cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wahyuddin Rauf
Contact Email
wahyuddinrauf@umbarru.ac.id
Phone
+6285395435889
Journal Mail Official
jelita@jurnal.umbarru.ac.id
Editorial Address
Kampus Universitas Muhammadiyah Barru Jl. K.H. Ahmad Dahlan No. 2 Tanete Rilau, Kabupaten Barru Provinsi Sulawesi Selatan
Location
Kab. barru,
Sulawesi selatan
INDONESIA
Journal of English Language Teaching and Literature (JELITA)
Published by UNIVERSITAS MUHAMMADIYAH BARRU
ISSN : 27211096     EISSN : 27211916     DOI : https://doi.org/10.56185/jelita
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
This journal aims at covering (but not limited) the fields of: Education: Basic and Intermediate Education, Higher Education, Issues in Education, Educational Theories, Educational Psychology, Educational Philosophy, Teacher Training and Education Science, Curriculum and Materials Development, Language Assessment and Evaluation, etc. Language Teaching and Learning: Methods of ELT, English Teaching Media Development, ICT in ELT, Research on ELT, etc. Linguistics: Phonetics and Phonology, Morphology, Syntax, Semantics, Pragmatics, Discourse Analysis, Grammar Analysis, Historical Linguistics, Dialectology and Language Evolution, Bio Linguistics, Clinical Linguistics, Computational Linguistics, Psycholinguistics, Sociolinguistics, Forensic Linguistics, Eco Linguistics, etc. Literatures: Indonesian Literature, English Literature, Literature in Language Teaching, etc.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 160 Documents
 12   13   14   15   16 
EFL Pre-Service Teachers’ Perception in the Implementation of the Program Kampus Mengajar toward The Pedagogical Competence Setia, Cane; Nurcahyoko, Kunto; Upa, Yunika
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.989

Abstract

This study explores EFL Pre-service teachers’ perception in the implementation of the Program kampus Mengajar toward the pedagogical competence. Using descriptive qualitative method, three participants from Universitas katolik Santo Agustinus Hippo (Program Kampus Mengajar Batches 6 and 7) were purposively selected. Data were collected through semi-structured questionnaires and in-depth interviews, then analyzed through thematic analysis namely data reduction, data presentation, conclusion drawing, and source triangulation. The results showed significant improvements in five pedagogical aspects: content knowledge, knowledge of pedagogical approach, classroom management skills, student management skills, and subject management ability. The participants also reported improved adaptation of teaching strategies in 3T schools, pedagogical creativity, reflective practice, and professional skills (communication, creativity, adaptability) through authentic experiences. The study concluded that the Program Kampus Mengajar effectively bridges the theory-practice gap in disadvantaged areas, recommending a structured mentor framework, locally-appropriate 3T training modules, and longer practicum duration to optimize outcomes.
Examining Child Oppression in H.G. Wells' The Time Machine Through Structural Analysis Iqbal, Muhammad; Darmawan, Ruly Indra
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.992

Abstract

This article applies Claude Levi-Strauss' structuralism to examine how child oppression is symbolically encoded in H.G. Wells’ The Time Machine (1895). Focusing on binary oppositions such as Eloi versus Morlocks and light versus darkness, the study identifies narrative patterns that construct Eloi as infantilized, passive beings and the Morlocks as dominant, adult-like predators. Through the analysis of syntagmatic and paradigmatic relationships among key narrative units (mythemes), the novel reveals a mythic structure of vulnerability and domination. By interpreting these structural patterns, this study offers a focused reading of Wells’ portrayal of power, dependency, and systemic exploitation within a speculative future society.
Freudian Psychoanalytic Exploration of Will Freeman's Transformation into an Impromptu Parent in Nick Hornby's 'About a Boy' Nurdin, Muhammad Pasha Nabih; Anam, Zuhrul
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.1023

Abstract

Through the lens of Sigmund Freud's psychoanalytic theory—specifically, the id, ego, and superego this study examines the psychological development of Will Freeman, the main character in Nick Hornby's novel About a Boy. The purpose of the paper is to reveal how Will's unconscious impulses and internal conflicts influence his development from a selfish bachelor to a dedicated, unintended father figure to a youngster named Marcus. The study examines a few chosen narrative scenes, conversations, and character interactions that illustrate Will's evolving mental state using a qualitative descriptive methodology. The changes in Will's psychological state were charted using data gathered from closely examining texts and evaluated using Freudian frameworks. The results show that Will's metamorphosis is fueled by an ongoing dialogue between his innate needs, realistically based reason, and growing moral consciousness, which is reflected in the major incidents and character interactions. By showing how Freudian theory can shed light on character development in modern fiction, the study advances psychoanalytic literary theory. It also sheds light on the wider ramifications of applying psychoanalytic frameworks to the analysis of contemporary stories' themes of identity, masculinity, and emotional development.
Exploring the Transformative Impact of Technological Advancements on English Teachers in Rural Areas Hajar, Ibnu; Helmiyadi, Helmiyadi; Mawardi, Mawardi; Muntazar, T.
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.898

