou, Y. L., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: trends, challenges, and innovations in technology integration. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1562391
Published
2025-09-30
How to Cite
Mahmud, A. F., Mahmud, M., Weda, S., & Munir. (2025). Digital Literacy in Action: An Ethnographic Study of EFL Classrooms in Indonesian Senior High School. Eduvelop: Journal of English Education and Development , 9(1), 9-35. https://doi.org/10.31605/eduvelop.v9i1.5341
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Articles
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