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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 142 Documents
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Guidance and Counseling Study Program Students’ Perception towards Bahasa Inggris Course Yasminar Amaerita Telaumbanua
JELITA Vol 5 No 1 (2024): 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.v5i1.653

Abstract

The research objective was to find out, to analyze and to describe guidance and counseling study program students’ perception towards Bahasa Inggris course learnt. Type of the research was quantitative descriptive analysis. The number of research participants was 45 students. The method used in collecting and analyzing data was by using quantitative approach and descriptive analysis which was presented by a variety of means and Likert Scale, collected through instrument that was questionnaire distributed to students with 25 statements. As research finding, students’ perception towards Bahasa Inggris course was ‘disagree’ with the obtained grand mean was 1.907 scored range 1.81-2.60 of Likert Scale. The finding was supported by the frequency of highest dominant scale was neutral which was more than a half of 25 statements and the choice of statements described students’ readiness was unprepared that were caused by two factors, either internally and externally. In conclusions, students’ perception indicates negative since most of students chose ‘neutral and disagree’ scales if it was compared to ‘strongly agree and agree’ scales towards the statements about Bahasa Inggris course.
Exploring the Relationship Between Reward Systems and English Learning Motivation: A Mixed-Methods Approach in an Indonesian Islamic High School Maizari Maizari; Sumarni Sumarni; Dewi Novita
JELITA Vol 5 No 2 (2024): 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.v5i2.654

Abstract

This study aimed to explore the impact of rewards on students' motivation to learn English, framed within an extrinsic motivation theoretical perspective. A mixed-methods research design was employed, combining quantitative data from questionnaires with qualitative insights from interviews. The sample consisted of 20 eleventh-grade students from one of the Islamic High School at MAS Al Mustaqim in Kubu Raya, selected through purposive sampling, with 5 students also participating in in-depth interviews. Quantitative analysis revealed that 75% of students strongly agreed that rewards such as praise and gifts significantly increased their motivation, with teacher influence being particularly impactful. Additionally, 75% of students agreed that receiving stationery as a reward for correct answers further enhanced their motivation. Interview data supported these findings, highlighting positive perceptions of rewards and increased enthusiasm for learning. The study concludes that extrinsic rewards can effectively boost students' motivation to learn English.
Learning Speaking English on YouTube Videos: A Study on Students’ Perception Yunnan Concesal; Roslaini Roslaini
JELITA Vol 5 No 1 (2024): 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.v5i1.655

Abstract

Media is essential to support learning activities, as they can capture the students’ attention when the learning process takes place. YouTube is one of the media that the students can pick anytime, especially for learning speaking. Therefore, the aim of this research is trying to explore the students’ perception on the use of YouTube Videos in learning speaking. This research uses a mixed-method design, and the data are collected using questionnaire and an interview. 30 students from public speaking course participated to fill out the questionnaire; 10 of them are interviewed to gain deeper information. After analysing the data using Likert Scale, the results shows that the students’ perception on the use of YouTube is significantly positive toward their learning. Based on the mean score, their opinion and interpretation about using YouTube videos are in good category or (4,22) and (4,13). From the interview, the result reinforces their exciting and enthusiasm in learning using YouTube videos. It means YouTube videos is favorable for learning particularly English speaking.
Pronunciation Ability Improvement by Resso Application at The Parepare Senior High School Students Aisyah Ramadani; Kalsum Kalsum; Ahmed Sardi; Agussalim Agussalim
JELITA Vol 5 No 1 (2024): 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.v5i1.660

