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International Journal of Education and Literature
Published by Lembaga Pengembangan Kinerja Dosen
ISSN : 28296656     EISSN : 28296249     DOI : 10.55606
Core Subject :
International Journal of Education and Literature accommodates scientific research articles by lecturers, academic practitioners, teachers and students to improve the quality of education. The scope of this journal is all research related to education. This journal is published 3 (three) times a year, namely the April, August, and December editions.
Arjuna Subject : -
Articles 234 Documents
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The Effectiveness of Role Play in Improving EFL Students' Speaking Ability: A Systematic Literature Review
International Journal of Education and Literature Vol. 5 No. 1 (2026): International Journal of Education and Literature
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ijel.v5i1.355

Abstract

This study aims to systematically examine empirical evidence on the effectiveness of role play in improving EFL students' speaking skills. Using Systematic Literature Review (SLR) methodology guided by the PRISMA framework, this study analyzed 20 peer-reviewed articles obtained from Google Scholar, ERIC, and Scopus databases. Inclusion criteria focused on studies investigating role play as an instructional technique targeting speaking skills in EFL or ESL contexts. Findings reveal that role play consistently and significantly improves key speaking components including fluency, accuracy, pronunciation, vocabulary, and confidence. Additionally, role play reduces speaking anxiety and promotes a more communicative and interactive learning environment. This review also identifies moderating factors such as class size, student proficiency level, and teacher facilitation quality that influence role play effectiveness. These findings suggest that role play is a highly effective pedagogical strategy for improving speaking competence, particularly in EFL contexts, and its systematic integration into curriculum design is strongly recommended.
Formation of Self-Discipline through Self-Regulation for Learning Achievement
International Journal of Education and Literature Vol. 5 No. 1 (2026): International Journal of Education and Literature
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ijel.v5i1.358

Abstract

This literature study examines the process of self-regulation in transforming compliance with school rules originating from external pressure into behavioral regularity emerging from personal awareness, and its impact on the effectiveness of student learning outcomes. Using a qualitative approach with content analysis method, this study synthesizes relevant literature to build a theoretical framework on how self-regulation facilitates the internalization of disciplinary values. The findings reveal that self-regulation occurs through a series of interconnected stages including goal setting, strategy planning, self-monitoring, evaluation, and adjustment. The success of this process is determined by internal motivation, appropriate environmental support, positive direct experiences, and healthy emotional management. Strong self-regulation directly impacts learning outcome effectiveness through improved cognitive strategies, strengthened intrinsic motivation, enhanced time and environment management, and developed capacity to constructively cope with failure. Learning outcomes achieved through self-regulation processes are characterized by lasting understanding, knowledge transfer ability, and the formation of lifelong learning dispositions. Schools and teachers play strategic roles in strengthening self-regulation through curriculum design that supports autonomy, formative feedback, role modeling, and collaboration with parents. This study contributes theoretically by positioning self-regulation as the central mechanism bridging external influences and internal disposition formation.
The Use of Storytelling to Enhance English Listening Skills among Elementary School Students
International Journal of Education and Literature Vol. 5 No. 1 (2026): International Journal of Education and Literature
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ijel.v5i1.359

Abstract

English learning at the elementary school level plays an important role in developing students’ early language competence, particularly in listening skills as the foundation for other language abilities. However, many learning processes still rely on conventional teaching methods that do not fully accommodate the developmental characteristics of young learners, resulting in limited engagement and listening comprehension. Therefore, this study aims to analyze the role of storytelling in improving English listening skills among elementary school students and to identify effective implementation strategies in classroom learning. This research employs a library research method by reviewing and analyzing various relevant literature sources, including books, scientific journals, and previous research findings related to storytelling in English language learning. The analysis shows that storytelling contributes significantly to improving students’ listening comprehension, vocabulary acquisition, attention, and learning motivation. Through structured narratives, expressive delivery, and the support of visual media, storytelling creates a contextual and meaningful learning environment that helps students understand spoken English more effectively. The findings also indicate that the effectiveness of storytelling is closely related to the developmental characteristics of elementary school students who learn better through concrete, imaginative, and engaging experiences. Furthermore, the implementation of storytelling through systematic stages pre-listening, while-listening, and post-listening can enhance students participation and comprehension during the learning process. In conclusion, storytelling can be considered an effective instructional strategy for improving English listening skills among elementary school students while also supporting vocabulary development and creating an engaging learning atmosphere.
Integration of Religious Moderation Values in Islamic Religious Education Learning and its Impact on Religious Tolerance of Students at State Junior High Schools in Padangsidimpuan City
International Journal of Education and Literature Vol. 5 No. 1 (2026): International Journal of Education and Literature
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ijel.v5i1.360

Abstract

This study examines the integration of religious moderation values in Islamic Religious Education (PAI) and its impact on students’ religious tolerance in public junior high schools in Padangsidimpuan City. The research is based on the need to foster tolerance, mutual respect, and harmonious coexistence among students from diverse religious and social backgrounds. Using a qualitative field research approach, the study was conducted in several public junior high schools. Data were collected through interviews, observations, and documentation involving principals, PAI teachers, and students. Data analysis followed the stages of data reduction, data presentation, and conclusion drawing, with validity ensured through triangulation. The findings reveal that religious moderation values have been integrated into the planning, implementation, and evaluation stages of PAI learning. Teachers incorporate key values such as tolerance, justice, moderation, deliberation, equality, and anti-violence into both teaching materials and classroom practices. This integration has led to positive outcomes, including increased mutual respect among students, reduced conflicts, and a more harmonious learning environment. Overall, PAI learning plays a significant role in shaping students’ character, promoting moderate attitudes, and strengthening religious tolerance in a diverse school setting.

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