Journal of English Language Teaching and Literature (JELITA)
This journal aims at covering (but not limited) the fields of: Education: Basic and Intermediate Education, Higher Education, Issues in Education, Educational Theories, Educational Psychology, Educational Philosophy, Teacher Training and Education Science, Curriculum and Materials Development, Language Assessment and Evaluation, etc. Language Teaching and Learning: Methods of ELT, English Teaching Media Development, ICT in ELT, Research on ELT, etc. Linguistics: Phonetics and Phonology, Morphology, Syntax, Semantics, Pragmatics, Discourse Analysis, Grammar Analysis, Historical Linguistics, Dialectology and Language Evolution, Bio Linguistics, Clinical Linguistics, Computational Linguistics, Psycholinguistics, Sociolinguistics, Forensic Linguistics, Eco Linguistics, etc. Literatures: Indonesian Literature, English Literature, Literature in Language Teaching, etc.
Articles
67 Documents
<![CDATA[Improving Students’ Language Learning through Project-Based Learning Activities ]]>
<![CDATA[Yewande Ukah]]>;
<![CDATA[Christian Ayewu]]>;
<![CDATA[Priscilla Oworu]]>
<![CDATA[ JELITA Vol 4 No 1 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i1.142
<![CDATA[This current research aims to (1) find out the improvement of score and quality of students’ project task through project-based learning activities in English classroom, (2) analyze students’ activities in carrying out the project-based learning, and (3) analyze students’ attitudes in English learning through the project-based learning model. This classroom action research was conducted in Isanbi Comprehensive High School at Ilisan-Remo, Nigeria. The research participants were 19 first grade students. They were students who had a lot of problems with the value of project assignments, where the average value they got in the second semester of the 2021/2022 academic year was only 70.42, which belonged to the sufficient category because it did not reach the standard of good category (75). From the result of the research conducted in 2 cycles, it was found that in each cycle there was an average increase with a deviation of 9.27 and increased to the good category. Thus, the researchers concluded that students’ language learning can be improved through project-based learning activities in the first grade junior high school students.]]>
<![CDATA[Figurative Devices in Selected American Military Creeds ]]>
<![CDATA[Ayad Hameed Mahmoud]]>;
<![CDATA[Alyaa Husein Abd Fatah]]>
<![CDATA[ JELITA Vol 4 No 1 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i1.143
<![CDATA[Military discourse has a considerable impact on the lives of people all over the world, yet only few scholars have paid considerable attention to this sort of discourse. This leads to an obvious need to investigate this genre from different perspectives including stylistics which is the main concern of this study. The study is intended to stylistically analyze a sample of three American military creeds. The study hypothesizes that American military creeds have their own figurative devices which make them distinct texts, and that the figurative devices employed in military creeds vary in terms of their frequencies and functions. The study also hypothesizes that, being written discourse, military creeds are figuratively based, and that the employed figurative devices have a complementary role. They all contribute together to fulfill the creeds’ aims and convey their intended messages. The selected samples are analyzed in the light of Leech and Short’s (2007) model which accounts for figurative devices. The results of analysis show that military creeds have their own distinctive stylistic features, and they are figuratively based. The results also show that the stylistic figurative devices characterizing military creeds have a complementary role in that they all contribute together to achieve the creeds' aims and convey their intended messages.]]>
<![CDATA[A Gendered-based Study of Discourse Markers in “Shaw’s Arms and the Man” ]]>
<![CDATA[Abbas Ibrahim Azeez]]>;
<![CDATA[Ayad Hameed Mahmoud]]>;
<![CDATA[Ahmed Adel Nouri]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.144
<![CDATA[This study is intended to investigate the difference between males and females in terms of using discourse markers. The study hypothesizes that gender influences the frequency and type of discourse markers employed by participants, and that males use more discourse markers than females. It is also hypothesized that the differences between females and males in terms of using discourse markers are not only gendered-based, but can also be attributed to some situational and social factors. The present study follows two types of procedures: theoretical and practical. The theoretical part consists of presenting a theoretical framework of discourse markers, while the practical part consists of selecting samples from “Shaw’s Arms and the Man”, and analyzing them in the light of an eclectic model. The adopted model consists of two levels: situational, and pragmatic. The results of analyzing the selected dramatic texts show that males use more discourse markers than females. Both males and females employ discourse markers for different purposes due to the gendered features socially ascribed to them. The results also show that social relationship, social distance, social status, the mood of the speaker, the topic they talk about, type of text, its setting, and its theme, have a vital impact on the frequency and type of socially employed by males and females.]]>
