English Language and Literature in Education Journal
Journal title English Language and Literature in Education Journal Initials ELLINE Journal Abbreviation ELLINE Jrnl. Frequency Two issues per year DOI - Online ISSN 3062-9233 Editor-in-chief Joko Slamet Publisher Nexus Publishing NXP 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. The journal's scope encompasses, but is not limited to, the following topics: Curriculum Development: Innovations and advancements in curriculum design and implementation for English language and literature programs. Language Acquisition: Strategies, methodologies, and technologies that facilitate effective language learning and acquisition. Literary Analysis: Critical examinations and interpretations of literary texts, genres, and themes within educational contexts. Digital Literacy: Integration of digital tools, resources, and platforms to enhance literacy skills and educational outcomes. Multicultural Perspectives: Examination of diverse cultural perspectives and their impact on language and literature education. Assessment Practices: Development and evaluation of assessment methods and tools to measure learning outcomes in language and literature studies. Teacher Training: Professional development programs, strategies, and practices for educators in the field of English language and literature. Technology-Enhanced Education: Applications of technology in language and literature education, including online learning environments, educational apps, digital storytelling, virtual reality, artificial intelligence, and other emerging technologies that enhance teaching, learning, and student engagement. Audience: The journal is designed for academics, educators, policymakers, and professionals interested in advancing the fields of English language and literature education. It encourages interdisciplinary approaches and welcomes contributions from diverse educational contexts globally. Mission: 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. Publication Schedule: ELLINE Journal is published biannually, with issues released in April and October each year. Each issue features a selection of peer-reviewed articles that meet the highest standards of academic integrity and rigor. The journal maintains a commitment to timely dissemination of research and aims to provide valuable insights and practical applications for educators and researchers alike. Submission Guidelines: Authors are invited to submit original manuscripts that align with the journal's scope and mission. Submissions undergo a rigorous peer-review process to ensure quality and scholarly merit. Detailed submission guidelines, including formatting requirements and submission deadlines, are available on the journal's website.
Philosophical Overview of “The Nightmare Teacher” Series
Television series frequently function as popular media texts that implicitly and explicitly convey philosophical meanings; however, scholarly inquiry into the philosophical dimensions of Nightmare Teacher (2016) remains limited. This study aims to examine how philosophical ideas are represented and constructed within the narrative structure of the series. Employing a qualitative descriptive-analytic design, the research analyzes all episodes through close textual reading, focusing on narrative patterns, character development, dialogic elements, and symbolic representations. The findings indicate that the series embeds philosophical themes primarily through the consequences of students’ wishes within a surreal classroom setting, reflecting existentialist concerns such as freedom, choice, responsibility, and the anxiety of self-determination. Additionally, elements of moral philosophy and phenomenology emerge through the tension between illusion and reality, as characters confront the ethical implications of their desires and the authenticity of their identities. The discussion reveals that the teacher figure functions as an allegorical catalyst that exposes the fragility of human desires within a technologically mediated and consumer-oriented culture. Consequently, the series operates as a philosophical allegory that encourages critical self-awareness and reflective thinking among viewers. Overall, this study concludes that Nightmare Teacher possesses significant pedagogical potential as a medium for philosophical reflection, particularly for younger audiences navigating identity, ethics, and the complexities of contemporary digital life.
