ELLITE: Journal of English Language, Literature, and Teaching
ELLITE Journal is published twice a year in the months of May and November; it presents articles on English language, literature, and teaching. The contents include analyses, studies, research reports, application of theories, material development, and reviews
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<![CDATA[Comic Strips in Teaching Simple Past Tense for EFL Learners ]]>
<![CDATA[Al Faruq, Habibatul Azizah]]>;
<![CDATA[Nurhalimah, Nurhalimah]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v3i2.1912
<![CDATA[Teaching English needs various media and methods to make the studentsenthusiastic in teaching and learning process. A lot of media are employed inteaching and learning process. One of media used in teaching grammar especiallytenses is comic strips. Comic strips tell a story in form of pictures series and textstructures or dialogue. This article aims to find out the effect of using Englishcomic strips as media in teaching simple past tense. A quasi experimental designis used in this study to identify the causal impact of an intervention on targetpopulation without random assignment when the treatments were given. Thesubjects of this study were the seventh grade students of junior high school.The finding of t-test obtained was 3.865 which were higher than t-table 2.08.It means that the comic strips are effective for teaching simple past tense. Thecomic strips can be used in teaching other aspects such as storytelling, anothertense, writing and so forth, and also it can be collaborated with the students’learning style.]]>
<![CDATA[Implementing Integrated Project Based Learning to Enhance Students’ Writing Skill ]]>
<![CDATA[Ekawati, Wahyu]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v3i2.1915
<![CDATA[Writing in English is important for vocational high school (SMK) students toprepare their future career so that they can compete with other job seekers bothin Indonesia and other countries. However, the students find that writing isdifficult to learn due to some cases: (1) they are less interested in it because it isnot correlated with their major, (2) the limited time availability (3) the teachinglearning process is less meaningful, and (4) they are lack of feedback due to thebig number of students in one class. To overcome this problem, it is advisableto apply what so called integrated project based learning (PBL) by integratingwriting to recount the project dealing with the students’ major. This paperdescribes how the integrated PBL can enhance the students’ writing skill throughtwo main stages: (1) preparation stage. It is embodying grouping, determiningthe project work, determining the schedule, and learning the content as wellas how to write a recount text in the classroom. (2) individual writing activitywhich covers (a) free writing; (b) drafting; (c) evaluating (peer reviewing andteacher learner conference); (d) revising; (e) post writing; (f) publishing in asocial media; and (g) responding the social media reader’s comment.]]>
<![CDATA[Digital Teaching Tools in 21st Century EFL Classroom: Are Our Teachers Ready? ]]>
<![CDATA[Suwartono, Tono]]>;
<![CDATA[Aniuranti, Asfi]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v3i2.1916
<![CDATA[Over the past decade, along with the rapid growing information of communicationtechnology, information processing has become an indispensable part ofapplication in variety of fields. In relation to language teaching and learning,digital media has invaded the classroom. Unfortunately, during professionaltraining the writer’s gave, those English teachers who belonged to ‘well prepared’for this sort of media was very few. These teachers used a laptop with certainlearning materials which were prepared prior to teaching and an LCD projectorand/or speakers on the desk. In general, their teaching and learning seemed tobe more interesting due to technology touch. They created an image of beingcreative, and above all, innovative. This paper discusses how technology, in thiscase digital teaching media, supports teaching and learning; then, outlines theproblems facing EFL teachers; and, finally, suggests possible solutions to theproblems. Obviously, this paper is meant to promote professional teaching andcontribute to future researches on similar topic.]]>
<![CDATA[Speech Acts Found in Inaugural Addresses of Barack Obama ]]>
<![CDATA[Oktarini, Widya]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v3i2.1920
<![CDATA[This research analyzes the speech acts and language style found in inauguraladdressess of the presidents of The United States; Barack H. Obama. Thisresearch aims at describing kinds and functions of speech acts, the complianceand violation of cooperative principle. This research is descriptive qualitativeusing socio-pragmatics approach. In collecting the data, it uses simak methodand note-taking technique. In analyzing the data, it uses contextual methodby using socio-pragmatics theory. In presenting the results of the analysis, ituses informal method by verbal language. The results of the analysis showed:(a) there were six kinds of speech acts found in the inaugural addresses,specifically: assertive, directive, comissive, expressive, and declarative in whichdeclarative found in Obama’s second inaugural address with one data only (b)the functions of speech acts found are: (i) to give opinion, (ii) to inform, (iii)to give direction, (iv) to promise, (v) to express feelings (vi) to declare and to(vii) maintain relationship.]]>
<![CDATA[Maintaining Students’ ‘Indonesian Identity’ with a Multicultural Teaching Approach ]]>
<![CDATA[Hidayati, Kuni Hikmah]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v3i2.1919
<![CDATA[Experts agree that using English as an International Language (EIL) has directlyand indirectly shaped the speakers’ ways of thinking which may finally shapetheir identity. This paper theoretically examines impacts of learning Englishtowards students’ identity, i.e. Indonesian identity. First, it explains the possibilityof Indonesian students’ changing identity as learning English in school. Then,it recommends what teachers should know about their students in order toreduce negative impacts of English to the students’ national identity. Finally,the paper purposes the notion of a multicultural teaching approach whenteaching English.]]>
