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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 126 Documents
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An Analysis of Local Wisdom in the Discourse of Indonesian Folklore “Batu Menangis” Titi Rokhayati; Tria Oktafiana; Ja’far Sodiq; Edi Sunjayanto
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.v6i01.2195

Abstract

This study investigates the local wisdom within the Indonesian folklore Batu Menangis using the methods of coherence and cohesion. The narrative, originating from Kalimantan Barat, serves as a medium to explore traditional values such as filial piety, humility, and respect for one's origins. By analyzing its narrative structure, thematic connections, and linguistic features, the research highlights how coherence devices (e.g., repetition, conjunctions) and logical sequencing establish coherence within the text. This folklore is important to be analyzed because it is cultural context that carries local wisdom, moral education and gender values, social norms and intercultural meaning that are highly relevant to education, linguistics, literature and cultural studies today. The findings reveal that the story reflects cultural norms, moral lessons, and societal expectations, which symbolized through the transformation of the disobedient child into a crying stone. The study emphasizes the role of Batu Menangis in preserving Indonesia's cultural heritage and promoting educational values. Through a detailed examination of its local wisdom, the research underscores the importance of folklore as a vehicle for cultural transmission and moral education. This research highlights the discourse analysis and the importance of integrating folklore into educational contexts to strengthen character education and cultural literacy. By uncovering the local wisdom embedded in Batu Menangis, the study contributes to broader discussions on preserving intangible cultural heritage and utilizing traditional narratives as meaningful pedagogical resources in contemporary education
A Comparative Study of Direct and Indirect Learning Strategies in Teaching Countable and Uncountable Nouns to Students of SMP Negeri Pauh Anggun Mahesti; Puji Lestari; Herlan Aryanto; Masagus Firdaus
English Education and Literature Journal (E-Jou) Vol 6 No 02 (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.v6i02.2231

Abstract

Mastery of grammar is a fundamental component of English language acquisition, particularly in understanding countable and uncountable nouns, which frequently pose challenges for junior high school students in producing grammatically accurate sentences. Students’ difficulties in applying appropriate quantifiers, articles, and plural forms demonstrate that this grammatical area has not yet been comprehensively mastered. In response to this issue, the present study examined the effectiveness of direct and indirect learning strategies in enhancing students’ comprehension of countable and uncountable nouns. Employing a quantitative, quasi-experimental design, the study involved two experimental groups of 30 students each. Data were gathered using pre- and post-test instruments and subsequently analyzed using statistical tests, tests of normality and homogeneity, and paired and independent-samples t-tests. The findings indicated that both groups demonstrated statistically significant improvement following the treatments, as reflected in increased mean scores and paired-sample t-test results with p-values below 0.05. Nevertheless, the independent-samples t-test revealed no statistically significant difference between the two instructional approaches, as the p-value exceeded 0.05, suggesting that both direct and indirect learning strategies were comparably effective in improving students’ grammatical understanding. These results imply that integrating both approaches may enhance students’ grammar mastery while also providing teachers with greater pedagogical flexibility in classroom instruction. Consequently, educators are recommended to implement a balanced combination of instructional strategies to achieve more optimal learning outcomes
Multidimensional Analysis of Oral Communication Barriers and Pedagogical Impediments in English as a Foreign Language: A Case Study of Indonesian Secondary Education Nelsi Nurdin; Reflinda Reflinda; Melyann Melani; Eliza Eliza
English Education and Literature Journal (E-Jou) Vol 6 No 02 (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.v6i02.2136

Abstract

This study investigates the speaking difficulties experienced by first-grade students at SMAN 1 Sungai Pua, West Sumatra, Indonesia. Using a qualitative descriptive design, data were collected through classroom observations and structured interviews involving 25 students and one English teacher. The findings reveal that students experienced four major speaking difficulties: inhibition, lack of ideas to express, low participation, and frequent use of the mother tongue. These difficulties were influenced by both internal factors, including anxiety, low self-confidence, limited vocabulary, and lack of motivation, and external factors such as teacher-centered instruction, limited opportunities to practice English, and inadequate learning support. The study concludes that psychological and environmental factors play a more significant role than linguistic limitations in influencing students' speaking performance. Therefore, English teachers are encouraged to implement more communicative and student-centered learning strategies to improve students' confidence and oral communication skills.
Students’ Use of Memory Strategies in Learning English Pronouns Sri Novaliza; Siti Awaliyah Ramadhanti; Mariyasih Mariyasih; Masagus Firdaus
English Education and Literature Journal (E-Jou) Vol 6 No 02 (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.v6i02.2328