Abstract

Teachers in urban areas are typically the only ones who can employ such advancements. Fortunately, some English teachers in rural areas in North Aceh, Indonesia, make an unusual effort to integrate technology into their lessons. This fact has not attracted much attention from researchers. This study then attempted to look into how those teachers transform themselves by utilizing technology in the instructional process. This study sheds light on how rural teachers-despite limited resources-adapt and transform their teaching practices through technology. By examining their strategies and challenges, this study provides valuable insights into grassroots-level educational innovation in underserved regions, filling a critical gap in the literature on technology integration in rural contexts. Seven English teachers at six junior high schools in the area participated in this study. The data were collected through semi-structured interviews. The collected data were then analyzed using descriptive qualitative approaches, including data collection, data condensation, data presentation, and conclusion. Data analysis showed that teachers transform themselves through online and offline training, self-directed learning, preparing online learning materials and media, and collaborating with parents, community members, and stakeholders. This study highlights the need for professional development for rural teachers, policy recommendations for improved infrastructure, funding, incentives, and community engagement to bridge the digital divide in education.
Engaging L2 Learners: Exploring Teachers’ Perceptions of Vocabulary Cards Puspitasari, Natalia; Kurniawati, Lemmuela Alvita
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.969

Abstract

This study examines two primary aspects: the extent to which teachers utilize vocabulary cards to enhance L2 learners' speaking skills and how teachers perceive the use of vocabulary cards for this purpose. Involving three English teachers at a private English course in Yogyakarta, Indonesia, this study employed a qualitative research method that included interviews and observations. The teacher participants were selected based on their use of vocabulary cards as instructional media and their willingness to be involved in this study. The observations were conducted for two consecutive days, and the data were collected from the interview results, with the observation notes coded and generated into some themes. The study found that teachers employ vocabulary cards to help students understand new materials and improve their speaking skills. Teachers perceive vocabulary cards as making learning more enjoyable and significantly increasing students' vocabulary repertoire. Several implications arise from this study. Vocabulary cards can enhance L2 students' speaking abilities by making new material more understandable. Teachers positively perceive vocabulary cards as they create a more engaging learning environment and enrich students' vocabulary more effectively. Future research should investigate the effectiveness of vocabulary cards across various levels of English proficiency to determine their impact on learners at different stages of language development. Additionally, using other data collection techniques, such as questionnaires and surveys, could provide a more comprehensive understanding of their effectiveness in diverse learning contexts.
Self-Directed English Language Learning of EFL Students of Non-English Study Program in Indonesia Trahkumala, Nilam; Hidayat, Nur
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.1029

Abstract

This study aimed to examine the learning strategies affecting success in the self-directed English language learning stage and the barriers faced by self-directed learners. The participants of this study were two university students from non-English majors who had learned English independently. They attained a high level of proficiency and multiple wins in English speech competitions, and active involvement in international seminars. The research design was narrative inquiry with two university learners from non English study program who have studied English autonomously, whether through software, digital sources, books, or other learning media and have reached a particular level of proficiency without participating in formal courses or language learning programs. The data were collected through semi-structured interview and the researchers conducted thematic analysis to analyzed it. The result indicated that the strategy of self-directed English learning typically begins with early exposure through video games and interactive computer use, supported by encouragement from family members. As learners transition into adulthood, audio-visual media and social networking platforms become increasingly effective tools for enhancing English proficiency. The integration of technology, combined with consistent learning efforts and adequate time investment, emerges as a crucial factor in optimizing self-directed language acquisition. Nevertheless, this study also identifies two primary challenges faced by learners: a misalignment between their personal interests and the formal curriculum, and persistent difficulties in applying grammatical knowledge during spoken communication.
Evaluating Bahasa Inggris Work in Progress: A Comprehensive Analysis of Indonesia’s Merdeka Curriculum English Textbook for Grade X Using Cunningsworth and Al-Sowat Framework Muzri. S, Ahsan; Dollah, Syarifuddin; Sunra, La; Rawikarani, Dias Wahyu
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.1035