Copyright (c) 2026 Anggun Purnomo Arbi, Umi Nur Hastuti (Author) https://creativecommons.org/licenses/by-sa/4.0
Leveling Up Language: The Impact of Gamified English Activities on Early Childhood Vocabulary and Phonological Awareness
Despite the growing interest in gamified approaches to early childhood English instruction, existing research often emphasizes engagement and enjoyment while providing limited evidence on their efficacy in fostering language-specific competencies such as vocabulary acquisition and phonological awareness. Addressing this gap, the present study aimed to examine the impact of gamified English activities on young learners’ vocabulary breadth and phonological skills. Employing a quasi-experimental research design, data were collected from 48 children aged 4–6 years enrolled in a private early childhood institution in West Java, Indonesia. Participants engaged in a structured gamified curriculum integrating interactive storytelling, digital games, and classroom-based phonics challenges over an eight-week period. Pre- and post-tests measured vocabulary knowledge and phonological awareness, while observational logs and teacher interviews provided qualitative insights. Results indicated that gamified activities enhanced children’s word retention, segmental awareness, and confidence in verbal expression, though variability was observed in the degree of improvement across participants, with some demonstrating slower adaptation to structured gamified tasks. Observational data also highlighted occasional over-reliance on game mechanics at the expense of deliberate practice, suggesting the need for carefully balanced scaffolding. These findings underscore both the potential and the limitations of gamification as an instructional and assessment tool in early English language development.
Copyright (c) 2025 Yusuf Hidayat (Author) https://creativecommons.org/licenses/by-sa/4.0
Gamified Assessment as a Catalyst for Skill Mastery in Online ESP Learning: An LMS-Based Investigation
Despite the growing adoption of gamification in online English for Specific Purposes instruction, existing scholarship remains fragmented, often privileging learner motivation or engagement while underexamining how gamified assessment functions as a mechanism for measurable skill mastery within learning management system–mediated environments. Addressing this gap, the present study aims to investigate the role of gamified assessment in fostering skill-specific achievement in online ESP learning. Employing a sequential explanatory mixed-methods design, the study was conducted in an anonymous private higher education institution in East Java, Indonesia. Quantitative data were obtained from pre- and post-assessment scores embedded in LMS-based gamified tasks completed by 56 undergraduate ESP learners enrolled in a discipline-specific course, while qualitative insights were generated through a structured questionnaire and follow-up interviews with six purposively selected participants. The findings indicate that gamified assessment supported sustained learner engagement, clearer performance benchmarking, and incremental improvement in targeted ESP skills, particularly in task-based language use aligned with professional contexts. However, the results also reveal challenges related to uneven digital literacy, assessment fatigue, and the risk of overemphasizing game mechanics at the expense of reflective learning. These findings underscore the need for pedagogically balanced gamified assessment designs that prioritize validity, skill alignment, and contextual sensitivity in online ESP settings.
Copyright (c) 2025 Dewi Hidayati (Author) https://creativecommons.org/licenses/by-sa/4.0
Voice, Silence, and Resistance in Toni Cade Bambara’s The Lesson
Existing scholarship on Black women’s literature has often emphasized themes of resistance, identity formation, and social critique; however, nuanced analyses of narrative strategies such as voice, silence, and interiorized resistance remain limited. This study aims to examine how Toni Cade Bambara’s short story The Lesson articulates the subtle and complex ways Black girls negotiate socio-economic and racial hierarchies through the protagonist’s evolving consciousness. Employing a qualitative literary analysis within a critical-interpretive research design, the study closely examines the text as its primary data source, focusing on narrative voice, moments of silence, and internalized reflection. Analytical procedures involved thematic and stylistic coding to interpret how Sylvia, the central character, internalizes her awareness of economic inequality and social power structures, navigating personal insight with emotional ambivalence and ironic narration. Findings reveal that Bambara depicts resistance not as overt action but as an ongoing, introspective process, wherein awareness emerges alongside discomfort, hesitation, and reflective tension. Sylvia’s ironic voice and selective silences illustrate both her critical engagement with societal inequities and the psychological weight of confronting class, race, and gender regimes. These insights demonstrate that political consciousness in The Lesson manifests through muted, persistent forms of resistance, highlighting the complexity of social awakening for Black girls. The study contributes to a deeper understanding of literary strategies for negotiating oppression and the embodied experience of resistance.
