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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 158 Documents
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Stigmatizing Street Children in Surabaya: A Systemic Functional Linguistics Perspective Syafa Nameyra Eka Nofitri; Fariq Shiddiq Tasaufy
Edulitics (Education, Literature, and Linguistics) Journal Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.12930

Abstract

In Indonesian public discourse, street children are frequently associated with criminality, disruptive behavior, and social deviance. However, the linguistic mechanisms that produce and normalize this type of stigma are poorly understood. This study investigates how social actors in Surabaya depict street children linguistically in spoken interactions. Ten informants were drawn from three community groups: institutional stakeholders, community representatives, and civil society actors. They participated in semi-structured interviews to collect qualitative data. The data were then analyzed using an integrated framework of systemic functional linguistics and stigma theory. The findings show that street children are most frequently portrayed through relational processes (26.7%), encoding negative qualities as fixed inherent traits, followed by mental processes (23.3%) that frame them as cognitively and emotionally deficient. In terms of evaluation, judgment resources predominate (70%), with stigmatizing social scripts being reproduced by negative evaluations of normality and propriety. Stereotyping is the most prevalent of Link and Phelan's (2001) stigma components (46.7%), which is achieved by the co-occurrence of relational processes and monoglossic judgment. This study offers a novel contribution by combining transitivity, appraisal, and stigma theory in the analysis of grassroots spoken discourse on marginalized groups in Indonesia. The findings imply that stigma is maintained by normalized patterns of everyday language in addition to overt animosity.
Exploring Emerging Bilingual Competence among Indonesian EFL University Students: An Integrated Perspective on Linguistic Development and Cognitive Regulation Mila Adela; Moh. Iqbal Firdaus; Nargis
Edulitics (Education, Literature, and Linguistics) Journal Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.12948

Abstract

Emerging bilingual development among EFL learners involves both linguistic development and cognitive regulation during communication. However, previous studies have often examined these dimensions separately, particularly in Indonesian higher education contexts. Understanding the interaction between linguistic and cognitive development is important because bilingual learning involves not only language proficiency but also attentional regulation and communication management. This study investigates how linguistic competencies and cognitive regulation interact in the development of emerging bilingual competence among Indonesian EFL university students, addressing the limited integration of linguistic and cognitive perspectives in bilingual development research. This study employed a qualitative multiple case study approach involving 15 EFL students representing different proficiency levels. Data were collected through interviews, classroom observations, and documentation and analyzed thematically. The findings revealed differences in both linguistic and cognitive development across participant groups. Beginner learners demonstrated stronger first-language influence, pronunciation difficulties, limited vocabulary, and simplified grammatical structures. Intermediate learners showed improved grammatical awareness and communicative flexibility, although inconsistencies remained during spontaneous communication. More advanced learners demonstrated greater syntactic complexity, semantic flexibility, and confidence in communication, although traces of first-language influence persisted. Across participant groups, attentional regulation, working memory, and language control played important roles in supporting vocabulary retrieval, communication management, and language production. The findings imply that EFL instruction should incorporate proficiency-sensitive strategies and cognitive support to facilitate emerging bilingual development among university learners. However, the findings should be interpreted within the context of the study’s small sample size, qualitative design, and the absence of standardized proficiency measures
Exploring EFL Undergraduate Students’ Experiences of Using QuillBot AI in Academic Writing: An Interpretive Phenomenological Study Vania Zahrotun Nisa; Ahdi Riyono; Muh Syafei
Edulitics (Education, Literature, and Linguistics) Journal Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.13216

