ELITE Journal: Journal of English Linguistics, Literature, and Education
The journal aims to be an open-access journal platform which publishes and disseminates the ideas and researches on English Linguistics, Literature, and Education in primary, secondary or undergraduate level. The scopes of the published articles in prioritized order are (1) Affects and values in English Linguistics, Literature, and Education , and (2) The development of Islamic researches in English field.
Articles
183 Documents
<![CDATA[Digital Literacy in Pre-Service English Teachers’ Professional Development: Perspectives and Challenges ]]>
<![CDATA[Hariro, Khoiriyatul Hariro]]>
<![CDATA[ ELITE JOURNAL Vol 6 No 1 (2024): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[Teachers require technology and digital literacy to enhance their teaching and learning activities. Digital literacy stands as a crucial skill in the preparation of pre-service teachers for their roles in the pedagogical realm. Among the skills emphasized in their professional development, digital literacy assumes significance. Teachers, including pre-service English teachers, should promote digital literacy in teaching and learning activities by providing the use of technology and digital tools to create more interesting, meaningful, and interactive materials, media, and activities. This study aims to investigate the pre-service English teachers’ perspectives on their levels of digital literacy and to examine the software tools and applications commonly used by them. It also aims to explore the challenges in promoting digital literacy in pre-service English teachers’ professional development. In this study, a mixed-methods research design was employed, integrating both qualitative and quantitative approaches. Data collection involved administering a closed-ended questionnaire to 67 participants and conducting interviews with 10 participants from the same population. Quantitative data were analyzed using descriptive statistical analysis with SPSS 20, while qualitative data were interpreted through descriptive explanations. The results showed that mostly pre-service English teachers have high level and medium level of digital literacy. Microsoft Office Word was the software or application which was the most commonly used by them. The results also showed that there were five challenges faced by pre-service English teachers in promoting digital literacy in their professional development which were: 1) lack of technology facilities and accessibility; 2) lack access of the internet connection; 3) choosing appropriate digital tools for teaching materials and media; 4) not providing sufficient budget to invest on educational technology; and 5) lack of competence to use English educational technology.]]>
<![CDATA[Perceptions of Senior High School Students on the English Club Speaking Activities ]]>
<![CDATA[Sari, Renny Kurnia]]>
<![CDATA[ ELITE JOURNAL Vol 6 No 1 (2024): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[Speaking is the exclusively human act on the process of expressing and exchanging ideas, emotions, and information through the use of oral language. Therefore, this research which was designed in a qualitative method using purposive sampling. Found out that senior high students had positive perceptions on the English club speaking activities. First, they argued that the more courageous, interested and confidents to practice speaking with their friends than in regular class. Second, they claimed that English club made them more experiences in speaking English and more knowledge about English skills. Third, their English. Last, they also stated that after joining the English club, they became more confident and accustomed to speak English in front of public as often as possible.]]>
<![CDATA[Facilitating EFL Learners’ Challenging Writing Learning Enterprises through Self-Regulated Writing Strategy ]]>
<![CDATA[wijaya, kristian]]>
<![CDATA[ ELITE JOURNAL Vol 6 No 2 (2024): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[ABSTRACT The presented second language writing learning complexities oftentimes hamper globalized EFL learners from accomplishing their targeted writing tasks excellently. Resultantly, their burgeoning writing learning motivation is at high stake and they feel discouraged to proceed into various challenging writing learning dynamics prepared by teachers. One decent response for this general writing learning issue is through the activation of a self-regulated writing strategy. Previous researchers believed that with the accompaniment of a self-regulated writing strategy, EFL learners have become more adept at managing their writing learning processes by employing appropriate writing strategies. Speaking specifically, this present small-scale qualitative library study aimed to review the extent self-regulated writing strategy can facilitate worldwide EFL learners to better cope with arduous writing learning processes. Hence, the researcher conducted an in-depth thematic analysis by reviewing 20 prior self-regulated writing strategy studies in worldwide EFL learning settings to generate more apprehensible and constructive research results. Two major specific themes were stipulated through this data analysis process namely: 1) Self-regulated writing strategy helps EFL learners to become more insightful writers and (2) Self-regulated writing strategy transforms EFL learners into more thoughtful writers. It was evidenced that the employment of a self-regulated writing strategy did not solely transfigure EFL learners into more proficient but also strategic writers. Keywords: Self-regulated writing strategy, EFL learners, library study, thematic analysis]]>