Copyright (c) 2025 Muzamil Hussain, Tehzeeb Zahra (Author) https://creativecommons.org/licenses/by-sa/4.0
A Suggested Framework for Integrating Artificial Intelligence in Foreign Language Education: Implications for EFL in the Middle East
Despite the increasing integration of Artificial Intelligence (AI) in education, current research on its application in foreign language education (FLE), particularly in Middle Eastern English as a Foreign Language (EFL) contexts, reveals significant gaps in theoretical understanding, pedagogical implementation, and teacher preparedness. This study aims to develop a comprehensive framework for integrating AI into EFL instruction, informed by the principles of Natural Language Processing (NLP), Machine Learning (ML), and Deep Learning (DL). Employing a qualitative-descriptive research design, the study synthesizes insights from existing literature, expert consultations with EFL educators, and analyses of AI tools currently implemented in classrooms, including intelligent tutoring systems, conversational chatbots, automated assessment platforms, and VR/AR simulations. The framework evaluates learner-, teacher-, and system-facing affordances, examining their potential to foster learner autonomy, communicative competence, motivation, and self-directed learning, while also identifying constraints such as technological accessibility, cultural responsiveness, and teacher readiness. Findings indicate that AI tools can enhance personalized and adaptive language learning, yet their effectiveness is contingent upon structured pedagogical integration, continuous teacher training, and ethical, context-sensitive deployment. The study highlights critical research directions, including longitudinal investigations, evaluation of deep learning applications, and the development of contextually grounded AI-enhanced FLE models. This framework provides an evidence-based roadmap for sustainable, culturally responsive, and learner-centered AI integration in EFL education in the Middle East.
Copyright (c) 2025 Hany Ibrahim (Author) https://creativecommons.org/licenses/by-sa/4.0
Regional Voices: Delving into the Ethnolinguistic Analysis of the Indigenous People’s Languages
This study investigates how Indigenous languages serve as vehicles for cultural preservation by examining the Blaan and Manobo languages through an ethnolinguistic lens, with particular attention to their syntactic and semantic structures. Employing a qualitative approach, the research conducted detailed textual analyses of traditional songs, proverbs, and oral narratives to uncover linguistic patterns that encode cultural values, social norms, and communal knowledge. Findings reveal that both languages predominantly exhibit a Subject-Verb-Object (SVO) word order, with songs employing simpler sentence structures to facilitate memorability and communal performance, while proverbs utilize more complex syntactic constructions to convey nuanced moral and ethical lessons. Analysis further highlights the central role of divine and communal forces in shaping cultural narratives, demonstrating that language functions as a medium for transmitting knowledge, regulating social behavior, and sustaining the interconnected relationship among society, nature, and spiritual beliefs. Beyond linguistic structure, the study underscores the broader significance of Indigenous language preservation for educational inclusion, empowerment of marginalized communities, and alignment with Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). The research advocates for future investigations into community-led language revitalization initiatives and the strategic use of digital technologies to support the documentation, teaching, and continued vitality of Indigenous languages, reinforcing their role as critical instruments for identity, knowledge transmission, and social equity.
Copyright (c) 2025 Princess Sarah Camado, Airich Angel Mahinay, Meja Fernandez, Ana Mae Monteza (Author) https://creativecommons.org/licenses/by-sa/4.0
Laughing at Patriarchy: Satire, Gender, and Survival in Parini Shroff’s The Bandit Queens
Abstract Parini Shroff’s 2023 debut novel, The Bandit Queens, uses dark comedy and satirical inversion to dissect the mechanisms of patriarchal oppression in a rural Indian village. This paper argues that Shroff employs satire not merely for comedic effect but as a sophisticated literary weapon and a crucial survival strategy for her marginalised female characters. By reappropriating the figure of the "bandit queen"—a trope historically laden with both fear and fascination—Shroff creates a narrative where gossip, rumour, and the performance of monstrousness become tools of subversion. The novel centres on Geeta, a woman wrongly believed to have murdered her husband, who finds unexpected power and community in this false reputation. This analysis examines how Shroff’s satire targets the absurdities and violences of entrenched patriarchy, from domestic abuse and economic disenfranchisement to the pervasive social scrutiny of women. Furthermore, it explores the novel’s complex portrayal of female solidarity, which is not idealised but presented as a messy, pragmatic, and often contentious alliance forged in necessity. Through close reading and theoretical frameworks drawn from feminist and postcolonial scholarship, this paper contends that The Bandit Queens exemplifies a new mode of feminist satire, one that leverages laughter to dismantle oppressive structures, envision alternative forms of justice, and ultimately, narrate a story of collective resilience and liberation.
