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ELLITE: Journal of English Language, Literature, and Teaching
Published by Universitas Muhammadiyah Jember
ISSN : 25274120     EISSN : 25280066     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
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
Arjuna Subject : -
Articles 14 Documents
 1   2 
Search results for , issue "Vol 5, No 1 (2020): ELLITE" : 14 Documents clear
The Phonological Interference in EFL Reading Mahendra, Made Wahyu; Marantika, I Made Yogi
ELLITE Vol 5, No 1 (2020): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (161.75 KB) | DOI: 10.32528/ellite.v5i1.3272

Abstract

The study aimed at exploring the phonological interference made by Pendalungan students in EFL reading, particularly in vowel phonemes. Pendalungan is an assimilation of two majority ethnics in Eastern Java; Java and Madura. Due to the unique characteristics of the language used by this group of community, it is assumed that the errors made by EFL Pendhalungan students might show different patterns as those found in either Javanese and Madurese students. To answer the problem of the research, the descriptive qualitative design was employed. There were eight students who belonged to the Pendalungan community, from a private university in East Java were taken as respondents. The secondary instruments used was an oral test of reading an English text. The finding showed that there were 12 incorrecty pronounced vowels; /ɪ, aʊ, ɔ:, e, Ʌ, əʊ, aɪ, ɪə, ə, ɒ, eɪ, æ/. The finding was analyzed based on the types of phonological interference, namely sound addition, sound omission, and sound replacement. The first two types have the least cases of two for each, while the last type has the most. Furthermore,the phonological interference emerged in the finding is somehow related to the nature of both languages, Javanese and Madurese. Inaccuracy mostly occurs because students pronounce the words as they are written.
Factors in Controlling the Successful Peer Teaching Method in Higher Education Pechinthorn, Komm; Samarkjarn, Jirangrug; Irawan, Nico
ELLITE Vol 5, No 1 (2020): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (94.899 KB) | DOI: 10.32528/ellite.v5i1.3126

Abstract

This educational research paper was conducted by using questionnaires to collect the essential student survey data. The source of the study was a chosen mid-sized English for Everyday Use subject of 60 students in a public university under the International College of Rajamangala University Krungthep (ICUTK) in the capital city, Bangkok district in Thailand with the time frame from June to October 2019.The research employed multiple regression equation models by Minitab version 18 to study the structural relationships on satisfactions of peer teaching methodology, meaning that students were required to teach their peers instead of teachers in classroom. The selected variables were gender, GPA, age and attendance of the students. A major contribution of this education research was its significant direct relationship which mediated the method of teacher and student learning by testing the peer teaching methodology in classroom compared to the traditional classroom. Clear descriptive statistics such as mean, standard deviations were provided from the calculation and multiple regressions analysis shows the coefficients, t-stats, errors and significant values of each selected variables. Moreover, the calculation model for those variables was formed for the future prediction for the related educators. The results indicated the importance of peer teaching method in class room for student learning supporting by the highly satisfied scores have impact on all variables included in this research.
Techniques to Avoid Shifting to The Mother Tongue When Teaching Using EFL As The Language of Instruction Utomo, Bagas Prayogo; Suwartono, Tono
ELLITE Vol 5, No 1 (2020): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (91.455 KB) | DOI: 10.32528/ellite.v5i1.2765

Abstract

Learning other language is not just translating ideas into the targeted language, but it is an act of learning the whole set of the language itself. In the context of teaching English as a Foreign Language, teachers take very crucial role. They should be able to set such atmosphere where their students can be exposed into English environment as much as possible. On the other hand, maintaining the use English at all time is a difficult task to do, since the vocabulary of the foreign learners, often, is very limited. It creates a challenge for the teacher, in terms of making the students comprehend a certain word that they do not understand previously. Shifting into the mother tongue is surely the easiest escape from this matter. However, a teacher should be creative enough to find alternatives that allow the students to learn new words while the use of English is maintained. There are techniques that a teacher can use to provide comprehension to the students without shifting into the mother tongue.
An Investigation of Student Teachers' Anxiety Related to the Teaching Practicum Charisma, Dila; Nurmalasari, Puteri
ELLITE Vol 5, No 1 (2020): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (103.936 KB) | DOI: 10.32528/ellite.v5i1.3205

