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Syifa Khuriyatuz Zahro
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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 144 Documents
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ChatGPT As a Formative Feedback Tool: Improving Narrative Essay Writing Among EFL Students Pariyanto Pariyanto; Novalita Fransisca Tungka
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
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.v10i1.8657

Abstract

As Artificial Intelligence (AI) tools become increasingly accessible in educational contexts, their potential to support second language writing instruction warrants closer examination. This study investigates the effectiveness of formative feedback provided by ChatGPT, an AI-based language model, in enhancing the narrative writing skills of English as a Foreign Language (EFL) learners. Sixteen undergraduate students from an Indonesian university participated in the study. Each student composed a narrative essay based on a personal experience and received individualized feedback from ChatGPT using a standardized prompt. They subsequently revised their work based on this feedback. Pre- and post-revision essays were evaluated by two trained human raters using a standardized narrative writing rubric. Inter-rater reliability was confirmed with a high Cronbach’s alpha score of .91. Statistical analysis using paired-sample t-tests revealed significant improvements in overall writing quality, with the greatest gains observed in style, voice, and coherence. Qualitative data from student reflections further indicated positive perceptions of ChatGPT’s feedback, citing its clarity, detail, and ease of use. While some students noted the tool's limitations in addressing cultural or contextual nuances, overall results suggest that AI-generated feedback can serve as an effective supplement to traditional instruction. The study highlights ChatGPT's potential to enhance writing development and learner autonomy, particularly in resource-constrained EFL classrooms.
Interventionist, Non-Interventionist, or Interactionist: Investigating Teacher Beliefs and Classroom Management in Indonesian EFL Contexts Novika Amalia
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
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.v10i1.9046

Abstract

Teachers’ beliefs about classroom management and pedagogical practices can generally be categorized into interventionist, non-interventionist, or interactionist approaches, which describe how teachers design learning environments, manage student behavior, and implement instructional strategies. This study investigates the relationship between teachers’ beliefs and pedagogical practices in Indonesian EFL Senior High Schools, focusing on their alignment and the factors shaping their decisions. This qualitative, multiple-case study explored the perspectives of two certified English teachers with differing levels of congruency between their stated beliefs and observed practices. Data were collected through semi-structured interviews, analyzed thematically, and validated through peer reviews, expert validation, and member checking to ensure accuracy and reliability. Findings revealed five key factors influencing teachers’ pedagogical decisions: students’ academic competence, psychological well-being, future objectives, learning competence, and school-provided learning facilities. Results indicate that Teacher A initially held an interventionist belief but exhibited an interactionist teaching style due to classroom challenges that reshaped her perceptions. Conversely, Teacher B maintained a strong interventionist approach, making only minor adjustments based on student feedback and professional development experiences. Despite their differing levels of congruency, both teachers expressed satisfaction with their teaching practices. This study concludes that teacher effectiveness in Indonesian EFL classrooms depends more on adaptability and student needs than strict alignment between beliefs and practices. These findings contribute to the discourse on teacher belief systems, pedagogical adaptability, and classroom management strategies in EFL contexts, highlighting the dynamic nature of teachers' professional growth and instructional decision-making.
The Use of Wordwall Application for Speaking Skills at The XI Grade MA Ibnu Ali Luluatul Mubasyiroh; Siti Maria Ulfa
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
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.v10i1.9078

Abstract

Wordwall is a digital learning platform that allows teachers to create interactive activities such as quizzes, games, and speaking prompts to enhance student participation. This research aims to explore the use of the Wordwall application in teaching English speaking skills, since speaking skills are the ability to communicate thoughts and ideas in a clear, structured, and meaningful way. This includes keeping the audience engaged, organizing ideas logically, using correct pronunciation and appropriate intonation, and analyzing both teachers’ and students’ perceptions of its effectiveness in improving fluency and proficiency. This qualitative study was conducted at MA Ibnu Ali, specifically involving XI grade students in a private Islamic senior high school in Lepelle Village, Sampang, Indonesia. Data were collected through classroom observation and semi-structured interviews with English teachers and students. The findings show that Wordwall can promote student motivation, increase classroom interaction, and provide a more enjoyable learning experience. It also helps reduce students’ speaking anxiety and encourages active involvement. However, some obstacles remain, such as limited vocabulary and student restlessness. This research implies that digital tools like Wordwall can support more student-centered and interactive language learning. Teachers are encouraged to integrate such platforms to foster creativity, critical thinking, and improved speaking performance in EFL classrooms.
An Analysis of Culture-Specific Items and Translation Techniques in The Yogyakarta Calendar of Events Booklet Muhamad Safi'i
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
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.v10i1.9221

