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Wahyuddin Rauf
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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
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Using Duolingo for Learning Vocabulary: Perspectives of English Education Study Program Students of Sriwijaya University Nurjanah, Nabilah Faqih; ⁠Fiftinova, ⁠Fiftinova
JELITA Vol 7 No 1 (2026): 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.v7i1.1189

Abstract

This study examines Sriwijaya University students in the English Education Study Program's perspectives on the use of Duolingo for vocabulary learning. Through qualitative research involving interviews and a closed-ended questionnaire, the findings indicate that students hold a positive view of Duolingo, particularly appreciating its gamified approach, which makes vocabulary expansion enjoyable and motivating. Students unanimously agree that the application is accessible and reports benefits such as the ability to practice at any time, improved word retention, and increased confidence. However, some challenges were identified, including unclear word meanings (90.5% agreement), limitations in comprehensive vocabulary learning (95.3% agreement), awkward translations, the restrictive heart system that halts practice after mistakes, and problems with speech recognition. The study concludes that while Duolingo is an effective tool for motivation and vocabulary practice, it should complement traditional teaching methods to enhance grammar and contextual language use. Recommendations include improving contextual learning within the app and modifying the strict "heart system."
A Content Analysis of the English Textbook “English for Nusantara” for the Eighth Grade of Junior High School Based on Brian Tomlinson’s Theory Lase, Ertaniat; Laoli, Adieli; Waruwu, Yaredi; Harefa, Afore Tahir
JELITA Vol 7 No 1 (2026): 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.v7i1.1193

Abstract

This study examines the importance of high-quality teaching materials, particularly textbooks, in achieving English language learning objectives in Indonesia. Textbooks play a crucial role in the Merdeka Curriculum. Therefore, this study aims to analyze the feasibility of the English textbook “English for Nusantara” for eighth-grade junior high school students at SMP Negeri 1 Gunungsitoli Barat, by evaluating its content against Brian Tomlinson's 16 criteria for teaching materials. Employing a Qualitative approach with content analysis on Chapters 1-5, the findings revealed that the textbook substantially meets the criteria, with 14 criteria fulfilled and a high match percentage of 87.5%, placing it in the "Good" category. The two less-fulfilled criteria concerned drawing students’ attention to linguistic features and specific aspects of right-left brain stimulation. Overall, the results indicate the textbook is of adequate and effective quality, providing a systematic structure for grammar and vocabulary, and containing relevant, varied, and high-impact activities. This study contributes valuable input for educators and curriculum developers to improve the quality of teaching materials and optimize student learning outcomes in English.
Micro-Reader Responses to the 'Angry Black Woman' Stereotype in Viral TikTok Content: A Critical Textual Analysis Amaliyah, Syaila
JELITA Vol 7 No 1 (2026): 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.v7i1.1214

Abstract

This study investigates how the Angry Black Woman (ABW) stereotype is negotiated, reframed, and resisted through collective discursive practices within digital environments. By examining the most-liked comments in viral TikTok videos featuring Black women, the study employs a qualitative design that integrates micro-reading (close textual analysis) with Critical Discourse Analysis (CDA). The dataset consists of 60 comments sourced from three purposively selected viral videos, each meeting a minimum threshold of one million views and representing distinct emotional contexts, including sensory overstimulation, workplace interactions, and everyday affective complexity. The findings demonstrate that commenters do not merely reproduce the Angry Black Woman (ABW) stereotype but instead enact forms of symbolic resistance by reinterpreting presumed “anger” through contextualized and humanizing explanations such as sensory fatigue, mental exhaustion, and menstrual cycles. The comments additionally reveal the emotional biases embedded in professional settings, where neutral facial expressions are frequently misread as hostility. Within these digital spaces, comment sections operate as critical sites of affective solidarity and communal validation, facilitated through emojis, humor, and shared experiential narratives. The study concludes that platforms like TikTok function as transformative sites through which Black women reclaim narrative authority over their emotional identities, dismantle racialized tropes, and cultivate resilient communal spaces. Theoretically, this research contributes to ongoing discussions on digital discourse, racial representation, and marginalized agency in the algorithmic era.
Economic Discrimination Against Black Characters in The Help: A Gramscian Hegemonic Approach Renata, Dhea Amelia; Sumaryani, Sri
JELITA Vol 7 No 1 (2026): 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.v7i1.1219