Copyright (c) 2026 Shradhananda Dash Madhab, Ananda (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Active Engagement and Metacognitive Development through Padlet Integration in Flipped Learning Environments
Despite the growing emphasis on active learning in higher education, existing research offers limited empirical evidence on the systematic integration of collaborative digital tools, such as Padlet, within flipped learning environments to enhance metacognitive development and student engagement. This study aims to investigate how Padlet can facilitate active learning, self-directed engagement, and the cultivation of metacognitive skills in university classrooms. Employing a mixed-methods design, the research involved 68 undergraduate students enrolled in a flipped learning course at a mid-sized urban university. Quantitative data were collected through pre- and post-intervention surveys measuring engagement and metacognitive awareness, while qualitative insights were gathered via focus group discussions and reflective journals documenting student experiences with Padlet-facilitated activities. Thematic and statistical analyses revealed that integrating Padlet encouraged deeper collaboration, critical reflection, and proactive learning behaviors, while also exposing challenges such as uneven participation, initial technological adaptation hurdles, and occasional cognitive overload during intensive collaborative tasks. The study highlights the importance of structured scaffolding, instructor guidance, and the careful design of digital collaborative activities to maximize learning benefits. These findings provide practical implications for educators seeking to leverage web-based tools to enrich flipped learning pedagogy, enhance metacognitive growth, and foster more engaging, student-centered classroom environments.
Copyright (c) 2025 Zahra Sadat Roozafzai (Author) https://creativecommons.org/licenses/by-sa/4.0
From Screens to Classrooms: How Cyberbullying Alters University Learning Dynamics
Despite growing recognition of cyberbullying as a critical concern, the existing literature primarily focuses on its psychological consequences, with limited exploration of its nuanced effects on academic engagement and social dynamics within higher education contexts, particularly in urban Pakistan. This study aims to examine how cyberbullying influences university learning environments, with an emphasis on female students’ experiences. Adopting a qualitative case study design, data were collected through in-depth, semi-structured interviews with four female undergraduate students who have directly experienced cyberbullying. Thematic analysis revealed three interrelated themes: disruption of victims’ emotional stability and personality traits, deterioration in academic performance, and the complex interplay of parental and peer involvement in coping strategies. Findings indicate that persistent online harassment leads to withdrawal from social and academic participation, decreased motivation, and diminished trust in institutional support systems. Familial support is often limited due to generational and cultural gaps, while close friendships provide the primary emotional buffer. Simultaneously, peers and classmates may exacerbate social exclusion through rumor propagation, highlighting the layered dynamics of social networks in victimization and adaptation processes. The study underscores the necessity of targeted cyber-safety education, structured support mechanisms within universities, and initiatives to enhance parental awareness, providing actionable insights for policymakers, educators, and higher education administrators.
Copyright (c) 2025 Narges Shahbaz (Author) https://creativecommons.org/licenses/by-sa/4.0
Flipping Listening Comprehension: A Social Media-Integrated Autonomous Learning Framework for EFL Students
Listening comprehension remains a critical challenge for EFL students, particularly in fostering autonomous learning. Existing studies highlight that many learners rely heavily on teacher-centered instruction and lack self-regulated strategies to develop independent listening comprehension skills. Although previous research has explored various digital tools, limited attention has been given to the role of social media-based learning platforms, such as the BBC English Course, in supporting self-directed listening development. This study addresses this gap by investigating how a flipped learning approach, integrated with BBC English Course materials, influences EFL students’ autonomous listening comprehension. A sequential mixed-methods design was employed, involving 34 second-semester EFL students at Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia. Data were collected through a closed-ended questionnaire measuring self-regulated learning dimensions (goal-setting, self-monitoring, metacognitive strategies, and reflective learning) and structured interviews with six selected students to explore their perceptions and experiences. The findings reveal that exposure to structured, interactive listening activities via social media significantly enhanced students’ ability to regulate their learning, particularly in goal-setting and self-monitoring. However, challenges emerged, including difficulties in identifying relevant learning content and maintaining consistent engagement. Some students expressed frustration with the lack of immediate teacher feedback, which affected their motivation. These findings highlight how the BBC English Course, within social media-integrated flipped learning, uniquely fosters autonomy in listening comprehension. Unlike other digital tools, its structured approach necessitates strategic instructional support. Pedagogical implications stress guided scaffolding and adaptive learning. Future research should examine long-term behavioral shifts and comparative platform effectiveness.