Abstract

This study aims at investigating the student teachers’ anxiety related to the teaching practicum as well as the factors that contribute anxiety during teaching practicum, and exploring the student teachers’ strategies in overcoming their anxiety during teaching practicum. Qualitative research with a case study approach employed in this study. STKIP Invada Cirebon was chosen as the site and English student teachers were the participants of this study who did teaching practicum at SMK RISE Kota Cirebon, while the data were collected through interview and weekly journal. This study discover that students teachers’ anxiety related to the teaching is situation-specific anxiety, and the factors contribute anxiety can be grouped into six categories: being not familiar with the situations in the classroom, being observed by mentor or supervisor, incompetence in teaching, not match with expectations, less English proficiency, and classroom management. So that this study also identifies six categories of coping strategies employed by student teachers: adaptation, preparation, build a good relationship with the mentor and the students, self confidence, positive thinking, and keep calm and enjoy it. The findings of this study give insight for supervisor university, mentor, and student teachers about anxiety may arise during teaching practicum. Key words: Anxiety; Student Teachers’ Anxiety; Teaching Practicum; Cause of Anxiety; Strategies in Overcoming Anxiety.
READING INTENSITY ON STUDENTS’ SPEAKING ABILITY Mufaridah, Fitrotul; Lutfiyah, Siti
ELLITE Vol 5, No 1 (2020): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (88.232 KB) | DOI: 10.32528/ellite.v5i1.3277

Abstract

Speaking as a language skill has been considered the most difficult one to master by the students especially in Songserm Wittaya School Songkla, Thailand. It was found that the majority of the students found it difficult to speak English fluently. As a productive skill, speaking is complex because learners need to acquire the accuracy and fluency in speaking. However, one EFL class showed a bit difference in the ability of speaking English because of their reading intensity. The design of the research was descriptive qualitative. The data were collected by a questionnaire for intensive reading and an interview on speaking to 30 students at 4/3 grade. The results of this research in general revealed that most of the students at grade 4/3 Thailand are good in speaking English due to their intensive reading that reached 50%. It was clearly seen from the analysis of some aspects of speaking (pronunciation, grammar, vocabulary, fluency and comprehension) in the interview section and questionnaire of reading intensity that 50% of the participants can speak English better through reading activity intensively. This finding implies that intensive reading has become a meaningful input for students’ speech production.
Synthetic Phonics on the Development of Reading Aloud Putri, Reka Roefika Novita; Hateem, Zaitun
ELLITE Vol 5, No 1 (2020): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v5i1.3309

Abstract

This study aims to know the effect of synthetic phonics on the development of students reading aloud skills. This study was conducted at State Junior High School 3 Babelan, Bekasi, Indonesia. This study used a quantitative method, true-research experimental design with one group pre-test and post-test. The population of this research is all 8th grade students, and for two classes of 8th grade were taken as the sample, where one class is experimental and the other is control with the total number of 72 participants. A pre-test and post-test were given to know whether synthetic phonics is effective. The obtained result of both tests from the two classes were compared. The findings showed that the lowest score in the experimental class was 71 while the highest was 89. Meanwhile, the lowest and the highest score of control class were 62 and 75, respectively. The difference of the highest scores between that obtained in the experimental and that in the control class is 14, meaning that experimental class gained 14 scores. It can be concluded that synthetic phonics is effective in the development of students’ reading aloud skills, this study recommends continuation using synthetic phonics to develop students’ reading aloud skills.
The Use of Collaborative Design Thinking in Improving Student Writing Skill Addawiyah, Karimah Robiatul
ELLITE Vol 5, No 1 (2020): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v5i1.3281