Abstract

The Help by Kathryn Stockett critically examines the lives of Black domestic workers in 1960s Jackson, Mississippi, highlighting persistent economic inequalities. Utilizing Antonio Gramsci’s theory of hegemony, this research employs a qualitative textual analysis approach to examine the novel’s dialogues and narratives, revealing two key forms of economic discrimination faced by Black characters: inequalities in the work and wage system, and barriers to social mobility. These forms of oppression intersect to sustain racial hierarchy and structural inequality. The study concludes that the novel not only portrays historical racial discrimination in the South but also illustrates how hegemonic power normalizes economic subordination through cultural consent, thus highlighting the relevance of the discussion on social justice.
Students’ Self-Efficacy in Learning English: A Case Study of Seventh-Grade Students at Mts Putri DDI Mangkoso M, Ulfah Hani; Sunubi, Abdul Haris; Arqam, Arqam; Tjalla, Magdahalena; Dalle, Ambo
JELITA Vol 7 No 1 (2026): 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.v7i1.1221

Abstract

This study examines the impact of students’ self-efficacy on their performance in classroom English learning and identifies factors influencing the self-efficacy of seventh-grade students at MTs Putri DDI Mangkoso. Employing a qualitative case study design, data were collected through participant observation, semi-structured interviews, and documentation involving seven purposively selected students. Data were analysed using an interactive model consisting of data reduction, data display, and conclusion drawing/verification. The findings indicate that self-efficacy positively influences English learning performance; students with higher self-efficacy achieved better scores and demonstrated more active participation. Mastery experiences emerged as the strongest source of self-efficacy, followed by vicarious experiences through peer observation, verbal persuasion from teachers and peers, and physiological or emotional states such as speaking anxiety. Key challenges included fear of negative evaluation, limited English exposure beyond the classroom, and restricted access to authentic practice within the boarding school context. Strengthening self-efficacy through gradual success experiences, supportive classroom environments, constructive feedback, and emotional regulation is essential to enhance students’ motivation and performance. This study offers in-depth qualitative insights and practical implications for teachers and school administrators.
An Experimental Study on Digital Media Integrated Movie Clips for EFL Students’ Vocabulary Mastery Pradana, Muhammad Priyo Gading; Kalisa, Pasca
JELITA Vol 7 No 1 (2026): 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.v7i1.1226

Abstract

This study focuses on whether or not EFL students' vocabulary mastery might be improved by using digital learning tools, specifically the Cake mobile application in conjunction with real-world movie clips. A quasi-experimental methodology was used, drawing on other studies that highlight the potential of mobile assisted language acquisition and audiovisual input for vocabulary development. 64 eleventh-grade students from SMA Teuku Umar Semarang participated in the study. They were split into two groups: an experimental group that received training via the Cake app and movie clips, and a control group that received instruction via traditional techniques. 50-item multiple-choice pre-tests and post-tests were used to gauge vocabulary proficiency. An independent-samples t-test was used after normality and homogeneity testing in the data analysis. The results showed that while both groups improved, there was no significant difference between the experimental and control groups (sig. = 0.217 > 0.05). These findings suggest that better vocabulary increases are not always the result of integrating digital media and movie clips. The results may have been impacted by elements including insufficient contextual scaffolding, limited repeated exposure, and variations in learner preparedness for mobile assisted learning. In terms of pedagogy, the study recommends that in order to optimize their efficacy, digital media should be integrated into thoughtfully crafted educational frameworks that offer clear direction, contextualized practice, and prolonged exposure to target vocabulary.
Riley’s Emotional Growth Across Inside Out and Its Sequel: A Psychological Approach Syahbana, Aqilla Mely; Amalia, Syahara Dina
JELITA Vol 7 No 1 (2026): 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.v7i1.1231

Abstract

This study aims to analyze Riley's emotional growth from childhood to youth and how it impacts her relationships with other characters. The research employs a qualitative approach, with the films Inside Out (2015) and Inside Out 2 (2024) serving as the subjects, and emotional growth as the object of study. Data were collected from primary sources include scenes and dialogues from the films and secondary sources from journals, books, and articles, through techniques such as multiple film viewings, online browsing, note-taking, and categorizing data based on emotional growth phases. This data was then analyzed using thematic analysis, which involved data reduction, data presentation, and conclusion drawing. The findings indicate that Riley's emotional development, particularly in recognizing, understanding, and managing her emotions, significantly improved the quality of her social relationships with family and friends. Despite initial challenges in emotional regulation that caused tension, her developing ability to honestly accept and express emotions, alongside growing empathy and improved communication, ultimately resulted in enhanced social competence, resilience, and stronger relationships.
A Descriptive Study of Segmental Phonological Features in American and Singapore English Shidqiyah, Meyla; Prasetyo, Yudy; Aisyah, Siti
JELITA Vol 7 No 1 (2026): 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.v7i1.1233

