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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 6 Documents
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Search results for , issue "Vol. 2 No. 1 (2024): ELLINE Journal" : 6 Documents clear
Gerunds Found on the Scripts of “Thor” Movie Alfira Akhlaqul Karimah
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/cyt7fh58

Abstract

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.
Personality Traits of Moira in Nora Robert’s Valley of Silence Novel Radhiyatus Sara Hidayah; Anggun Purnomo Arbi
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/kzgpsw96

Abstract

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.
The Utilization of Past Tense in the Research Method Chapter of Theses by English Education Students Siti Zumrotus Sa’diyah
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/jccztm44

Abstract

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.
Utilizing Facebook for Teaching Speaking Skills through Student Activities in Recount Texts Dewi Sri Wahyuni
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: 10.63011/4ajv6523

Abstract

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.
Enhancing Speaking Skills through Guessing Games: A Study on Descriptive Texts at SMP Sunan Ampel Porong Muhammad Nabil Makarim
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 Muhammad Najib Kurnia Aji
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.

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