The Ellite of Unira
The Ellite of Unira is an open access, peer review journal that publishes originl research and literature review. While the scope included language education, applied linguistics, literary scholarship & literary education, cultural studies & cultural education, intercultural, and interstudies
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<![CDATA[THE USE OF DIALOGUE TECHNIQUE IN SPEAKING AT SMP TAHFIDZ PAMEKASAN ]]>
<![CDATA[Yuni Sriharlinda]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
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DOI: 10.53712/ellite.v4i2.1246
<![CDATA[The dialogue is good way to get students practice saying target language. It also helps the students become more active to talk each other in teaching learning process. The researcher used descriptive qualitative research. The participant of the study were the English teacher and the students of SMP Tahfidz Pamekasan that consisted of 16 students. In collecting the data, the researcher uses observation, and interview. From the result of observation and interview, this research showed the implementation of dialogue technique. The teacher implement the dialogue with presentation of brief dialogue or several mini dialogue, oral practice of each utterances in the dialogue, question and answer based on the dialogue topic and situation in the dialogue, and evaluation of learning. The response with the highest percentage is interested that is 43,75 % with the seven participants. The second place is 31,25 % of the respondents or five participants which expressed hesitation, and 25% of respondents or four students who did not interested to the dialogue technique.]]>
<![CDATA[BMS COLLABORATIVE LEARNING TO ANSWER THE CHALLENGES TOWARDS THE ENGLISH TEACHING AND LEARNING DURING THE PADEMIC OF COVID 19 VIRUS ]]>
<![CDATA[Nina Khayatul Virdyna]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
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DOI: 10.53712/ellite.v4i2.1242
<![CDATA[Corona virus has ruin all factors of life in the world. The most fact is in the education life. The students are suffer by the non-active school activity for some while. The teacher are suffer from the difficulties to bring the material to the students. The government has offer a lot of solutions. But some countries with some background of economic and geographical factors may suffer some problems. Here, the magic of a teacher, he has the authority to give the solving toward these problems. On these article the author offers three solution method of teaching and learning over the pandemic. The learning that the author offer is Blended learning, Mobile learning and STEAM learning. Those learnings will become the alternative solution for teaching English during the Pandemic. The collaboration of those will be use in one meeting or one session of English teaching and learning.]]>
<![CDATA[THE USE OF SHORT STORY AS MEDIA IN TEACHING NARRATIVE WRITING SKILL AT THE THIRD LEVEL OF INSTITUT PRIMA BHAKTI ( IPB ) PAMEKASAN ]]>
<![CDATA[Nurul Jamila]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
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DOI: 10.53712/ellite.v4i2.1243
<![CDATA[Writing is one of English skill. Writing is the most difficult skill to be mastered. The using of short story as media make the students easier to be the best writer. The researcher research the English teacher at IPB in using short story as media in teaching narrative writing skill. The purpose of this research are to know how the english teacher use short story as the media in teaching writing at third level of Institut Prima Bhakti (IPB) Pamekasan, second to know the students obtacle in using story as the media in teaching writing at third level of Institut Prima Bhakti (IPB) Pamekasan, and the third is to know the students responses the use of short story as media in teaching writing at third level of Institut Prima Bhakti (IPB) Pamekasan. The method used in this research was qualitative research. It was held on 20 June until 25 July 2016. In this class there were 12 students, 10 boys and 2 girls. The researcher used get the data are observation, interview, and documentation. The use of short story as media at IPB pamekasan is based by Ghasemy procedure there four steps in using short story in teaching narrative the first is pre-activities where students required to identify the new vocabulary a ttext of short story in group work, then discussed it in class. Second activities is comprehension work the teacher can help students prepare questions which can ultimately lead to the overall understanding of the text and explain narrative text. After that is Textual analysis and group work here the teacher started to ask the students to rewrite the story of the short story that their alredy disscussed. And the last is post-assignment or further task, the teacher asked the students to compose narrative text]]>
<![CDATA[THE USE OF THINK TALK WRITE STRATEGY IN TEACHING WRITING ]]>
<![CDATA[. Totoil]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
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DOI: 10.53712/ellite.v4i2.1244
