ELLITE: Journal of English Language, Literature, and Teaching
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
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<![CDATA[Enhancing Mentally Retarded Students’ Comprehension: The Development of MASH Project-Based Reading Material ]]>
<![CDATA[Lulu Asyrifah]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1510
<![CDATA[The development of reading material through Project Based Learning (PBL)strategy using MASH is aimed to meet mentally retarded students’ learning andtarget needs in EFL English reading courses. This study employed a researchand development design which comprises seven stages, namely: a) students’need analysis, design of MASH Project based reading, development, expertvalidation, implementation, reading material evaluation, and final product inthe form of MASH project based reading material. The result of the reading material development took resulted six chapters in terms of number 11-20, expression agree/disagree, and part of house where containing material of thetopic, video, and exercises that utilize Project-Based Learning strategy. Theresult of experts’ validation from an English teacher who assessed the materialrevealed the score was 78% that sorted out into ‘very good’ category and anInformatics teacher who assessed the media revealed the score was 74% thatsorted out into ‘good’ category. While, the result of the students’ responserelated to the product showed the total score was 79% that the students agreewith MASH media to be used in learning process. As its effectiveness towardthe improvement of mentally retarded students’ reading comprehension is notmeasured yet, so an experimental study is addressed for further research tomeet the issue of MASH reading material effectiveness and conduct the similarproject with another media to develop more reading materials and activities.]]>
<![CDATA[The Effect of Using Three Step Interview on Students Writing Achievement ]]>
<![CDATA[Kiki Aprilia Ananda Putri]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1515
<![CDATA[Three Step Interview technique is kind of cooperative learning techniqueimplemented for seventh grade students at MTs Baitul Hikmah to improve thestudent’s writing skill because it is one of the most important skill in educationsuccess and one of the most complex skill to be mastered. Then, the researchaimed to find the effect of using Three Step Interview on students’ writingachievement. It investigated whether students taught by using Three StepInterview technique showed better result in writing descriptive text than students who were taught by lecturing method. This is a quasi-experimental research. The subjects of this research were 35 students of seventh grade at MTs BaitulHikmah. The researcher used two groups that is Experimental and ControlGroups were given a writing test to measure their writing achievement. The datawas collected by giving pre-test and post-test focusing on writing descriptivetext. After the data were tested and found to be homogeneous variance anddistribution of the data is normal, the hypothesis was tested using IndependentSample T-test in SPSS Version 23 which showed that the significant valuesis 0,003. The value is lower than significances level of 5% which means thatNull Hypothesis (H0) is rejected. So, Alternative Hypothesis (Ha) is accepted.Therefore, it can be concluded that there is a significant effect of using ThreeStepInterview on Students Writing Achievement at MTs Baitul Hikmah in 2017/2018 academic year.]]>
<![CDATA[The Influence of Project Based Learning and Motivation Achievement on Improving Writing Ability ]]>
<![CDATA[Hanafi Hanafi]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1505
<![CDATA[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.]]>
<![CDATA[Using Tongue Twister to Improve Students’ Pronunciation ]]>
<![CDATA[Dewi Lutfiani]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1511
<![CDATA[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.]]>
<![CDATA[The Use of Identity Card to Improve Students’ Speaking Skill ]]>
<![CDATA[Indah Werdiningsih]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1506
<![CDATA[The study aimes to describe how a communicative activity through the useof identity card influences speaking skills of junior high schools students inBondowoso. Classroom Action Research (CAR) was implemented using a modelby Elliot to the first graders; 10 males and 15 females. It was done in two cycles;each of which consisted of two meetings. The researcher used collaborativeaction research with some of the English teachers. The data collection involvedTest of Speaking English and Speaking Rubric which evaluated fluency,pronunciation, vocabulary, and grammar. The finding showed the mean scoreof pretest reached 67.8 and that of posttest reached up to 70.2, resulting in asignificant improvement of 42 % in posttest 1 and 64% in posttest 2. Therefore,the criteria of success was achieved, indicated by the improvement of students’active participation, confidence and their fluency positively in speaking inpeer-interaction and discussion through the contents of Identity Card beforepracticing in front of the class. Hereby proposed some suggestions addressedto teachers and other researchers who wish to pursue related topics in futureresearch, concerning the importance of communicative activities using IdentityCard that can improve students’ enthusiasm and motivation.]]>
<![CDATA[The Implementation of “Prosa ABGe” Teaching Model to Improve Speaking Ability ]]>
<![CDATA[Nitya Jwalita]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1512
