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Edulitics (Education, Literature, and Linguistics) Journal
Published by Universitas Islam Darul Ulum
ISSN : 24602167     EISSN : 25798960     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Edulitics is published by Pendidikan Bahasa Inggris (Department of English Education), Darul 'Ulum Islamic University (Universitas Islam Darul 'Ulum Lamongan). This journal publishes research-based articles in the field of language, literature, and education. This journal is published twice a year in June and December; six articles in each edition. The scopes of the topics include 1) English Learning and Teaching; (2) Literature for Education; (3) Language Acquisition.
Arjuna Subject : -
Articles 124 Documents
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Inter-Grade Text Readability Variation of English Course Books in Ghana: A Review of Selected Pre-Tertiary English Course Books Bakuuro, Justine; Onoja, Joseph Ajogwu
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8066

Abstract

This study investigates whether the content of textbooks for senior high school English students in Ghana are appropriate for the students that are supposed to read them. This will tell you how much readability differs between grades. Data was sourced from Global Series which is an English course book used in Ghana. According to the study’s results, derived from a descriptive research protocol and the constructivist research paradigm, there is considerable random theft of words in Ghanaian English textbooks from the readers who are supposed to read them. That’s because the readability scores of sampled texts were actually much higher than the grades the students were supposed to receive. The literature was focused on high-school students but despite that, the majority of texts proved to be readerable for undergraduate and postgraduate students. That was because the works had very high readability coefficients, and were therefore, as Flesch’s translated index showed, illegible. The inter-grade readability gap was a bit too large as well which is far higher than the acceptable inter-grade rates recommended by Halliday and Gunning (33.3% vs 35% respectively) which were referenced in the methodology literature used in this study. Therefore, before assigning works to the levels of study, this article recommends a systematic check that they can be applied to all grades.
Development and Validation of Digital Literacy Scale for Prospective EFL Teachers Christiani, Natalia; Tungka, Novalita Fransisca; Nainggolan, Romauli
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8211

Abstract

Teacher’s digital literacy competence is crucially important in education nowadays, and a number of scholars have measured the quality of teacher’s digital literacy skills. The available instruments have been developed to assess digital literacy skills of adolescents and graduate school students, while digital literacy skills of prospective teachers have received little attention. This study aimed at developing and validating an instrument to measure digital literacy skills particular to prospective Indonesian EFL teachers. To this end, this study piloted a theoretical model based on a review of the related literature, interviews with Indonesian EFL learners majoring in English Language Education Department and EFL lecturers in East Java, North Sumatera, Central Sulawesi, West Kalimantan, West Papua, East Nusa Tenggara, and Bali. Later, the results were used to verify and develop the digital literacy scale. After developing the scale and administering it to 336 Indonesian EFL learners from seven cities in Indonesia, the researchers validated the scale through both exploratory and confirmatory factor analyses. This study exposes a comprehensive picture of prospective teachers’ digital literacy skills in EFL contexts in terms of eight factors: creative skill, technological skill, personal security skill, internet safety skill, problem-solving skill, informational skill, and communication or netiquette skill. This scale is a valid and reliable tool, and will be useful as an instrument on EFL teachers’ digital literacy skills. The final form of this scale can inform policy development, curriculum design, and training initiatives for prospective EFL teachers targeting digital literacy competence.
Exploring Students' Perceptions of 'Speakia' App for Speaking Lessons Irmayani, Irmayani; Rahmawati, Annis; Zahro, Syifa Khuriyatuz
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8213

Abstract

This study aims to explore students’ perceptions of "Speakia" as a medium for enhancing English speaking skills. A descriptive qualitative research design was employed to analyze the responses collected through a structured questionnaire combined with qualitative interviews and a literature review from related studies. The instrument comprised 15 questions using a 5-point Likert Scale, accompanied by an open-ended section for additional comments. The questions addressed students’ positive impressions of Speakia, specific benefits, levels of motivation and comfort, encountered difficulties, and suggestions for improvement. A purposive sampling technique was utilized to thoughtfully select participants who could provide valuable insights related to the research objectives. The study involved 29 participants (13 males and 16 females) from an Islamic primary school in Lamongan, Indonesia. Findings indicated that the majority of students responded positively to the use of Speakia, reporting increased confidence and comfort in speaking English. However, less than 10% of the participants experienced difficulties, particularly in comprehending the audio pronunciations provided by Speakia, largely due to unfamiliarity with native speaker accents. The study concludes that the selection of appropriate learning media plays a critical role in enhancing the quality of language learning, influencing student engagement, and ultimately, the effectiveness of instructional delivery. Speakia is positively received as an online learning medium, demonstrating its efficacy in fostering both student engagement and proficiency in English language acquisition. The findings offer valuable data-driven insights for educators, policymakers, and developers, enabling them to refine or expand the use of such technological tools
Navigating Intercultural Awareness with English-Language Movie Genres: English Learners’ Voices Zayyana, Anis; Retnaningdyah, Pratiwi; Widyastuti, Widyastuti
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8545

Abstract

In the context of globalization and the increasing accessibility of English-language media, movies have become a significant source for learning about different cultures. As English has become a global lingua franca, exposure to English-language movies offers learners valuable opportunities to engage with diverse cultural narratives, values, and social norms. This study explored the effect of English movies on intercultural awareness among English learners. Particularly, it explored how learners’ preferences for specific movie genres shaped their understanding of cultural differences and similarities. The present study used thematic analysis to analyze interview data from 14 English learners, aged 18 to 25, selected through convenience sampling. Participants were asked about their favorite genres and how they believed these movies influenced their perceptions of other cultures. The findings suggested that English movies significantly contributed to intercultural awareness by offering learners a deeper understanding of cultural practices, communication styles, and societal values. Genres such as comedy and romance helped participants reflect on humor, relationships, and individual freedom, highlighting cultural contrasts between their home cultures and Western norms. Furthermore, animation films introduced learners to unfamiliar cultural traditions and values in an engaging and accessible way. The research also emphasized that movies shaped learners’ intercultural perspectives, both intentionally and unintentionally. This study contributed to the growing field of intercultural communication and highlighted the potential of movies as means of fostering intercultural awareness, offering valuable insights for educators and learners seeking to enhance understanding in cultural diversity.

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