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ELITE Journal: Journal of English Linguistics, Literature, and Education
Published by The Association of Teachers of English Linguistics, Literature, and Education
ISSN : 28509938     EISSN : 25809946     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 183 Documents
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Growth Mindset and Arabic Speaking Skills: A Systematic Literature Review Using PRISMA 2020 Arsyad, Hairuddin; Abdurrahman, Maman; Sopian, Asep
ELITE JOURNAL Vol 7 No 1 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

This study aims to explore the role of a growth mindset in enhancing Arabic speaking skills, with implications for developing more effective learning strategies. Although increasing attention has been given to affective factors in language learning, the literature specifically linking growth mindset to Arabic speaking skills remains very limited. This research employs a Systematic Literature Review approach following the PRISMA 2020 guidelines. Articles were retrieved from Scopus, Google Scholar, and Sage databases within the 2018-2025 timeframe. Out of 642 identified publications, only 27 articles met the inclusion criteria and were further analyzed. The findings indicate that a growth mindset positively contributes to improving students’ motivation, self-confidence, and perseverance in speaking skills. In addition, this review reveals a gap in the literature, as most studies still focus on English and Mandarin, while Arabic has not been adequately explored. This study is significant as it provides both theoretical and empirical foundations for developing Arabic language learning strategies based on a growth mindset, while also opening opportunities for further research to test direct interventions in formal educational contexts in developing countries, including Indonesia. Keywords: Growth Mindset, Arabic Language, Speaking Skills, Foreign Language Learning
Students’ Perception of Technological Media used by Teacher in Lerning English Lubis, Fitriadi; Zainuddin
ELITE JOURNAL Vol 7 No 2 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

In the modern era, rapid technological development has significantly impacted various sectors, including education. One area that has undergone transformation is the use of technological media in English language learning. The integration of technology enables the teaching and learning process to become more effective, interactive, and tailored to students' needs. This study aimed to explore students’ perceptions of the technological media used by teacher in English language instruction at SMA Negeri 1 Kotanopan, Mandailing Natal Regency, North Sumatra. The population of this research were the ellevent grade science students. The sample was 33 students which selected by using random technique sampling. The research method employed was descriptive quantitative. Data were collected using a Likert-scale questionnaire, and the data analysis technique used was the mean score calculation. The distribution of students’ perception scores is as follows: High Category: 15.15%, Moderate Category: 69.70%, and Low Category: 15.15%. The results indicated that students’ perceptions of the use of technological media in English teaching were generally positive, with an average score of 73.
Implementing Differentiated Instruction with AI in Indonesian EFL Education Context Muslimin, Afif Ikhwanul; Harintama, Fitrana
ELITE JOURNAL Vol 7 No 2 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

This article delves into the integration of artificial intelligence (AI) tools to implement differentiated instruction in the Indonesian EFL education context. By leveraging AI platforms such as Quizzez, Readtheory, and HiNative, educators can personalize learning experiences, provide immediate feedback, and cater to diverse student interests and proficiency levels. The case studies presented highlight the benefits of using AI for enhancing reading comprehension, vocabulary expansion, and presentation skills in EFL classrooms. Through strategic planning and utilization of AI-powered tools, educators can effectively address the unique learning needs of students, promote engagement, and foster a conducive learning environment for language acquisition and skill development.
Students’ Perception of Mobile Assisted Language Learning in ESP classroom at Higher Education Pamungkas, Zakaria Bintang
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

Digital learning has become a potential learning tool since the COVID-19 pandemic that has caused the use of new technologies including mobile assisted language learning (MALL). Meanwhile, the implementation of MALL in English language learning particularly ESP still has different challenges due to technical, instructional and financial barriers. Several previous research suggest exploring more teaching experiences related to the use of mobile assisted language learning for the next contribution. This research aimed to find out the students’ perception on the use of Mobile Assisted Language Learning at ESP class. It employed a descriptive qualitative method. It was conducted at ESP class in Islamic Religious Education (PAI) Study Program of Faculty of Tarbiyah at IAI Riyadlotul Mujahidin Ponorogo with enclose 15 students as a sample of this research. This research used the purposive sampling technique to take the sample. The data were collected through questionnaire and interview. To collect the data, the study employed the questionnaire with 10 items given to 15 students. The responses from the interview were concluded to answer the research questions. As a result of the study, it is shown that most of the students agree of using mobile assisted language learning for learning English in ESP class. By using MALL as medium of learning ESP in the class, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak and to write in English, help them to comprehend English textbook or article, and assist them to understand the international standardized text.
Students’ and Teachers’ Perceptions of Diagnostic Tests in English Language Learning: A Case Study at Vocational High School 1 Limboto Daud, Sintiya; Nurwati, Andi; Habibie , Alvons
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

