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INDONESIA
English and Literature Journal
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 23550821     EISSN : 25805215     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Languange, Linguistic, Communication & Media
ELITE: English and Literature Journal (Print ISSN: 2355-0821, Online ISSN: 2580-5215) is a peer-reviewed journal devoted specifically to the studies of English linguistics and literature and other literatures with a special emphasis on local culture, wisdom, philosophy and identity. Published twice a year in June and December, the first edition of ELITE was published in 2013. The journal contents are managed by the English and Literature Department, Faculty of Adab and Humanities, Alauddin State Islamic University of Makassar, Indonesia. The primary objective of the journal is to provide a productive forum for lecturers, researchers, authors, graduate students, and practitioners to present results of their recent studies in the areas of English linguistics and literature and other literary traditions. The journal is also intended to help disseminate recent developments in theories, concepts, and ideas in the areas concerned to the academic community of language and literature studies in Indonesia in particular and worldwide in general.
Arjuna Subject : -
Articles 172 Documents
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Popular Culture Phenomena in Suzanne Collins’s Novel ″The Hunger Games″ Syahruni Junaid; Muhammad Ikhsan
Elite : English and Literature Journal Vol 1 No 2 (2014): December
Publisher : UIN Alauddin Makassar

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Abstract

Abstract             The aim of this study is to analyze and to describe the popular culture phenomena in the novel.    The writer used sociology of literature approach to express and explain popular culture phenomena in the novel, then finding the relation between the context of the novel and the social condition in current society. The instrument which is used by the writer was note taking. Along this instrument, the writer read the novel, then taking note cards to write the popular culture expression on the novel, after that the expression is written down the writer classified the phenomena of popular culture from the novel. In this study, the writer found four popular culture phenomena in the novel. They are reality show, science fiction aspects, human competition, and heroine. Reality show has indicators, such as on screen appearance, the power of people’s support, planned dramas, and great prize availability. Next, two aspects of science fiction are world destruction and extraordinary creatures. Human competition has characteristics, e.g. survival, strategy, alliance, and losing. Then, the indicators of heroine are heroism, courage, displaying strength, and claiming the right to authority.  This study implicates to realize people how popular culture has contaminated life and implicitly formed the perspective in looking at the surroundings. Expectantly, this thesis can stimulate the students of English Literature to learn more about the influence of popular culture to the contemporary literary works. 
THE REPRESENTATION OF THE ISLAMIC VEIL IN INDONESIAN CONTEMPORARY ART: A FEMINIST POSTSTRUCTURALIST APPROACH Rosmah Tami
Elite : English and Literature Journal Vol 1 No 1 (2013): June
Publisher : UIN Alauddin Makassar

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Abstract

AbstractVeiling in Indonesia is a unique phenomenon. Once it was banned in the public arena and has a negative menaing, yet several uears later its meaning was changed into more positive meanings. this article explores a poen published in the transition era when the meaning of the veil had been undergoing some changes. Syair LautanaJilbab is written by MH Ainun Najib, a most famous religious leader in Indonesia. This article shows how poemproduced new meaning dispalyed by the poem, and how people respond to the new meanings. The veil new meanings have influenced large people to adopt veiling as a religious symbol of their spiritual awareness.
INDONESIAN AND ENGLISH EQUIVALENCE OF SLANG LANGUAGE IN “22 JUMP STREET” MOVIE Nasrum Nasrum; Putri Oktavia Sari
Elite : English and Literature Journal Vol 3 No 1 (2016): June
Publisher : UIN Alauddin Makassar

