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Contact Name
Nur Kamilah
Contact Email
nurkamilah@unmuhjember.ac.id
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Journal Mail Official
ellite.journal@unmuhjember.ac.id
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Location
Kab. jember,
Jawa timur
INDONESIA
ELLITE: Journal of English Language, Literature, and Teaching
ISSN : 25274120     EISSN : 25280066     DOI : -
ELLITE Journal is published twice a year in the months of May and November; it presents articles on English language, literature, and teaching. The contents include analyses, studies, research reports, application of theories, material development, and reviews
Arjuna Subject : -
Articles 175 Documents
Writing Ability Improvement Through Student Teams Achievement Divisions at Pirayanawin Klonghin Wittaya School Mustika, Nurika
ELLITE Vol 1, No 1 (2016): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (131.125 KB) | DOI: 10.32528/ellite.v1i1.162

Abstract

The aims of this research is to find out how Student Teams-Achievement Divisions (STAD) can improve students’ descriptive writing ability of the third grade students at Pirayanawin Klonghin Wittaya School, Thailand in the 2014/2015 academic year. The design of this research is classroom action research (CAR). The subject of the research is the third grade of Pirayanawin Klonghin Wittaya School in the 2014/2015 academic year that consists of 33 students. The observation used writing test as primary data and observation checklist. STAD improved the students descriptive writing ability in two cycles from the percentage of students scored ≥ 63,was 56.6% in cycle 1 to 80% in cycle 2 and from M= 62.2 in cycle 1 to M= 72 in cycle 2. Based on the research result, it can be concluded that STAD (Student Achievement Divisions) is able to improve students’ descriptive writing ability by having heterogeneous teams in terms of ability and gender that make them easy in generating their ideas and able to have peer tutoring.Keywords: writing ability, STAD (students teams achievement divisions)
Experiencing Differentiated Instructions as the Effort of Promoting Reading Comprehension Level Taufik, Taufik
ELLITE Vol 1, No 2 (2016): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (106.259 KB) | DOI: 10.32528/ellite.v1i2.466

Abstract

The current study explored the usefulness of differentiated instruction in the promotion of English learners reading comprehension in higher educational system. One TOEFL preparation class of a language center at University of Muhammadiyah Jember was chosen as the research participants. The students were taught through the strategies of differentiated instruction, viz. flexible grouping, tiered instruction, and tiered assignments, in the areas of content, process, and product. The outcomes of descriptive statistics from comparing pre-test and post-test results indicated that the students were having a positive experience with differentiated instruction in relation to their reading comprehension level. Further, the results also revealed that students also performed better in literal and inferential reading comprehension after experiencing differentiated instruction in the classroom.Keywords: differentiated instruction, reading comprehension.
Factors Contributing to Teachers’ Resistence in Integrating ICT in EFL Classroom in Senior High School Mirjam Anugerahwati, Nur Kamilah,
ELLITE Vol 1, No 2 (2016): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.436 KB) | DOI: 10.32528/ellite.v1i2.471

Abstract

ICT has become powerful media for teaching English, especially in improving students’ learning autonomy. However, studies have revealed that English teachers are sometimes resistant to ICT integration in the class, in which the resistance fails the effective ICT integration. The purpose of this study is to explain English teachers’ resistance towards ICT integration in the class by presenting and the categories of the resistance. There were seven teachers from six different senior high schools investigated in this study. Using semi-guided interview, observation and documentation, the study yielded the findings. There were three categories of resistance found; extreme, moderate and zero resistance. The factors contributing to the resistance were coming from external and internal, such as the unwillingness to learn and use ICT, lack of ICT competence and pedagogical knowledge, concerns about ICT for students, and unsupportive school facilities. It was also found that age might not matter much in contributing to the resistance and that the teachers’ perception is not always reflected in their teaching practice.Keywords: ICT integration, teacher’s resistance, factors of resistance, category of resistance.
Realizing Learners’ Writing Problem from the Beginning: A Case Study Wahyu Mahendra, Made
ELLITE Vol 2, No 1 (2017): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (430.738 KB) | DOI: 10.32528/ellite.v2i1.759