Abstract

This research was aimed to find out the improvement of students’ pronunciation ability. This research applied quantitative approach and used quasi experimental design. The population was taken from the second-grade students of SMA Negeri 2 Parepare. The samples in this research were 72 students of experimental and control class. The researcher analyzed the data used t-test formula. The result of the research showed that the English songs technique can improve students’ pronunciation. The mean score of experimental class is 89.72 and the mean score of control class is 54.027. It means that the mean score of experimental class is higher than control class. For the level significant (ɑ) 5% and df = 34 and the value of table is 1,697 while the value of t-test 22,54. It means that the t-test value was greater that t-table value 1,697 table (22,54 ≥ 1.697). On the other word, (Ha) was accepted and (H0) was rejected. It can be concluded that there is a significant difference between students’ pronunciation ability that were taught through Resso’s English song and students who were not taught trough Resso’s English song at SMA Negeri 2 Parepare. It can be underlined that the usage Resso Application gives a great contribution in teaching and learning process on the students’ pronunciation improvement because Resso Application has a good effect. It becomes important for the teachers to increase and develop students’ pronunciation ability.
Analysis of Differences in Students' Thinking Styles on Reading Comprehension of the Third Semester Students at IAIN Parepare Indirwan Priyatno N; Kalsum Kalsum; Muhammad Yunus Nurdin; Jumardin Muchtar
JELITA Vol 5 No 1 (2024): 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.v5i1.668

Abstract

The aims of this study were to find out the thinking styles of the third semester students of English Education at IAIN Parepare. It is also to know the type of dominant thinking style possessed by the third semester students of the IAIN Parepare English Study Program. This research has significance for teachers, students and future researchers. This study uses a quantitative descriptive. The research sample was 20 Semester III students of the English Education Program at IAIN Parepare. The instruments used were questionnaires and quantitative analysis. The results of the data show that the thinking style of the third semester students of English Education at IAIN Parepare refers to the indicators showing the chosen global style of 28.74% with a focus on general reading texts. Local style is 29.45 % by paying attention to details and specific information on reading texts, external style is 19.52% by collaborating with other people in answering reading tests. Internal style is 22.29 % by preferring to rely on personal activities in reading. The dominant type of thinking style possessed by third semester students of the English Language Study Program IAIN Parepare refers to indicators showing that local style becomes the dominant thinking style by paying attention to details, solving problems by following certain rules, preferring to do reading assignments. projects and implement their own ideas. Evidenced by the dominant score with 29.45 %.
Effectiveness of Task-based Approach in Teaching Translation: A Study of Tanzanian Secondary EFL Classrooms Kulwa Yohana Matalu
JELITA Vol 5 No 2 (2024): 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.v5i2.669

Abstract

This research aimed at examining the activities used by teachers in teaching translation in English subject in Tanzanian high schools (also known as advanced secondary schools) and their effectiveness in enhancing translation competences to students. This study used qualitative approach with a case study design to collect data. The research subjects were 3 teachers and 60 students in 3 advanced secondary schools in Dodoma City. The students were grouped in small groups consisting of 4-5 students each who were tasked to translate or evaluate texts in the classroom. The data were collected through classroom observation and document review. The data were analyzed through conventional content analysis. The findings showed that the teachers tasked students to translate and back translate sentences, paragraphs, and evaluate them. These activities equipped students with lower order translation sub-competences such as bilingual, extralinguistic, and translation knowledge sub-competences as reflected in the model of translation competence suggested by Albir et al. (2020). Translating activities engage students in both hands-on and minds-on learning which prepares them for real-life translation activities.
Examining Spelling Challenges in English: A Study of Omani Students in Vocational Education Pankaj B. Vaishnav
JELITA Vol 5 No 2 (2024): 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.v5i2.673

Abstract

This study investigates the prevalence of spelling errors made by Omani students in Vocational Colleges, particularly focusing on those enrolled in the 'Post Foundation English Program.' The research sample consisted of 100 students (50 male and 50 female), aged 18-20, who were divided equally across five specializations: Electronics, Draftsman, Business Studies, Mechanical, and Electrical. These students, whose first language is Arabic, had studied English as a second language for over 10 years and successfully completed the 'Foundation English Program.' Data collection occurred in three stages. In the first stage, students were assigned to write technical essays in one of four formats: guided, process, argumentative, or informative, each relevant to their specialization. The essays were analyzed for specific spelling errors, focusing on consonant mistakes, silent letters, homophones, and the influence of the students' first language (L1) on their English (L2) spelling. The analysis in the third stage identified common patterns in errors, such as confusion between certain consonants, omissions of silent letters, and incorrect spellings of homophones. The study provides insights into the challenges faced by Arabic-speaking students in mastering English spelling, highlighting the impact of L1 on L2 acquisition. The present study is the result of observation and information gathered over the period of 5 years by a researcher. Integrating contextualized spelling instruction and phonics-based activities into the curriculum, alongside customized remedial practice and specialized workshops can significantly enhance the spelling proficiency of these students.
Academic Genre Instruction and Its Influence on University Writing Proficiency Benny Krisbiantoro; Muhammad Soali
JELITA Vol 5 No 2 (2024): 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.v5i2.679