<![CDATA[Implementing Integrated Project Based Learning to Enhance Students’ Writing Skill ]]>
<![CDATA[Wahyu Ekawati]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v3i2.1915
<![CDATA[Writing in English is important for vocational high school (SMK) students toprepare their future career so that they can compete with other job seekers bothin Indonesia and other countries. However, the students find that writing isdifficult to learn due to some cases: (1) they are less interested in it because it isnot correlated with their major, (2) the limited time availability (3) the teachinglearning process is less meaningful, and (4) they are lack of feedback due to thebig number of students in one class. To overcome this problem, it is advisableto apply what so called integrated project based learning (PBL) by integratingwriting to recount the project dealing with the students’ major. This paperdescribes how the integrated PBL can enhance the students’ writing skill throughtwo main stages: (1) preparation stage. It is embodying grouping, determiningthe project work, determining the schedule, and learning the content as wellas how to write a recount text in the classroom. (2) individual writing activitywhich covers (a) free writing; (b) drafting; (c) evaluating (peer reviewing andteacher learner conference); (d) revising; (e) post writing; (f) publishing in asocial media; and (g) responding the social media reader’s comment.]]>
<![CDATA[Digital Teaching Tools in 21st Century EFL Classroom: Are Our Teachers Ready? ]]>
<![CDATA[Tono Suwartono]]>;
<![CDATA[Asfi Aniuranti]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.32528/ellite.v3i2.1916
<![CDATA[Over the past decade, along with the rapid growing information of communicationtechnology, information processing has become an indispensable part ofapplication in variety of fields. In relation to language teaching and learning,digital media has invaded the classroom. Unfortunately, during professionaltraining the writer’s gave, those English teachers who belonged to ‘well prepared’for this sort of media was very few. These teachers used a laptop with certainlearning materials which were prepared prior to teaching and an LCD projectorand/or speakers on the desk. In general, their teaching and learning seemed tobe more interesting due to technology touch. They created an image of beingcreative, and above all, innovative. This paper discusses how technology, in thiscase digital teaching media, supports teaching and learning; then, outlines theproblems facing EFL teachers; and, finally, suggests possible solutions to theproblems. Obviously, this paper is meant to promote professional teaching andcontribute to future researches on similar topic.]]>
<![CDATA[Maintaining Students’ ‘Indonesian Identity’ with a Multicultural Teaching Approach ]]>
<![CDATA[Kuni Hikmah Hidayati]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.32528/ellite.v3i2.1919
<![CDATA[Experts agree that using English as an International Language (EIL) has directlyand indirectly shaped the speakers’ ways of thinking which may finally shapetheir identity. This paper theoretically examines impacts of learning Englishtowards students’ identity, i.e. Indonesian identity. First, it explains the possibilityof Indonesian students’ changing identity as learning English in school. Then,it recommends what teachers should know about their students in order toreduce negative impacts of English to the students’ national identity. Finally,the paper purposes the notion of a multicultural teaching approach whenteaching English.]]>
<![CDATA[Speech Acts Found in Inaugural Addresses of Barack Obama ]]>
<![CDATA[Widya Oktarini]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
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DOI: 10.32528/ellite.v3i2.1920
<![CDATA[This research analyzes the speech acts and language style found in inauguraladdressess of the presidents of The United States; Barack H. Obama. Thisresearch aims at describing kinds and functions of speech acts, the complianceand violation of cooperative principle. This research is descriptive qualitativeusing socio-pragmatics approach. In collecting the data, it uses simak methodand note-taking technique. In analyzing the data, it uses contextual methodby using socio-pragmatics theory. In presenting the results of the analysis, ituses informal method by verbal language. The results of the analysis showed:(a) there were six kinds of speech acts found in the inaugural addresses,specifically: assertive, directive, comissive, expressive, and declarative in whichdeclarative found in Obama’s second inaugural address with one data only (b)the functions of speech acts found are: (i) to give opinion, (ii) to inform, (iii)to give direction, (iv) to promise, (v) to express feelings (vi) to declare and to(vii) maintain relationship.]]>
<![CDATA[Comic Strips in Teaching Simple Past Tense for EFL Learners ]]>
<![CDATA[Habibatul Azizah Al Faruq]]>;
<![CDATA[Nurhalimah Nurhalimah]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32528/ellite.v3i2.1912
<![CDATA[Teaching English needs various media and methods to make the studentsenthusiastic in teaching and learning process. A lot of media are employed inteaching and learning process. One of media used in teaching grammar especiallytenses is comic strips. Comic strips tell a story in form of pictures series and textstructures or dialogue. This article aims to find out the effect of using Englishcomic strips as media in teaching simple past tense. A quasi experimental designis used in this study to identify the causal impact of an intervention on targetpopulation without random assignment when the treatments were given. Thesubjects of this study were the seventh grade students of junior high school.The finding of t-test obtained was 3.865 which were higher than t-table 2.08.It means that the comic strips are effective for teaching simple past tense. Thecomic strips can be used in teaching other aspects such as storytelling, anothertense, writing and so forth, and also it can be collaborated with the students’learning style.]]>
