Journal of English Language Teaching and Literature (JELITA)
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.
Articles
142 Documents
<![CDATA[Fostering Multimodal Literacy Using Powtoon Application in Teaching English Reading ]]>
<![CDATA[Nurul Mufida]]>;
<![CDATA[Salim Nabhan]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.344
<![CDATA[The 21st century is a digital era marked by the use of technology that can ease human activities including education. Hence, with the existence of technology, students do not only read through textbooks but also other modes of meaning-making including audio, visual, and images. Therefore, this multimodal literacy should be integrated into the teaching and learning process. This study is intended to explore 6 students’ perceptions of using the Powtoon app in fostering multimodal literacy for English reading. This study used a qualitative case study. The data were taken from students of SMP PGRI 1 Buduran, Sidoarjo through interview, observation, and document review. The data were then analyzed using thematic analysis. The data revealed that students perceived several benefits in the form of providing students with the incorporation of multimedia elements into reading materials, assisting students to have better materials understanding, engaging and interactive materials for students through multimodality, and facilitating students in evaluating the multimodal texts.]]>
<![CDATA[The Use of Digital Storytelling to Improve Students’ Speaking Ability in Secondary EFL Classroom ]]>
<![CDATA[Melynda Windy Astuti]]>;
<![CDATA[Nur Chakim]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.347
<![CDATA[The demand of incorporating digital technology into English speaking activities in the secondary EFL classroom is becoming more essential in this digital era. Various teaching strategies have been applied by EFL teachers in enhancing the students’ speaking ability. One of the most popular strategies used by teachers in teaching speaking is using digital storytelling. This research aims to investigate the use of digital storytelling to improve students’ speaking ability in secondary EFL classrooms. A quantitative approach with a quasi-experimental design is employed. This study involves 62 ninth graders in one of state junior high schools in Gresik, East Java. The subjects are obtained through random sampling which are classified into two groups: experimental (31 students) and control groups (31 students). To collect data, speaking pre-test and post-test was used as the research instrument. The findings revealed that the use of digital storytelling as an alternative teaching strategy effectively enhanced the students’ speaking ability. It is proven that the mean score of the experimental group (M= 58.45) is higher than the control group (M= 53.29). Additionally, the Eta-squared which shows the effect size is .63 which means that the utilization of digital storytelling has a large effect on students’ speaking skills. In conclusion, the use of digital storytelling has a positive impact on the secondary EFL students’ speaking ability.]]>
<![CDATA[Designing Animation Videos of Narrative Texts as Supplementary Reading Material ]]>
<![CDATA[Meysithah Risky Dwiyani]]>;
<![CDATA[Dwi Riyanti]]>;
<![CDATA[Yanti Sri Rezeki]]>
<![CDATA[ JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v5i2.448
<![CDATA[This study aimed to design and develop animation videos of narrative texts as supplementary material for the tenth-grade students of SMA N 9 Pontianak. Narrative texts are commonly extensive, which causes students to experience boredom and struggle while learning materials. This study emphasizes the needs of students who lack interest when reading narrative texts in English. Students require a tool that will assist them in understanding the narrative texts. This issue may be solved through the development of an animated video. However, the study only focused on the design and development of the animation video. This development research involved four phases: identifying needs, exploring needs, contextual realization, and production of materials. The subject of this study is the tenth-grade students of SMA N 9 Pontianak and the English Teacher as the evaluator. Three folklores of West Kalimantan have been developed into animated videos in this study, such as Bujang Nadi and Dare Nandung, The Crying Stone, and The Greedy Fisherman. The final product of this research was conceptualized for a group discussion, allowing students to participate actively in class activities. The findings revealed that the developed animation videos of narrative texts meet 90 percent criteria for supplementary reading material by the evaluator. Considering that the video is available on YouTube, it can be utilized in various educational settings as it covers the topic.]]>
<![CDATA[The Effectiveness of Merdeka Mengajar Platform towards the Learning of English Reading Comprehension as the Implementation of Independent Curriculum at UPTD SMPN 19 Barru ]]>
<![CDATA[Hijriani Hijriani]]>;
<![CDATA[Amaluddin Amaluddin]]>;
<![CDATA[Siti Hajar Larekeng]]>
<![CDATA[ JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v5i1.450