This study explores students’ and teachers’ perceptions of diagnostic tests in English language learning at Vocational High School 1 Limboto, aiming to understand their roles, benefits, and implementation challenges within the Merdeka Curriculum context. Using a qualitative case study design, data were collected through in-depth interviews, classroom observations, and document analysis conducted between March–May 2025. Findings reveal that teachers routinely administer diagnostic tests at the beginning of each semester to map students’ initial abilities—particularly in grammar, vocabulary, and reading—and possess a strong conceptual understanding of diagnostic assessments as tools for identifying strengths and weaknesses, grouping learners, and designing differentiated instruction. Students perceive these tests as valuable reflective tools that enhance awareness of their learning needs and support focused skill development. Implementation is effective in preparation and administration stages but suboptimal in follow-up, as grouping and remedial actions remain informal. Supporting factors include teachers’ experience, clear planning, and positive classroom environments, while constraints involve limited time and institutional support. The study contributes to the literature by contextualizing diagnostic assessment in vocational education, highlighting the gap between understanding and practice, and emphasizing the need for systematic follow-up strategies to fully leverage assessment results in improving learning outcomes.
Students' Voices: Navigating Written Corrective Feedback in English Language Learning Tohamba, Citra Prasiska Puspita
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

Written Corrective Feedback (WCF) remains a widely practiced instructional strategy in English as a Foreign Language (EFL) classrooms, particularly for improving students’ writing accuracy, yet debates continue regarding its pedagogical value and the ways learners actually respond to it. While existing studies have examined the technical aspects of WCF, fewer have investigated how students perceive its usefulness and how their emotional reactions shape engagement with feedback. This study seeks to explore these dimensions by analyzing students’ preferences for different feedback types, their evaluations of WCF’s effectiveness, and the affective responses that accompany the process. Adopting a qualitative design, data were collected through surveys and semi-structured interviews with EFL learners from diverse academic backgrounds. The results suggest that although students generally recognize WCF as an essential tool for language development, their preferences vary: some favor direct feedback for its clarity, others prefer indirect or metalinguistic feedback for encouraging self-correction. Emotional responses were equally diverse, ranging from motivation, reassurance, and appreciation to frustration, anxiety, and even discouragement when feedback was perceived as overly critical. These emotional factors proved influential in determining the extent to which learners engaged with and acted upon the corrections provided. The study concludes that effective feedback practices require a balance between corrective and supportive elements, enabling learners to benefit cognitively while also maintaining confidence and resilience in the face of error correction. The findings hold significant implications for language teachers, emphasizing the importance of adopting feedback strategies that attend simultaneously to students’ linguistic needs and their affective well-being in order to cultivate sustainable writing development.
Communicative Language Teaching-Based Microteaching Minda, Sri
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

This study explores the effectiveness of Communicative Language Teaching (CLT)-based microteaching in improving students' communication skills in English. The purpose of this study was to analyze the effect of Communicative Language Teaching-based microteaching on students' speaking skills. Using an experimental design with a quantitative approach, this study involved a population of 7th semester students of the English Language Education Study Program at UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan, with a sample of 60 students selected randomly. The instruments used included a questionnaire, a speaking skills assessment rubric, and observations during the microteaching session. The data were analyzed using descriptive statistics and a T-test to compare the pre-test and post-test results between the experimental and control groups. The results of the analysis showed that the experimental group experienced a significant increase in speaking skills, while the control group only experienced minimal improvement. Observations also showed that this method increased students' active participation and created a more interactive learning environment. Thus, Communicative Language Teaching-based microteaching is proven to be effective in improving students' communication skills and building their confidence in speaking English.
Teaching Syntax through Stories: Integrating Digital Storytelling to Enhance English Language Skills Utami, Ni Putu Cahyani Putri
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

