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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 117 Documents
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Implementing Differentiated Instruction in an EFL Classroom: A Study of Grade VIII Students at SMPIT MTA Karanganyar Amanina, Fitria Faida; Hidayat, Nur
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1985

Abstract

Differentiated Instruction (DI) is essential in Indonesian EFL classrooms to address diverse student needs under the Merdeka Curriculum. The purpose of this study is to describe the implementation of Differentiated Instruction (DI) in English as a Foreign Language (EFL) learning, identify the challenges faced by teachers during the implementation process, and formulate strategies used to overcome these obstacles. This study used qualitative methods with data collection techniques in the form of observation, interviews, and questionnaires. The research procedure included conducting non-cognitive diagnostic assessments, analyzing student needs, preparing differentiated lesson plans, conducting classroom learning, and collecting data on teacher and student perceptions through semi-structured interviews. The research subjects included two English teachers and seventh and eighth grade students selected based on variations in academic ability to illustrate the diversity of learning needs. The results showed that teachers had implemented Differentiated Instruction through content, process, and product differentiation, particularly by providing materials of varying levels of difficulty, grouping based on ability, and using a variety of learning media. The main challenges in implementing DI included time constraints, the complexity of classroom management, and administrative burdens. Teachers overcame these obstacles through flexible strategies, creativity in preparing materials, the use of technology, and the creation of a supportive learning environment. Students generally showed positive perceptions, feeling more helped because the tasks were tailored to their abilities and interests, and more motivated to be actively involved in learning.
The Use of Voicespice Platform to Improve Speaking Skills Bastian, Arif Alexander; Karnedi, Karnedi
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.2015

Abstract

Speaking proficiency remains a challenge for non-English major students, particularly those in Informatics Engineering programs, due to limited opportunities for meaningful oral practice in English classes. To address this issue, the research aims to examine the effectiveness of voicespice to be a digital media platform for improving students’ speaking skills. Employing a quasi-experimental design, the study involved 25 Informatics Engineering students at Universitas Aisyah Pringsewu, with pre - test and post - test assessments used to analyze variations in speaking proficiency subsequent to the intervention. The collected data were analyzed using a paired samples t-test. The findings reveal a statistically significant improvement in students’ speaking skills, with a mean gain of 22.52 points (p < 0.05). These results indicate that integrating Voicespice into English instruction provides a practical and innovative approach to enhancing speaking practice, promoting learner autonomy, and increasing students’ confidence in English. This research contributes to the increasing body of scholarship in technology-assisted language learning by highlighting the potential of audio-based platforms in supporting speaking development among non-English major students.
Collaborative Strategies for Teaching Reading Comprehension: A Literature Review of Moreillon’s Framework and Its Relevance to Indonesian Universities Rakhmasari, Dwi Lia; Pratiwi, Berlin Insan
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.2018

Abstract

This article provides an extended conceptual and pedagogical review of collaborative strategies for teaching reading comprehension based on Judi Moreillon’s Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact (Moreillon, 2007). This study employs a qualitative literature review design to synthesize theoretical and empirical insights related to collaborative reading instruction. The study is framed within the pressing need to strengthen Indonesian students’ reading literacy, as national and international assessments consistently place Indonesia among the lowest performers in reading. These conditions reinforce the urgency for educators to adopt instructional practices that not only support comprehension but also cultivate meaningful engagement with written texts.Collaborative reading instruction is presented as a strategic approach in which lecturers, university librarians, and other educational partners jointly design, execute, and evaluate literacy-learning activities. Collaboration is defined as an equitable, voluntary, and interactive partnership where participants share responsibility for instructional decisions and student learning outcomes. Five collaborative teaching models support teaching, learning centers, parallel teaching, alternative teaching, and team teaching are elaborated as practical frameworks for enhancing reading instruction.The article further discusses seven core strategies for reading comprehension proposed by Moreillon: activating background knowledge, using sensory imagery, generating questions, making predictions and inferences, identifying main ideas, applying fix-up or self-monitoring strategies, and synthesizing information. These strategies guide learners through pre-reading, while-reading, and post-reading processes, enabling them to make connections to prior experiences, interpret textual cues, monitor comprehension, and construct integrated understandings of texts. Incorporating visual stimuli, intertextual connections, and student-centered questioning further enriches meaning-making. The discussion emphasizes the crucial shared roles of lecturers and librarians in resource selection, instructional planning, information-literacy support, and ethical use of sources, including guiding students in preventing plagiarism. A collaborative classroom–library structure promotes interdisciplinary learning, broadens access to quality reading materials, and fosters students’ critical engagement with diverse information sources.Overall, collaborative reading instruction is argued to be a relevant, context-appropriate, and practical solution for improving reading comprehension in Indonesian universities. Lecturers may adopt selected strategies based on classroom needs, resource availability, and instructional goals. When implemented consistently and thoughtfully, collaborative strategies promote active learning, increase student participation, and contribute significantly to more meaningful literacy experiences.
Gamification in English Language Teaching: ICT-Driven Engagement Strategies for 21st Century Learners Wafa, Zaenul; Kusumaningtyas, Etika Dewi
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.2061