Abstract

Abstract The importance of writing has become a primary concern in teaching English as a foreign language. The skill of writing enables learners to generate ideas into certain organisation and awareness once the process of writing is undertaken. From writing, learners are also expected to be able to construct and use the language more accurately because they have enough time to think compared to have an oral activity. However, such an ideal situation can hardly be manifested due to particular problems faced by learners. This present study aims at investigating the struggling points of writing construction done by students. There were fourteen students who were purposefully selected as the subject of this study. In order to gather the supporting data, the researcher employs document study and direct observation. This study is expected to give contribution to help teachers confirming common problems faced by students during learning writing. Nevertheless, it also contributes to other prospective studies which are on the same interest with this present one. Keywords : Assessing Writing, Writing Problems, Writing Construction 
The Influence of Project Based Learning and Motivation Achievement on Improving Writing Ability Hanafi, Hanafi
ELLITE Vol 2, No 2 (2017): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (105.043 KB) | DOI: 10.32528/ellite.v2i2.1505

Abstract

Writing skill is one of the English skills which is often regarded as somethingdifficult to master. Students tend to have less attention to this skill. Even worse,some teachers also often lack of attention to it since it requires more time to checkthe students work on writing. Consequently, the students’ writing competenceis difficult to increase. To overcome the problem, the possible alternative theteacher can use is using Project Based Learning since the approach seems to beeffective to improve the students’ writing competence. The other aspect that can possibly influence the writing competence is Motivation Achievement. In this research, the problem investigated is whether or not there is influence usingProject Based Learning and Achievement Motivation in increasing writingability. The kind of research used is experimental research with nonrandomizedcontrol group pretest posttest design. The data analysis used is t-test usingSPSS version 21. The result of the research shows that Project Based Learninginfluences the students’ writing ability, while Achievement Motivation has nosignificant impact on the students’ writing ability.
Using Tongue Twister to Improve Students’ Pronunciation Lutfiani, Dewi
ELLITE Vol 2, No 2 (2017): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (122.491 KB) | DOI: 10.32528/ellite.v2i2.1511

Abstract

peaking skill comprises five components; pronunciation, vocabulary, grammar,fluency and accuracy, which are very essential in delivering messages orinformation clearly. As one of the five components of speaking, pronunciationis an essential component in oral communication and a basic ability of speakingEnglish. Since English is a foreign language, correct pronunciation becomesa crucial matter to avoid misunderstanding between a speaker and a listener.Therefore, teaching pronunciation to EFL students is very essential, and it is notan easy task for English teachers. The main reason is that English pronunciationis difficult for most foreign language learners since what is written is differentfrom what is spoken. Regarding the difficulty of the students, teachers shouldbe creative to select a technique of teaching pronunciation. One techniquethat is suitable for teaching pronunciation is tongue twister. This techniquewas applied to the eleventh grade of SMA Muhammadiyah 3 Jember in the2015/2016 academic year. The results of the classroom action research whichwas done in two cycles showed 77.14% students got score ≥75 and 77.13% ofthe students were active in teaching learning process. The results had met thecriteria of success of the research.
Lexical and Contextual Variability of Idiomatic Phrasal Verbs in Harry Potter and the Deathly Hallows Movies Ghofar Romli, Hairus Salikin,
ELLITE Vol 1, No 1 (2016): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (79.745 KB) | DOI: 10.32528/ellite.v1i1.158

