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All Journal English Language Teaching Methodology (ELTM) ELITERATE : Journal of English Linguistics and Literature Studies
Dana Yudha Kristiawan
Universitas 17 Agustus 1945 Banyuwangi
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ENHANCING STUDENTS' VOCABULARY THROUGH WEB GAMES-BASED LEARNING IN THE INDONESIAN ELEMENTARY SCHOOL SETTING Ordelia Novela Setiaji; Dana Yudha Kristiawan; Abd Rahman - -
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 1 (2025): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i1.77671

Abstract

Teaching English vocabulary in Indonesia often faces challenges, especially because students are required to memorize words without understanding their meanings. Many students struggle due to a lack of vocabulary mastery, which results in less effective learning. To address this issue, this article explores the extent to which technology-based learning through the Educaplay web media can impact English vocabulary teaching for elementary school students. This study also highlights several key aspects of vocabulary improvement, including material selection, the implementation of web-based game learning, learning tasks, and material evaluation. This research uses a qualitative descriptive design to provide an in-depth analysis of the issue. The study adopts an intrinsic case study approach to examine specific contexts where Educaplay is used as a teaching tool. The data is analysed using thematic analysis to identify patterns and themes related to vocabulary learning through technology-based learning. The results are as expected, namely vocabulary improvement through interactive media, increased motivation, engagement, and self-confidence, technical and accessibility challenges, and positive reflection and meaningful learning. he results of this study may provide significant implications for educators and policymakers. By integrating innovative web-based learning platforms such as Educaplay, teaching English vocabulary in elementary schools can become more engaging and effective, helping students to better understand and use English vocabulary in their daily lives Keywords: Vocabulary, Games, Technology, Educaplay 
INTEGRATING BANYUWANGI CULTURE INTO JUNIOR HIGH SCHOOL ENGLISH TEACHING Putri Balqis; Dewi Ratu Bilqis; Iva Novita; S. Ahmad Marjuki Mustofa; Dana Yudha Kristiawan
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88670

Abstract

English instruction becomes more contextually meaningful when learners can use the language to represent people, places, practices, and products that they already recognise. However, English as a foreign language materials frequently foreground distant or globally standardised contexts, while detailed classroom accounts of how local content is aligned with language objectives and communicative tasks remain limited in Banyuwangi. This exploratory qualitative classroom report examined how Banyuwangi cultural content was incorporated into two documented junior high school lessons, what patterns of student participation were observable, and what instructional challenges occurred. The available teaching-practicum archive comprised one Grade 7 lesson on traditional foods and one Grade 8 lesson on dances, festivals, tourist destinations, and cultural practices. Data consisted of descriptive observation notes and lesson documents, including visual prompts, vocabulary lists, sentence frames, and activity instructions. The materials were analysed through reflexive thematic analysis using a hybrid process that combined culturally relevant pedagogy with inductive coding. The records showed that local topics supplied accessible content for vocabulary, description, information exchange, presentation, and tourist-local role-play. Participation was most visible when learners had visual prompts, word banks, sentence frames, rehearsal, and clearly assigned roles. The records also documented pauses, pronunciation difficulty, limited vocabulary, reliance on prompts, brief Indonesian help-seeking, and unequal contribution. The report concludes that local culture can serve as meaningful language content when cultural relevance, explicit language targets, scaffolded practice, and communicative outcomes are deliberately aligned. Because the archive did not retain class-size, lessonduration, direct student-voice, or performance-gain data, the findings concern instructional feasibility and observable participation rather than motivation or proficiency improvement.
INTERCULTURAL AFFORDANCES IN A GRADE X INDONESIAN ENGLISH TEXTBOOK Berlina Adinul Quyum Al Falah; Dana Yudha Kristiawan; Abd Rahman
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88830