<![CDATA[The Characters’ Attachment Style in Our Beloved Summer (2021) ]]>
<![CDATA[Gusthafo, Colli Brey Gusthafo]]>
<![CDATA[ ELITE JOURNAL Vol 6 No 2 (2024): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[Our Beloved Summer (2021) which depicts two main characters with different life backgrounds, mindsets, and attachment styles living a relationship. Choi Ung who grew up full of parental affection, while Kook Yeon Su who had no parental affection at all. This gives rise to several attitudes that describe how each character's attachment style is when living in a relationship. This study seeks to show how the attachment style of each character in this drama is by using the theory of Hazan and Shaver (1987) regarding adult attachment. This study states that there are 3 attachment styles, namely secure, anxious, and avoidant. This research concludes that the character of Choi Ung here is a safe figure while Kook Yeon Su is an anxious and avoidant figure.]]>
<![CDATA[The Implementation of Folklore based Mind Mapping Technique in Teaching Students' Writing Skill ]]>
<![CDATA[rasidin, gian amara]]>
<![CDATA[ ELITE JOURNAL Vol 6 No 2 (2024): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[This research aimed to prove significantly effective or not to used mind mapping technique in teaching writing skill. This research used a pre-experimental design with one group pre- test and post-test. The population were all of the eighth grade students of SMP Negeri 8 Lubuklinggau with consist that 213 students. The sampling technique used cluster random sampling with method of lottery and the sample selected was VIII.F clas with consist 29 students. The data for this research was collected by used written test. Technique for collecting the data were the researcher classifying individual score students. Then, the researcher used the minimum mastery criteria to convert students’ score ability in writing. Next, the researcher used normality test to find out the data and finally the researcher used match t-test to find out the hypothesis. The researcher found that The Implementation of Folklore Based Mind Mapping Techniques in Teaching Students’ Writing Skill at SMP Negeri 8 Lubuklinggau was effective. It could be proved by the significant difference between the mean score in the pre-test and post-test. The mean score of the students in the pre-test was 43.00 and in the post test was 76.05. The t-obtained was 5.19, it was higher than 1.701 as the critical value in t-table. Therefore, it was clearly stated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Keywords: Foklore, Mind Mapping Technique, Teaching Students’, Writing Skill, Narrative Text.]]>
<![CDATA[Students' Necessities for Acquiring English as a Second Language in Vocational High Schools ]]>
<![CDATA[Andi, Andi Eka Prima]]>
<![CDATA[ ELITE JOURNAL Vol 6 No 2 (2024): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[SLA is a mandatory subject studied in the educational environment, particularly for students in the Engineering Class (SEC). Engineering students have recently concentrated solely on common textbooks printed in English. Therefore, it does not undoubtedly aid in the development or promotion of understanding materials for English engineering purposes (EEP) among students. Naturally, identifying English materials that prioritize the demands of the students is essential when creating materials for specific objectives, like engineering students. Based on this, the survey and analysis approach are used to identify the textbooks by incorporating teachers and students in the data collection process. In this instance, it is reasonable to assume that students will learn the things to assist them become proficient in English for their future employment.]]>
<![CDATA[Pronunciation Strategies use by BIPA Teachers ]]>
<![CDATA[Siswanti, Denti]]>;
<![CDATA[Syafryadin]]>
<![CDATA[ ELITE JOURNAL Vol 6 No 2 (2024): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[This study investigates the pronunciation strategies used by Bahasa Indonesia bagi Penutur Asing (BIPA) teachers to improve their students' phonetic proficiency. There were twenty-eight teacherssurveyed and interviewed as part of a qualitative-methods strategy to gather data. The results show that teachers use a range of strategies to students to helph typical pronunciation issues, including drilling, repetition, using the native speakers audio, the direct method, visual audio, etc. Teachers say using these strategies helps students pronounce words correctly and boosts their confidence when speaking Indonesian. Disparities in student competency and a lack of resources were noted as barriers to successful adoption, nevertheless.According to teachers, incorporating these techniques greatly enhances pupils' confidence when speaking Indonesian and helps them pronounce words correctly. However, obstacles to successful implementation were identified, including disparities in student competency and a lack of resources. The study ends with suggestions for creating focused training courses for BIPA teachers to improve their teaching methods and raise pronunciation proficiency among students. These revelations advance our knowledge of successful language teaching strategies in multilingual settings.]]>