Abstract

Translating culture-specific items (CSIs) is a complex and sensitive task requiring careful consideration of both the source and target cultures, posing significant challenges for translators. Despite the growing importance of cross-cultural communication, there is still limited research exploring how translation techniques affect the representation of local cultures. This research aims to analyze CSIs and the translation techniques used in the English translation of the Yogyakarta Calendar of Events booklet, published by the Yogyakarta Tourism Office. Adopting a descriptive qualitative approach, the research involves a comparative analysis of the Indonesian and English texts, focusing on the translation of CSIs. The analysis is conducted based on cultural categories and translation techniques as outlined by Newmark (1988). The findings reveal that the CSIs identified in the booklet fall into four categories, which include ecology (7 instances), material culture (19 instances), social culture (25 instances), and organizations, customs, activities, procedures, and concepts (37 instances). The most frequently applied translation techniques are literal translation (31 instances) and transference (28 instances), while the other techniques are used less frequently. These findings highlight the need for translators to carefully select techniques that align with the intended communicative purpose, particularly in tourism-related texts where cultural representation is crucial. Furthermore, the findings of this research shed light on how the transfer of cultural meaning is treated by translators in a working, functional context, and suggests that translation practices in tourism contexts should strike a balance between preserving cultural identity and ensuring accessibility for international audiences.
A Lexico-Semantic Analysis of Selected Press Releases of The Indigenous People of Biafra (IPOB) Emmanuel Jolaolu Adegbenro; Samson Adeyeye Dare; Chritianah Taiwo Obarotimi
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
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.v10i1.9288

Abstract

The Indigenous People of Biafra (IPOB), a new separatist movement in Eastern Nigeria, has been labelled a terrorist group by the Nigerian government against its stated goals. This study aims to investigate the language used in the IPOB’s press releases to identify the specific stylistic choices that contributed to its designation as a terrorist organisation. Four speeches from three prominent leaders of IPOB were purposively selected from the online spaces for the study; two from Mazi Uchenna Asiegbu and one each from Mazi Chika Edoziem and Mazi Nnamdi Kanu, respectively. Using Halliday’s theoretical framework of the Systemic Functional Grammar through a qualitative analysis, the selected speeches were first closely read; thereafter, the prominent lexico-sematic features that characterise the speeches were identified, categorised, and discussed. Findings revealed that the press releases were replete with the deployment of three lexico-semantic features, such as collocation, lexical relations, and figurative language, which were stylistically used to convey speakers’ intentions of grieving, protesting, self-defending, and calling for international aid. It further revealed that the manner of agitation, particularly brutality, informed their choice of negative words. The study concluded that the aggressive language patterns of the IPOB writers and their propaganda became the critical rhetorical techniques through which they were being labelled. This research will help to give insight into the specific lexical items chosen by the IPOB to construct identity, resistance, ideologies, emotions, and political positions.
The Portrayal of Beauty Privilege and Beauty Ideals in Snow White And The Seven Dwarfs Nurul Istiqamah Kadekoh
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
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.v10i1.9427

Abstract

This study explores the portrayal of beauty standards and beauty privilege in the classic fairy tale Snow White and the Seven Dwarfs, using a feminist literary approach and intersectionality theory. The tale, widely known through the Brothers Grimm version and its popular adaptations, continues to influence societal perceptions of beauty, particularly concerning women. The research is motivated by the need to critically examine how such narratives contribute to the normalization of idealized beauty and its impact on gender roles. In this tale, beauty is not only central to the protagonist’s identity but also determines how others treat her, reflecting how physical appearance can translate into unearned social advantages—a concept known as beauty privilege. The study employs a qualitative content analysis method, focusing on selected narrative elements and character interactions that emphasize Snow White's appearance. Using feminist literary criticism, the analysis investigates how Snow White's beauty becomes the primary source of her value, overshadowing traits such as intellect or agency. Meanwhile, intersectionality theory is used to examine how beauty interacts with other social factors, such as gender and age, to shape power dynamics and privileges in the story. The findings reveal that Snow White’s beauty repeatedly spares her life, earns her protection and admiration from strangers, and culminates in a marriage proposal. These privileges underline the societal inclination to reward those who conform to dominant beauty ideals. This study contributes to broader discussions on how literature perpetuates gendered beauty norms and their real-life implications on women’s roles and worth.
The Effectiveness of Using Cake Application to Improve Students' Speaking Achievement Across Multiple Intelligences Ika Permata Permata Sari; Lasim Muzammil; Siti Mafulah
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
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.v10i1.9445

Abstract

In the modern era of digital learning, enhancing students' English-speaking abilities remains challenging, especially when learners possess diverse cognitive abilities. Mobile-assisted language learning (MALL) applications, such as the Cake application, provide promising solutions by addressing students' diverse intelligences. This research aimed to (1) determine whether there is a significant difference in speaking achievement between students taught using the Cake application and those taught using YouTube, and (2) to determine whether multiple intelligences—specifically linguistic, visual-spatial, and interpersonal intelligences—influence students' speaking performance. A quasi-experimental methodology was used, with two randomly assigned classes: one experimental group using the Cake program and one control group utilizing YouTube. After six sessions, a posttest was administered to measure pupils' speaking abilities. The results showed significant improvements in the experimental group (p = 0.032 < 0.05). A factorial two-way ANOVA revealed a significant interaction between media consumption and multiple intelligences (p = 0.000, < 0.05). These findings suggest that incorporating digital materials linked to students' cognitive profiles can significantly enhance speaking abilities. The research emphasizes the value of individualized, intelligence-based approaches to teaching the English language.
Foreign EFL Teachers’ Challenges and Strategies in Teaching English to Rural Thai Upper Secondary School Students Ameliana Ameliana; I Rusamoh I-Saw; Noraisoh Kama
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
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.v10i1.9750