Abstract

The popularity of Harry Potter and the Deathly Hallows (HPDH) as a novel is almost accentuated in the movie version. However, the fascination of watching the movies may be interrupted by the problems arising from the use of some problematic expressions in the original language, especially idiomatic phrasal verbs (IPVs). This paper undergoes some procedures of the analysis starting from the process of data collection, progressing to selection, filtering, and labeling. It extracts PVs in HPDH (97 in HPDH part one and 70 in part two)using linguistic concepts of PV. Later by limiting the PVs under conventional and characteristics modelling function of idioms, IPVs can be identified and served as the primary data. The final phase of the analysis wants to see how lexical interpretation, relying on Oxford Advanced Learner’s Dictionary 8th Edition (OALD 8thed), and Halidayan contextual variability (field, tenor and mode) help classifying and explaining the meanings of the IPVs. Finally it is expected that this paper can offer appropriate logical and contextual interpretations of the IPVs. This way, by watching the HPDH, learners of English can gain better understanding of the movies and, more importantly, better knowledge of IPVs as inseparable part of their competence of EFL.Keywords: HPDH, IPVs, lexical interpretation, contextual variability, contextual interpretations
Implementing Self Access Material for Promoting Learner Autonomy In Teaching ESP Kuswanto, Welly
ELLITE Vol 1, No 1 (2016): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.176 KB) | DOI: 10.32528/ellite.v1i1.163

Abstract

This research used qualitative research design. Fraenkel and Wallen (2006) define qualitative research as documenting or portraying the everyday experience of individuals by observing and interviewing them. In this case, the researcher interviewed, observed teaching and learning ESP process and documentation by collecting document needed. Finally, Teacher as facilitator is easy to develop learners autonomy in teaching ESP by utilizing Self Access Material in form of providing relevant videos, providing software and online sources, producing in-house material development, making authentic podcasts accessible, promoting CALL, turning workshop recordings into self-access activities and using authentic music resources. By fostering self access material and implement it by using nine strategies namely setting objectives, selection of materials, methods, teacher’s role, teacher-learner relationship, learning environment, homework, presentation and talks and evaluation, teacher is able to trigger the learners to develop the ESP materials given.Keywords: Learner autonomy, self access material, ESP.
The Effect of Using Communicative Language Teaching on Speaking Ability Hanafi, Rahayu Nindya Ratih,
ELLITE Vol 1, No 2 (2016): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (157.318 KB) | DOI: 10.32528/ellite.v1i2.467

Abstract

This research aims at investigating the impact of Communicative Language Teaching method on the improvement of students’ speaking ability. This is experimental research with non-randomized control group pretest posttest design. Class VII/A is the experimental research group, while class VII/B is the control group. Each of them consists of 22 students. Subjective test is used to collect the data about the students’ speaking ability in which the content is based on the curriculum used in the school. The data analysis used is t-test using SPSS version 16. The result of data analysis shows that p value is 0.016. The score is lower than 0.05. Seeing the result we can say that the null hypothesis (Ho) saying that there is no effect of using Communicative Language Teaching on speaking ability is rejected. It means that there is effect of using Communicative Language Teaching on the students’ speaking ability.Keywords: Communicative Language Teaching method, speaking ability.
A Critical Review: Language Learning Strategy and Teachers’ Characteristics in Indonesian English Language Teaching Oktaviyani, Emilda
ELLITE Vol 2, No 1 (2017): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (325.981 KB) | DOI: 10.32528/ellite.v2i1.644

Abstract

This paper discusses the relation between language learning strategy (LLS) and teachers’ characteristics. The objective of this study is to investigate the effect of teachers’ characteristics in students’ language learning strategy that will lead to the success of students in mastering English. The study was conducted by giving the teachers’ characteristics and LLS queationnaires to 50 secondary level students. This study employed descriptive qualitative method. The finding showed a positive correlation between teachers’ characteristics and students’ language learning strategy. Teachers’ characteristics strongly affect the way students learn. Once the students feel comfortable to the class and the teachers, it is just a piece of cake to master the lesson. In sum, as English teachers, it is better to mind our characteristics. Keywords: Teachers’ Characteristics, Students’ Language Learning Strategy (LLS) and EFL

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