Traditional methods of teaching English syntax are often criticized for being decontextualized and failing to engage students, leading to a gap between grammatical knowledge and practical application. Digital storytelling presents a promising, narrative-based alternative, yet empirical evidence of its effectiveness specifically for syntax instruction remains scarce. This study aimed to investigate the effectiveness of integrating digital storytelling on students' syntactic competence compared to conventional methods and to explore students' perceptions of this pedagogical approach. A mixed-methods study with a quasi-experimental, pre-test-post-test design was conducted with 50 intermediate-level university students. The experimental group (n=26) received instruction via digital storytelling, while the control group (n=24) used conventional methods. Data were collected through a syntax test and a perception questionnaire and were analyzed using an Independent Samples t-test on gain scores and Thematic Analysis. The quantitative findings revealed that the experimental group achieved significantly higher learning gains in syntactic competence compared to the control group (p < .001). Qualitatively, the thematic analysis indicated that students perceived the digital storytelling method as highly effective for enhancing comprehension through context and for significantly increasing their motivation and engagement in learning grammar. The study concludes that digital storytelling is a highly effective and engaging pedagogical tool for teaching English syntax. It provides a validated framework for educators seeking alternatives to traditional drills and contributes important empirical evidence to the field of Technology-Enhanced Language Learning (TELL).
Politeness Strategies Used by Students to Teachers in Their Communication at Pesantren Salaf Al Quran Sholahul Huda Al-Mujahidin Malang Zakaria, Bahrudin Nur Aziz; Anggarini, Ida Fitri; Agustina, Debi Olivia; Billa, Delfia Ayu Salsa; Amanda, Dhea Sherly; Al Maula, Faijatul
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

This study on politeness strategies used by students to their teacher in their communication at Pondok Pesantren Salaf Al-Quran Sholahul Huda Al-Mujahidin Malang was conducted to examine the types of politeness strategies employed by both students and teachers in their daily communication. Four teachers or ustadz of Pesantren Salaf Al-Quran Sholahul Huda Al-Mujahidin and 13 students or santri were chosen as the participants. Further more, a case study qualitative approach by doing observation and interview was employed as the method of the study. To figure out the phenomenon, Brown and Levinson’s (1987) theory of politeness strategies was applied in analyzing the data. From the analysis, it was figured out that all types of politeness strategies were realized in teachers’ utterances. In contrast, only three politeness strategies were performed bt students. It was identified that the three social factors of power, social distance and ranking of imposition triggered the students and teachers to perform such strategies. However, another influential factor that was found to encourage the participants to employ those strategies was that Pesantren Salaf Al-Quran Sholahul Huda Al-Mujahidin’s culture that encompasses several values which are based upon the Islamic values declared in Al Quran and Al Hadith. Keywords: Pesantren, culture, politeness strategies, santri, ustadz
The Relationship Between Teaching Style and Students’ Learning Motivation in English Subject Anam, Samsul; Muhammad, Zakky Dausar; Anggarini, Ida Fitri; Maullidia, Rahma Asri; Fukhoma, Maslukhatis Sa’idah; Nashirin, Muhammad
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

The thesis discusses a correlation between teaching style and students’ learning motivation in English. This research seeks to identify the teacher style applied and its relationship with student learning motivation at MTs N Assalam. The research question will be discussed about (1) the teaching style applied in the learning process, (2) What relationship occurs between the two variables. (3) And how significant the two variables are. This study uses the correlation method with a quantitative type. The population was 60 students in class 9A and B of MTs N Assalam Bangilan, Tuban. Data collection techniques using closed questionnaires. Descriptive analysis is used to provide an overview of each variable. Test requirements analysis in this study includes validation and reliability. The hypothesis test consists of a correlation test and coefficients together (F test). The results of this study indicate that (1) the teaching style applied by the teacher in the class is the facilitator style of 65.5%. (2) There is a positive and significant value between the teaching style and student learning motivation which is equal to 0.521. (3) While the significance value of the two variables is 0,000. As for how strong the impact of teaching style on student motivation is 64.4%. Keyword: learning motivation, teaching style.

Page 18 of 19 | Total Record : 183

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