Abstract

Intercultural understanding has become an essential aspect of English language education because language learning involves the development of linguistic competence as well as the understanding of cultural meanings, values, and diverse perspectives. English textbooks provide learners with opportunities to engage with cultural diversity through textual materials, visual representations, and learning activities. This study examined how intercultural understanding was promoted through Work in Progress: English for Senior High School Grade X. This study employed a qualitative approach using qualitative content analysis to examine textual materials, visual representations, and learning activities related to intercultural understanding. The data were analyzed through identification, categorization, interpretation, and conclusion drawing based on Byram’s (1997) five dimensions: intercultural attitudes, cultural knowledge, interpreting and relating, discovery and interaction, and critical cultural awareness. The findings indicated that the textbook represented both Indonesian and international cultures, with cultural knowledge being the most frequently identified dimension. The potential for promoting intercultural understanding varied across chapters. Chapters 5 and 6 provided the strongest opportunities for interpretation, comparison, and critical engagement, while Chapter 3 showed the weakest intercultural potential. These findings suggest that visual representations, when connected with contextual texts and learning activities, can support learners in interpreting cultural differences and developing intercultural understanding.
A CRITICAL DISCOURSE ANALYSIS OF NATIONAL AND GLOBAL CULTURAL REPRESENTATION AND INTERCULTURAL LEARNING OPPORTUNITIES IN LET’S ELEVATE OUR ENGLISH Devi Intan Maisaroh; Dana Yudha Kristiawan; Rizki Nurfida Pambayun
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88828

Abstract

This qualitative document-analysis study examined National and global cultural representation and intercultural learning opportunities in the 2024 revised edition of Let’s Elevate Our English for Grade XI. The data comprised 34 verbal, visual, and combined verbal-visual units selected from the textbook’s four units. Cultural content was categorized as source culture, target culture, or international culture using Cortazzi and Jin’s framework; hybrid cases were counted according to their dominant category while secondary meanings were retained for interpretation. Corpus-level patterns were identified through thematic analysis, selected cases were interpreted through Fairclough’s three-dimensional critical discourse analysis, and the accompanying activities were evaluated using Byram’s five dimensions of intercultural communicative competence. International culture was the most frequent category (13 items; 38.2%), followed by target culture (11; 32.4%) and source culture (10; 29.4%). The overall distribution appeared relatively balanced, but the pattern was genre-specific: Indonesian cultural materials were concentrated in narrative units, whereas the expository units relied more heavily on Anglophone institutions and globally circulated health and environmental content. The discourse analysis showed that source culture was commonly authorized through heritage, communal values, and moral relationships with nature; target culture through statistics, policy, and institutional expertise; and international culture through globalized or humanitarian discourse. The activities supported cultural knowledge, openness, interpretation, and discovery, but explicit criteria-based comparison and critical cultural awareness were less consistently scaffolded. The findings describe textbook affordances rather than classroom outcomes.
Exploring English Vocabulary Enhancement In Indonesian EFL Students: Case Study Analysis of Mastery of Subtitle Film In Senior High School Siti Napa; Dana Yudha Kristiawan; Mochamad Ardi Setyawan
English Language Teaching Methodology Vol. 5 No. 2 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i2.1876

Abstract

This study explores the impact of subtitles in movies on English vocabulary acquisition among EFL learners at a secondary school in Indonesia. Using a qualitative approach and a case study design, this study examined the vocabulary learning experiences of sixth-grade X1 students in one high school in East Java. The data collected over one semester included vocabulary test observations, semi-structured interviews using ten directed essay questions, and reflection notes to capture students' perceptions and learning strategies. Thematic data analysis showed that the use of movie subtitles is in both English and Bahasa Indonesia. Significantly facilitated vocabulary acquisition through simultaneous exposure to audio and text, contextualized word meanings, and natural repetition of language input. The findings of this study highlight several important aspects: (1) English subtitles help students recognize word forms and spelling, while Indonesian subtitles support the understanding of the overall meaning. (2) Students develop self-learning strategies such as pausing, repeating parts of the film, switching subtitle modes, and taking notes on new vocabulary. (3) Learning motivation and engagement are enhanced when the films viewed match students' interests and are accompanied by interaction with peers. However, they have encountered challenges, including dialogue that is too fast, a mismatch of subtitles with audio, and difficulty understanding idioms or indirect expressions. The study concludes that movie subtitles are an effective and engaging medium for vocabulary development, provided they are supported by proper scaffolding, learner awareness, and access to quality audiovisual materials.  
Co-Authors Abd Rahman Abd Rahman - - Berlina Adinul Quyum Al Falah Devi Intan Maisaroh Dewi Ratu Bilqis Iva Novita Mochamad Ardi Setyawan Ordelia Novela Setiaji Putri Balqis Rizki Nurfida Pambayun S. Ahmad Marjuki Mustofa Siti Napa