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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 177 Documents
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Social Class Representation in the Indonesian translation of Normal People: A Study of Domestication and Foreignization Dhio Muhammad Al Dicky; Dadan Rusmana; Agry Pramita
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.v7i1.1255

Abstract

This study examines the representation of social class in the Indonesian translation of Sally Rooney’s Normal People through the application of domestication and foreignization strategies. Although traslation studies have widely examined linguistic and cultural aspects, the issues of how social class is reshaped through translation especially in the Indonesian context has received relatively little attention. This research aims to address that gap by combining sociological perspectives with translation analysis. Grounded in qualitative research design, the study analyzes twelve selected excerpts from a total of 52 identified instances that portray class distinctions in terms of family background, economic conditions, education, and social relationships. The data consist of source texts and their corresponding target texts, collected through close reading and categorized based on social class indicators and translation strategies. The analysis is informed by Karl Marx’s theory of class, Max Weber’s concept of status and symbolic capital, as well as Lawrence Venuti’s framework of translation strategies. The results indicate that domestication is used more frequently, making the text more accessible to Indonesian readers. However, this tendency also leads to a simplification of class differences and may lessen the critical portrayal of inequality. Foreignization appears selectively, particularly in references to elite institutions and lifestyles, functioning to preserve symbolic capital associated with upper-class culture. This study contributes to translation studies by demonstrating how translation strategies shape the transmission of social class ideology across cultures and highlights the translator’s role in mediating social meanings.
Valorant as a Digital Game-Based Platform for EFL Speaking Practice: A Mix-Methods Study of Learner Perceptions Ardanna, Satrio Febrian; Hapsari, Christianti Tri
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.v7i1.1271

Abstract

This study explores EFL learners’ perceptions of using Valorant as a medium for developing speaking skills in an EFL context. While digital game-based learning has been widely studied, the use of commercial multiplayer games for spontaneous English speaking practice remains underexplored. This study employs a mixed-methods design involving 20 questionnaire respondents and five participants in semi-structured interviews. Data were collected through close-ended questionnaires and follow-up interviews. The questionnaire data were analyzed using descriptive statistics (frequencies and percentages), while the interview data were analyzed using thematic analysis within an interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that voice chat in Valorant is perceived as a useful and engaging tool for practicing English speaking, particularly in improving fluency, confidence, and real-time communication. It is also considered relatively easy to use, although challenges related to communication clarity and limited vocabulary persist. Additionally, playing Valorant enhances learners’ motivation to use English through both intrinsic and extrinsic factors. However, learning practices tend to be informal, relying on spontaneous strategies such as listening, imitation, and repetition rather than structured planning. In conclusion, Valorant demonstrates strong potential as a complementary tool for supporting EFL speaking development, particularly when integrated into Computer-Assisted Language Learning (CALL) or informal learning frameworks, although its effectiveness depends on individual differences.
From Lost to Being Found: An Analysis of Ramona’s Characterization in the Beverly Cleary’s Ramona Forever Through Freudian Psychoanalysis Chelsea Thessalonica Nathasia Vivianthy; Anna Sriastuti
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.v7i1.1288

Abstract

Children's and young adult literature, which mostly contains topics about maturity, differentiating between right and wrong, and managing emotions, can cause conflict due to inadequate understanding. This study analyzes the phenomenon of impulsive behavior and emotional conflict in a child character in Beverly Cleary's Ramona Forever (1984), Ramona Quimby, which arises from the pressures of family change and marital instability. These phenomena such as angry outbursts, harsh language, and selfish actions reflect the core issue of instinctive drives in the face of threatening environmental anxiety. While psychoanalytic literary criticism typically applies Freud's theories to diagnose trauma or pathology, this study uses psychoanalysis to show the development of childhood that is considered merely a matter of mischief. This theory works by revealing how the Id triggers anxiety and inner conflict, while the superego teaches the main character the social norms, this creates a clash between the id and the superego, which result in the action done by the character. Her actions can be considered her defense towards the situation. Therefore, this analysis will show the clash that happens between the id and superego of the main character and how she overcomes it as the story progresses.
Politeness Strategies in Konjo Family Discourse: A Sociolinguistic Study Agus Rahmat; Syarifuddin Dollah
JELITA Vol 7 No 2 (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.v7i2.1198

