cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ipung Dwiansyah
Contact Email
ipungdwiansyah@unmuhjember.ac.id
Phone
-
Journal Mail Official
ellite.journal@unmuhjember.ac.id
Editorial Address
Jl. Karimata no 49 Jember
Location
Kab. jember,
Jawa timur
INDONESIA
ELLITE: Journal of English Language, Literature, and Teaching
Published by Universitas Muhammadiyah Jember
ISSN : 25274120     EISSN : 25280066     DOI : https://doi.org/10.32528/ellite
Core Subject : Education,
Education Other
ELLITE Journal is published by English Education Program, Faculty of Teacher Training and Education,Universitas Muhammadiyah Jember twice a year on May and November. This journal aims to provide opportunity for researchers to publish their research articles in the areas of English Language, English literature, and English teaching. The scopes include analyses, studies, research reports, application of theories, material development, and reviews.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 9 No. 2 (2024): ELLITE: November" : 5 Documents clear
Tech-Transformed Teaching: The Influence of AI Writing Tools and Blended Learning on Rural Education Kamarullah, Kamarullah; Fadhilah, Muhammad Arif; Syahmidi, Humaira; Maulya, Ranti; Sarinauli, Barep
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2024): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i2.2504

Abstract

This study investigates the impact of AI Writing Tools (AIWT) and Blended Learning (BL) on the writing skills of students in rural educational settings and explores the adaptations required by teachers to effectively integrate these technologies. Using a mixed-methods approach, the research assesses how AIWT and BL enhance English writing proficiency among high school students and identifies the infrastructural and pedagogical challenges faced by English teachers. The findings reveal that AIWT and BL significantly improve student engagement and writing quality by providing personalized feedback and fostering more interactive learning environments. The students showed marked improvements in grammar, vocabulary, and overall coherence in their writing. However, the research also highlights challenges such as variable technological proficiency among teachers and infrastructural limitations in rural schools. The study emphasizes the necessity for targeted professional development and infrastructure enhancements to fully leverage the benefits of AIWT and BL in rural educational settings. It suggests that effective integration of technology requires not only technological tools but also comprehensive support systems to assist teachers in overcoming adaptation challenges. These findings offer critical insights for policymakers and educational leaders to develop strategies that support the sustainable implementation of educational technologies, thereby optimizing learning outcomes in underserved regions.
Equity in English Language Education in West Sulawesi: Challenges and Opportunities through the Lens of Capability Approach Imansari, Nurul; Mega Januarti Putri, Andi
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2024): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i2.2534

Abstract

This study explores the English language learning experiences of high school students in a rural school in West Sulawesi, Indonesia, through the Capability Approach. English proficiency is vital for national development, yet students in remote areas face numerous barriers that hinder their ability to learn the language, exacerbating social inequalities. This research fills a gap in understanding how these challenges affect students' educational outcomes in underprivileged regions. Through interviews and field observations, the study reveals the significant influence of socio-economic and environmental factors on students' abilities to engage with and benefit from English instruction in rural West Sulawesi. The findings indicate that students with limited resources are disproportionately affected, significantly constraining their ability to develop essential language skills. Furthermore, the study underscores the urgent need for targeted interventions, such as improved teaching quality and increased support for rural students, to address these inequalities. By promoting educational equity and bridging the gap between urban and rural English language education, these interventions can create more equal opportunities for students, fostering broader national development.
Assessing Critical Thinking in English Language Teaching: A Document Analysis of Student Book Reviews Fahmy Imaniar
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2024): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i2.2958

Abstract

Much like problem-solving and decision-making skills as needed in the 21st century, critical thinking is an essential skill in English Language Teaching (ELT), as its demands students to analyze, evaluate, and articulate logical arguments. Even with its noted significance, the planning and the evaluation of critical thinking components within ELT remains difficult because of the absence of systematic assessment instruments. The purpose of this study is to evaluate the critical thinking levels of English Language Education Department students through documents analysis of 34 first-drafted book reviews that were analyzed using the OECD Critical Thinking Assessment Rubric. The rubric assesses learners’ ability to take a personal stance, consider opposing views, provide sufficient evidence, and identify claims and limitations. The result shows that 17.6% of students had Outstanding critical thinking skills, 29.4% Flourishing, 35.3% Emergent, and 17.6% Dormant. Most students were able to formulate an argument, but justifications and consideration of other perspectives were inadequately resolved at the shallow level. The results from this study indicate the importance of providing follow-up action of students’ writing for critical thinking and defined criteria for critical thinking assessments in ELT writing classes. This investigation has added the literature on critical thinking evaluation in ELT.
- Picture Word Inductive Model (PWIM) : Assisting Students in Improving Their Writing Ability of Procedure Text Sulhah, Siti Sulhah; Yayu Heryatun; Fadilla Oktaviana
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2024): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i2.2989

Abstract

The aims of this study are to know how to implement PWIM and also to find out whether the writing ability of procedure texts can be improved through PWIM. This study employed the classroom action research design, which was carried out in three cycles. This study included 25 ninth-grade students of MTs. Daarul Ulum Panyaungan in the academic year 2023-2024. Data for this study were collected through tests, diary notes, observation sheets, and questionnaires. The findings of the investigation suggest that, when employing PWIM, the teacher used eight phases that comprise: selecting an image; recognizing an image; labeling an image; reading and reviewing the picture word chart; adding words to the picture word chart; leading students to create a title; asking students to generate a sentence; and reviewing the sentence. The next finding showed that students’ scores improve from pre-research to the test. The students’ mean in test 1 was 57.8%, in test 2 was 63.4%, and in test 3 was 72.4%. Furthermore, based on diary notes, observation sheets, and questionnaire sheets, it was discovered that the teaching-learning process worked successfully. The study concludes that using PWIM as a learning medium increases students' capacity to produce procedure texts.
Exploring Senior High School Students’ Needs for Literature-Based Learning Materials to Teach Narrative Text Dhea Aulia Nurita Hanung; Munfangati, Rahmi
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2024): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i2.3295

Abstract

Literature offers rich linguistic input and meaningful contexts that can enhance students’ language engagement and acquisition. This study aims to explore students’ needs in speaking materials using narrative text literature. Using a mixed methods approach, data was collected through interviews and observations involving teachers as well as 8th grade students. There were 3 students interviewed, and 30% of the total students were given a questionnaire. The results found that students need pronunciation and fluency skills, but there is a gap between students’ abilities and the skills they need so they want communicative learning activities such as discussion, storytelling, and roleplay to improve speaking skills. In addition, students also need teaching materials that are comprehensive, relevant, and supported by audiovisual media and interactive activities to improve their skills and understanding of narrative texts. This study concludes that the development of teaching materials based on these needs can improve the quality of narrative text learning.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 10 No. 2 (2025): ELLITE: November Vol. 10 No. 1 (2025): ELLITE: May Vol. 9 No. 2 (2024): ELLITE: November Vol. 9 No. 1 (2024): ELLITE: May