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Ipung Dwiansyah
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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 37 Documents
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Do Maritime Students See English as A Career Asset or A Burden? A Perception Study Aqzhariady Khartha; Muhammad Fathur Rahman Khalik; Muthmainnah Bahri A. Bohang; St. Hartina
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.4274

Abstract

This study looks at how maritime cadets view English in their professional lives. It addresses a gap in understanding what vocational students think about language skills. Using a mixed-methods approach, the research collected data from 60 final-year cadets through questionnaires and 5 through in-depth interviews at a maritime polytechnic in Makassar. The investigation uncovered important insights. The quantitative findings showed a significant difference: cadets rated the importance of English highly (mean = 4.52). About 78.3% strongly agreed that it is essential for maritime jobs. However, their attitudes toward learning it were low (mean = 2.48), with only 8.3% expressing strong positivity. The qualitative findings revealed a change in perception. Cadets see English as an "academic burden" in classrooms but view it as a "professional asset" after gaining sea experience. The study suggests changing how English is taught in maritime schools. It recommends including context-specific content earlier and simulating professional communication situations. These adjustments could help close the gap between attitudes and the importance of English and frame it as a crucial skill for global maritime careers instead of an academic hurdle.
Integrating AI-Powered Writing Assistant into English Essay Writing: Students’ Reflections and Challenges Siti Hanna Sumedi; Fheby Indriyanti Nurpratiwi; Musiam Rianti
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.4430

Abstract

This study explored the integration AI-powered writing assistant tool into English Essay Writing. Likewise, this study applied Narrative Inquiry design exploring two students’ reflections and challenges at a private university in Indonesia toward the integration of Jenni AI into English Essay Writing. The data were collected through Reflective journal and Interview. The data were analyzed thematically following Braun & Clark’s thematic analysis procedures. This study revealed students’ reflections and challenges of integrating Jenni AI into English Essay Writing. In terms of reflections, Jenni AI could value as a tool to improve students’ linguistic and discourse knowledge of writing. Likewise, it helps students in the aspects of writing efficiency enhancement. However, the challenges, Jenni AI leads to an ethical consideration in which reduced writing quality of students’ unique and creative styles of Essay writing. In this case, Jenni AI could make students become over-reliant. Hence, this study highlighted the importance of integrating Jenni AI as a helper not a replacement in Essay Writing since writing is a human-centered activity. Although it helps students in the matter of writing process and performance, but it is also affecting writing production that lessen students’ personal styles, uniqueness, creativity in Essay writing.
Bingo and Brains: Gamifying Vocabulary Learning in an Islamic High School Setting Taufik Hidayah; Siti Al-mar’atus Sholehah
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.4512

Abstract

Vocabulary mastery plays a vital role in supporting English language proficiency, particularly for learners in English as a Foreign Language (EFL) contexts. This research was conducted due to the importance of vocabulary mastery in supporting students' English language skills. It investigates the effectiveness of the Word Bingo game in enhancing the vocabulary mastery of tenth-grade students at an Islamic upper secondary school in Jember, Indonesia. A quantitative approach using a quasi-experimental design with a non-equivalent control group is employed in this study. The sample consisted of 48 tenth grade students divided into an experimental class and a control class. The data were collected through pre-tests and post-tests and then analyzed using statistical tests such as normality, homogeneity, and independent sample t-tests. The findings showed a significant improvement in the vocabulary mastery of students who were taught using the Word Bingo Game compared to those who received conventional instruction. Based on the results, it can be concluded that the Word Bingo Game is an effective method to enhance vocabulary mastery among tenth grade students. It not only increases student motivation and engagement but also improves their ability to recall and apply new vocabulary in learning activities.
The The Role of Project-Based Learning in Fostering Vocational Students' Oral Communication: Teachers' Perspectives Rindya Sams
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.5080