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Abstract

AbstractThis thesis analyzed about “Indonesian and English Equivalence of Slang Language in “22 Jump Street Movie”. The aims of this research are to know the kinds of translation used in slang language, to know kinds of slang language itself used in the movie and to know the meaning equivalence between translated text and the original text in English slang language. This research used descriptive qualitative method and with three theories, they are Newmark’s, Partidge’s, and Palmer’s theories. The source of the data in this research was taken from the movie. The writers found two kinds of translations, they are semantic translation and communicative translation, while for the kinds of slang language the writer found jargon, argot, and colloquial. Therefore, the writer concluded that in 22 Jump Street movie the source language (SL) and the target language (TL) are not equivalent. AbstrakPersamaan Bahasa Prokem/Slang dalam Bahasa Indonesia dan Bahasa Inggris pada Film “22 Jump Street. Penelitian ini menganalisis persamaan bahasa prokem/slang dalam bahasa Indonesia dan bahasa Inggris pada “film 22 Jump Street”. Tujuan penelitian ini adalah untuk mengetahui jenis-jenis penerjemahan yang digunakan dalam bahasa prokem/slang, jenis bahasa prokem/slang itu sendiri dalam film tersebut dan mengetahui persamaan arti bahasa prokem/slang dalam Bahasa Sumber (BS) dan Bahasa Target (BT). Penelitian ini menggunakan metode deskriptif qualitative dengan tiga teori, antara lain: Teori dari Newmark, Partidge dan Palmer. Data diambil dari tuturan dalam film. Peneliti menemukan dua jenis penerjemahan yaitu penerjemahan semantik dan komunikatif. Di samping itu, jenis bahasa prokem/slang yang ditemukan adalah Jargon, Argot dan Colloquial. Kesimpulannya adalah Bahasa Sumber (BS) dan Bahasa Target (BT) dalam film 22 Jump Street tidak sama.
VALUES OF CHARACTER EDUCATION IN LITERARY WORK (A COMPARATIVE STUDY BETWEEN HAMKA’S FALSAFAH HIDUP AND GIBRAN’S THE PROPHET) Nahdhiyah Nahdhiyah
Elite : English and Literature Journal Vol 2 No 1 (2015): June
Publisher : UIN Alauddin Makassar

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Abstract

Abstract This study aims to find and to compare (similarities and differences)  values of character Education in literary works those are Falsafah Hidup by Hamka and The Prophet by Khalil Gibran. This study reveals values of character education beyond a literary work in order to give contribution to build human character. This study also gives information that literary work is not only display a beautiful string of word but it contains life  meaning, so literary work can be an alternative source for building human character. This study uses content analysis technique and comparative approach with coding sheet as the instrument.Falsafah Hidupand The Prophet as object of study. Data analysis starts from preparing data, defining unit of analysis, building coding sheet, coding, comparing, making conclusion, and reporting. Result of study shows there are 13 values of char4acter education in Falsafah Hidupand 11 values of character education in The Prophet. There are some same and different in value and both of these works focus on humanistic and social value. But some values in Falsafah Hidup are not found in The Prophet. The value is character toward nation. Values of character education in The Prophet are not refer to certain religion or faith. Differ than Falsafah Hidup, the values always relies on Al Qur’an and Hadits.Abstrak Nilai Pendidikan Karakter pada Karya Sastra. Penelitian ini bertujuan untuk memperoleh dan membandingkan nilai pendidikan karakter pada karya sastra Falsafah Hidup oleh Hamka dan The Prophet oleh Khalil Gibran. Penelitian ini dapat memberikan kontribusi pada pembentukan karakter manusia serta memberikan pengetahuan bahwa karya sastra bukan hanya menampilkan rangkaian kata-kata indah, namun juga makna hidup. Dengan demikian, karya sastra juga berfungsi untuk membangun karakter manusia. Penelitian ini menggunakan, teknik analisis isi dan pendekatan komparatif dengan lembar pengkodean sebagai instrumennya. Falsafah Hidup dan The Prophet sebagai objek penelitian dimana analisis data dimulai dari mempersiapkan data, mendefinisikan, membuat lembar pengkodean, pengkodean, membandingkan, membuat kesimpulan, dan pelaporan. Hasil penelitian menunjukkan ada 13 nilai-nilai pendidikan karakter di Falsafah Hidup dan 11 nilai-nilai pendidikan karakter dalam The Prophet. Kedua karya ini fokus pada nilai humanistik dan sosial, tapi beberapa nilai dalam falsafah Hidup tidak ditemukan dalam The Prophet, yaitu nilai karakter bangsa. Nilai-nilai pendidikan karakter dalam The Prophet tidak mengacu pada agama atau kepercayaan tertentu. Berbeda dari Falsafah Hidup yang nilai-nilainya selalu bergantung pada Al Qur'an dan Hadits. 
THE INTELLIGENCE CONTENTS IN ANIMATED MOVIE ‘DORA THE EXPLORER’ NAHDHIYAH NAHDHIYAH
Elite : English and Literature Journal Vol 1 No 2 (2014): December
Publisher : UIN Alauddin Makassar