Abstract

This study aims to identify the politeness strategies employed in Konjo family discourse and examine how age and social status shape their use in everyday communication. A descriptive qualitative design within a sociolinguistic framework was employed. Data were collected through audio recordings of naturally occurring conversations among eight members of a Konjo family over a two-week observation period. The recorded interactions were transcribed, translated into English, and analysed using Brown and Levinson’s (1987) politeness theory and Braun and Clarke’s (2006) thematic analysis. The findings reveal that all four politeness strategies bald-on-record, positive politeness, negative politeness, and off-record politeness are present in Konjo family interaction. Positive politeness emerged as the dominant strategy, reflecting affection, solidarity, and emotional closeness among family members. Bald-on-record strategies were primarily used by parents and elders when exercising authority, while negative politeness and off-record strategies appeared mainly in interactions involving respect for elders and humorous exchanges. Furthermore, age and social status strongly influenced the choice of politeness strategies, with younger family members generally responding through compliance, indirectness, or respectful silence. The study concludes that although Brown and Levinson’s framework effectively classify politeness strategies, their realization in Konjo family discourse is deeply shaped by local cultural values, including siri' (honour), respect for elders, kinship, and family harmony. These findings contribute to the growing body of sociolinguistic research by demonstrating the importance of integrating universal politeness theory with culturally specific perspectives.
Translanguaging in Indonesian EFL Classrooms: Forms and Pedagogical Functions in Pre-Service Teacher Practice Anna Amalia Syahida; Agung Ginanjar Anjaniputra
JELITA Vol 7 No 2 (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.v7i2.1287

Abstract

This study investigates the structural forms and pedagogical functions of translanguaging employed by pre-service teachers during teaching practicum in Indonesian EFL classrooms. Using a descriptive qualitative design with Classroom Discourse Analysis (CDA), the study analyzed classroom interaction data from video-recorded lessons and verbatim transcripts of two pre-service teachers teaching ninth-grade students in two junior high schools. The data were coded to identify three forms of translanguaging inter-sentential, intra-sentential, and tag translanguaging and to examine their pedagogical functions in classroom interaction. The findings reveal that inter-sentential and intra-sentential translanguaging were the most frequently employed forms, primarily supporting content explanation, instructional delivery, classroom management, clarification meaning, and student participation. The findings also indicate that individual translanguaging instances often served multiple pedagogical functions simultaneously, demonstrating the dynamic nature of multilingual classroom interaction. Although translanguaging practices remained predominantly bilingual (Indonesian and English), with limited incorporation of local languages, they functioned as purposeful pedagogical resources rather than merely compensating for linguistic limitations. By examining the relationship between translanguaging forms and pedagogical functions, this study contributes to a more comprehensive understanding of multilingual classroom discourse and provides pedagogical insight for preparing pre-service teachers to use translanguaging strategically in Indonesian EFL classrooms.
Exploring Students' Perceptions of Watching English Movies for Vocabulary Learning Kevin Hamonangan Tambunan; Daud Jiwandono
JELITA Vol 7 No 2 (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.v7i2.1370

Abstract

This study aimed to investigate students’ perceptions of watching English movies for vocabulary learning from cognitive, affective, and conative perspectives. While previous studies have mainly focused on learning outcomes and general perceptions, limited research has explored students’ perceptions through these three psychological dimensions. This study employed a qualitative case study design involving ten eighth-semester students from the English Education program at Universitas Negeri Semarang (UNNES). Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students generally had positive perceptions of using English movies for vocabulary learning. From the cognitive aspect, students perceived movies as a meaningful medium that helped them understand vocabulary through contextual learning, subtitles, visual scenes, and authentic language exposure. From the affective aspect, students felt that learning through movies was enjoyable, motivating, and less stressful than traditional learning methods. From the conative aspect, students demonstrated active learning behaviors such as pausing movies, replaying scenes, taking notes, and practicing newly learned vocabulary in daily communication. Although students encountered challenges such as fast speech, unfamiliar accents, slang, and unfamiliar vocabulary, English movies were still perceived as an engaging and supportive medium for vocabulary learning. The findings suggest that English movies can be used as an alternative medium to support meaningful and enjoyable vocabulary learning experiences among EFL learners.
Early Literacy Development in Kindergarten Learners: Vocabulary Acquisition and Phonological Awareness through Nursery Rhymes Naila Syahla Ilyansyah; Muhammad Handi Gunawan
JELITA Vol 7 No 2 (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.v7i2.1378