<![CDATA[“Think-Talk-Write (TTW)” Strategy is a cooperative learning mode to make teaching and learning process easier. This research used the qualitative research. The target population, in this study, was the English teacher and the Eighth grade students of MTs al-Azhar Toket Proppo Pamekasan the members of population is 20 students. Data were obtained firstly from the observation sheet. , the writer also collected the data by interviewing the English teacher of the Eighth Grade. In analyzing the data, the researcher used descriptive qualitative Strategy in order to make it easier for the readers to get the description about theuse of “Think Talk Write Model” and its strengths and weaknesses.The writer analyzed the data in three basic and simple steps. Some strengths teaching writing using TTW model such as: It makes students to be independent, it makes students to be cooperative, to build a good teamwork. So, they help each other, it makes students think smarter, speak fluent and write systematically. Meanwhile the weaknesses are, When students work in ground, some of them are easy to lose their own skill and confident because they are dominated by others.]]>
<![CDATA[TEACHING WRITING OF RECOUNT TEXT BY USING PERSONAL LETTER AS MEDIA IN THE TENTH GRADE AT MAN JUNG CANGCANG PAMEKASAN ]]>
<![CDATA[Nur Farida]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
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DOI: 10.53712/ellite.v4i2.1245
<![CDATA[This research aims are to describe the teacher in using personal letter as media in teaching writing of recount textand tofind out the teacher’s problems in teaching writing of recount text by using personal letter as media in the tenth grade of MAN Jung Cangcang Pamekasan. Then, the object of this research obtain from the students of the tenth grade atMAN Jung Cangcang Pamekasan. There are 35 that consist 9 boys and 26 girls students.In gathering the data, the reseacher used observation process, interview, and documentation at the tenth grade of MAN Jung Cangcang Pamekasan. The research design of this study is descriptive qualitative. The result of this research, there are how the teacher in using personal letter and the problems the teacher in using personal letter as media in the tenth grade at MAN Jung Cangcang Pamekasan. In using personal letter of teaching writing recount text, there are some steps such as: pre-activity, whilst activity, and post activity. Then, the problems that was faced by the teacher in usingpersonal letter as media in teaching writing recount text are the first,the teachers’ problems in teaching writing recount text is difficult to get attention for students in teaching process by using personal letter media, the second problem, the teacher felt difficult to make the students activein the class because the students less of vocabularies, and the third problem, the teacher felt that the goal of the teaching process by using personal letter as media is not running well.]]>
<![CDATA[THE USE OF SHORT STORY AS MEDIA IN TEACHING NARRATIVE WRITING SKILL AT THE THIRD LEVEL OF INSTITUT PRIMA BHAKTI ( IPB ) PAMEKASAN ]]>
<![CDATA[Nurul Jamila]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
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DOI: 10.53712/ellite.v4i2.1846
<![CDATA[Writing is one of English skill. Writing is the most difficult skill to be mastered. The using of short story as media make the students easier to be the best writer. The researcher research the English teacher at IPB in using short story as media in teaching narrative writing skill. The purpose of this research are to know how the english teacher use short story as the media in teaching writing at third level of Institut Prima Bhakti (IPB) Pamekasan, second to know the students obtacle in using story as the media in teaching writing at third level of Institut Prima Bhakti (IPB) Pamekasan, and the third is to know the students responses the use of short story as media in teaching writing at third level of Institut Prima Bhakti (IPB) Pamekasan. The method used in this research was qualitative research. It was held on 20 June until 25 July 2016. In this class there were 12 students, 10 boys and 2 girls. The researcher used get the data are observation, interview, and documentation. The use of short story as media at IPB pamekasan is based by Ghasemy procedure there four steps in using short story in teaching narrative the first is pre-activities where students required to identify the new vocabulary a ttext of short story in group work, then discussed it in class. Second activities is comprehension work the teacher can help students prepare questions which can ultimately lead to the overall understanding of the text and explain narrative text. After that is Textual analysis and group work here the teacher started to ask the students to rewrite the story of the short story that their alredy disscussed. And the last is post-assignment or further task, the teacher asked the students to compose narrative text]]>
<![CDATA[TEACHING WRITING OF RECOUNT TEXT BY USING PERSONAL LETTER AS MEDIA IN THE TENTH GRADE AT MAN JUNG CANGCANG PAMEKASAN ]]>
<![CDATA[Nur Farida]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
Show Abstract
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DOI: 10.53712/ellite.v4i2.1848
