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
Articles
179 Documents
<![CDATA[Materials for Writing – Was This the Case of the Runaway Bandwagon? ]]>
<![CDATA[Kristi Nuraini]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1507
<![CDATA[The teaching of language has developed from time to time. Writing as oneof the skills in language learning has also gone through different concerns;starting from less concerned in the Audio Lingual Method (ALM), becoming tohave more concerned in the Communicative Approach of Language Teaching(CALT). The materials also differ for the focus of language learning are different;from forms or structure focused into meaning or communicative focus; fromcontrolled activities into more natural and communicative ones. This paper will cover the teaching of writing, techniques of gathering ideas for writing and the influences of methodologies in writing tasks.]]>
<![CDATA[Techniques to Avoid Shifting to The Mother Tongue When Teaching Using EFL As The Language of Instruction ]]>
<![CDATA[Bagas Prayogo Utomo]]>;
<![CDATA[Tono Suwartono]]>
<![CDATA[ ELLITE Vol 5, No 1 (2020): ELLITE: May ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v5i1.2765
<![CDATA[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.]]>
<![CDATA[Fun Speaking with Cue Card ]]>
<![CDATA[Ahmad Mursyid]]>;
<![CDATA[Fitrotul Mufaridah]]>
<![CDATA[ ELLITE Vol 4, No 1 (2019): ELLITE: May ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v4i1.2313
<![CDATA[English has become crucial to be acquired by the second or foreign language (ESL/EFL) learners to assist them with their academic life. In addition, it is essential for one to be able to speak in English. However, it is not easy for second or foreign language (ESL/EFL) learners to acquire good speaking skills. EFL learners in Asia; not to mention in Thailand are also facing similar problem. This study is aimed to how the use of cue cards as media to teach English can improve the EFL learners in Thailand. The study was conducted in one of junior high schools in Thailand. Classroom Action Research (CAR) was employed in this study. Observation and test were applied to collect the data. The result of the study revealed that this media is able to improve the speaking ability of the learners.]]>
<![CDATA[Instagram as a Medium for Teaching and Learning English: A Qualitative Systematic Review ]]>
<![CDATA[Daviq Rizal]]>;
<![CDATA[Resti Farikhah Z]]>
<![CDATA[ ELLITE Vol 6, No 2 (2021): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v6i2.6275
<![CDATA[The purpose of the research paper was to explore the use of Instagram as social media in learning English skills such as reading, speaking, listening, and writing skills. Using a qualitative systematic review, the researchers searched 24 journal articles on the use of Instagram in English language teaching and learning in Google Scholar for data saturation and analysis. This entailed reading and re-reading the manuscripts, followed by coding the data, with each pass enhancing and modifying the codes. The study showed that Instagram could be used as a teaching tool for English language learners and helpful in their English learning. Teachers should use the chance to make the most of this advancement and start using Instagram in the classroom. Because Instagram is one of the most popular social media platforms, students can practice writing about their daily activities and provide feedback on their classmates' writing. According to this study, using Instagram to teach students how to write descriptive writings is beneficial. Furthermore, the experimental students given Instagram media therapy outperformed control students. The results can be significant inputs for English language teachers to use Instagram in real classrooms. ]]>
<![CDATA[Language use in the classroom: Identity in classroom discourse ]]>
<![CDATA[Muhlisin Muhlisin]]>
<![CDATA[ ELLITE Vol 2, No 1 (2017): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i1.760
<![CDATA[AbstractThis study concerned group of Indonesian EFL learners’ perceptions regarding the use of Indonesian (L1) and English language (L2) by their teachers in the classroom. In particular, the study aimed to unravel how these learners perceived the use of their L1 and L2 during the course of English instruction in the classroom and how their perceptions might have been shaped by different aspects of “identity construction” to which they were oriented. Data were gathered through administering a questionnaire to one hundred seventy-three adult Indonesian EFL learners. Analysis of the learners’ responses suggested that they maintained different perceptions with regard to the use of their L1 and L2 and that their perceptions may be subsumed into two broad categories, each of which reflects the differences in their perceptions. Factors that might have affected the learners’ perceptions were then critically discussed in the light of identity theory in the context of L2 pedagogy. In particular, the theory suggests that different aspects of identity construction to which learners are oriented affect their perceptions of the use of theirL1 and L2 in the classroom. Further, these different aspects of identity construction may also affect how learners are likely to respond to the use of an L1 and L2 in the classroom (and beyond).Keywords: English as a foreign language (EFL), language use, identity theory in L2 pedagogy]]>
<![CDATA[One Stay Three Stray in Teaching Reading ]]>
<![CDATA[Maghfirotul Baroroh]]>
<![CDATA[ ELLITE Vol 3, No 1 (2018): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v3i1.1779