Abstract

This qualitative case study explores the contributions of project-based learning (PBL) in a vocational high school English class to students’ oral communication skills. Data on English teachers’ perspectives on PBL were collected through semi-structured interviews with vocational high school English teachers in East Java, Indonesia. Data were analyzed through thematic analysis, which resulted in three emerging themes: creating genuine communication contexts, promoting fluency, accuracy, and confidence, and developing critical 21st-century skills. The findings reveal that project-based learning provides students with sufficient space for genuine oral communication, serves as a catalyst for refining their communication skills, and allocates time for communicating their projects. The findings imply that vocational high school English teachers continue to implement PBL as an innovative teaching method, that policymakers draft regulations for curriculum development aligned with industrial needs, and that they support teacher professional development. Future research could explore the longitudinal impacts of project-based learning on students’ oral proficiency across semesters or grade levels
The Instructional Challenges of Non-Thai Teachers in English Language Education for Thai Primary Students: A Case Study at Selected Thai Schools Jihan Fadhillah; Abdul Rohim; Muh. Iqbal Firdaus; Sanitpim Thongbab
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.5187

Abstract

This study investigates instructional challenges faced by a non-Thai teacher in teaching English to Thai primary students within a cross-cultural classroom context. While previous research has primarily emphasized students’ perceptions of foreign teachers, limited attention has been given to classroom-based instructional processes. This qualitative study involved 12 Thai primary students from Grades 3 to 6. Data were collected through classroom observations, reflective teaching notes, students’ drawings, and short interviews and were analyzed using thematic analysis. The findings indicate that instructional challenges emerged in managing student engagement, delivering comprehensible English input, addressing affective barriers to participation, navigating the absence of Thai language support, and managing cross-cultural novelty in the classroom. These challenges required ongoing instructional adjustment, including the use of visual support, modeling, repetition, and peer assistance to facilitate understanding and participation. The study highlights the complexity of teaching young learners in cross-cultural EFL settings and underscores the importance of adaptive classroom practices in multilingual primary education contexts.
Aligning English with Design Practice: An ESP Needs Analysis for VCD Graphic Design Students Ainayya Nabilla; Nur Hidayanto Pancoro Setyo Putro
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.5299

Abstract

ESP learning materials needed to teach for specific programs like VCD-graphic design to prepare the students in the work demands. However, the general English still applied in the specific program without considering students’ needs. This study aimed to identify the target and learning needs of tenth grade graphic design students in the VCD program. The participants consisted of 33 students and an English teacher in VCD-graphic design program selected through purposive sampling. This study was a mix-method research design where the data were collected through questionnaire and interview. The collected data analyzed by using descriptive statistics and thematic analysis. This study revealed target needs of tenth grade students in VCD-graphic design programs requiring English skills that were closely related to the workplace demands in the VCD-graphic design program. As well as target needs, the students showed their interest in the procedures-related design which aligned with the program. Therefore, the English teacher expected to develop relevant learning materials to address students’ needs. However, this study had several limitations, for instance limited number of participants and only focused on the students’ and teacher’s preferences rather than observations. Therefore, the future studies are recommended to have large participants and observe the classroom implementations.
A Systematic Review of Culturally Responsive Teaching in Global and Indonesian Contexts Slamet Setiawan; Nabila Putri Rahmadani; Hanafi Hanafi
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.5679

Abstract

Culturally Responsive Teaching (CRT) has gained increasing attention as a pedagogical approach aimed at promoting equity and inclusivity in diverse educational settings. This study presents a Systematic Literature Review (SLR) that examines the implementation of CRT practices across global contexts and in Indonesia, with a particular focus on teaching strategies and contextual adaptations. Drawing on selected empirical studies, the review categorizes CRT practices into three key implementation strategies: creating inclusive curriculum and content, cultivating cultural competence and awareness among educators, and fostering positive teacher–student relationships. Findings indicate that, globally, CRT is implemented through curriculum indigenization, decolonization, and the promotion of critical consciousness, often supported by structured professional development. In contrast, CRT in Indonesia emphasizes contextualization, localization of content, and student-centered learning across educational levels. While these practices enhance relevance and engagement, they remain largely classroom-focused and show limited attention to structural inequalities. This study identifies a gap between global and Indonesian implementations, particularly in the depth of critical engagement. It suggests the need for more comprehensive approaches that integrate cultural relevance with critical and systemic dimensions to strengthen CRT practices in Indonesia.

Page 4 of 4 | Total Record : 37

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