Copyright (c) 2025 Luluk Anjarwati (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Islamic-Themed Debate in Improving Speaking Fluency and Self-Efficacy Among Islamic University Students
The development of speaking fluency and self-efficacy remains a significant challenge for Islamic undergraduate students, particularly in contexts where English is not the primary medium of instruction. Despite extensive research on debate as a pedagogical strategy, limited studies have examined its effectiveness in an Islamic-themed context, where content is deeply rooted in religious and academic discourse. This study addresses this gap by investigating how Islamic-themed debate enhances speaking fluency and self-efficacy among Islamic university students. Employing a sequential mixed-methods approach, the research was conducted at Universitas Islam Internasional Darullughah Wadda’wah. The study involved a survey with 30 Islamic university students using a questionnaire assessing fluency (lexical resource, syntactic complexity, discourse cohesion, and speech rate) and self-efficacy (confidence, anxiety control, and perceived competence). Additionally, structured interviews with six selected participants provided deeper insights into students’ perceptions and challenges. The findings indicate that Islamic-themed debate significantly improved students’ fluency by fostering spontaneous speech production, enhancing lexical variety, and reducing hesitations. Participants also demonstrated increased confidence, reduced speaking anxiety, and a greater sense of control over their speech delivery. The integration of Islamic content into debate activities facilitated meaningful engagement, encouraging critical thinking and argumentation within an Islamic framework. These results suggest that Islamic-themed debate is an effective pedagogical approach for improving both speaking fluency and self-efficacy. The study highlights the need for curriculum designers to incorporate debate-based activities in English language programs at Islamic universities, ensuring alignment with students’ linguistic and religious backgrounds to maximize engagement and learning outcomes.
Copyright (c) 2025 Johara Indrawati, Mita Asmira (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Junior High School Students’ Reading Comprehension through Quizizz-Based Gamified Assessment
The integration of gamified assessment tools in reading comprehension instruction remains underexplored, particularly in the context of Indonesian junior high schools. Traditional reading assessments often fail to engage students, leading to decreased motivation and suboptimal comprehension outcomes. Despite the growing adoption of digital learning platforms, limited research has examined the effectiveness of Quizizz in fostering reading comprehension among junior high school students. Addressing this gap, this study aimed to investigate the impact of Quizizz-based gamified assessment on the reading comprehension of ninth-grade students at SMP Negeri 44 Surabaya. A pre-experimental design was employed, involving 35 students from Grade IX-B. Data were collected through pre-post tests and structured interviews with five selected students. The findings revealed that the implementation of Quizizz significantly enhanced students’ ability to comprehend texts, particularly in identifying main ideas, making inferences, and understanding contextual meanings. Students exhibited increased engagement and active participation, as the game-like features of Quizizz fostered a more interactive and enjoyable learning environment. Moreover, the interview results indicated that students perceived Quizizz as a motivating and effective tool that reduced test anxiety and encouraged self-paced learning. These findings highlight the potential of gamified assessment to transform reading comprehension instruction by improving both cognitive and affective learning outcomes. The study suggests that educators integrate Quizizz strategically in reading lessons, ensuring alignment with curriculum goals and student proficiency levels. Future research could explore long-term effects, comparative studies with other gamification tools, and its impact on different reading proficiency levels.