<![CDATA[EFL Students’ Perceptions of AI-Powered Feedback in Academic Writing: A Qualitative NVivo Study ]]>
<![CDATA[Fadillah, Ridha]]>;
<![CDATA[Saadillah]]>
<![CDATA[ ELITE JOURNAL Vol 7 No 2 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[Artificial intelligence (AI) is increasingly integrated into English as a Foreign Language (EFL) pedagogy, yet little is known about how learners in Southeast Asia perceive its feedback. This study explored Indonesian undergraduates’ perceptions of AI-powered feedback in academic writing. Data were collected through semi-structured interviews with seven students and analyzed thematically using NVivo 12. Four themes emerged: (1) AI was valued for grammar and vocabulary support, though suggestions for coherence and organization were often contested; (2) students reported ambivalent emotions—confidence and motivation alongside anxiety about dependency; (3) a trust hierarchy was evident, with AI trusted for surface-level corrections but distrusted for content-level changes; and (4) learners selectively blended AI and teacher feedback, positioning instructors as the final authority. These findings extend feedback literacy to AI contexts and refine the Technology Acceptance Model, suggesting the need for critical feedback literacy training and institutional policies on ethical AI use.]]>
<![CDATA[Developing Eight Dimensions of Graduate Profiles: A Case Study of Pre-service English Teachers in Indonesia ]]>
<![CDATA[nor, hidayah]]>
<![CDATA[ ELITE JOURNAL Vol 7 No 1 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[This study investigates the development of the eight dimensions of graduate profiles among pre-service teachers in Islamic university during their school-based teaching practice. Grounded in the framework of deep learning, the research employs a qualitative case study methodology. Data collection methods included classroom observations, analysis of reflective journals, and in-depth interviews with pre-service teachers who completed language curriculum development course. The results indicate that authentic classroom experiences facilitate comprehensive professional development. Pre-service teachers demonstrated critical thinking and problem-solving skills when adapting instructional strategies to diverse student needs. They exhibited creativity and innovation in designing effective learning activities. Collaboration and communication skills were enhanced through interactions with peers, mentors, and students. The responsibilities associated with serving as role models contributed to the cultivation of character and integrity. Engagement with contemporary issues promoted global citizenship awareness, while the integration of digital technologies improved digital literacy. Lesson planning and reflective practice supported self-directed learning, and classroom leadership responsibilities fostered leadership skills and a commitment to societal contribution. Despite challenges including inadequate facilities and inconsistent mentor support, the study highlights the significance of teaching practice as a deep learning experience. This process effectively integrates theoretical knowledge with practical application, preparing graduates who demonstrate academic competence, ethical conduct, adaptability, and social responsibility. The findings support Indonesia’s higher education objectives, which prioritize the development of holistic graduate profiles aligned with the requirements of the twenty-first century]]>
<![CDATA[Arabic Apology Expressions in English ]]>
<![CDATA[Amer, Layali Amer Yahya]]>;
<![CDATA[Mangatur Nababan]]>;
<![CDATA[Muhammad Yunus Anis]]>
<![CDATA[ ELITE JOURNAL Vol 7 No 2 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia) ]]>
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<![CDATA[The translation of speech acts, particularly apologies, presents a significant challenge due to their cultural specificity. This study attempts to examine the translation techniques utilized to render apology utterances at the micro level in Naguib Mahfouz’s novel “Sugar Street.” Using a descriptive qualitative method, apology expressions identified in the Arabic source text and their English translations were analyzed according to Molina and Albir’s (2002) classification of translation techniques. The investigation found 51 instances of translation techniques applied to 10 apologetic utterances, some of which required more than one technique. The study showed that the most frequently used strategy was "established equivalent," which allowed the translator to transmit the core illocutionary impact of Arabic apologies in a natural and conventionalized manner for English readers. This study emphasizes the relevance of pragmatic equivalency in literary translation. It also contributes to cross-cultural pragmatics by demonstrating how culturally embedded speech acts are negotiated and reconstructed during translation, providing useful insights for both literary translators and scholars. Keywords: Translation Techniques, Arabic Apology, Sugar Street]]>