<![CDATA[This research aims to find out students' reading comprehension abilities before and after being taught using the Merdeka Menagajar Platform. This study used a one-group pretest-posttest design. There isn't any control group. Researchers give pre-tests to students, and then researchers give students treatment of reading comprehension using the Merdeka Mengajar Platform. The sample of this research was seventh-grade students of UPTD SMPN 19 Barru, a total of 21 students. The results show that the average pre-test score of seventh-grade students at UPTD SMPN 19 Barru experienced a significant increase in the post-test after being taught using the Merdeka Mengajar Platform on treatment. The average student score in reading comprehension on the pre-test was 55.00 and on the post-test was 84.29. So there is an increase in students' reading comprehension. This study shows the value of the t-test is higher than t-table values (14,496 >2.09302). The results of the t-test calculation of student learning before and after being taught using the Merdeka Mengajar platform are greater than the t-table. Can it be concluded that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted? Researchers concluded that the use of the Merdeka Mengajar platform is a learning method that can improve reading comprehension ability in learning English.]]>
<![CDATA[Foreign Language Anxiety in Education ]]>
<![CDATA[Neda Kianinezhad]]>
<![CDATA[ JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v5i1.477
<![CDATA[Foreign Language Anxiety (FLA) poses a pervasive challenge for language learners venturing into the acquisition of a new language. Manifesting as heightened fear and anxiety, it significantly impacts the learning process. This comprehensive review aims to explore the origins, consequences, and aftermath of FLA, encompassing both traditional in-person learning and the virtual realm of online education, i.e., within the context of modern educational approaches, including distance and online learning. The narrative navigates the intricate interplay between anxiety and language acquisition, underscoring the pressing need for additional empirical evidence. The study emphasizes elucidating the origins and consequences of FLA and its impact on language learners in diverse educational settings. Highlighting the urgent requirement for empirical evidence, the review provides essential guidance for the development of holistic methods to nurture and support language learners as they progress toward linguistic proficiency. Finally, the review concludes by offering recommendations for future research endeavors pertaining to FLA.]]>
<![CDATA[Illocutionary Speech Acts in The Short Movie “The Translator”: Pragmatic Study ]]>
<![CDATA[Ayun Widyawanti]]>;
<![CDATA[Siti Aisyah]]>;
<![CDATA[Yudy Prasetyo]]>
<![CDATA[ JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v5i1.541
<![CDATA[Speech acts are a rich category with several pragmatic phenomena that can be studied. The aims of this research are (i) to investigate the types of illocutionary acts and (ii) its functions of illocutionary acts in the short movie “The Translator”. This study used Searle's theory to classified the types of illocutionary act and Leech’s theory to classified the functions of illocutinary. The research method that researchers used was a qualitative descriptive method, because this research seeks to describe data objectively based on the data or facts found. The findings of this study indicated that (i) found 5 types of illocutionary speech acts in inter-player conversations in The Translator short movie, There are 4 assertive illocutionary data, 9 directive data, 13 expressive data, and 1 declarative data, so that the total number of data in the illocutionary type short film “The Translator” is 27 data, (ii) found 4 illocutionary functions in inter-player conversations in The Translator short movie, there are competitive functions is 5 data, convivial is 4 data, collaborative is 1 data and conflictive is 2 data.]]>
<![CDATA[Ms. Marvel: Marvel’s New Model of Islam’s Representation in Popular Culture ]]>
<![CDATA[Anisa Hanifah]]>;
<![CDATA[Lili Awaludin]]>;
<![CDATA[Hasbi Assiddiqi]]>
<![CDATA[ JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v5i1.544
<![CDATA[This research aims to examine the Ms. Marvel (2022) film series as Marvel's new model in representing Islam throughout popular culture's advancement. Ms. Marvel, known as Kamala Khan, is the first Muslim superheroine character to have her own series at Marvel. This research investigates how the creation and development of this character reflects an invention in the representation of religion and diversity in an entertainment industry that is generally dominated by Western narratives. The research method employed a descriptive qualitative analysis utilizing a cultural studies approach to discern Islam’s representation in Ms. Marvel (2022). Supported by representation and ideology theories, this research would not only examine the impact of Ms. Marvel's character on the general perception of Islam in popular culture but also analyze how the entertainment industry in its entirety may serve as a means to construct a more inclusive perception of religious diversity. The results of this research are intended to offer deeper insights into characters' roles such as Ms. Marvel in reimagining representations of Islam in popular culture and to contribute towards readers' comprehension of the entertainment industry's power through inclusive narratives. Therefore, Ms. Marvel as Marvel's new model in representing Islam may change the negative stereotypes and people's perceptions of Islam.]]>
