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Journal of English Language, Literature, and Teaching (J-ELLiT)
Published by Universitas Negeri Malang
ISSN : 26552469     EISSN : 25809687     DOI : -
Core Subject :
-ELLiT (Journal of English Language, Literature, and Teaching) is a peer-reviewed journal dedicated to promoting the studies of English language, English literature, and English language teaching. It publishes conceptually and/or empirically based studies in those three major fields.
Arjuna Subject : -
Articles 38 Documents
 1   2   3   4 
IMPLEMENTING SEMANTIC MAPPING STRATEGY TO ENHANCE ELEVENTH GRADERS’ ORGANIZATION ASPECT OF THE WRITING SKILL Afandi, Titah; Widiati, Utami; El Khoiri, Niamika
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 5, No 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v5i22021p63-69

Abstract

Teaching English writing skill to Indonesian secondary students encounters many obstacles since English in Indonesia is a foreign language. Elaborating and organizing the ideas in pre-writing activity is one of the problems faced by students. The objective of this study was to examine how the implementation of semantic mapping strategy could enhance the eleventh graders’ writing skill, especially the organization aspect. Semantic mapping strategy was implemented in pre-writing activity since this strategy provides the visual concept of relations of the ideas. Classroom Action Research (CAR) was used as the research design in this study, and the implementation was carried out in three meetings for one cycle through the WhatsApp group. The research subjects were students of XI Science 4 class at SMA Negeri 4 Malang which consisted of 34 students. The results showed that this strategy succeeded in enhancing students’ writing scores in one cycle. The average score before the implementation was 69.9, and it became 86.8 after the implementation. Besides, the students’ organization aspect also increased significantly. In brief, this study offers a teaching strategy to overcome the problems in writing class by implementing semantic mapping strategy.
LANGUAGE LEARNING STRATEGIES IN E-LEARNING USED BY INTERNATIONAL CLASS STUDENTS MAJORING IN ENGLISH LITERATURE UNIVERSITAS BRAWIJAYA Syahputra, Reza Kurnia; Hamamah, Hamamah
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 6, No 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v6i22022p79-85

Abstract

This article reports the findings of a study conducted in English Literature at the Faculty of Cultural Studies in Universitas Brawijaya in 2020. The research focused on the most frequent language learning strategies used by 20 international program students’ batch of 2017 that have been conducted the Overseas Academic Program (OAP). For the data collection, data were gained from Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 in the form of online. The results of the study showed that the most frequent strategy used by batch of 2017 international class students is compensation strategy with an average 3.82. When the class of 2017 as EFL learner conducted the Overseas Academic Program (OAP), they were required to communicate with English speakers using English and when they forgot a vocabulary, they changed it using gestures to keep the conversation going and then tried to guess what the interlocutor would say after.
PROMOTING AUTONOMOUS LEARNING SKILLS THROUGH PROJECT-BASED ACTIVITIES IN ONLINE SETTINGS Tustiawati, Ida Ayu Mela
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 6, No 1 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v6i12022p9-15

Abstract

Adult learners are conscientious learners. They are aware of their education in many ways: what they want to learn, goals they want to achieve, and how they will achieve their goals. What makes adult learners different is that they are expected to have autonomy in their own learning. However, not everyone can show their autonomous learning skills due to various factors, one of which is their experience in the teaching and learning process in the classroom. This research describes the application of project-based learning activities to foster autonomous learning skills among university students in the online classroom setting. The study is designed as qualitative research in which data is collected from online classroom observations and semi-structured interviews conducted with selective participants. There are 60 participants who are divided into two groups. The results of the data collection were analysed using a framework developed by Miles, Huberman, and Saldana (2014) which is divided into three stages: data reduction, data display, and conclusion drawing and verification. The result shows that project-based learning activity develops student skills to be autonomous learners.
THE ONLINE ENGLISH TEACHING DURING THE PANDEMIC TIME AT JUNIOR HIGH SCHOOLS IN PEKALONGAN Agustina, Dwi; Matra, Sarlita Dewi; Karimah, Sayyidatul
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 5, No 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v5i12021p1-8

Abstract

Abstract: In 2020 many schools in Indonesia were required to do online teaching practices to prevent the spread of covid-19. Schools in Pekalongan City were the examples. Teachers and students suddenly had to adapt to online classes. As online classes were quite new for the teachers in Pekalongan, the writers were interested in revealing teachers’ actual perceptions and implementation of online classes through a quantitative study. Employing an online questionnaire, this study involved 30 English teachers from 22 junior high schools. The study found out that most teachers perceived their online classes as quite effective. However one third of them reported online classes as less effective. All teachers also reported problems in their online classes. This suggests online teaching practiced by English teachers in Pekalongan varied in effectiveness. Each teacher also encountered problems in managing online classes and this suggests an urgent need to help teachers to minimize those problems. Keywords: online teaching, English, pandemic time 
EXPLORING EFL STUDENTS’ PRACTICE ON ANNOTATION AS READING STRATEGY Mardiah, Radiatan; Melati, Melati
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 7, No 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v7i12023p36-40

