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English Language and Literature in Education Journal (ELLINE Journal)
Published by Nexus Publishing NXP
ISSN : -     EISSN : 30629233     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
English Language and Literature in Education Journal (ELLINE Journal) ELLINE Journal is a scholarly publication dedicated to advancing knowledge and discourse in the field of English Language and Literature education. It serves as a platform for researchers, educators, and practitioners to explore innovative pedagogical approaches, theoretical insights, and empirical studies that enhance the teaching and learning of English language and literature. Scope: ELLINE Journal welcomes original research articles, literature reviews, case studies, and theoretical papers that significantly contribute to the understanding and improvement of English language and literature education across all educational levels. Aims: ELLINE Journal aims to foster a community of scholars dedicated to excellence in English language and literature education. By promoting rigorous research and innovative practices, the journal seeks to empower educators and contribute to the ongoing evolution of teaching methodologies and educational policies in these fields.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 24 Documents
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Enhancing Speaking Skills through Guessing Games: A Study on Descriptive Texts at SMP Sunan Ampel Porong Makarim, Muhammad Nabil
English Language and Literature in Education Journal Vol. 2 No. 1 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/xqkamd21

Abstract

This study explores the implementation and student responses to integrating guessing games for teaching speaking skills through descriptive texts at SMP Sunan Ampel Porong during the 2018/2019 academic year. Employing a descriptive qualitative approach, the research focused on 7th-grade students. Data were gathered from observations and student responses via questionnaire, with the researcher serving as the primary instrument supported by observation field-notes, checklists, and questionnaires. The findings underscored several significant outcomes: firstly, the guessing game effectively heightened student engagement by fostering a lively learning atmosphere. Secondly, it notably encouraged students to actively participate in English speaking activities, demonstrating an increase in language use and confidence. Thirdly, teachers found the game to be a useful tool for maintaining classroom discipline and managing student behavior. In terms of student feedback, a majority expressed enthusiasm for the guessing game, citing it as both motivating and enjoyable. The implications drawn from these findings are manifold: educators are encouraged to diversify their teaching methodologies to sustain student interest and active involvement in lessons. Students are advised to take a more proactive role in their learning journey, capitalizing on engaging activities like guessing games to enhance language proficiency. Additionally, future research endeavors could explore further applications of guessing games across different facets of English language learning. Overall, this study underscores the potential of guessing games as an effective pedagogical tool for enhancing speaking skills and enriching the educational experience in language classrooms.
Exploring the Usage of Conjunctions in Barack Obama’s Inaugural Victory Speech Delivered at Grant Park, Chicago Aji, Muhammad Najib Kurnia
English Language and Literature in Education Journal Vol. 2 No. 1 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/2q8vnh89

Abstract

This descriptive qualitative study aimed to analyze the types and functions of coordinate conjunctions in Barack Obama’s first victory speech delivered at Grant Park, Chicago. Utilizing a scripted transcript of the speech as the primary data source, the research meticulously identified instances where coordinate conjunctions appeared in words, phrases, or sentences. The study revealed that the most frequently used type of coordinate conjunction was ‘and’, which accounted for 113 instances (83.09%) of all occurrences. These conjunctions predominantly served to join individual words, link groups of words, and connect parts within compound sentences. The implications of the findings are twofold: first, English educators are encouraged to prioritize providing clear explanations of conjunctions to enhance students’ grammatical proficiency. Understanding how conjunctions function in speech can significantly improve students’ ability to construct coherent sentences and express ideas effectively. Second, students are urged to actively apply their knowledge of conjunctions during their learning processes to reinforce their language skills. By practicing the identification and usage of conjunctions in both spoken and written contexts, students can develop greater fluency and accuracy in their communication. Furthermore, the study suggests avenues for future research to explore the application and functions of different types of conjunctions across various discourse contexts. This exploration could deepen our understanding of how conjunctions contribute to the structure and coherence of language, thereby enriching language education practices and advancing linguistic research. Overall, this research contributes to both theoretical insights into speech analysis and practical implications for language teaching and learning.
Project-Based Learning and Writing Skills: A Relationship in Junior High School Students Fatimah, Siti
English Language and Literature in Education Journal Vol. 2 No. 2 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/a9f0zk04