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Abstract

AbstrakPenelitian ini bertujuan untuk menemukan tipe-tipe muatan kecerdasan dalam film animasi ‘Dora the Explorer’ dan menjelaskan cara muatan kecerdasan tersebut disampaikan. Penelitian ini memberi informasi bahwa (1) film animasi ini bisa menjadi tontonan yang layak untuk anak, (2) seorang anak bisa cemerlanglebih dari satu tipe kecerdasan, (3) dan bahwa adalah penting untuk mengeksplor dan mengembangkan potensi kecerdasan anak melalui berbagai aktifitas yangbertujuan untuk mengoptimalkan kecerdasan anak. Penelitian ini menggunakan tekhnik analisis isi dengan lembar koding sebagai instrumen.Tiga seri filim ‘Dora the Explorer’ adalah subyek penelitian.Data analisis dimulai dari mempersiapkan data, menentukan unit analisis, membuat lembar koding, memberi kode, membuat kesimpulan dan melaporkan temuan. Hasil penelitian menunjukkan ada 9 tipe muatan kecerdasan pada setiap seri film  ‘Dora the Explorer’. Tipe kecerdasan tesebut adalah kecerdasan natural, musik, matematis, interpersonal, intrapersonal, kinestetik, bahasa, visual, dan eksistensi. Muatan kecerdasan pada tiga seri tersebut disampaikan dalam lakon yang berbeda.Lakon-lakon tersebut merupakan kegiatan-kegiatan yang merangsang perkembangan bakat potensi kecerdasan.
THE STUDENTS’ ANXIETY IN DELIVERING ENGLISH PRESENTATION Sardian Maharani Asnur
Elite : English and Literature Journal Vol 1 No 1 (2013): June
Publisher : UIN Alauddin Makassar

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Abstract

AbstractAnxiety indeed an ordinary thing experienced by everyone when talking in public and can be increased if it is done by using a foreign language. This paper aims to provide a specific description of the students’ anxiety in delivering English presentations as well as provide a solution on how to deal with the anxiety. There are several factors that affect student anxiety, namely internal factors which covers fear of failure, fear of criticism, conflicting emotion, speech anxiety, negative experience, fear of losing the thread of material, fear of being stopped, and negative thinking; and external factors which covers condition of presentation room, failing to practice, gender, and physical factor. Strategies that can be applied by participants to cope their anxiety in delivering English presentation are: (a) to keep thinking positively toward the audience, the speech, and their self as a speaker, to made good preparation, to rehearse, to keep self-confidence, and to do relaxation.AbstrakKecemasan merupakan hal yang lumrah dialami oleh setiap orang pada saat berbicara di depan publik. Kecemasan itu sendiri dapat bertambah jika dilakukan dengan menggunakan bahasa asing.Tulisan ini bertujuan untuk memberikan gambaran khusus mengenai kecemasan siswa dalam membawakan presentasi berbahasa Inggris serta memberikan solusi cara untuk menghadapi kecemasan tersebut. Terdapat beberapa faktor yang mempengaruhi kecemasan siswa yaitu faktor internal yang meliputi takut salah, takut kritikan, konflik emosi, kecemasan berbahasa, pengalaman negatif, takut lupa materi presentasi, takut distop, dan pikiran negatif, dan faktor eksternal yang meliputi kondisi ruangan, gagal berlatih, gender, dan faktor fisik. Adapun strategi yang dapat dilakukan oleh siswa untuk mengatasi kecemasan mereka pada presentasi berbahasa Inggris yaitu, (a) berpikir positif, (b) membuat persiapan yang optimal, (c) berlatih berulang-ulang (d) percaya diri, dan (e) melakukan relaksasi.
COMMUNICATION STRATEGIES IN SPEAKING SKILL OF EFL LEARNERS Syamsudin Syamsudin
Elite : English and Literature Journal Vol 2 No 1 (2015): June
Publisher : UIN Alauddin Makassar