Copyright (c) 2025 Siti Fatimah (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluating LMS-Based Extensive Reading Activities’ Impact on Islamic Undergraduate Non-English Majors’ Comprehension and Engagement
Extensive reading (ER) is widely recognized for improving reading comprehension and engagement; however, research on its effectiveness within Learning Management System (LMS)-based instruction for Islamic undergraduate students in non-English departments remains limited. Many first-year students at STAI Diponegoro Tulungagung, Indonesia, struggle with academic reading due to limited vocabulary exposure, lack of motivation, and inadequate reading strategies. To address this gap, this study investigates the effectiveness of LMS-based extensive reading activities in enhancing reading comprehension and engagement among non-English major Islamic undergraduate students. Employing a sequential mixed-methods approach, the study involved 35 first-semester students participating in an ER program integrated into an LMS. Data were collected through pre- and post-tests to assess reading comprehension progress and a closed-ended questionnaire measuring engagement across key dimensions: motivation, reading strategies, and perceived challenges. Findings indicate that LMS-based ER activities enhanced students’ comprehension, particularly in identifying main ideas and contextual meaning inference, supporting the role of structured digital reading tasks. Participants reported increased motivation and engagement, particularly due to the accessibility of materials, self-paced learning, and interactive LMS features. However, some students struggled with content overload, digital distractions, and difficulties in sustaining motivation without direct instructor intervention. Additionally, technical challenges such as internet instability and limited LMS familiarity hindered some students’ experiences. The study underscores the benefits and challenges of LMS-based ER for non-English major Islamic students, highlighting the need for adaptive support to sustain engagement and reading proficiency. Future research should focus on long-term implementation and instructional enhancements for optimized digital ER.
Copyright (c) 2025 Dewi Hidayati, Prastyo Rinie Budi Utami (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Learning Outcomes Through Educational Games in Islamic Cultural History at MI Roudlatul Huda Bibrik Jiwan Madiun
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.
Copyright (c) 2025 Masrukin A. (Author) https://creativecommons.org/licenses/by-sa/4.0
The SQ3R Method for Enhancing Reading Comprehension Among 8th-Grade Students at SMP Islam Insan Kamil Wonoayu
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.
Copyright (c) 2024 Abdul Jalil (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating Student Self-Assessment as a Key Instrument for Achieving Need-Supportive Learning Outcomes
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.
Copyright (c) 2024 Dewi Hidayati (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Information Technology in Teaching English to Islamic Higher Education Learners: Assessing Digital Literacy Skills
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.
Copyright (c) 2024 Mita Asmira (Author) https://creativecommons.org/licenses/by-sa/4.0
Assessing the Effectiveness of Problem-Based Learning on the Academic Performance of Grade XII Students
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.
Copyright (c) 2024 Erni Yuniati (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Descriptive Writing Skills through the Picture Word Inductive Model (PWIM)
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.
Copyright (c) 2024 Nurul Hakimah (Author) https://creativecommons.org/licenses/by-sa/4.0
Assessing the Impact of Think-Pair-Share on Learning Comparative Degree in 8th Grade Students
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.
Copyright (c) 2024 Viriana (Author) https://creativecommons.org/licenses/by-sa/4.0
Project-Based Learning and Writing Skills: A Relationship in Junior High School Students
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.
Copyright (c) 2024 Siti Fatimah (Author) https://creativecommons.org/licenses/by-sa/4.0
Exploring the Usage of Conjunctions in Barack Obama’s Inaugural Victory Speech Delivered at Grant Park, Chicago
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.
Enhancing Speaking Skills through Guessing Games: A Study on Descriptive Texts at SMP Sunan Ampel Porong
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.