Abstract

This study examines the effectiveness of various memory-enhancement strategies in helping 9th-grade students at Al-Quran Darul Ulum Junior High School improve their mastery of English pronouns. Through an analysis of usage frequency and students’ strategy preferences, this study reveals a strong relationship between cognitive memory aids and improved grammar skills. The findings highlight three prominent techniques, repetition, mnemonics, and contextual association, as highly effective methods that enable students to transition from rote memorization to a deeper, more practical understanding of pronouns within sentence structures. Ultimately, this study demonstrates that students who apply these methods are far more proficient in correctly identifying and using pronouns in everyday situations. This implies that effective language instruction must shift from conventional memorization exercises to targeted memory aids that align with the brain’s natural way of absorbing and retaining new language elements
Improving Students' Ability in Understanding the Unfamiliar Vocabulary Through Contextualization in Kejar Paket C PKBM Dharma Santhi Tabanan Ni Luh Komang Windi Santi Dewi
English Education and Literature Journal (E-Jou) Vol 6 No 02 (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.v6i02.1738

Abstract

This study aimed to improve the ability of second-year students of Kejar Paket C at PKBM Dharma Santhi in understanding unfamiliar vocabulary through contextualization. The study was conducted using a Classroom Action Research (CAR) design in two cycles. The instruments included pre-tests and post-tests, and the data were analyzed using descriptive statistics. The contextualization strategy was implemented through several activities, including guiding students to identify contextual clues such as definitions, surrounding sentence patterns, and other textual information; connecting unfamiliar words with students’ daily experiences; and engaging students in collaborative vocabulary tasks in which they discussed and inferred word meanings together. The findings indicated a significant improvement in students' vocabulary comprehension, with mean scores increasing from 20.62 (pre-test) to 65.62 (post-test I), and finally to 88.75 (post-test II). These findings suggest that contextualization combined with collaborative learning can provide a practical approach to helping learners construct the meaning of unfamiliar vocabulary in a non-formal education setting. The contextualization strategy, which emphasized collaborative learning and the use of contextual clues, proved effective in enhancing students' vocabulary mastery
Analyzing Teacher Strategies in Vocabulary Learning in Elementary Schools I Gusti Ayu Bintang Yulia Dewi
English Education and Literature Journal (E-Jou) Vol 6 No 02 (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.v6i02.1823

Abstract

This study aims to analyze various teaching strategies used by teachers in facilitating vocabulary learning in elementary school students. Strong vocabulary mastery is a crucial foundation for students' academic success and communication skills. However, students often face challenges in enriching their vocabulary. This study explored the vocabulary teaching strategies most frequently implemented by teachers, evaluate their impact on students' vocabulary acquisition, and identify factors that influence the success or failure of these strategies. [ADDED/REVISED] The study employed a descriptive qualitative case study at SD Negeri 3 Senganan, Tabanan, Bali, involving one Grade V English teacher and 25 Grade V students. Data were collected through classroom observations, semi-structured interviews, and questionnaires. The findings show that the teacher employed a combination of visual media, educational games, songs, drilling, and translation in teaching vocabulary. Visual media, particularly pictures and flashcards, were frequently used, followed by games and songs. Student questionnaire responses indicated that 92% of students liked English lessons, 88% found vocabulary easier to remember when accompanied by pictures, and 84% enjoyed learning through songs. However, 64% of students reported hesitation when pronouncing English words in front of the class. The findings also revealed challenges related to limited instructional time, differences in students’ learning abilities, pronunciation difficulties, and limited access to professional training. [ADDED/REVISED] The study contributes an empirically grounded description of how multimodal and interactive vocabulary teaching strategies are implemented in an Indonesian elementary school and highlights the need to adapt such strategies to students’ developmental characteristics, classroom conditions, and available resources

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