Abstract

The ongoing debate in language education revolves around the effectiveness of pedagogical approaches in teaching writing skills, particularly the merits of Genre-Based Pedagogy versus Isolated Skill-Focused Conventional Methods, which focus on practicing individual writing skills separately. This study investigated the impact of Genre-Based Pedagogy on 16 purposively selected fourth-semester students from the English Education Department at Harapan Bangsa University. Using an experimental design, participants were divided into experimental (8 students from class A) and control (8 students from class B) groups, with pre-test and post-test assessments over eight weeks. Results showed a significant improvement in the experimental group's writing skills, with a mean post-test score of 78.75 compared to 62.25 in the control group (t = 8.12). These findings suggest that Genre-Based Pedagogy, emphasizing contextualized learning and immersion in diverse text genres, significantly enhances writing proficiency compared to conventional methods, enabling students to effectively integrate grammar, vocabulary, content development, and organizational skills tailored to specific genres.
Challenges and Benefits of Blended Learning in University EFL Reading Comprehension: A Mixed-Method Study Dagnachew Tsegaye; Girma Gezahegn
JELITA Vol 5 No 2 (2024): 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.v5i2.684

Abstract

This study investigates the challenges and benefits experienced by students in the implementation of blended learning (BL) in English as a Foreign Language (EFL) reading classes. The research focuses on exploring the experiences of first year university students engaged in BL-based reading comprehension. Using a mixed-method approach, data was collected from 36 participants enrolled in a noncredit reading skills course integrated with a BL platform over 16-weeks. Participants completed a 16-item questionnaire, and a subset of ten students engaged in a focus group discussion to delve deeper into the challenges and benefits of BL. Descriptive statistics (e.g., frequency, percentages) were employed for quantitative data analysis, while qualitative data were analyzed through thematic identification. The findings revealed significant challenges including technology issues, language barriers, and initial confusion with BL tools. Participants emphasized the critical need for reliable technology infrastructure, support for digital literacy, and language assistance to mitigate these obstacles. Despite these challenges, participants acknowledged BL's advantages, particularly its flexibility and accessibility in enhancing reading comprehension. Recommendations arising from the study advocate for personalized learning paths, collaborative activities, clear communication, and ongoing assessment to optimize BL implementation. Thus, this research underscores BL's potential in improving reading skills, highlighting the imperative of tailored support to effectively address implementation challenges. The study could also become more thorough and broadly applicable to other Ethiopian universities by increasing the sample size and extending the intervention period.
Exploring Undergraduate Students' Experiences with Asynchronous Learning in English for Academic Purpose Faisal Rahman; Faida Azhimia; Rizky Hidayatullah
JELITA Vol 5 No 2 (2024): 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.v5i2.685

Abstract

The aim of this research is to identify higher education students’ experience regarding the application of Asynchronous Learning in learning English for Academic Purposes (EAP) so that future improvements can be made. This research method is an analytical survey with an exploratory method and a quantitative approach. The population of this study was 94 students taking EAP course, then 50 people were selected as samples using Simple Random Sampling. The instrument used in this research was questionnaire with 5-point likert scale to gain the data related to students’ experience in the implementation of AL in EAP course. The research results show that students believe that Asynchronous Learning can improve some students learning autonomy, and learning abilities. It is also found that AL can be developed better to help students improve their critical thinking skills, communication skills, social interaction and collaboration between students. Apart from that, students also consider the application of Asynchronous Learning in learning to be enjoyable.

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