Abstract

Annotating is an active reading strategy for improving comprehension and retention of information. However, it is not always clear how the EFL learner understand and use it. The purpose of this paper is to explore students practice on annotation as their reading strategy. The participants are a class of EFL students enrolled in Reading and Writing for Academic Purposes in a public university in Jambi, Indonesia. The data were collected through the students’ written reflection and classroom discussion. The qualitative analyses on the data revealed that the students have adequate understanding about annotation, and they use it to achieve their reading goals. However, some of them stated that they lack practice, and their annotating skills are insufficient. Therefore, ample time and effort for practicing the strategy are needed to help students in their learning.
STUDENTS’ FIRST LANGUAGE: HOW DOES IT INFLUENCE STUDENTS’ PRONUNCIATION? Puspitasari, Desi; Sa’adah, Nur
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 6, No 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v6i22022p63-68

Abstract

This paper aims to identify how the student’s first language (L1) accent influences students' pronunciation, especially in English consonants. It also investigates students' difficulties in pronouncing English consonants. This study employed descriptive qualitative. Data was collected using observation, interviews, and recordings. The data were gathered from the participants' behavior. It was taken from their written and oral performances. The participants in this study were 6th-semester students of IAIN Ponorogo who had already passed the pronunciation and phonetics subjects. In addition, the students’ L1 was Javanese. The findings revealed that students L1 influenced their pronunciation. They have difficulty pronouncing consonant sounds such as /ʒ, v, θ, ð, z, ʃ, d, ʧ, ʤ].
THE RELATIONSHIP BETWEEN BILINGUALISM AND EMOTION PERCEIVED BY VIETNAMESE COLLEGE STUDENTS Thai, Tram Thi Ngoc; Nguyen, Ngoc Le Bao
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 5, No 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v5i22021p70-78

Abstract

Studies of the correlation between language and emotion have demonstrated the existence of a causal relationship between switching languages and feeling different in bi-/ multilinguals. Adopting the mixed-method approach, the current research aims to extend this line of enquiry to Vietnam – a monolingual country – by investigating 160 Vietnamese-English speaking students at International University (IU) (VNU-HCMC). They were required to complete a questionnaire based on the Bilingualism and Emotion Questionnaire (Dewaele & Pavlenko, 2001–2003). It includes closed questions concerning shifts on five scales of feelings and an open explanatory question on the difference perceived. The scales, chosen with reference to the research of Dewaele and Nakano (2012), consist of feeling logical, serious, emotional, fake, and different. Statistical analyses revealed a regular shift on most scales, with most participants feeling more logical, more serious, more fake, more different, and less emotional when using the L2. Simple linear regression revealed that the variation in certain feelings scales was mostly predicted by self-perceived proficiency in the L2
ATTENDANCE QUESTIONS TO ENHANCE LEARNER ENGAGEMENT IN ONLINE CLASSES Ramadhani, Farah
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 7, No 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v7i12023p%p

Abstract

The present study was action research to overcome the disengagement among EFL student teachers by using attendance questions. The participants included 37 student teachers who attended the ELT Methods course in Google Classroom. In the second half of the semester, they responded to attendance questions at the beginning of each session to increase their motivation and improve their engagement in learning. To collect the data, the teacher educator kept reflective journals and conducted participatory observation. The student teachers completed a questionnaire on learner engagement, followed by semi-structured interviews. The results indicated the intervention effectively revived the student teachers’ engagement. The improvement occurred in the behavioral, affective, and cognitive areas, but the affective engagement was the most favorably affected. The reasons for the improved engagement from the student teachers’ perspectives provided compelling insight into the connection between the attendance questions, motivation, and learner engagement. Based on these findings, the implication for the EFL teacher training was presented.
ELT STUDENTS’ PERCEPTIONS TOWARDS WHATSAPP FOR LEARNING ENGLISH DURING THE COVID-19 PANDEMIC Karimah, Imroatul; Tresnadewi, Sintha; Masduqi, Harits
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 6, No 1 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v6i12022p16-22

Abstract

The research was conducted to find out the perceptions of ELT students towards the use of WhatsApp as a Mobile-Assisted Language Learning (MALL) device for learning English during the COVID-19 pandemic. The researcher distributed a survey which was filled out by 225 English Language Teaching (ELT) students of Universitas Negeri Malang, Indonesia. The data analysis results show that the students find WhatsApp convenient features due to its connectivity, instant, portability, spontaneity, personalized, and ubiquity. They think that the app is useful for bite-size learning, blended learning, collaborative learning, various learning strategies, learning autonomy, task-based learning, asynchronous and synchronous learning, facilitating interactivity, and for mediating learning. They are also content to use WhatsApp for self-study and improving learning motivation.
EXPLORING THE IMPLEMENTATION OF ONLINE LEARNING PROGRAM FROM THE PERSPECTIVE OF LEARNERS IN REMOTE AREA Nisrina, Nisrina
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 5, No 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v5i12021p23-29

Abstract

Abstract: This research is intended to explore the students who follow the online learning programzso called Recognition of Prior Learning in Remote Area. Qualitative descriptive method was conducted to gain the data the findings. After spread the questionnaire as instrument of the study, the result show that students’ motivation must be maintained after first meeting of the class, students’ autonomous learning does not activated automatically even the teachers use online learning platform; teachers’ instruction must be vividly stated that there are instruction that insist them to open the platform outside the learning period. Students’ English proficiency also seems do not show positive vibe. Stakeholder of the program are advised to do training on the lecturer before running the program in remote area; to mitigate the discrepancy of the learning system in platform used. Teachers are boosted to have a clear instruction to mitigate time and space constraint in learning activities.Keywords: , online learning, students’ perceptions

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