Abstract

Writing is still considered a difficult skill to master. Problems arise from variousaspects of writing namely grammar, vocabulary, types of text, outline, and soon. Tackling these problems is possible with appropriate teaching method. TheCollaborative Thinking Design Method (CoDeT) was chosen as an effectiveand innovative method to help students improve students’ writing skills as thisencouraes them to be active in the learning process and discuss with classmates.The purpose of this study was to determine whether there was a significantimprovement in the use of CoDeT method in students’ writing skills. Usingthe VII grade students of MTs AT-Tawazun Subang in year 2019/2020 aspopulation, this study used quantitative methods with experimental researchdesign. The average values obtained in the Pre- and post-test were 52.73 and91.92, respectively. This means that Tcount ttable or 4.01 3.06, with theresult that students’ writing skills are enhanced using Collaborative DesignThinking (CoDeT) method instead of the conventional method. This meansthat there is a significant improvement in the inclusion of Collaborative DesignThinking (CoDeT) method on students’ writing skills. It implies that CoDeTmethod can enhance students’ ability to teach writing skills in narrative texts.Through this research, several advantages of using the Collaborative DesignThinking (CoDeT) method in teaching writing skills to seventh grade studentswere revealed, such as 1). encouraging students to be actively involved in thelearning process and 2). facilitating students in understanding teaching materialthrough discussion.
READING INTENSITY ON STUDENTS’ SPEAKING ABILITY Fitrotul Mufaridah; Siti Lutfiyah
ELLITE Vol 5, No 1 (2020): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v5i1.3277

Abstract

Speaking as a language skill has been considered the most difficult one to master by the students especially in Songserm Wittaya School Songkla, Thailand. It was found that the majority of the students found it difficult to speak English fluently. As a productive skill, speaking is complex because learners need to acquire the accuracy and fluency in speaking. However, one EFL class showed a bit difference in the ability of speaking English because of their reading intensity. The design of the research was descriptive qualitative. The data were collected by a questionnaire for intensive reading and an interview on speaking to 30 students at 4/3 grade. The results of this research in general revealed that most of the students at grade 4/3 Thailand are good in speaking English due to their intensive reading that reached 50%. It was clearly seen from the analysis of some aspects of speaking (pronunciation, grammar, vocabulary, fluency and comprehension) in the interview section and questionnaire of reading intensity that 50% of the participants can speak English better through reading activity intensively. This finding implies that intensive reading has become a meaningful input for students’ speech production.
The Phonological Interference in EFL Reading Made Wahyu Mahendra; I Made Yogi Marantika
ELLITE Vol 5, No 1 (2020): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v5i1.3272

Abstract

The study aimed at exploring the phonological interference made by Pendalungan students in EFL reading, particularly in vowel phonemes. Pendalungan is an assimilation of two majority ethnics in Eastern Java; Java and Madura. Due to the unique characteristics of the language used by this group of community, it is assumed that the errors made by EFL Pendhalungan students might show different patterns as those found in either Javanese and Madurese students. To answer the problem of the research, the descriptive qualitative design was employed. There were eight students who belonged to the Pendalungan community, from a private university in East Java were taken as respondents. The secondary instruments used was an oral test of reading an English text. The finding showed that there were 12 incorrecty pronounced vowels; /ɪ, aʊ, ɔ:, e, Ʌ, əʊ, aɪ, ɪə, ə, ɒ, eɪ, æ/. The finding was analyzed based on the types of phonological interference, namely sound addition, sound omission, and sound replacement. The first two types have the least cases of two for each, while the last type has the most. Furthermore,the phonological interference emerged in the finding is somehow related to the nature of both languages, Javanese and Madurese. Inaccuracy mostly occurs because students pronounce the words as they are written.
Factors in Controlling the Successful Peer Teaching Method in Higher Education Komm Pechinthorn; Jirangrug Samarkjarn; Nico Irawan
ELLITE Vol 5, No 1 (2020): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v5i1.3126

Abstract

This educational research paper was conducted by using questionnaires to collect the essential student survey data. The source of the study was a chosen mid-sized English for Everyday Use subject of 60 students in a public university under the International College of Rajamangala University Krungthep (ICUTK) in the capital city, Bangkok district in Thailand with the time frame from June to October 2019.The research employed multiple regression equation models by Minitab version 18 to study the structural relationships on satisfactions of peer teaching methodology, meaning that students were required to teach their peers instead of teachers in classroom. The selected variables were gender, GPA, age and attendance of the students. A major contribution of this education research was its significant direct relationship which mediated the method of teacher and student learning by testing the peer teaching methodology in classroom compared to the traditional classroom. Clear descriptive statistics such as mean, standard deviations were provided from the calculation and multiple regressions analysis shows the coefficients, t-stats, errors and significant values of each selected variables. Moreover, the calculation model for those variables was formed for the future prediction for the related educators. The results indicated the importance of peer teaching method in class room for student learning supporting by the highly satisfied scores have impact on all variables included in this research.

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