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English Education and Literature Journal (E-jou)
Published by Universitas Ma'arif Nahdlatul Ulama
ISSN : -     EISSN : 27750493     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Languange, Linguistic, Communication & Media Other
The scopes of the journal include the following topic areas: English language education and policy, English curriculum, EFL methodology, teaching and learning strategies, evaluation and assessment, TEYL, classroom action research, translation, teaching media and ICT, applied linguistics, ELT materials development, linguistics, pragmatics, critical discourse analysis, and literature.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 103 Documents
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The Impact of Outlining Technique on Seventh Grade Students’ Writing Agustina, Kharisma Prita; Widyaningsih, Titik Lina
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal (In Progress)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1816

Abstract

Writing is one of the most challenging skills for students to master in learning English. Many students face difficulties in organizing ideas coherently, developing paragraphs, and using appropriate vocabulary and grammar. The outlining technique, which involves creating a structured plan before writing, is considered an effective strategy to help students improve their writing skills. This study aims to investigate the impact of using the outlining technique on the writing ability of seventh-grade students at SMPN 1 Pakel. This study applied a pre-experimental design with a one-group pre-test and post-test model. The participants were 32 seventh-grade students of class VII-B. The instrument used was a writing test administered as a pre-test before the treatment and a post-test after the treatment. In analyzing the data, a paired-samples t-test was conducted using SPSS to determine whether there was a significant difference between the pre-test and post-test results. The findings showed that the students’ mean score improved from 55.47 in the pre-test to 74.84 in the post-test, indicating an overall increase of 19.37 points. Furthermore, the significance value of 0.00 < 0.05 confirmed that the outlining technique had a significant effect on students’ writing performance. Based on these results, it can be concluded that the outlining technique is effective in improving the writing ability of seventh-grade students at SMPN 1 Pakel
Assistance in Learning English Tenses (Simple Present, Continuous, Simple Past) and Prepositions through a Community Service Program by English Education Students for Junior High School Students of Grades VII-VIII Syahid, Abdul; Marshanda, Marshanda; Ramadhan, Muhammad Alief Raihan; Ramadhani, Raysha; Soraya, Syarifah; Rani, Rani; Amalia, Najwa; Amalia, Najwa Rizki; Setiawan, Muhammad Dicky; Mumtaazah, Yasmine; Caenovea, Ciraenda
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal (In Progress)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1687

Abstract

This community service initiative was carried out by English Education students from the Faculty of Tarbiyah and Teacher Training at State Islamic University of Palangka Raya. The program aimed to enhance junior high school students’ understanding of key English grammar components—specifically the simple present, present continuous, and simple past tenses, as well as the correct use of prepositions. Conducted over two days, the program involved structured lessons using school-provided textbooks, visual aids, and interactive activities such as grammar games and group discussions. Data were collected through direct observation, Q&A sessions, and practice exercises to evaluate students' comprehension and application of the material. The findings indicate that the use of contextualized instruction, real-life examples, and communicative activities—supported by visual media and practice exercises—effectively improved students' grammatical accuracy, confidence, and engagement. The involvement of English education university students as peer facilitators fostered a more interactive and less intimidating learning environment. This program also reinforced the pedagogical value of experiential learning, benefiting both junior high school students and pre-service teachers by providing meaningful and reflective teaching experiences aligned with real classroom needs. Overall, this initiative successfully addressed students’ learning gaps in English grammar and showcased the benefits of integrating community service into teacher education
The Application of Scaffolding Technique: Think-Pair-Share (TPS) to Improve the English Speaking Skills of Grade XI Students at SMA Negeri 1 Penebel in the 2024/2025 Academic Year Dewi, Ni Luh Made Winda Sri
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal (In Progress)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1737

Abstract

This study aims to improve the english speaking skill of Grade XI-1 students at SMA Negeri 1 Penebel n the 2024/2025 academic year through the application of the Scaffolding Technique using the Think Pair and Share (TPS) strategy. Speaking is one of the essential language skill that reflect students’ communicative competence; however, many students continue to face challenges in vocabulary use, grammatical accuracy, pronunciation, and confidence. To address these issues, this research employed a Classroom Action Research design, which was conducted following the model proposed by Kemmis and McTaggart. The study focused on how the TPS strategy, as a form of scaffolding, could actively engage students in speaking and gradually enhance their performance. The study was implemented in two cycles, each consisting of planning, action, observation, and reflection. The results showed progressive improvement across the cycles. The pre-test score totaled 370 with an average of 12.76 and 63.79% of students achieving the minimum mastery criterion (KKM). After Cycle I, the total score increased to 392 with an average of 13.52 and a completeness rate of 67.59%. Significant improvement was recorded in Cycle II, where the total score reached 483, the average rose to 16.66, and completeness reached 83.28%. These findings indicate that the TPS technique effectively enhanced students’ speaking skills by fostering collaborative learning, active participation, and structured oral practice. It also increased student engagement and confidence in speaking English. The study recommends the use of TPS as an alternative strategy to improve speaking performance in EFL classrooms

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