Utilizing Facebook for Teaching Speaking Skills through Student Activities in Recount Texts
The study aimed to investigate the implementation of teaching speaking through the description of picture series on Facebook depicting student activities, and to explore student responses to this approach. Participants included a teacher and tenth-grade students, and the research employed a descriptive qualitative design with data gathered from field notes, checklist observations, and questionnaires. Key findings revealed the instructional sequence: initially, the teacher conducted warm-up activities, explained recount texts, and guided students to describe prepared pictures using simple words and short sentences. Subsequently, students practiced speaking individually by presenting the picture series uploaded on Facebook to the class. The results indicated that 60% of students responded positively to this teaching method, expressing interest in learning through describing picture series on Facebook. To enhance this approach, future implications suggest incorporating more interactive elements into Facebook activities, such as peer feedback mechanisms or multimedia resources, to further engage students and foster a collaborative learning environment. Additionally, integrating assessment strategies that align with speaking skills development on social media platforms could provide valuable insights into student progress and instructional effectiveness.
The Utilization of Past Tense in the Research Method Chapter of Theses by English Education Students
Error analysis constitutes a critical area in second and foreign language acquisition. This study aimed to categorize errors in the use of past tense within the research method chapters of English education students’ theses, employing the surface strategy taxonomy to identify error types and their underlying causes. Conducted through a descriptive qualitative approach, the research focused on a sample of five theses from STKIP PGRI Sidoarjo in 2018, selected randomly to ensure representativeness. The findings revealed that errors were predominantly of the misformation type (63.3%), followed by addition (19.3%), omission (16.5%), and misordering (0.9%). Regarding error causes, overgeneralization emerged as the most prevalent factor (96.2%), indicating a tendency to apply grammatical rules overly broadly. Neglecting rule constraints and incomplete rule application were less common, each accounting for 0% and 2.5%, respectively, while errors stemming from misconceptions represented 1.3%. These outcomes underscore the importance of error analysis in gauging students’ language proficiency, particularly in academic writing contexts like thesis chapters. To mitigate these errors, educators could emphasize targeted instruction on rule application and offer explicit feedback tailored to addressing overgeneralization tendencies among learners. Such insights not only enrich our understanding of language learning processes but also inform pedagogical strategies aimed at enhancing student competence in scholarly communication.
Personality Traits of Moira in Nora Robert’s Valley of Silence Novel
This research delves into the critical role of character development in narratives, specifically focusing on Nora Roberts’ novel “Valley of Silence” (2006) and the characterization of its main protagonist, Moira. The study aims to meticulously analyze Moira’s personality traits, drawing upon McCrae and Costa’s comprehensive personality trait theory (2003), which encompasses dimensions such as extraversion, neuroticism, openness, conscientiousness, and agreeableness. Furthermore, it employs Shlomith Reymon Kennan's characterization theories (2005) to explore the methods utilized in portraying Moira’s traits effectively within the narrative framework. Employing a descriptive qualitative method, data were meticulously extracted from the novel's script, allowing for a detailed examination of Moira’s characterization through the lens of indirect presentation and speech patterns. The findings reveal Moira’s predominant personality trait as extraversion, supported by consistent behavioral manifestations aligned with this trait, albeit tempered by contextual influences. This nuanced understanding highlights the intricacies of character depiction in literature and underscores the importance of employing triangulation techniques for robust data validation in future studies. This study contributes valuable insights for educators and literary analysts, providing a deeper understanding of character dynamics and suggesting pedagogical enhancements in literature studies. By elucidating Moira’s multifaceted personality traits and the narrative techniques employed, this research enriches scholarly discourse on character development and narrative construction in contemporary literature.
Gerunds Found on the Scripts of “Thor” Movie
This research aimed to analyze the functions of gerunds in the subtitles of the movie “Thor”, focusing on the main character, Thor Odinson. A gerund is a verb ending in -ing that functions as a noun. This descriptive qualitative study analyzed phrases or sentences containing gerunds from the movie's subtitles. The instruments used were the researcher and an observation field note. Data analysis involved classification, description, and drawing conclusions, identifying three functions of gerunds: (1) as a subject, with one instance, (2) as a direct object, with eleven instances, and (3) as a subjective complement, with twenty-three instances. No instances of gerunds functioning as the object of a preposition were found. The findings contribute to a better understanding of gerund usage in cinematic language, providing valuable insights for language teaching, linguistic research, and translation studies. Educators can use movie subtitles to teach grammatical concepts, making lessons more engaging. This study also enriches research on gerunds, highlighting their functional distribution in subtitles, and offers guidance for subtitle translators to improve accuracy and coherence. Further research could explore gerund usage in various genres and contexts to enhance these implications.
