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Journal of English Education and Literature
Published by Lembaga Sinar Lima
ISSN : -     EISSN : 3046627X     DOI : 10.67045
Core Subject :
Journal of English Education and Literature is an open access journal in English literature education teaching and learning The aim is to publish conceptual and educational research articles that explore the application of any English Literature teaching learning and the everyday experiences in English education Journal of English Education and Literature welcomes articles from policy makers academics graduate students and researchers all articles should be in English Journal of English Education and Literature is published in April July October and December The reason is that many articles are on the waiting list from 2020 the Journal of English Education and Literature will be published four times a year The purpose of this journal is to update the research results of teachers and students in the field of education Journal of English Education and Literature focuses on publishing manuscripts within the following areas Teaching English as a first second or foreign language English language teaching and learning English language teachers training and education Postcolonial literature Modern literature Popular teen literature Literature and teaching
Arjuna Subject : -
Articles 54 Documents
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USING STORYTELLING TO INCREASE VOCABULARY MASTERY OF ELEMENTARY STUDENTS M. Asrul Hasby
Journal of English Education and Literature Journal of English Education and Literature Vol.3 No.2 (July, 2026)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.140

Abstract

Among the essential components of language learning, vocabulary mastery serves as the foundation for developing listening, speaking, reading, and writing skills. Students with insufficient vocabulary knowledge often experience difficulties in expressing ideas and understanding language input. Traditional vocabulary instruction frequently emphasizes memorization and repetition, which may reduce learners' motivation and engagement. This study aims to investigates the effectiveness of storytelling as a pedagogical strategy to improve vocabulary mastery among elementary school students learning English as a foreign language. Vocabulary acquisition remains a significant challenge for young learners due to limited exposure and traditional teaching approaches. Storytelling offers contextualized, meaningful, and engaging language experiences that can facilitate vocabulary development. This classroom action research involved 30 fifth-grade elementary students of SDN 1 Ampenan in academic year 2025/2026  and was conducted in two cycles. Data were collected through vocabulary tests, observations, interviews, and field notes. The findings revealed a substantial improvement in students' vocabulary achievement, classroom participation, motivation, and confidence. The average score increased from 58.4 in the pre-test to 71.2 after Cycle I and 84.6 after Cycle II. The study concludes that storytelling is an effective instructional strategy for improving vocabulary mastery among elementary students.
MULTIMODAL DIGITAL STORYTELLING FOR DEVELOPING SPEAKING COMPETENCE AND CRITICAL THINKING SKILL Sri Ariani
Journal of English Education and Literature Journal of English Education and Literature Vol.3 No.2 (July, 2026)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.141

Abstract

In the digital era, English learners are expected not only to communicate effectively but also to demonstrate higher-order thinking skills. MDST integrates various communication modes, including text, images, audio, video, and animation, enabling learners to construct meaningful and engaging narratives. The study aims to examine the effectiveness of MDST in improving students’ oral communication abilities and fostering critical thinking through collaborative and reflective learning activities at the English Education Department of Mandalika University of Education. This research employed a mixed-methods design, combining quantitative and qualitative approaches. The participants consisted of undergraduate students enrolled in an English-speaking course. Quantitative data were collected through speaking performance assessments and critical thinking questionnaires administered before and after the implementation of MDST. Meanwhile, qualitative data were obtained from classroom observations and students’ reflective journals. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests to determine the significance of students’ improvement, while qualitative data were analyzed through thematic analysis to identify emerging patterns related to learners’ experiences and perceptions. The findings reveal that the implementation of MDST significantly improves students’ speaking fluency, pronunciation, vocabulary use, and confidence in expressing ideas. Furthermore, the processes of planning, organizing, evaluating information, and presenting digital stories encourage learners to analyze issues critically, solve problems creatively, and make informed decisions. The integration of technology and storytelling also enhances students’ motivation and active participation in English learning. The study concludes that Multimodal Digital Storytelling serves as an innovative pedagogical approach that effectively promotes both speaking competence and critical thinking skills.
AN ANALYSIS OF STUDENTS’ PROBLEMS IN SPEAKING ACTIVITY AT SMAN 1 NARMADA Rahmad Ramdani; Muhamad Suhaili; Sudirman
Journal of English Education and Literature Journal of English Education and Literature Vol.3 No.2 (July, 2026)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.142

Abstract

This study investigated the problems encountered by students in English speaking activities at SMAN 1 Narmada. The research aimed to identify the major speaking problems experienced by students and to explore the factors contributing to those difficulties during classroom speaking activities. A qualitative descriptive research design was employed in this study. The participants consisted of tenth-grade students of SMAN 1 Narmada selected through purposive sampling, along with the English teacher as a supporting informant. Data were collected through classroom observations, oral speaking tests, semi-structured interviews, questionnaires, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings revealed that students experienced six major problems in speaking activities, namely limited vocabulary, poor pronunciation, lack of confidence, fear of making mistakes, limited grammar mastery, and low fluency. Among these problems, limited vocabulary and lack of confidence emerged as the most dominant factors affecting students' speaking performance. The findings also showed that students' speaking difficulties were influenced by both linguistic factors, including vocabulary, pronunciation, grammar, and fluency, and psychological factors, such as speaking anxiety and low self-confidence. Overall, the findings indicate that improving students' speaking competence requires more communicative teaching practices, regular opportunities for speaking practice, and a supportive classroom environment that encourages students to communicate confidently in English.
THE INFLUENCE OF SELF-REGULATED LEARNING (SRL) SKILL ON STUDENTS’ ACHIEVEMENT IN ENGLISH SUBJECT AT THE ELEVENTH GRADE OF MA NW AL-AKHYAR LABUAPI LOBAR Abi Firmansyah
Journal of English Education and Literature Journal of English Education and Literature Vol.3 No.2 (July, 2026)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.143

Abstract

This research is aimed to determine the influence of Self-Regulated Learning (SRL) skills on students' achievement in English subject at the 11thgrade of MA NW Al-Akhyar Labuapi, Lobar. This research is ex-post facto research. The subjects in this research were all class XI students at MA NW Al-Akhyar Labuapi, totaling 50 students. Data collection techniques used psychological scales and documentation. The validity of the psychological scale was calculated by Pearson product moment correlation. Reliability was calculated using the Cronbach Alpha formula. Documentation was obtained from report cards for the 1stsemester of the 2022/2023 academic year. The data analysis technique was carried out using descriptive statistics. Hypothesis testing uses simple linear regression analysis.  The researcherfound that there was a significant influence of Self-Regulated Learning skills on students' achievement in English subject. This can be seen from the regression graph that the scattered points are close to the regression line and in the same direction as the regression line. The coefficient of determination (r2) value obtained was 0.348, indicating that the self-regulated learning skill factor influenced students' achievement in English subject by 34.8%, the remaining 65.2% was influenced by other factors.  

Page 6 of 6 | Total Record : 54

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