Abstract

Despite national initiatives to enhance English levels, current testing consistently shows that Thai students, particularly rural students, still experience low English proficiency. This study aimed to reveal foreign EFL teachers in rural Thai Secondary schools with particular emphasis on challenges and strategies within the English classroom. Based on a qualitative case study research design, data were collected through observation and in-depth interviews of EFL teachers at Assa-adah School in Southern Thailand. Findings revealed a set of interlocking challenge categories, including psychological (students with demotivation and anxiety), cognitive (students with low English proficiency), pedagogic (curriculum and practice gap, and limited access to media), and social challenges (students' parental environment, students' preference for translanguaging and teachers partnerless). The pedagogic strategies to overcome the challenges involve using responsive teaching and a fun learning method. The present study contributes to the ongoing debate on EFL instruction in Southeast Asia by way of illustrating the complex interdependence among sociocultural context, pedagogy, and governmental support. The implications of these findings are sought for the Thai policy maker to arrange continuous training among teachers and provide sufficient resources even in rural areas, as well as for English teachers in Thailand to anticipate the challenges encountered before classroom interaction.
Systemic Functional Analysis of NATO’s Linguistic Strategies to Debunk Russian Information Warfare Muhammad Andrean Syahsurya; Fariq Shiddiq Tasaufy
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 2 (2025): July - December 2025
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.v10i2.11335

Abstract

Information warfare has become a vital area in modern geopolitical battles because language functions as both a combat tool and a defensive mechanism. The research investigates NATO's development of epistemic authority in counter-disinformation discourse through Systemic Functional Linguistics (SFL) analysis. The study analyzes NATO's "De-bunking Russian disinformation on NATO" webpage to identify linguistic methods that affect thematic structure and ideational, interpersonal, and textual metafunctions. The thematic analysis showed NATO stands as a central theme throughout multiple clauses, which confirms its essential role in the text. The research used strategic deployment of Marked Themes to create historical frameworks through temporal markers and to perform acknowledge-then-refute moves through concessive markers and to emphasize evaluation through manner markers. The research findings demonstrate how SFL applies to counter-disinformation discourse while showing thematic analysis effectiveness and revealing how integrated metafunctional analysis reveals collaborative meaning creation processes. The research study shows how NATO uses four main strategies, which include empirical evidence, confident statements, systematic counterarguments, and strategic thematic emphasis. The thematic progression followed three patterns, which included maintaining constant theme focus and linear argument development, and derived progression for maintaining textual coherence. The research demonstrates that grammatical selection methods establish epistemic authority through consistent patterns that appear throughout different metafunctional layers. The research establishes a complete framework that enables researchers to conduct future counter-disinformation studies in various institutional settings.
Family Values in The Film In Your Dreams (2025): A Discourse-Historical Approach Ayu Melati Ningsih; Jumino Suhadi; Devy Pratiwi
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 2 (2025): July - December 2025
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.v10i2.11467

Abstract

This study examined how ideological tensions between traditional family stability and individual aspiration were discursively constructed in In Your Dreams (2025) through sibling dialogue and dream sequences. Grounded in Ruth Wodak’s Discourse-Historical Approach (DHA) within Critical Discourse Analysis (CDA), the study focused on five core strategies: nomination, predication, argumentation, perspectivization, and intensification/mitigation. Using qualitative textual analysis of selected script excerpts, the research systematically reconstructed argumentative structures through the claim, warrant, conclusion model to identify the operation of the topos of threat and the topos of loss at the micro-linguistic level (lexical choice, modality, metaphor, and pronoun use). The findings demonstrated that family conflict was discursively framed not merely as interpersonal disagreement but as a structured moral negotiation. Nostalgic generalization and mitigation normalized conflict while simultaneously revealing epistemic insecurity, whereas modal intensification and symbolic metaphor in dream sequences amplified perceptions of instability. Through predication, parental figures were constructed as embodying competing moral orientations, sustainability versus passion, without explicit delegitimation, resulting in ideological ambiguity. The dreamscape served as an arena in which these tensions were dramatized and ultimately rearticulated into a hybrid moral resolution. This study contributes to CDA-based film analysis by demonstrating how DHA’s argumentative reconstruction can systematically expose ideological positioning in animated family narratives through explicit micro-linguistic evidence. Future research should integrate multimodal analysis and audience reception to extend the interpretive scope.

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