<![CDATA[The result of speaking assessment of adjective clause of Sastra Inggris subjectin semester 1 of 2015/2016 academic year showed that 8 out of 36 studentsof XI MIPA 4 did not pass the minimum criteria. This condition encouragedthe researcher to hold a class room action research. This research combinedProject Based Learning teaching model with Scientific Approach, completedwith gadget to support the teaching learning process. The goals of the researchare to describe how Prosa ABGe teaching model improved the speaking abilityof the students; and to describe how Prosa ABGe teaching model improved thesocial attitude of the students. Both data of speaking ability and social attitudewere taken through observation which was held based on rubrics.]]>
<![CDATA[Materials for Writing – Was This the Case of the Runaway Bandwagon? ]]>
<![CDATA[Kristi Nuraini]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1507
<![CDATA[The teaching of language has developed from time to time. Writing as oneof the skills in language learning has also gone through different concerns;starting from less concerned in the Audio Lingual Method (ALM), becoming tohave more concerned in the Communicative Approach of Language Teaching(CALT). The materials also differ for the focus of language learning are different;from forms or structure focused into meaning or communicative focus; fromcontrolled activities into more natural and communicative ones. This paper will cover the teaching of writing, techniques of gathering ideas for writing and the influences of methodologies in writing tasks.]]>
<![CDATA[The Study of L1 Interference on English Compositions Made by Eighth Graders ]]>
<![CDATA[Maulida Yuniswati]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1508
<![CDATA[This study is aimed to find out the kinds of lexical and grammatical errorscaused by L1 interference or negative transfer of the mother tongue in writingcompositions made by eighth grade students of SMP Negeri 13 Malang andthe frequency of occurrence of errors. The focus of this study was identifying,describing, and classifying grammatical and lexical errors in students writing.Therefore, descriptive qualitative was considered appropriate for the design ofthe study. The subjects were 39 eighth grade students in 8A Class in the second semester of 2008-2009 academic years. The instrument used to collect the data was the students’ writing tasks. The result shows that there 586 errors resultingfrom L1 interference were found from 78 compositions. Some categories oferrors in Kwary and Sugiri could not be applied to the data, such as, if clause,embedded question, comparison, conjunction, and word class. No sentencescontaining those categories of errors were found in the data. However, theresearcher developed another category of errors that are not mentioned in theclassification scheme by Kwary and Sugiri, that is, clause without subject thatmakes up 2.56% of all errors.]]>
<![CDATA[Improving the Eleventh Grade Students’ Reading Comprehension by Using Discussion Web Strategy in Analytical Exposition Text ]]>
<![CDATA[Asri Estiningtyas]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1514
<![CDATA[This research aimed to know whether Discussion Web strategy can improve theeleventh grade students’ reading comprehension in analytical exposition text andparticipation at MA Al-Badri Kalisat in 2017/2018 academic year or not. Thetype of this research was Classroom Action Research (CAR). This research wasdone in two cycles which consisted of planning, implementing, observing, andreflecting in each cycle. The subject of this research was the students of ElevenScience at MA Al Badri Kalisat totaling 18 students. The research instruments used were reading test and observation checklist of the students’ participation.Based on the research result, the result of students’ reading test was 44.5% andstudents’ participation was 52.75% in cycle 1. Then, the research was continuedto the cycle 2 by modifying the teaching and learning activity and revisingthe lesson plan. The improvement occurred in cycle 2. The students’ readingtest was 77.78% and students’ participation was 80.55%. Therefore, it could beconcluded that the Discussion Web strategy can improve the eleventh gradestudents’ reading comprehension and participation at MA Al-Badri Kalisat inthe 2017/2018 academic year.]]>
<![CDATA[Writing Ability Improvement on EFL Students Using Think Pair Share Technique ]]>
<![CDATA[Nisrina Balqis Huwaida]]>
<![CDATA[ ELLITE Vol 2, No 2 (2017): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v2i2.1502
<![CDATA[This research was to find out the effective way using think pair share techniqueto improve the students’ ability in writing analytical exposition text. The designof this research is Classroom Action Research. The research subject is XI Bclass consisting of 30 students. The data collected by using writing test, fieldnote and documment. In order to analyze the data students’ writing score,percentage formula is used. The researcher used only one cycle which consistof two meetings. Those the result of this cycle achieved the criteria of success.Think Pair Share technique improved the students’ writing ability in one cyclefrom the percentage of the students’ score ≥ 75 ( E= 83%). It is concluded thatThink Pair Share Technique can improve the Eleventh grade students’ writingability at Islamic Boarding School Baitul Arqom in the 2016/ 2017 academicyear by involving the students working in pair and sharing the ideas. So that they can discuss their writing draft and revise the writing product.]]>
