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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 24 Documents
 1   2   3 
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.
Optimizing English Language Assessment through Multiple Intelligences and Local Wisdom Integration Aditama, Madya; shofyana, maila huda
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2025): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i1.2963

Abstract

This study explored the implementation of Multiple Intelligences (MI) based assessments integrated with local wisdom in the English language teaching context at SMP Muhammadiyah Tersono, under the Merdeka Curriculum. It is a qualitative phenomenological approach, data were gathered from two English teachers of grades 7 and 8 through participatory observations, in-depth interviews, and document analysis. Findings reveal that MI-based assessments enhance students' engagement and learning outcomes, particularly in logical-mathematical and interpersonal intelligences. The integration of local wisdom fosters a culturally relevant and meaningful learning experience, aligning with the curriculum's holistic education goals. However, challenges persist, including limited resources and varying teacher competencies in applying MI principles effectively. The study discovers the importance of continuous professional development for teachers to enhance their understanding and implementation of MI-based assessments. This research contributes to the body of knowledge on MI and culturally integrated education, providing practical insights for educators and policymakers. Future studies are recommended to explore broader applications and long-term impacts of MI-based assessments in diverse educational settings.
- 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.
Undergraduate Students’ Perception of Humata AI as A Writing Tool for Critical Journal Review (CJR) Nst, Anggi Rahmanida; Dewi, Utami
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2025): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i1.3049

Abstract

This study studies about students' perceptions of employing Humata AI for producing Critical Journal Reviews (CJR) and evaluates its advantages and limitations. Six students from a single University conducted semi-structured interviews employing a qualitative technique. Key themes in participant responses were identified using thematic analysis applied to the collected data. The majority of students indicated that Humata AI facilitated a more effective interpretation and evaluation of scientific papers. The primary advantages, particularly with structure and academic language, included the ease of uploading and obtaining journal summaries, increased confidence in writing, and the quality of academic writing. This study, however, also identified some flaws, including excessive dependence on technology, the reliability of analytical results that are not consistently appropriate, and concerns over the originality of student work. Consequently, our research indicates that while Humata AI provides significant benefits to students in the academic analysis process, its use must be complemented by traditional learning methods to ensure the development of critical thinking and independent academic writing skills. The results of this study have implications for educators and educational institutions in the ethical and effective integration into academic writing.
Clear or Confusing? Investigating Pronunciation Challenges Among Young EFL Learners in Southern Thailand Urona, Dara; Husna, Faizatul; Juliana, Rena; Lemsoh, Subaidah
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2025): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i1.3061

Abstract

This study seeks to explore the pronunciation difficulties encountered by students at Tessaban 2 Ban Sadao School in Thailand. Utilizing qualitative research methodologies, which include pronunciation evaluations and semi-structured interviews with educators, the research aims to identify prevalent pronunciation mistakes and analyze the instructional strategies employed by teachers. The results indicate that students face challenges with particular phonemes, such as /r/, /v/, /ʃ/, and final consonant clusters, primarily influenced by their first language (L1). Furthermore, issues related to incorrect word stress and unsuitable intonation patterns impede clarity and understanding in spoken communication. Educators implement a variety of techniques, such as phonetic training, minimal pair exercises, and imitation practices, to help students enhance their pronunciation skills. Nevertheless, the limited exposure to authentic English language contexts continues to pose a significant obstacle. This research highlights the critical need for a stronger focus on pronunciation within the English language curriculum, as well as the importance of providing students with increased opportunities to interact with genuine English-speaking environments. By tackling these challenges, educators can formulate more effective and targeted teaching strategies, ultimately improving the pronunciation and communication abilities of EFL (English as a Foreign Language) learners in Thailand.
The The EFL Students' Experiences with Gamified Learning in Vocational Education: Automotive Students' Perspectives Ranti, Merchandha Sovia; Degeng, Putu Dian Danayanti
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2025): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i1.3075