Abstract

This study aims to explore the use of nursery rhymes to support the development of early literacy skills, particularly vocabulary acquisition and phonological awareness in English for young learners’ classes. This study employs case study involved nine kindergarten B students and an English teacher at a private kindergarten school in Bandung, Indonesia. The data were collected through classroom observations, semi-structured interviews, and audiovisual documentation, and were analyzed using thematic analysis. Referring to the qualitative evidence obtained, the findings indicate that the repetition, rhyme, and rhythm elements in nursery rhymes can significantly enhance students’ vocabulary acquisition and phonological awareness in rhyming, sentence segmentation, and syllable awareness aspects. Therefore, the findings suggest that nursery rhymes can serve as an effective pedagogical resource in supporting young learners’ early literacy development by fostering both vocabulary knowledge and phonological awareness in engaging and meaningful ways.
Exploring Pre-Service Teachers’ Experiences in Developing Professional Identity during Teacher Development Program Tegar Hermawan Putra; Gin Gin Gustine; Ari Arifin Danuwijaya
JELITA Vol 7 No 2 (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.v7i2.1379

Abstract

Teacher professional identity development among pre-service teachers is still underexplored, particularly within university-based teacher development programs in Indonesia. This study aimed to examine how pre-service teachers experience professional identity development during their program, what challenges they encounter, and what solutions they propose for future participants. Employing a qualitative collective case study design with directed content analysis, this study collected data from three pre-service English language education teachers through classroom observations, post-class interviews, and lesson documents. Findings revealed that motivation was largely circumstantial, self-efficacy beliefs were adaptable, sense of responsibility was consistently implemented, commitment to teaching varied based on personal fit and mentorship quality, and perception of expertise proved the most volatile, shifting with stress levels and classroom control. The four primary challenges identified were unclear supervising teacher instructions, self-doubt in lesson preparation, risk of burnout, and uncontrollable classroom situations. These findings carry practical implications for teacher education programs, highlighting the need for structured mentorship, clearer program guidelines, and preparatory classroom management training to better equip pre-service teachers during their teaching.
Linguistic and Psychological Problems in English Speaking Among Eighth-Grade Students Rafli Arnanda Amin Nurrohman; Alief Noor Farida
JELITA Vol 7 No 2 (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.v7i2.1397

Abstract

This study aims to examine the linguistic and psychological problems faced by eighth-grade students in speaking English at SMP Negeri 2 Semarang. This study employs a descriptive qualitative research design with a case study approach. The participants were 32 eighth-grade students for classroom observation, while 10 students were selected for semi-structured interviews through purposive sampling. Data were collected through classroom observations and interviews and analyzed using the interactive model of data analysis, including data condensation, data display, and conclusion drawing. The findings reveal that students experience two main categories of speaking problems. The linguistic problems include limited vocabulary, inaccurate grammar usage, and poor pronunciation. The psychological problems consist of fear of making mistakes, anxiety, shyness, and lack of self-confidence. Among these problems, limited vocabulary and fear of making mistakes are the most dominant factors affecting students’ speaking performance. These findings indicate that speaking difficulties are influenced by both linguistic and psychological factors. Therefore, teachers are recommended to apply vocabulary support activities, confidence-building speaking tasks, and interactive communicative strategies to improve students’ speaking ability.
The Effectiveness of the Contextual Learning Approach in Improving Students’ Vocabulary Achievement and Retention Nurul Aidah Majid; Kalsum Kalsum; Zulfah Fakhruddin; Yessicka Noviasmy
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.v7i1.1418

Abstract

This study aims to investigate the effectiveness of the Contextual Learning Approach in enhancing students’ vocabulary retention at SMP Negeri 10 Parepare. The research employed a pre-experimental design with a one-group pre-test, post-test, and delayed post-test. The sample consisted of 30 eighth-grade students selected through random sampling. The instruments used in this study were vocabulary tests administered in three stages: pre-test, post-test, and delayed post-test. The data were analyzed using descriptive statistics and paired-sample t-test to examine the effectiveness of the treatment. The results of the study showed that the mean score of the students increased from 57.80 in the pre-test to 77.30 in the post-test, and further increased to 89.83 in the delayed post-test. The inferential analysis revealed a significant difference between the pre-test and post-test scores (t = -5.215, p < 0.05). In addition, the delayed post-test results indicated that students were able to retain the vocabulary learned during the treatment period. Therefore, the findings suggest that the Contextual Learning Approach may contribute to improving students’ vocabulary achievement and retention.

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