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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 Use of Choose-Read-Share and Reading Logs as Extensive Reading Strategies to Foster Students' Reading Habits Dafitri, Fela; Hakim, Putri Kamalia
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1546

Abstract

Extensive Reading (ER) is a proven approach to enhancing students' reading fluency, comprehension, and motivation. However, many EFL learners struggle with low reading motivation and technology distraction. This study explores the implementation of the Choose-Read-Share (CRS) strategy and Reading Logs to promote extensive reading. Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, and document analysis (reading logs). The participants were 17 first-year students of the English Language Education Study Program at Universitas Singaperbangsa Karawang. Thematic analysis was applied to examine their implementation, benefits, and challenges. Findings indicate that CRS and reading logs increased student autonomy and engagement but posed challenges in maintaining motivation and confidence during discussions. While students enjoyed selecting books, some struggled with choosing appropriate materials. The Share stage supported comprehension but caused anxiety for hesitant students. Reading logs were useful for tracking progress but were sometimes seen as burdensome, leading to incomplete entries. Frequent readers showed better comprehension and engagement, supporting Krashen’s Input Hypothesis and the Matthew Effect (Stanovich, 1986). The study concludes that CRS and reading logs are effective but require modifications. Structured peer discussions, flexible reading log formats, and guided book selection are recommended to improve engagement and reduce sharing anxiety.
Power Dynamics in EFL, ESL, ELF A Metaphorical Adaptation of the Newtonian System Sulindra, Eric; Cendra, Anastasia Nelladia; Hartani, Tuti
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1539

Abstract

Understanding the power dynamics among English as a Foreign Language (EFL), English as a Second Language (ESL), and English as a Lingua Franca (ELF) is critical to navigate balanced English language education framework and policies which in turns would equalize global communication needs and local cultures preservation. This paper explains how the metaphorical perspective works in the context of EFL, ESL and ELF power dynamics and how these powers relate to one another, creating a power dynamics equilibrium and influencing greatly the global Englishes. Using a conceptual paper design in nature, the paper employs a metaphorical perspective of Newtonian System as opposing forces balancing each other to analyze the power dynamics of EFL, ESL and ELF. The Newtonian System metaphor provides an appropriate framework to describe the power equilibrium in the dynamics. On one side, factors like socioeconomic influences, demographic shifts, language policy, act metaphorically as forces pushing the spread of English across diverse contexts. Countries with strong economic ties to English-speaking nations tend to adopt ESL or EFL, driven by necessity (metaphorical representation of Newton’s first law of inertia). Simultaneously, the standard English paradigm acts as a force of conformity, reinforcing global norms and expectations around English usage, much like a gravitational pull, shaping the trajectories of EFL and ESL toward a fixed center of linguistic authority (metaphorical representation of Newton’s second law). On the opposite side, resistance arises from localized cultures, native languages, and distinct educational policies that push back, creating a dynamic balance similar to Newton’s third law of action and reaction. Future research can study extended contexts such as digital communication or postcolonial settings, to explore how local resistance adapts to globalization. Another possible further research are empirical investigations to recommend policy-making and teaching strategies that respect linguistic diversity while fostering global connectivity
The Use of Artificial Intelligence in Improving Students’ Speaking Skills Pratama, Rizky Mirani Desi; Hastuti, Dwi Puji
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1552

Abstract

In today’s globalized world, English language skills are essential for effective communication and opening up access to wider opportunities. Unfortunately, many junior high school students, especially in areas such as West Jakarta, face challenges in developing adequate speaking skills due to limited opportunities for interaction and practice. The learning methods used in schools often fail to provide the interactive and engaging environment needed to master speaking skills. To address these challenges, educators are increasingly turning to technological innovations, such as Artificial Intelligence (AI), to enhance the language learning experience. This study aims to determine the effectiveness of use artificial intelligence (AI) in learning English especially in improving students' speaking skills. Research methods that used are mixed-methods, combining quantitative and qualitative method. The research participants consisted of 30 junior high school students in the West Jakarta area. In this study, researchers used AI as a method of learning English, especially speaking skills. This research applies AI platforms, namely Canva and Vocaroo. The research results show there is a significant increase in speaking skills, after using AI. These findings support that the use of AI is effective in learning English, especially speaking skills. From the analysis carried out, it can be seen that the output Sig = 0.00. That is, the mean pre-test and post-test are different. So, it can be concluded that the application of Canva and Vocaroo media is effective in improving students' speaking skills and learning outcomes in General Conversation courses. The effectiveness of learning with Canva and Vocaroo media can also be seen from the average pre-test score of 67.92 and post-test of 85.84 which shows that learning outcomes have increased. Observations made in the learning process using Canva and Vocaroo media showed that the average student's speaking ability was in the good category and improved
Code Mixing Used by Tutors at Bananaina English Course Johan, Andrian Nuriza; Hartina, Tri
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1555