Abstract

Project-Based Learning (PjBL) effectively integrates students’ knowledge, attitudes, and skills, creating a productive and engaging learning environment. This study investigates the influence of PjBL on the writing skills of 9th-grade students at SMP Negeri 44 Surabaya, employing a pre-experimental design with a sample of 40 Grade IX-A students. Statistical analysis revealed a significant enhancement in students’ writing skills, with the post-test mean score rising to 85.5 from a pre-test mean score of 72.6, and a Sig. (2-tailed) value of .001. The acceptance of the alternative hypothesis (Ha) and rejection of the null hypothesis (Ho) confirms that PjBL significantly boosts writing proficiency. These findings highlight the potential of PjBL to improve academic performance by fostering active learning and critical thinking. It is recommended that educators integrate PjBL into the curriculum to enhance not only writing skills but also broader academic competencies. Future research should investigate PjBL’s effectiveness on other English language skills and its potential to cultivate critical thinking and problem-solving abilities. Furthermore, exploring its application across different educational contexts and age groups could provide a more comprehensive understanding of its benefits and limitations. Adopting PjBL can transform traditional teaching methods, making learning more dynamic and student-centered, ultimately leading to better educational outcomes.
Assessing the Impact of Think-Pair-Share on Learning Comparative Degree in 8th Grade Students Viriana
English Language and Literature in Education Journal Vol. 2 No. 2 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/5h8s7091

Abstract

This study investigates the impact of the Think-Pair-Share (TPS) technique on the understanding of comparative degrees among the 42 eighth-grade students at SMP Negeri 48 Surabaya. Using a quasi-experimental design with a pretest-posttest control group, the research compared the effectiveness of TPS against traditional teacher-based teaching methods. The participants were divided into two groups: the experimental group received instruction through the TPS technique, while the control group was taught using conventional methods. The study measured the students’ grasp of comparative degrees through pretests and posttests, assessing improvements in academic performance and comprehension. Analysis of the data revealed that the experimental group, which utilized the TPS method, achieved significantly higher posttest scores compared to the control group. This result underscores the effectiveness of the TPS technique in enhancing the students’ understanding and retention of grammatical concepts. The findings advocate for the integration of TPS into instructional practices, as it facilitates active learning and improves educational outcomes. The research suggests that TPS not only engages students more effectively but also leads to better academic performance in learning comparative degrees. Consequently, the study supports the broader application of TPS in English grammar education to foster active learning environments and improve student achievements in junior high school settings.
Enhancing Students’ Descriptive Writing Skills through the Picture Word Inductive Model (PWIM) Hakimah, Nurul
English Language and Literature in Education Journal Vol. 2 No. 2 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/8ar01w15

Abstract

Research on enhancing students’ descriptive writing skills has consistently highlighted challenges, particularly the persistent gaps in performance and the limited effectiveness of conventional teaching methods. In this context, the present study addresses these issues by implementing the Picture Word Inductive Model (PWIM) at SMP Negeri 48 Surabaya during the 2020/2021 academic year. Initial data revealed a significant problem: the pre-test scores of the 42 students in class 7-B showed a mean of 62.88, with only 4.76% meeting the success criteria, underscoring the ineffectiveness of traditional approaches. Despite modest gains in the post-test scores of Cycle I, where the mean increased to 72.76 and 16.67% of students passed, the results remained inadequate. By employing Classroom Action Research (CAR) and focusing on PWIM, this study aimed to bridge the identified gaps. Observational data and testing across two cycles demonstrated significant advancements by Cycle II, with a mean post-test score of 85 and 80.95% of students meeting the success criteria, indicating a substantial improvement in descriptive text writing skills. The t-test analysis further confirmed the effectiveness of PWIM in significantly enhancing students’ writing performance. These findings suggest that PWIM not only addresses the deficiencies in students’ writing but also offers a viable strategy for broader application in similar educational contexts. The study underscores the need for future research to explore the long-term effects and applicability of PWIM across different subject areas to further validate and refine its effectiveness.
Assessing the Effectiveness of Problem-Based Learning on the Academic Performance of Grade XII Students Yuniati, Erni
English Language and Literature in Education Journal Vol. 2 No. 2 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/2yrbf166