Abstract

This study aims to evaluate the quality of the English textbook Bahasa Inggris Work in Progress for grade X used in the implementation Merdeka Curriculum in Indonesia. This book was evaluated using a descriptive quantitative approach with an instrument based on the Cunningsworth (1995) and Al-Sowat (2012) evaluation framework, which covers nine main aspects: layout, content, objectives, language types, language skills, activities, structure and vocabulary, cultural values, and teacher needs. The evaluation results indicate that this book has quite good quality in terms of layout, content, and teacher support, and covers all four language skills in a balanced manner. However, several weaknesses were found, including the lack of integration of cultural values, the suboptimal development of critical thinking and problem-solving skills, and the limited authentic activities that reflect real life. This book also does not fully consider differences in student learning styles and does not provide a means for independent reflection on learning. Therefore, improvements are needed in the development of cultural content, the variety of high-level activities, and the preparation of formative assessments. The results of this study contribute to curriculum developers, textbook writers, and educators in improving the effectiveness of teaching materials that align with the principles of differentiated learning and strengthening 21st century competencies in Merdeka Curriculum.
The Students’ Views on Blended Learning Used on Reading Skills: A Case Study in One of Institutes in Jambi Safitri, Elsa; Erniyati, Yelni
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.946

Abstract

This study aims to explore students' views on blended learning in developing reading skills, identifying perceived pros and cons. The study employed a qualitative research design using a constructivist approach for data collection and coding for analysis. Four students from an Islamic educational institution in Jambi participated, chosen for their diverse backgrounds to gain a comprehensive perspective. Semi-structured interviews focused on how blended learning affected their reading comprehension. The findings show that blended learning, which combines online and face-to-face teaching, offers benefits such as flexibility, access to materials at any time, and increased self-directed learning. However, students also reported limitations, including technical issues, lack of interpersonal interaction, and challenges in maintaining motivation. This study concludes that while blended learning has the potential to improve independent learning and reading skills, effective implementation is needed to overcome existing barriers and improve learning outcomes in higher education.
Implementing Children’s Songs as a Teaching Medium in Elementary School English Instruction Setyadi, Rinanto Fahmi; Muamaroh, Muamaroh
JELITA Vol 6 No 1 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i1.947

Abstract

This resarch aims to find out how teachers implement children’s songs as English teaching media, the obstacles faced by teachers in implementing them, and the solution taken by the teachers. The research design of this study was descriptive qualitative. The subjects were 2 teachers at one of elementary schools in Solo. The data was collected through classroom observations and structured interviews. Data were analyzed qualitatively. The results showed that songs are used as teaching media with learning procedures that include opening, core activities, and closing, teachers use materials taken from the books, teachers used blackboards as learning media and teachers evaluated by giving questions at the end of learning. The teachers selected the easier songs to make students understand. The teachers sang the songs themselves as the example for the students then students sang it together after the teacher. The teachers translated the lyrics. In teaching children’s songs as media the problems faced by the teachers were: mispronunciation for some words, students' lack of confidence, students' inability to concentrate in learning, and select the appropriate songs. The solutions were teacher correct mispronounciation directly and the end of lesson, the students sang in a group, the teachers conduct interactive teaching, and modification of songs. In conclusion children's songs can be an effective tool for supporting early English language learning. Interactive learning and selection of suitable song material is the key to its success.
Evaluating the Effectiveness of an English Tutorial Program for Non-English Majors Zharif, Yusuf Hafizh; Adityarini, Hepy
JELITA Vol 6 No 1 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i1.951

Abstract

This study aims to evaluate the effectiveness of the English Tutorial Program (ETP) organized by Lembaga Bahasa dan Ilmu Pengetahuan Umum (LBIPU), starting from the challenges faced by ETP tutors in teaching speaking and students' perceptions of the effectiveness of ETP in improving their speaking skills. This mixed-methods study employed a sequential exploratory design and used interviews and questionnaires to collect data. The study involved 33 interview participants, including tutors and students, while questionnaires were distributed to 82 non-English students at Universitas Muhammadiyah Surakarta. The data were analyzed qualitatively using the coding method and quantitatively with descriptive statistics. The findings showed that challenges such as scheduling conflicts and students' varying levels of understanding were identified. Most students reported that ETP improved their speaking ability, increased their confidence, and provided useful feedback from the tutors. It is concluded that ETP is effective in supporting English competency among non-English-speaking students, although improvements are needed in the coordination and dissemination of the program.

Page 14 of 16 | Total Record : 160

 12   13   14   15   16 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA) Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA) Vol 6 No 1 (2025): Journal of English Language Teaching and Literature (JELITA) Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA) Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA) Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) Vol 4 No 1 (2023): Journal of English Language Teaching and Literature (JELITA) Vol 3 No 2 (2022): Journal of English Language Teaching and Literature (JELITA) Vol 3 No 1 (2022): Journal of English Language Teaching and Literature (JELITA) Vol 2 No 2 (2021): Journal of English Language Teaching and Literature (JELITA) Vol 2 No 1 (2021): Journal of English Language Teaching and Literature (JELITA) Vol 1 No 2 (2020): Journal of English Language Teaching and Literature (JELITA) Vol 1 No 1 (2020): Journal of English Language Teaching and Literature (JELITA) More Issue