Abstract

This study explored undergraduate EFL students’ lived experiences in using QuillBot AI during academic writing activities. The increasing use of artificial intelligence in language learning has encouraged students to utilize QuillBot not only as a technical writing aid but also as part of their academic revision practices. Using a qualitative approach with an interpretive phenomenological design, this study investigated how students perceived, negotiated, and responded to the use of QuillBot throughout the writing process. The participants consisted of seven undergraduate students from the English Education Study Program who had experience using QuillBot in academic writing tasks. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students mainly used QuillBot during the revision stage to improve sentence structure, vocabulary variation, grammatical accuracy, and clarity of ideas after independently developing their drafts. Participants also carefully reviewed and modified AI-generated suggestions to ensure that the revisions remained aligned with their intended meaning and writing context. The study conceptualizes QuillBot as an “AI revision mediator” that supports revision practices while still allowing students to maintain authorship, evaluative judgment, and responsibility in their writing decisions. The study also contributes to discussions of AI-assisted writing by showing how students critically and reflectively engaged with AI during academic writing activities.
Pick Your Own Learning (PYOL) as a Differentiated Pedagogical Intervention to Foster Self-Regulation and Metacognitive Awareness in EFL Learning Fidelis Averina; Alberik Ryan Tendy Wijaya
Edulitics (Education, Literature, and Linguistics) Journal Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.13241

Abstract

The study of self-regulated learning has been ubiquitously conducted in the scope of language learning; however, very few of them explore the role of differentiated instructions in fostering self-regulated learning and metacognition in the EFL context. Thus, the present study aimed to examine the implementation of differentiated, student-selected learning activities through the Pick Your Own Learning (PYOL) assignment in an English Integrated Course, a compulsory first-semester course, the benefits that they gained in the process, and to identify challenges that may hinder the development of these capacities. To achieve the aforementioned aim, a mixed-method research design was employed involving 18 EFL students enrolling in a course at one of the private universities in Surabaya. In addition, students’ weekly reflections and learning artifacts were analyzed to ensure triangulation. The findings suggested that PYOL, as differentiated instruction, could serve as a medium to promote learner autonomy, motivation, and active engagement, while also supporting the development of metacognitive awareness and self-regulatory behaviors. In addition, students perceived meaningful benefits in terms of language development, creative expression, and ownership of learning. However, these benefits were accompanied by challenges, particularly in time management, goal setting, topic selection, and linguistic limitations. The findings imply that EFL teachers should support differentiated and student-selected learning activities through structured autonomy rather than simply giving students freedom of choice. In implementing PYOL, teachers need to provide clear guidance, planning support, progress monitoring, and reflection so that students can make purposeful choices and gradually become more independent learners.
Leveraging AI Chatbots for Analyzing English Texts: Does It Diminish Critical Reading Skills? Zumrotul Fauziah
Edulitics (Education, Literature, and Linguistics) Journal Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.13262

Abstract

This study aimed to explore the influence of Artificial Intelligence (AI) chatbots on students’ critical reading skills in academic reading activities. The research focused on students’ abilities to identify main ideas, distinguish facts and opinions, recognize the author’s purpose and tone, make inferences, identify missing information, and draw logical conclusions from texts. A qualitative descriptive method was used, and data were collected through semi-structured interviews with 10 undergraduate EFL students in the Islamic Education study program at Nahdlatul Ulama Sunan Giri University, comprising 2nd-, 4th-, and 8th-semester students. The findings showed that students frequently used AI chatbots, such as ChatGPT and Gemini, to summarize texts, explain difficult concepts, and improve reading comprehension. Most participants considered AI helpful in understanding academic materials more efficiently. On the other hand, many participants perceived that frequent AI usage increased their dependence on technology and reduced their independent critical reading practices, especially in making inferences and drawing conclusions. Meanwhile, the analysis of students’ reading tasks indicates that students generally performed better at distinguishing facts from opinions than at identifying important information, making inferences, and drawing logical conclusions. It can be concluded that frequent AI use has weakened certain higher-order critical reading skills, particularly those involving independent analysis, inference, and drawing conclusions. Therefore, the use of AI chatbots should be responsible and balanced in EFL learning contexts. Critical reading skills are necessary for analyzing English texts.
Mapping Research Trends in Translanguaging in English Language Teaching: A Scopus-Based Bibliometric Analysis Belly Ubaidila; Rizka Safriyani
Edulitics (Education, Literature, and Linguistics) Journal Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.13270