Abstract

Traditional teaching methods often fall short in cultivating critical thinking skills, real-world application, and student engagement, which are crucial for academic success and future readiness. These shortcomings can result in passive learning, limited problem-solving abilities, and a disconnect between theoretical knowledge and practical application, ultimately hindering students’ overall academic performance. To address these issues, this study aimed to examine the effectiveness of problem-based learning (PBL) as an alternative teaching method for enhancing the academic performance of Grade XII students at MAN 1 Kota Madiun. Utilizing a pre-experimental design, the research focused on a single class, specifically Class XII-IPS 2, with a sample of 32 students during the second semester of the 2021/2022 academic year. The topic investigated was “How to Prepare Your Future”. The study evaluated the impact of implementing PBL on the students’ academic performance by examining their engagement, critical thinking skills, and ability to apply their knowledge to real-life situations. The findings revealed that PBL significantly enhanced the students’ academic performance, leading to higher engagement, improved critical thinking, and better application of knowledge in real-world contexts. Students showed increased participation and initiative, developed sharper analytical and evaluative skills, and effectively transferred classroom learning to practical situations. These outcomes highlight PBL’s effectiveness in not only boosting academic achievement but also equipping students with vital skills for future success. The study suggests that educators and policymakers should integrate PBL into curricula to foster critical thinking and real-world problem-solving abilities, thereby better preparing students for academic and life challenges.
The Role of Information Technology in Teaching English to Islamic Higher Education Learners: Assessing Digital Literacy Skills Asmira, Mita
English Language and Literature in Education Journal Vol. 2 No. 2 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/thakjg96

Abstract

The integration of Information Technology (IT) in English language teaching within Islamic higher education faces several challenges, particularly in developing comprehensive digital literacy skills among learners. Despite the growing reliance on digital tools, there remains a gap in students’ ability to effectively utilize these resources, especially in areas such as critical evaluation and ethical awareness. This study aims to assess the digital literacy competencies of 25 undergraduate students at Universitas Islam Internasional Darullughah Wadda’wah, focusing on their ability to navigate and employ IT in the context of English language learning. Using a 25-item close-ended questionnaire, the research evaluates five core dimensions: Technological Competence, Information Management, Critical Evaluation, Communication Proficiency, and Ethical Awareness. The findings reveal that while students demonstrate significant strengths in Communication Proficiency, there are critical shortcomings in Critical Evaluation and Ethical Awareness, highlighting the need for targeted interventions. These insights point to a broader issue of uneven digital literacy development, which poses a barrier to effective IT integration in language pedagogy. The study’s implications are multifaceted, suggesting that curriculum and instructional strategies should be adapted to address these gaps and promote a more balanced acquisition of digital skills. By aligning theoretical frameworks with practical applications, this research contributes to the discourse on enhancing digital literacy in Islamic higher education and calls for policy reforms that prioritize comprehensive digital literacy development.
Integrating Student Self-Assessment as a Key Instrument for Achieving Need-Supportive Learning Outcomes Hidayati, Dewi
English Language and Literature in Education Journal Vol. 2 No. 2 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/jxnqsj70