Abstract

The investigation centers on tutors’ code-mixing at Bananaina English Course during 2023–2024. The objectives encompass discerning code-mixing variants employed by instructors and unraveling their underlying motivations. This inquiry adopts a qualitative descriptive approach, spotlighting three English educators. Data collection entailed interviews, direct observation, and audio documentation, then interpreted through Muysken’s (2000) and Hoffmann’s (1991) frameworks. Findings reveal alternation code-mixing predominated (53%, 84 utterances), followed by insertion (28%, 45 utterances) and congruent lexicalization (19%, 31 utterances). Tutors engaged in code-mixing chiefly to elucidate concepts and foster rapport. Examining code-mixing illuminates linguistic adaptation in diverse settings and enriches comprehension of language acquisition in multilingual milieus. Such insights may refine pedagogical strategies in heterogeneous classrooms. Moreover, code-mixing research elucidates the psychological and sociocultural dimensions of linguistic variation, shedding light on dynamics of power, identity, and communicative norms.
The Grammatical Mistakes Found in the Movie Script of Bad Boys for Life (2020) Paramitha, Radhina Pradnya; Juliansyah, Juliansyah; Adi, Bambang Trisno; Afiyati, Alia; Beresaby, Rheinatus Alfonsus
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1562

Abstract

This study focuses on analysing the types of grammatical mistakes found in movie script of Bad Boys for Life (2020). The main data were obtained from the script of the movie and were analysed based on the conceptual framework of grammatical mistake theory. This research is using Descriptive Qualitative Method to analyze the grammatical mistakes of some sentences from the Bad Boys for Life movie script. The data (primary) of this research are all sentences in the Bad Boys for Life movie script. Not all sentences in the script are analysed but only the ones uttered by the main characters, namely Mike and Marcus. We do certain actions in order to gather the data. These include: (1) reading the screenplay, (2) spotting grammatical errors in the script, (3) compiling the sentences that contain grammatical errors, and 4) analyzing the errors, particularly in the area of grammar, by consulting any article sources. The grammatical mistakes found are categorized into 4 types. They are: 1) Missing the auxiliary verb, 2) Problems with the subject and verb agreement, 3) Problems with the pattern of question or interrogative sentence, and 4) Other kinds of error. The analysis of the error is done descriptively by citing related references. Totally, there are 69 errors but only 19 are discussed here.
A Semiotic Analysis on Signs Used on Tingkuluak Traditional Clothes of Koto Gadang Zulhantiar, Putri Annisa; Zein, Mutiara; Mawarni, Nidiya; Angin, Alemina Br. Perangin
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1584

Abstract

This study conducts a semiotic analysis of the signs embedded in Tingkuluak Koto Gadang, a traditional headpiece worn by Minangkabau women in Indonesia. Employing Charles Sanders Peirce's triadic model of semiotics, the research examines how motifs, colors, and ornaments function as signs to convey cultural meanings. The qualitative case study approach involved direct observation, visual documentation, and interviews with cultural experts to identify and interpret the semiotic elements in Tingkuluak Koto Gadang. The analysis revealed ten signs categorized into six types: Sinsign, Legisign, Icon, Index, Symbol, and Decisign. Among these, Icon and Decisign were the most dominant, with three occurrences each. For instance, the color red and gold serve as Icons, symbolizing courage and prosperity, while floral motifs like Bunga and Akar Daun function as Decisigns, representing harmony and resilience. Other signs, such as the Padi motif (Symbol) and Rumbai Kotak (Index), reflect agricultural heritage and structured societal values, respectively. The findings underscore that Tingkuluak Koto Gadang is not merely decorative but a rich semiotic system encoding Minangkabau identity, social norms, and philosophical values. However, the study highlights a growing disconnect among younger generations, who increasingly perceive these garments as aesthetic rather than symbolic. This research contributes to cultural preservation by decoding the hidden meanings of traditional attire, emphasizing the need for educational initiatives to sustain this intangible heritage. It also demonstrates the efficacy of Peirce’s semiotic framework in analyzing non-verbal cultural texts, offering a model for future studies on traditional clothing and material culture
Unlocking Descriptive Writing Skills with Picture Word Inductive Model (PWIM): A Study with Tenth-Grade Students at SMK Negeri 1 Sungai Tebelian Ilinawati, Ilinawati; Dharma, Yokie Prasetya; Irawandi, Hery
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1600