Abstract

This study employed bibliometric analysis to present trends in the development of translanguaging research in English Language Teaching (ELT) on the Scopus database from 2014 to 2026. The study aims to systematically map annual scientific production, most productive authors, most productive sources, most relevant affiliations, most cited countries, keyword co-occurrence networks, and thematic maps. A descriptive quantitative method was used, with a final dataset of 437 Scopus-indexed journal articles from 2014 to 2026 (partial records), using the keyword "translanguaging" and “English Language Teaching”, then using the R-Bibliometrix Package (Biblioshiny R) to analyze and map out the data. The inclusion criteria and search strategy were carefully applied to ensure a relevant analysis. The results reveal a substantial growth in translanguaging studies publications, starting low at 1 per year from 2014-2015 and peaking at 115 in 2025. Fang F is the most productive author with 7 documents throughout the year. The top sources are the International Journal of Bilingual Education and Bilingualism and the International Journal of Multilingualism, with each contributing 18 documents. The University of the Basque Country leads affiliations with 11 publications, and the United States (USA) has the highest citations (1,201). The co-occurrence network analysis shows the relationship between different research topics, such as bilingual education, multilingualism, and English medium instruction (EMI). The thematic map identifies motor themes like English as a second language, basic themes like multilingualism, niche themes like languaging, and emerging themes like EAP. By understanding these trends, educators, researchers, and policymakers can better promote and explore translanguaging practices to support the effective ELT process in multilingual contexts.
Development of Local Wisdom-Based Teaching Materials for Learning to Write Fantasy Stories to Foster Character Education Sari Ani; Laila Tri Lestari; Anisa Ulfah; Melisa Agustina; Melinda Agustin
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.v10i2.13432

Abstract

Teaching materials play an essential role in facilitating effective learning and achieving instructional objectives. This study aimed to develop local wisdom-based teaching materials for learning to write fantasy stories and to examine their validity, practicality, and effectiveness in fostering character-oriented literary learning. The study employed a Research and Development (R&D) approach using the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. The needs analysis and preliminary study were conducted at SMP Muhammadiyah 8 Laren and served as the basis for designing the teaching materials. During the development stage, the product was validated by experts in literary learning and teaching materials development. The validation results yielded scores of 93.6% and 96%, indicating that the teaching materials were highly valid and suitable for classroom implementation. The product was subsequently tested with 18 seventh-grade students. The findings revealed that the average positive responses from teachers and students reached 95% and 97.6%, respectively, demonstrating a high level of practicality. Furthermore, the post-test results showed an improvement in students' learning outcomes, indicating the effectiveness of the developed materials. Overall, the findings suggest that the local wisdom-based teaching materials are valid, practical, and effective for use in learning to write fantasy stories while supporting character education. These materials are recommended for teachers seeking to integrate local wisdom into literary learning, and future studies are encouraged to involve larger samples and employ experimental or classroom action research designs
Beyond the Classroom Wall: A Qualitative Study on the Use of Padlet in Supporting Indonesian High School Students' Writing Skills Aisyah Febika Irnanda; Siti Mafulah; Uun Muhaji
Edulitics (Education, Literature, and Linguistics) Journal Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.13504

Abstract

This study explores Indonesian secondary school students' perceptions of using Padlet to support English as a Foreign Language (EFL) writing and examines how the platform facilitates different stages of the writing process. Addressing the limited qualitative evidence on Padlet use among secondary school learners, the study employed a qualitative descriptive design. Data were collected through non-participant classroom observations involving 30 eleventh-grade students and semi-structured interviews with four purposively selected participants at a public senior high school in Malang, Indonesia. The data were analyzed using Braun and Clarke's (2006) thematic analysis, while trustworthiness was established following Lincoln and Guba's (1985) criteria. The findings indicate that Padlet transforms writing from a stressful individual activity into an engaging collaborative process by facilitating idea generation through visual features, reducing handwriting-related anxiety through easy editing, and promoting peer-mediated revision through its commenting feature. Although technical barriers were minimal, prolonged screen use emerged as a potential ergonomic concern. Interpreted through the Technology Acceptance Model (TAM), the findings suggest that students' perceptions of Padlet's usefulness and ease of use contribute to positive engagement in collaborative writing activities. The study contributes to the literature by providing qualitative evidence from Indonesian secondary school EFL learners and offers pedagogical implications for integrating collaborative digital platforms to enhance writing instruction beyond the classroom.  

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