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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 12 Documents
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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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