<![CDATA[This research aims are to describe the teacher in using personal letter as media in teaching writing of recount textand tofind out the teacher’s problems in teaching writing of recount text by using personal letter as media in the tenth grade of MAN Jung Cangcang Pamekasan. Then, the object of this research obtain from the students of the tenth grade atMAN Jung Cangcang Pamekasan. There are 35 that consist 9 boys and 26 girls students. In gathering the data, the reseacher used observation process, interview, and documentation at the tenth grade of MAN Jung Cangcang Pamekasan. The research design of this study is descriptive qualitative. The result of this research, there are how the teacher in using personal letter and the problems the teacher in using personal letter as media in the tenth grade at MAN Jung Cangcang Pamekasan. In using personal letter of teaching writing recount text, there are some steps such as: pre-activity, whilst activity, and post activity. Then, the problems that was faced by the teacher in usingpersonal letter as media in teaching writing recount text are the first,the teachers’ problems in teaching writing recount text is difficult to get attention for students in teaching process by using personal letter media, the second problem, the teacher felt difficult to make the students activein the class because the students less of vocabularies, and the third problem, the teacher felt that the goal of the teaching process by using personal letter as media is not running well.]]>
<![CDATA[THE USE OF DIALOGUE TECHNIQUE IN SPEAKING AT SMP TAHFIDZ PAMEKASAN ]]>
<![CDATA[Yuni Sriharlinda]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.53712/ellite.v4i2.1849
<![CDATA[The dialogue is good way to get students practice saying target language. It also helps the students become more active to talk each other in teaching learning process. The researcher used descriptive qualitative research. The participant of the study were the English teacher and the students of SMP Tahfidz Pamekasan that consisted of 16 students. In collecting the data, the researcher uses observation, and interview. From the result of observation and interview, this research showed the implementation of dialogue technique. The teacher implement the dialogue with presentation of brief dialogue or several mini dialogue, oral practice of each utterances in the dialogue, question and answer based on the dialogue topic and situation in the dialogue, and evaluation of learning. The response with the highest percentage is interested that is 43,75 % with the seven participants. The second place is 31,25 % of the respondents or five participants which expressed hesitation, and 25% of respondents or four students who did not interested to the dialogue technique.]]>
<![CDATA[THE USE OF THINK TALK WRITE STRATEGY IN TEACHING WRITING ]]>
<![CDATA[Totoil Totoil]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
Show Abstract
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DOI: 10.53712/ellite.v4i2.1850
<![CDATA[“Think-Talk-Write (TTW)” Strategy is a cooperative learning mode to make teaching and learning process easier. This research used the qualitative research. The target population, in this study, was the English teacher and the Eighth grade students of MTs al-Azhar Toket Proppo Pamekasan the members of population is 20 students. Data were obtained firstly from the observation sheet. , the writer also collected the data by interviewing the English teacher of the Eighth Grade. In analyzing the data, the researcher used descriptive qualitative Strategy in order to make it easier for the readers to get the description about theuse of “Think Talk Write Model” and its strengths and weaknesses.The writer analyzed the data in three basic and simple steps. Some strengths teaching writing using TTW model such as: It makes students to be independent, it makes students to be cooperative, to build a good teamwork. So, they help each other, it makes students think smarter, speak fluent and write systematically. Meanwhile the weaknesses are, When students work in ground, some of them are easy to lose their own skill and confident because they are dominated by others]]>
<![CDATA[BMS COLLABORATIVE LEARNING TO ANSWER THE CHALLENGES TOWARDS THE ENGLISH TEACHING AND LEARNING DURING THE PADEMIC OF COVID 19 VIRUS ]]>
<![CDATA[Nina Khayatul Virdyna]]>
<![CDATA[ The Ellite of Unira Vol 4, No 2 (2021): THE ELLITE OF UNIRA ]]>
Publisher : <![CDATA[Universitas Madura ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.53712/ellite.v4i2.1845
<![CDATA[Corona virus has ruin all factors of life in the world. The most fact is in the education life. The students are suffer by the non-active school activity for some while. The teacher are suffer from the difficulties to bring the material to the students. The government has offer a lot of solutions. But some countries with some background of economic and geographical factors may suffer some problems. Here, the magic of a teacher, he has the authority to give the solving toward these problems. On these article the author offers three solution method of teaching and learning over the pandemic. The learning that the author offer is Blended learning, Mobile learning and STEAM learning. Those learnings will become the alternative solution for teaching English during the Pandemic. The collaboration of those will be use in one meeting or one session of English teaching and learning]]>