<![CDATA[The Effectiveness of Hybrid Learning in English Pronunciation Pedagogy in the Nigerian ESL Context ]]>
<![CDATA[Jacinta Benjamin-Ohwodede]]>;
<![CDATA[Adekunle Mamudu]]>;
<![CDATA[Simeon Nyemike Awunor]]>
<![CDATA[ JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v5i1.550
<![CDATA[This paper is a study on the effectiveness of hybrid learning; a blend of traditional and technology-based training, vis-à-vis the second language (L2) learner of English pronunciation. Specifically, our motivation is centred on the functionality of combining the habitual classroom teaching style with the Telegram app (a mobile-based technological tool) for studies relating to speech production and perception. The methodical procedure and design for this study is both quantitative and descriptive; employing the use of a multiple-choice questionnaire in data collection from 401 Nigerian undergraduate and postgraduate students in the University of Benin, Nigeria, to ascertain the effectiveness of digital designs and stratagems. Pie charts are employed to display multiple divisions of the study's data comparison. This study emphasizes the Online-Driver Blended Learning Model; such a pedagogical approach exposes the L2 learner to a more involved and effective way of understanding how to avoid imposing an unfamiliar accent upon the target language. Consequently, we see a merger of online practical exercises and exposure to uploaded multimodal texts and native speakers' spoken data (audio-visual recordings/voice notes) with scheduled direct classroom interludes. Findings confirm that exploiting such a hybrid model enhances students' cognitive abilities and retentive capacity regarding English pronunciation. Such digital audio-visual tools are paramount phonetic strategies for learning how to avoid unacceptable phonetic alterations. Thus, we see the effectiveness of integrating the Telegram app into the traditional brick-and-mortar educational method in handling problems associated with speech sound production and second-language phonological interference.]]>
<![CDATA[Teachers’ Questioning Strategies in Classroom Interaction ]]>
<![CDATA[Andi Khaerun Niza]]>
<![CDATA[ JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v5i1.589
<![CDATA[This research aimed to find out the questioning strategies in teaching EFL classroom. This research employed qualitative research. The participants of this research were two English teachers of SMP NEGERI 40 MAKASSAR. The data of this research were collected by employing audio recording, observation notes, and interview. The result if this research revealed that the teacher used Question-Planning Strategy (ask question relevant to the students, used closed question, used follow-up question, used yes/no question, used display question) and Question-Controlling Strategy (Repeat the question, modified the question, call on students’ name to answer the question) as the strategy to ask the question in EFL classroom interaction. The teachers used the questioning strategy in order to check about students understanding, to attract student’s attention, to recall back students’ memory and as an intermezzo to make the students not feel bored. By seeing to the student’s response, the students give more positive responses (yelled at the same response, answer correctly, enthusiatic when answering and respond the question spontaneously) than negative response (did not give response/ keep silent and give the wrong answer) for the teachers’ questioning. Therefore, the use of questioning strategy in the classroom interaction are very important in order to affect the students’ learning process.]]>
<![CDATA[Analysis of English Listening Materials and the Compatibility to Curriculum ]]>
<![CDATA[Zulfah Fakhruddin]]>;
<![CDATA[Arqam Arqam]]>;
<![CDATA[Irma Maming]]>
<![CDATA[ JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v5i1.591
<![CDATA[This study aims to describe English listening materials taught by teachers in EFL class and the compatibility between available English listening materials teachers use and curriculum. It is due to teaching listening requires the use of media such as video, compact disk, and computer. The use of those media demands teachers’ competence in operating them. This study uses descriptive qualitative method. The subject of the research is thirteen English teachers. Research data was collected by using documentation and interview. The data was analyzed by using qualitative procedure which includes transcription, coding, categorizing, and conluding. The findings showed that English listening materials in EFL classroom are categorized into three. They are media, content, and exercise. English listening materials are in line to English curriculum. Teachers use materials and methods that are suitable to learning outcome of English listening skills.]]>