<![CDATA[Investigating the Use of Webtoon Application for Learning English Skills ]]>
<![CDATA[Salsabila Fauziah]]>;
<![CDATA[Nasrullah Nasrullah]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.148
<![CDATA[There are many language skills that must be mastered in learning English, consequently the proper media is required to accommodate this need. Webtoon is the solution for these problems, which is a very popular digital comic application with more than 100 million downloads and provides a wide variety of genres which can help to learn English skills. The previous research examined the use of webtoon as a learning media to mastering vocabulary, improve students reading skills, speaking skills and writing skills. However, no research has been conducted on the use of webtoon for all English language skills. Therefore, this study aims to investigate of using webtoon applications for students’ English skills. This study employed qualitative approach, and the design used in this study was systematic literature review. The method of collecting data in this research is by using 25 research articles that were collected from Google Scholar, ResearchGate, Microsoft Academic, ScienceDirect, and the Perpustakaan Nasional. From twenty five articles that researchers have been investigated it was found that webtoon media has a big impact on students’ English skills. The illustration images available on the webtoon also help in understanding the story and difficult words for the readers and also do not make the students bored. Therefore, this article is structured to investigate how the use of webtoon for students could increase their English skills.]]>
<![CDATA[An Analysis of Students’ Writing Anxiety and Strategies Used in Writing English Journal Article ]]>
<![CDATA[Tiara Afdalia]]>;
<![CDATA[Akhmad Ali Mirza]]>;
<![CDATA[Hesty Widiastuty]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.185
<![CDATA[Writing is one of the productive skills that English learners must possess in a foreign language. Writing anxiety in compiling and arranging words can occur to students, especially writing journal articles. This study examined (i) the most dominant types of students’ writing anxiety, and (ii) the strategies used to overcome their anxiety in writing English journal articles. The participants in this study were 40 students of the English Education study program at IAIN Palangka Raya who had written English journal articles. This study used mixed-methods sequential explanatory approach. The findings of this study indicated cognitive anxiety was the most dominant type of writing anxiety, followed by somatic anxiety, and the last type of writing anxiety was avoidance behavior in writing English journal articles. Furthermore, the strategies used to overcome anxiety in writing were (i) making a self-suggestion to be calm and think positively, (ii) looking for other articles with good credibility as references, and (iii) building simple English writing habits in daily activity. According to this research, the strategy used by students in the cognitive aspect by discussing with the lecturer or some experts about the tips for writing a journal article may be a novel to overcome the anxiety, especially in writing English journal articles.]]>
<![CDATA[Process of Indonesian Transnational Students to be Polyglots and Their Language Varieties in Japan ]]>
<![CDATA[Aji Seno Suwondo]]>;
<![CDATA[Waode Hamsia]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.212
<![CDATA[This research was conducted to seek the process of Indonesian transnational students to be polyglots and what kind of speech varieties influenced them during that process in Japan. The present research conducted qualitative research with five Indonesian transnational students who settled in Japan for at least 1.5 years. Questionnaires and line phone call interviews were employed to collect data. Purposive sampling was applied to gain the subjects. The result found that four of the subjects reached an advanced level of Japanese language proficiency through numerous exposures, Japanese classes, watching television, and reading newspapers. Yet, a single subject remains at an intermediate level. Those exposures helped them to acquire Japanese and speech variety. Three of the subjects used the Kyoto dialect consciously since they got in touch with society and abandoned it when they moved to that another place. Yet the last two subjects did not use it. They only learned it because they had reasons that they were only students and would leave soon.]]>
<![CDATA[Exploring Students’ Motivational Regulation Strategies in Writing Argumentative Essays ]]>
<![CDATA[Anggi Ratri Anggoro Kasih]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.213