Abstract

The use of technology in English Language Teaching (ELT) has become an integral part of contemporary educational practices, particularly in supporting student engagement and improving learning outcomes. Among various technology-based approaches, gamification has attracted considerable attention due to its potential to integrate game elements such as points, badges, challenges, and feedback into instructional activities. This study adopts a qualitative library research approach, employing tehmatic content analysisi to review 27 peer-reviewed journal articles published between 2020 and 2025. The selected literature was analyzed to examine how gamification functions as an ICT-based engagement strategy for 21st-century learners in ELT contexts. The review focuses on the role of gamified learning in enhancing learner motivation, engagement, and the development of English language skills, including speaking, listening, reading, and writing. The findings suggest that gamification contributes positively to learner motivation and participation when it is pedagogically designed and aligned with learning objectives. Digital platforms such as Kahoot, Quizizz, and Duolingo are frequently reported as effective tools for facilitating gamified learning. The study concludes that the integration of gamification into ELT curricula can support more meaningful and engaging learning experiences that respond to the characteristics of contemporary learners
The Role of the Pictoword Game in Boosting Students' Vocabulary Achievement at Mts Negeri 1 Sragen warsono, warsono; Sujito, Sujito
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.2062

Abstract

This study aims to demonstrate the effectiveness of implementing the pictoword game on students' vocabulary achievement in seventh graders at MTs Negeri 1 Sragen. The author used a quantitative research method with a quasi-experimental design. The author took student samples through purposive sampling. The pre-test results showed that the experimental group scored lower than the control group. The average pre-test score in the experimental group was 61.36 and the average pre-test of the control group was 65.60. The two groups were given pre-tests at the same time. The experimental group received four sessions of treatment while learning vocabulary using the Pictoword game. The control group learned vocabulary only through conventional learning. To determine whether the experimental group improved their vocabulary achievement, the authors conducted a post-test. The authors used the IBM SPSS Statistics Base 22.0 program to calculate all data in this study. The results of this study showed that the experimental group's average score increased to 86.33, while the control group's average post-test score was 84.77. Only the experimental group improved their vocabulary achievement because they were treated with four tests using the Pictoword Game. Hypothesis analysis also determined that the alternative hypothesis (Ha) was accepted, meaning there was a significant effect in implementing the pictoword game on students' vocabulary achievement. This study can be concluded that using the pictoword game can help students learn vocabulary more easily but in a fun way, stimulate students to learn more actively, and also improve students' vocabulary achievement.
Students’ Perceptions on Business English Writing through Business Plan in English for Business Ratnaningsih, Paskalina Widiastuti
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.2144

Abstract

The aim of this study is to discover business English writing through business plan. English for Specific Purposes focuses on English learning that is specified for purposes in each different field. By mastering specified materials based on the purpose of learning, then students have specified competence in their field. English for Business is one of English for Specific Purpose fields. Writing is one of English skills that is challenging to be learned. In the Entrepreneurship study program, business plan is needed so that the students are able to build a business after graduation. The ability to write business plan in English is needed. This study used survey research. The respondents of this study were English for Business class students in Entrepreneurship study program that consisted of 23 students. The study used questionnaire that was divided into closed-ended and open-ended questions. The results of this study were students’ ability in business English writing increased in the number of 52%. The students could write sentences and paragraphs well and their vocabulary in business English increased. They could write business plan in English well. It also increased collaboration among students. Future researchers can explore other skills for research of business English in Entrepreneurship study program.
Enhancing Reading Comprehension Skill Through Retelling Story Jati, Dindadari Arum; Kurnia, Nandy Intan; Arrum, Regita Sekar
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.2151

Abstract

English reading comprehension remains a challenge for many Indonesian students learning English as a foreign language. This study investigates the use of story retelling as a pedagogical strategy to improve students’ reading comprehension. Conducted in 2021, the study employed a descriptive quantitative approach with a one-group pre-test and post-test design involving nine Grade XII students from an Islamic private senior high school in Yogyakarta, Indonesia, who followed the 2013 national curriculum. The students read two Aesop’s fables, The Boy Who Cried Wolf and The Fox and the Grapes, and retold the stories through written and recorded oral tasks as part of emergency remote teaching during the COVID-19 pandemic. Students’ performances were assessed by three teachers using a scoring rubric covering relevancy, accuracy, fluency, and creativity, with relevancy and accuracy treated as the primary indicators of reading comprehension. Data were analyzed through descriptive comparison of mean pre-test and post-test scores. The results indicate an overall improvement in students’ reading comprehension, particularly in terms of relevancy and accuracy in the post-test. These findings suggest that story retelling can serve as an effective instructional strategy to support reading comprehension in English, especially when integrated with written and oral activities. This study highlights the potential of children’s literature, such as Aesop’s fables, to facilitate comprehension among Indonesian senior high school students

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