Abstract

Promoting effective academic assessment in higher education presents substantial challenges, particularly in aligning assessment practices with need-supportive teaching to enhance student outcomes. This study proposes the strategic integration of student self-assessment (SSA) as a central tool to address these challenges, focusing on its impact on academic performance at STAI Diponegoro Tulungagung, Indonesia. Through a correlational design, the research examines the influence of SSA on the students’ learning outcomes, specifically within the “English for Beginner” (EfB) course. A series of tests and an adapted SSA questionnaire were employed to measure the effects of consistent self-evaluation. The findings reveal that SSA practices significantly strengthen the connection between guided instruction and independent student achievement. Engaging instructional methods and structured participation were found to enhance student involvement, leading to improved self-assessment and better academic outcomes. These results underscore SSA’s role as a behavioral mechanism that not only clarifies but also empirically supports the link between need-supportive teaching practices and student success. By embedding SSA into routine educational assessments, educators can gain nuanced insights into individual learning needs, allowing for the adaptation of teaching strategies to better support student engagement and achievement. The implications of these findings are profound, suggesting that SSA has the potential to transform academic engagement and success in higher education. Future research should investigate the applicability of SSA across different subjects and educational settings to further explore its capacity to improve learning outcomes on a broader scale.
The SQ3R Method for Enhancing Reading Comprehension Among 8th-Grade Students at SMP Islam Insan Kamil Wonoayu Jalil, Abdul
English Language and Literature in Education Journal Vol. 2 No. 2 (2024): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/fj1ayc38

Abstract

Despite the acknowledged importance of effective reading comprehension strategies, specific challenges persist in enhancing students’ understanding, particularly in analytical texts. This study aimed to address these challenges by evaluating the impact of the SQ3R (Survey, Question, Read, Recite, Review) method on 8th-grade students’ reading comprehension at SMP Islam Insan Kamil Wonoayu. Using a classroom action research design, the study demonstrated that the SQ3R method led to a substantial improvement in students’ ability to comprehend analytical texts. By the second cycle, 83.3% of students showed notable progress, indicating the method’s effectiveness in addressing issues such as limited vocabulary and weak analytical skills. Nonetheless, the study uncovered several limitations, including the SQ3R method's restricted application to different student levels and text types, as well as insufficient exploration of its effectiveness across diverse genres. To remedy these issues, the study recommends integrating the SQ3R method more comprehensively into teaching practices, enhancing vocabulary instruction through targeted discussions and assessments, and fostering collaborative learning environments to boost student independence. Future research should explore the SQ3R method’s applicability across a broader range of student demographics and text genres, including both analytical and hortatory exposition texts, to gain a deeper understanding of its adaptability and effectiveness in varied educational settings.
Enhancing Learning Outcomes Through Educational Games in Islamic Cultural History at MI Roudlatul Huda Bibrik Jiwan Madiun Masrukin A.
English Language and Literature in Education Journal Vol. 3 No. 1 (2025): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/3jtznq06

Abstract

This classroom action research (CAR) aimed to enhance learning outcomes in Islamic Cultural History for fourth-grade students at MI Roudlatul Huda Bibrik Jiwan Madiun through the integration of educational games. Employing a cyclical CAR framework, the study was conducted in two cycles, each comprising four stages: planning, implementation, observation, and reflection. Educational games were strategically incorporated to foster student engagement, motivation, and active participation in lessons. Data were gathered through pre-tests, post-tests, classroom observations, and reflective journals to assess the impact of the intervention. Findings demonstrated a marked improvement in students’ comprehension, retention, and overall academic performance, as evidenced by increased test scores and active classroom involvement. The interactive nature of educational games not only made learning more enjoyable but also facilitated deeper understanding of historical concepts. Furthermore, students exhibited enhanced problem-solving skills, collaboration, and enthusiasm towards the subject. The study underscores the effectiveness of game-based learning in transforming traditional pedagogical approaches, making Islamic education more dynamic and student-centered. These findings provide significant insights for educators aiming to revitalize religious studies by incorporating interactive and student-centered learning strategies that cater to diverse learning preferences. The research highlights how game-based learning can bridge the gap between traditional didactic methods and contemporary pedagogical approaches, fostering a more engaging and cognitively stimulating environment. By showcasing the tangible benefits of educational games in enhancing comprehension, retention, and student motivation, this study contributes to the broader discourse on modernizing instructional techniques to elevate the overall quality and effectiveness of Islamic education.

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