<![CDATA[This research aimed to find out the motivational regulation strategies employed by English education students when writing argumentative essays and to describe how English education students employ motivational regulation strategies when writing argumentative essays. This mixed-methods research used a sequential explanatory strategy. The research subjects were 95 English education students of a state university in Surabaya. They were asked to complete a self-report questionnaire. Nine of them were interviewed using a stimulated recall protocol. Questionnaire data were analyzed using descriptive statistics while the interview data were analyzed using spiral analysis. It was found that environmental structuring and emotional control are the most commonly used motivational regulation strategies when writing argumentative essays. They usually connect their essays to their interests in education and social issues even though most lecturers did not allow students to choose their topics. Performance self-talk is the rarest motivational regulation strategy used the participants as they do their essay only to meet the requirements of the course. It is suggested that students realize the benefit of argumentative writing skills for them and the lecturers give their students the independence to choose their topic, as it can motivate them to write.]]>
<![CDATA[Perception of EFL Students on the Use of Indonesian Language in English Class ]]>
<![CDATA[Ivan Elian]]>;
<![CDATA[Lailatul Musyarofah]]>;
<![CDATA[Henry Rio Putranto]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.242
<![CDATA[It has long been contentious to use Indonesian as a teaching and learning language for English classes. This research tried to investigate how the lecturer uses Indonesian in the English-language classroom. A mixed method combining quantitative and qualitative methods was used. The participants were 24 first-year students of the English Education major from STKIP PGRI Sidoarjo, class 2020A. This was a survey research. Participants were given a questionnaire with 15 questions to collect primary data. The research found that students perceived the lecturer’s use of Indonesian in the online EFL class was beneficial. Indonesian was used by lecturer to explain new vocabulary and English grammar. Related to students’ feelings, they felt more comfortable and had better understanding when the lecturer used Indonesian, especially when it was related to the material explanation. However, the advantages and disadvantages of the lecturer’s use of Indonesian in the classroom were also acknowledged by students. The findings of this research indicate that students majoring in English education still consider the use of Indonesian by lecturers having an important role in English classes.]]>
<![CDATA[Communication Strategies Used by Students in English Learning-teaching ]]>
<![CDATA[John Okafor Diobi]]>;
<![CDATA[Nashruddin Nashruddin]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.333
<![CDATA[This study aims to examine the communication strategies used by students in the activity of English learning-teaching as a second language. This qualitative research was conducted using an ethnographic approach with spoken discourse of students as the object. Data was collected from 27 students in the 9th grade at Ifako International Secondary School as the informants. The research data were collected through observation and informal interview. The data were then analyzed using performance analysis technique, namely an analysis based on the speech that occurs naturally and the linguistic competence. This present study found that students used two communication strategies, namely verbal communication strategy and nonverbal communication strategy, in English teaching-learning activity. The results of this study indicate that students use communication strategies with four objectives, namely to maintain the communication, to express a certain intention, to master language competence, and to master certain forms of strategic competence.]]>
<![CDATA[Exploring Students' Speaking Anxiety ]]>
<![CDATA[Rani Yulia Nuridzdzati]]>;
<![CDATA[Suvi Akhiriyah]]>
<![CDATA[ JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v4i2.233
<![CDATA[Speaking anxiety is significant to make students develop anxious feeling during speaking in the target foreign language, even high achiever students. Therefore, this research aimed to (i) discover the extent of speaking anxiety factors emerging in high achiever students and (ii) perceive high achievers’ speaking anxiety to their speaking performance. This qualitative research applied a descriptive phenomenological approach to analyze and elaborate on the data. The research subjects were 8 high achiever students of SMK Negeri 5 Surabaya. All of them were interviewed using focus group discussion to explore their speaking anxiety and its impact on them. The results revealed (i) three factors of speaking anxiety namely, communication apprehension, fear of negative evaluation, and test anxiety were experienced by high achiever students along with elements of each factor; (ii) several contributions were constructed according to high achievers’ perceptions. The example of a positive contribution was the consideration to take speaking fluency as a challenge they required to conquer. While negative contribution was such feeling nervous and uncomfortable to speak in front of their peers, led them to the speaking anxiety symptoms appearance (rapid heartbeat, blank, and stuttered) during conveying their ideas, being reluctant to speak due to weakened bond of students-instructor related, and struggling to recalibrate the memory during performing speaking tests.]]>