Analyzing Figurative Language Utilized in Chosen Song Lyrics by Eminem
Figurative language offers expressive alternatives to literal expression, enriching communication through non-literal phrases that convey deeper meanings. This study explores the analysis of figurative language within Eminem’s song “Mockingbird”, aiming to identify various types of figurative language and their contextual significance. The data source comprises the lyrics of “Mockingbird”, a rap song released on November 12, 2004. Employing a descriptive qualitative research design, the study utilizes document analysis to categorize and interpret figurative language types and their meanings in the song. The research identifies nine types of figurative language present in “Mockingbird”: metaphor, simile, symbol, personification, metonymy, allegory, hyperbole, and irony. Supporting the analysis are pertinent references and theoretical frameworks related to figurative language. Twenty-five instances from the song were selected for in-depth analysis: 2 metaphors, 5 similes, 3 symbols, 1 personification, 4 metonymies, 1 allegory, 6 hyperboles, and 3 instances of irony. The findings classify and thoroughly examine each type of figurative language used by Eminem in the song. This study aims to contribute significantly by enhancing readers’ understanding of figurative language, thereby elucidating contextual meanings and introducing new English vocabulary applicable in everyday conversations. It endeavors to facilitate fluency in English language usage among learners and enthusiasts alike, fostering a deeper appreciation for the artistry and communicative power of figurative expression.
Analysis of Code Switching and Code Mixing Used in Joko Widodo’s Statement
Code switching is a part of sociolinguistics which explains about switching the language from one language to others. Code mixing was a part of sociolinguistics which has meaning about mix the words, phrases or clauses. This study was aimed to describe the type of code switching and code mixing. This study was applied descriptive qualitative method. The instruments of this study were the researcher and documentation. The subject of this study was Joko Widodo. The data of this study were all words that contain Code mixing and code switching. Steps of collecting data were: (1) reading the statement president of republic of Indonesia, Joko Widodo, (2) Observing directly by writing the utterances which is contain code switching and code mixing and (3) marking the switched phrases or sentences and mixed words on the utterances. Steps of data analysis were identifying code switching and code mixing, classifying the types of code switching and code mixing, analyzing the types of code switching and code mixing, and drawing the conclusion. The results of this study showed that there was two types code switching that were inter-sentential code switching and also intra-sentential code switching. There were three types of code mixing that were insertion, alternation, and congruent lexicalization.
Improving the Ability of the 6th Grade Students at SDN Petemon X/358 Surabaya to Write Descriptive Texts Using Four-Square Technique
The purpose of this research was to increase students' achievement in writing descriptive text by implementing the Four-Square Writing Technique (FSWT) to the 6th grade students at SDN Petemon X/358 Surabaya in the academic year 2020/2021. Each cycle of classroom action research consisted of three meetings and included four steps: planning, action, observation, and reflection. The data were gathered through the use of two instruments: observation and test. The results indicated that students made great progress in their ability to write descriptive texts. Pre-test mean score was only 62.42, but improved to 71.10 in cycle I and 77.30 in cycle II. The pre-test score was only 74 and improved to 82 to 88 in subsequent cycles. Meanwhile, the lowest pre-test score was 50, and the highest post-test score ranged from 62 to 68. In case of the students who passed the tests, while only five students (16.67%) passed the pre-test, there were significant improvements in post-tests, with 18 students (60%) passing in post-test cycle I and 27 students (90%) passing in post-test cycle II. This research was stopped in cycle II due to the fact that the criteria for success were met in a percentage of 90%, with 27 students passing the post-test in cycle II, based on the Minimum Mastery Criteria (KKM) standard of > 70.