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Abstract

Abstract In EFL learning, among all the skills: listening, reading, and writing, speaking seems to be one of the most important skills. However, to master speaking is not an easy thing. And as a matter of fact, there are still many learners who have learned English for some years have not been able to speak fluently. Brown (2007) states that the difficulties the learners find in speaking are due to the fact that they have to focus on forms and function of the language. Further, Ellis (1994) also states that speaking has two sequential phases: planning and execution. Planning is done when speakers think of what utterance to produce to impact the listeners and execution is the realization of planning into words, phrases and sentences. To cope with the difficulties in speaking and to speak fluently, learners need to understand well about Communication Strategies. Thus, this paper tries to share ideas on the importance of the use of Communication Strategies to improve EFL learners’ speaking skill.  It includes the nature of speaking, learners’ proficiency, communicative competence, communication strategies, and the research supports on Communication strategies. Strategi Komunikasi dalam Bercakap pada Pembelajar Bahasa Inggris sebagai Bahasa Asing. Dalam pembelajaran bahasa Inggris sebagai bahasa asing, diantara semua keterampilan menyimak, membaca, menulis, dan bercakap; kemampuan bercakap merupakan salah satu kemampuan yang terpenting. Namun demikian, bukan hal yang mudah untuk menguasai kemampuan ini. Beberapa fakta memperlihatkan bahwa banyak pembelajar bahasa Inggris yang telah belajar selama beberapa tahun namun belum dapat bercakap lancar. Brown (2007) menyatakan bahwa kesulitan yang ditemukan oleh pembelajar dalam bercakap adalah dimana mereka harus fokus pada bentuk dan fungsi bahasa. Lebih lanjut, Ellis (1994) juga mengemukakan bahwa terdapat dua langkah berkelanjutan dalam bercakap, yaitu perencanaan dan eksekusi. Perencanaan dilakukan saat pembicara berpikir ujaran apa yang harus diucapkan untuk memberikan dampak pada pendengar, dan eksekusi adalah realisasi perencanaan dalam kata-kata, frase dan kalimat. Untuk mengatasi kesulitan dalam bercakap lancar, pembelajar harus memahami tentang strategi komunikasi. Olehkarenanya, tulisan ini mencoba untuk berbagi ide tentang pentingnya penggunaan Strategi Komunikasi untuk meningkatkan keterampilan berbicara pembelajar bahasa Inggris sebagai bahasa asing. Strategi ini termasuk sifat berbicara, kemampuan peserta didik, kompetensi komunikatif, strategi komunikasi. 
Representation of Gender Ideology in Indonesian Novels: The study of the Reformation Era Novel Yulianesta Yulianesta
Elite : English and Literature Journal Vol 1 No 2 (2014): December
Publisher : UIN Alauddin Makassar

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Abstract

AbstractThis article is based on a phenomenon that gender ideology practiced by a society may be reflected on the production of literary work. Thus, even though a novel known as an imaginative work,its content and its gender ideology cannot be detached from social reality. This writing aims to describe (1) role and gender identity (2) women struggle and her relationshipwith other characters, (3) types of gender ideology, (4) Gender inequality, and (5) the relationship gender issues and Indonesia novel produced during reformation era. Gramsci’s theory on hegemony and gender perspective helps describing those five problems presented in this article. The object formal of this research is gender ideology presented in six novels written by Indonesian authors during reformation era. Meanwhile, the material object of the research consists of six novels produced in Indonesia during the reformation era and written by Indonesian. The research found that the six novels represent patriarchal ideology, familiasme ideology, ibuism ideology, and general gender ideology. The four gender ideologies createdomestication of the position and the role of women. The existence and the organization of the gender ideology are supported by masculine hegemony in Indonesian culture. Therefore according to Gramsci, new hegemony should be constructed opposed to those capitalist one. The creation of new hegemony must be constructed on the basis of alteration of consciousness, thnking patterns, perception of world conception, as well as their moral norm. This can be done through education. Besides that, the six authors can be termed as intellectual organics who offers new ideology to deconstruct old hegemonic ideology.
TYPES OF SPEECH ACT USED IN RESEARCH SEMINAR A Kamariah
Elite : English and Literature Journal Vol 1 No 1 (2013): June
Publisher : UIN Alauddin Makassar