Abstract

EFL instruction in vocational education faces challenges in student engagement and technological integration, as many vocational students prioritize major-related studies over English. To enhance engagement, gamification has been introduced as a learning strategy. This study employed a descriptive quantitative survey to explore vocational automotive students’ experiences with gamified learning. A total of 117 automotive students participated, using platforms such as Quizizz, Blooket, and Bamboozle. Data were collected through four Likert-scale questionnaires and analyzed in Microsoft Excel. The research aimed to answer three questions: (1) How does gamification influence students’ engagement in learning English in vocational high school? (2) How effective is gamification in improving students’ learning outcomes and motivation in English lessons? (3) What are students’ overall perceptions of using gamification in English lessons? Findings revealed that gamification significantly improved students' engagement, confidence, motivation, collaboration, and learning outcomes. Students also expressed strong support for its integration into other lessons. The study concludes that gamification is an effective method for enhancing English learning in vocational education. It is recommended that future research adopt a mixed-methods approach to gain deeper insights into vocational students’ experiences with gamified learning.
Effectiveness of Using Drops Application in English Vocabulary on Students’ Learning Outcomes Sabilla, Sonia; Sholihatul Hamidah Daulay
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2025): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i1.3152

Abstract

The study aims to determine the effect of using an English vocabulary learning application called "Drops" as a tool in helping English as foreign language. This app was designed to be installed into smartphones with Android and IOS System. This study uses a quasi-experimental design, with as many as 30 students in the experimental group who study with the Drops application and 30 students in the control group who use conventional textbook based learning methods. Data were collected through test vocabulary with pretest and post-test to assess the effect of the using this app on vocabulary learning in junior high school in Deli Serdang. The results of the statistical analysis showed that there was a significant increase in vocabulary learning outcomes in the experimental group compared to the control group (p<0.05). At the conclusion of the study, researcher realized that the use of the Drops application significantly improves students' vocabulary learning outcomes. The combination of gamification, visual learning, and micro-learning in Drops enhances engagement and retention, making vocabulary learning more effective and suggesting that digital applications can serve as valuable tools in language education.
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.
English Teachers’ Professional Competence in Utilizing ICT At Madrasah Level : KOMPETENSI PROFESSIONAL GURU BAHASA INGGRIS DALAM MENGGUNAKAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) PADA JENJANG MADRASAH Wahyu Nur Azizah; Anugerahwati, Mirjam; Setyowati, Lestari
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2025): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i1.3296

Abstract

This study investigates at how proficient teachers at using ICT at religiously affiliated school implemented. Discovering out what teachers used in ICT tool and investigating the factors that lie behind their use in educational settings are the purposes of this. Seven state MTs in the Malang district were given a questionnaire to complete as part of the study's qualitative research design. There are twenty-eight English teachers that are available to participate. Presented in the form of descriptive qualitative, this study shows the results that teachers use ICT in their learning with a time preference of once a week. Additional research indicates that instructors' confidence in ICT that will increase their productivity (10.51%) and help them access instructional resources in the classroom (10.38%) are the main reasons why they use it for the learning process. Therefore, it is expected that future studies will continue to examine the ICT proficiency of instructors who are already familiar with its use, as well as how they address any challenges they may have when using it.
An Explanatory Study: Exploring EFL Students’ Attitudes Toward the Use of AI Tools in Academic Writing Hidayat, Nur
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2025): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i1.3389

Abstract

The purpose of this study was to investigate EFL learners' attitudes on the use of AI-powered tools in academic writing with the challenges. Combining quantitative and qualitative research, this mixed-methods study followed an explanatory study design. The researcher gathered the data through questionnaires and semi-structured interviews. Using SPSS through descriptive statistics analysis preceded by validity and reliability tests of the research instrument, researchers analyzed quantitative data. The thematic analysis helped the researcher to examine qualitative data. Triangulation was also done to validate the findings from the qualitative and quantitative data. The results of this study showed that EFL students had a positive attitude toward the application of artificial intelligence in academic writing, including encompassing structuring ideas, enhancing sentence structure, and raising self-confidence. However, the overuse of artificial intelligence shows signs of caution, such as a decline in its inventiveness and critical thinking. Besides, using artificial intelligence in academic writing presents some challenges for learners. These challenges include the quality of arguments and the validity of references presented by the AI as well as the detection of AI generated.

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