Abstract

This Classroom Action Research (CAR) study explores the effectiveness of the Picture Word Inductive Model (PWIM) in improving tenth-grade students' descriptive writing skills and classroom participation at SMK Negeri 1 Sungai Tebelian in the 2023/2024 academic year. The research aimed to evaluate how PWIM, a student-centered approach involving visual aids and inductive reasoning, influenced students' engagement and writing outcomes over two cycles. Data were collected from a variety of sources, including classroom observations, field notes, writing tests, student interviews, and video recordings, which provided both quantitative and qualitative insights. In the first cycle, despite the introduction of PWIM, students were hesitant and passive, resulting in average writing scores and limited participation. Observations revealed that students were unsure about the new approach and lacked confidence. To address these issues, several instructional adjustments were made for the second cycle, including providing additional scaffolding, promoting group discussions, and offering more explicit modeling of writing tasks. These changes contributed to an improved classroom atmosphere where students felt more comfortable and confident. The second cycle showed significant improvements. Student participation rose from 69.95% in Cycle I to 77.62% in Cycle II, reflecting a more active and engaged class. Writing scores also improved, with the average score increasing from 68.15 to 75.6, representing a 10.93% improvement. Interviews with students revealed that visual aids helped them generate ideas and write more detailed descriptive texts, boosting their writing fluency. This study concludes that PWIM is an effective method for enhancing both participation and writing skills in descriptive text learning. The findings highlight the importance of teacher adaptability and reflective practice in achieving sustained improvements in student performance. These insights offer valuable guidance for educators seeking innovative, research-based strategies to enhance writing instruction
An Analysis of Modality used by The Second-Year Students of Methodist 7 Medan in Speaking Pasaribu, Yessy Octaviana; Sitorus, Nurhayati; Sitorus, Rosmida
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1601

Abstract

Modality is an important aspect in the functional grammar system, which is used to express the speaker's attitude towards what he say. In the haliday approach, modality describes various degrees of certainty, desire, permission, or need that the speaker shows in a sentence. researchers focus on analyzing student speech. In this study, the researcher used descriptive and qualitative research methods. Based on the results of the analysis applied, researcher found 44 data points from both types, namely Modalization and Modulation. Modalization has a percentage of 25%, while Modulation data has a percentage of 19%. From the research results, the most dominant thing students say when speaking is the type of modalization. the researcher can understand the extent to which students master the use of modality in speaking English, as well as how they choose modal verbs to adjust tone and meaning in various communication situations. It can also provide insight into areas where students may need more training
An Analysis of Compound Words Found in The Encanto Movie Soundtrack Isabela, Windi Apriyani; Tuminah, Tuminah
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1658

Abstract

This research aims to identify the types of compound words and examine how their meanings are formed in the lyrics of the Encanto movie soundtrack. The analysis is based on Lieber’s (2009) theory for morphological classification, which divides compounds into endocentric and exocentric types, and Saeed’s (2016) theory for semantic classification, which distinguishes between transparent and opaque meanings. This study uses a descriptive qualitative method with documentation as the data collection technique. The steps include listening to the songs, checking the lyrics, identifying compound words, and classifying them based on their structure and meaning. The results show a total of 30 compound words: 24 (80%) are endocentric and 6 (20%) are exocentric; 23 (77%) have transparent meanings, while 7 (23%) are opaque. This study highlights the structural and semantic features of compound words found in song lyrics and shows how linguistic elements can enrich musical expression
Conversational Implicature in “The Holdovers” Movie: Pragmatic Approach Directed by Alexander Payne Ainiyah, Nur Rohmatul; Sholichah, Norma Ita
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): 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.v5i02.1616

Abstract

The goals of this research to examine conversational implicature in "The Holdovers" movie. This study examines conversational implicatures in The Holdovers 2023 movie directed by Alexander Payne. This study employed using a descriptive qualitative method, and researchers used Grice's theory to analyze many types of conversational implicature and the maxim of violation, which entails some steps the first, the researcher viewing the film, second, the researcher identifying implicature-containing sentences, and finally, the researcher then deciphered the meanings that were implied in the conversation. The findings indicate that there were 21 data points violation maxim from The Holdovers movie, the most frequent infraction is the relation maxim (7 data points), which is followed by the quantity maxim (6 data points), the quality maxim (6 data points), and the way maxim (2 data points). These violations often carried hidden meanings such as sarcasm, humorous, soft criticism, or emotional messages. These hidden meanings helped show how the characters express feelings or avoid conflict without speaking directly. This study advances the subject of pragmatics by demonstrating how indirect language in educational encounters may expose power dynamics, personal views, and generational communication gaps. Future research expected into implicature in other educataional media or actual classrooms. By comparing the two, we may gain a greater understanding of how individuals speak, express themselves, and deal with communication issues in education

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