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Abstract

AbstractThe objective of this writing is to give a sight on the use of speech act in a formal spoken discourse by the participants of research seminar as well as to discover the types of speech acts used by participants of the research seminar.The writer applied descriptive research design. The population of the research was the members of research seminar consist of examiners and presenter of English Department, Graduate Program UNM, by total sample was 3 people taken through purpossive random sampling. The data were acquired by the used of video recorder and were analyzed based on the theory of Austin and Searle. The results showed that types of speech acts mostly used by the speaker in the research seminar arequestioning and answering. There are some factors affecting the use of speech act, such as speech situation and speaker relation. AbstractTujuan daritulisan iniadalah untuk memberikanpengetahuan mengenaipenggunaantindak tuturdalamwacanalisanresmi olehpesertaseminarpenelitian, sertauntuk menemukanjenistindak tuturyang digunakan olehpeserta seminarpenelitian. Penulismenerapkandesainpenelitian deskriptif. Populasipenelitian ini adalahanggotaseminarpenelitianyang terdiri daripengujidanpresenterdariJurusan Bahasa Inggris, Program PascasarjanaUNM, denganjumlah sampeladalah3orang yang diambilmelaluipurpossiverandom sampling. Datadiperolehmelaluiperekam videodandianalisisberdasarkanteoriAustindanSearle. Hasil penelitian menunjukkan bahwajenistindak tuturyang banyak digunakan olehpembicaradalamseminarpenelitianyaitu jenis bertanya dan menjawab. Ada beberapafaktor yang mempengaruhipenggunaantindak tutur, sepertisituasiberbicara danhubungan antar-pembicara.
LINKS BETWEEN LEARNERS MINDSET AND LANGUAGE LEARNING AUTONOMOUS LANGUAGE LEARNING HISTORY (LLH) Nina Ariani; Abdul Sahid
Elite : English and Literature Journal Vol 3 No 1 (2016): June
Publisher : UIN Alauddin Makassar

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Abstract

AbstractLearning autonomy is one of the important factors that can help the learners to meet the learning goal. However, some learners are not enthusiastic to learn autonomously, they always need a teacher to help them. They sometimes just learn when the teacher asked them to do during the learning process, when they find some difficulties; they just give up and feel less confidence to solve it. This negative aptitude is caused by the students’ mindset in language learning. According to Carol Dweeck, fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed trait while growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. It indicates that, the fixed mindset learners seemingly have a problem with their mindset which leads them to be less motivated in language learning.  AbstrakHubungan antara Pola Pikir Pembelajar dan Pembelajaran Bahasa secara Autonomi (LLH). Belajar otonomi adalah salah satu faktor penting yang dapat membantu para peserta didik untuk memenuhi tujuan pembelajaran. Namun, beberapa peserta didik tidak bersemangat untuk belajar secara otonom, mereka selalu membutuhkan guru untuk membantu mereka. Mereka kadang-kadang hanya belajar ketika guru meminta mereka untuk melakukan selama proses pembelajaran, ketika mereka menemukan beberapa kesulitan; mereka hanya menyerah dan merasa kurang percaya diri untuk menyelesaikannya. Bakat negatif ini disebabkan oleh pola pikir siswa dalam belajar bahasa. Menurut Carol Dweeck, tetap pola pikir siswa percaya kemampuan dasar, kecerdasan mereka, bakat mereka, hanya tetap sifat sementara pertumbuhan pola pikir siswa memahami bahwa bakat dan kemampuan dapat dikembangkan melalui usaha, pengajaran yang baik dan ketekunan. Ini menunjukkan bahwa, peserta didik pola pikir tetap tampaknya memiliki masalah dengan pola-pikir mereka yang membawa mereka menjadi kurang termotivasi dalam belajar bahasa.

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