Abstract

This study aims to describe the segmental phonological features found in the speech of Abele’s American English and Roger’s Singapore English as represented in the Clash of Champions program by Ruangguru. The study employs a descriptive qualitative approach and analyzes naturally occurring speech produced by two speakers featured in the program. The findings indicate that Roger’s speech, representing Singapore English, consistently demonstrates non-rhoticity, vowel centralization, shortened vowel duration, and diphthong reduction. In contrast, Abele’s speech, representing American English, consistently exhibits rhoticity, full diphthongization, and clear tense–lax vowel distinctions, aligning with General American English patterns. These segmental features appear systematically in spontaneous discourse, suggesting that accent-specific segmental phonological patterns are deeply internalized. This study contributes to the understanding of phonological variation within World Englishes by examining authentic spoken interaction rather than isolated speech samples.
An Investigation of Illocutionary Acts in ChatGPT’s Responses on Students’ Questions Halawa, Ardiwan; Manik, Sondang; Pasaribu, Arsen Nahum
JELITA Vol 7 No 1 (2026): 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.v7i1.1247

Abstract

This study examines the realization of illocutionary acts in ChatGPT’s responses to students, focusing specifically on representative and directive illocutionary acts based on John R. Searle’s Speech Act Theory (1979). As artificial intelligence becomes increasingly integrated into educational contexts, understanding how AI performs communicative actions through language is essential from a pragmatic perspective. This research employs a qualitative descriptive method to analyze 256 ChatGPT utterances collected from written interactions with 20 English Literature students. The students were asked to engage in natural conversations with ChatGPT, while the analysis concentrated exclusively on ChatGPT’s responses as the primary data. The findings reveal that representative illocutionary acts are dominant, occurring in 150 utterances (58.37%), while directive illocutionary acts appear in 106 utterances (41.63%). Representative acts are primarily used to explain, define, and evaluate information, positioning ChatGPT as an informative and explanatory interlocutor. Directive acts function mainly to provide guidance, suggestions, and encouragement, supporting students’ decision-making and problem-solving processes. This distribution indicates that ChatGPT balances informational and instructional roles in academic interaction. The study concludes that ChatGPT demonstrates emerging pragmatic competence in educational settings through its effective use of representative and directive illocutionary acts. However, the findings are limited to a specific academic context and two illocutionary categories. Future research is encouraged to explore other types of speech acts and broader educational environments to further examine AI-mediated academic discourse.
Process-Based Instruction and Paragraph Writing Performance in Ethiopian High Schools Gebre, Kifle Desalegn; Anshu, Alemu Hailu
JELITA Vol 7 No 1 (2026): 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.v7i1.1257

Abstract

This study aimed to examine students’ attitudes toward the effectiveness of process-based instruction in improving their paragraph writing skills. The study sought to determine the impact of the instruction on skill enhancement and students’ perceptions of its implementation. A quasi-experimental design was applied, as it was suitable for two intact classes to determine cause-effect relationship. From ten sections of grade ten, two were purposively selected: section 01 was randomly assigned to the experimental group and section 02 to the control group. A mixed-methods enhanced validity and reliability, including tests, questionnaires, and interviews. Tests assessed paragraph writing performance, while questionnaires with 40 students and interviews with 6 examined effectiveness. Quantitative data were analyzed using a t-test and descriptive statistics, and qualitative data thematically. Findings revealed that the experimental group outperformed control group, with statistical significance (t (39) = -3.750., p < .000) and a moderate effect size (Cohen’s d = 0.84). Process-based instruction also enhanced students’ interest in writing, encouraged feedback exchange, and promoted collaborative writing. The study improved students’ paragraph writing performance by emphasizing recurring practices, creativity, and peer-feedback. The study guided teachers to structure instructional phases, integrate related language skills, and apply continuous formative assessments, fostering social interaction, and gradual learning progress.

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