<![CDATA[This research aimed to know whether one stay three stray method can improvestudents’ reading comprehension at SMA Muhammadiyah 3 Jember in 2017/2018academic year. The type of this research was Classroom Action Research (CAR).This research was done in two cycles which consisted of planning, implementing,observing, and reflecting in each cycle. The subjects of this research were thestudents 32 students of tenth Science at SMA Muhammadiyah 3 Jember. Theresearch instruments used were reading test and observation checklist. Theresult of reading test data in cycle 1 showed that the students did not achieve thecriteria of success. The researcher needed to revise lesson plan or strategy in cycle2. All activities were done with the balance partner and having two clockwisearound the room. Based on result of data analysis there was improvement onstudents’ reading comprehension which can be seen from the results of the twocycles in which cycle 2 was better than cycle 1.]]>
<![CDATA[The Use of Questioning Strategy to Improve Students’ Reading Comprehension ]]>
<![CDATA[Ana Rizqi Amalia, Yeni Mardiyana Devant]]>
<![CDATA[ ELLITE Vol 1, No 2 (2016): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v1i2.465
<![CDATA[This research is a classroom action research which was conducted at SMA Muhammadiyah Jember. It is aimed at improving students’ reading comprehension by the use of questioning technique. The second grade students were taken as the subjects of the research. They are all thirty-two students. The data were collected from in-depth-interview during the process of teaching and learning and test which was given in the end of the process. In the first cycle, there were twenty students (62.5%) who gain the criteria of success. Meanwhile, in the second cycle, twenty-six students (81.25%) gain the target score. This showed that the students were successful in reading comprehension class. The conclusion of the study is that the use of Questioning Strategy can improve the second grade students’ reading comprehension of SMA Muhammadiyah 2 Jember.Keywords: reading comprehension, questioning strategy.]]>
<![CDATA[Task Types in EFL Listening Class: Realizing Learners’ Prospects ]]>
<![CDATA[Nurita Nurita]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1513
<![CDATA[Selection of task types in learning listening certainly affects the quality oflearners’ necessities. The seven types of tasks offered by Willis (2007) are oftennot simply applicable because different class characteristics always presentdifferent burdens in determining the right types of task. The goal of this studyis to describe learners’ prospect of task types in teaching listening skill at EFLclass for university students. A listening class consisting of thirty students whichhad experienced different task types in four years was chosen. To achieve theobjective, the researchers collected the data by observing the teaching learningprocess and interviewing both the teacher and the learners. The result of dataanalysis revealed that there were four types of task implemented in the listeningclass, those were; listing task, sharing personal experience task, comparingtask and creative task. The class used listing task by asking the learners tomention the information they have got from the short video. Comparing taskwas implemented by asking the learners to match the information betweenthe video and what they have got. In sharing personal task, the class askedthe learners about their personal experience that was related to the discussedmaterial. The last was creative task in that learners were to find their own videoabout the topic they have decided and asked the learners to present their videoin front of class by telling the audience about the content of the video. In short,the final end of employing task types is on helping learners grasp their learningprospects so in designing the task types the class has to stick to the objective ofthe task, the materials and level of difficulty and the learners’ capability.]]>
<![CDATA[Synthetic Phonics on the Development of Reading Aloud ]]>
<![CDATA[Reka Roefika Novita Putri]]>;
<![CDATA[Zaitun Hateem]]>
<![CDATA[ ELLITE Vol 5, No 1 (2020): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v5i1.3309
<![CDATA[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.]]>
<![CDATA[Promoting Critical Reading Strategy in Literacy Based-Writing Instruction: Indonesian Context ]]>
<![CDATA[Henri Fatkurochman]]>
<![CDATA[ ELLITE Vol 4, No 2 (2019): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v4i2.2972
<![CDATA[Teaching writing English as a foreign language (EFL) in university setting aims to achieve both linguistic and literacy competencies. It means that the instruction not only focuses on facilitating students to build writing English proficiency, but also on leading students to become literate. Based on this context, it is important for lecturers to select appropriate and effective strategies in the writing instruction. Critical reading is regarded as meaningful and effective reading strategy which can be applied by academic writing instructors or lecturers in order to enable the students in writing an English-written paper. This article attempts to discuss why and how critical reading strategy should be utilized in literacy model of EFL writing instruction, especially in writing a research paper. By understanding the relationship between reading and writing, it is hoped that the activities in the EFL writing classroom can be more meaningful.]]>
