cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Syifa Khuriyatuz Zahro
Contact Email
syifazahro@unisda.ac.id
Phone
-
Journal Mail Official
edulitics@unisda.ac.id
Editorial Address
Jl. Airlangga No. 03 Sukodadi Lamongan, Jawa Timur
Location
Kab. lamongan,
Jawa timur
INDONESIA
Edulitics (Education, Literature, and Linguistics) Journal
Published by Universitas Islam Darul Ulum
ISSN : 24602167     EISSN : 25798960     DOI : https://doi.org/10.52166/edulitics
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Edulitics (Education, Literature, and Linguistics) Journal is published twice a year, June and October, by Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum (UNISDA) Lamongan, East Java, Indonesia. Edulitics (Education, Literature, and Linguistics) Journal accepts research-based and conceptual articles on English language education, linguistics, and literature which have not been previously published, nor is it under review or consideration for book chapter or journal publication elsewhere.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 9 Documents
 1 
Search results for , issue "Vol 9 No 2 (2024): December, 2024" : 9 Documents clear
Critical Discourse Analysis of Tjitjik Sri Tjahjandari’s Statement: “Pendidikan Tinggi Adalah Tertiary Education” Herawati, Diyah; Tobing, Roswita Lumban; Artanti, Yeni
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.v9i2.6907

Abstract

In May 2024, significant tuition fee hikes at Indonesian state universities led to widespread protests and public outcry. Prof. Tjitjik Srie Tjahjandari's response, emphasizing that higher education is a choice rather than a necessity, drew significant attention and criticism.The research aims to critically analyze the ideological meanings in Tjahjandari's statement and explore its impact on public perception and educational policy in Indonesia. The study uses Fairclough's CDA framework to analyze the linguistic features in textual analysis level, production and distribution processes in discursive strategy, and broader social contexts of the statement. Data collection includes the statement's transcript, media reports, and public responses. Textual analysis reveals the use of technical and institutional language that aligns with neoliberal ideologies, lead to describe higher education as an optional, market-driven pursuit. Discursive practice analysis shows the statement's wide media dissemination and critical public interpretation that suggest a perceived shift away from viewing higher education as a public good. Social practice analysis indicates that the statement supports hegemonic processes that commodify education and reduce the state's role in ensuring access. The study concludes that Tjahjandari's statement reflects and constructs ideological meanings that devalue higher education's societal importance and impact its accessibility. Public reactions highlight a demand for more equitable and inclusive educational policies. This research contributes to understanding the role of governmental discourse in shaping educational policy and societal attitudes, advocating for policies that support broader access to higher education.
A Comparative Study on Women's Betrayal In Jung Chang's Wild Swans and Atiq Rahimi's The Patience Stone Thoriqussuud, Muhammad; Rohim, Fathur; Fanani, Abu; Syaikhu, Akhmad; Romdlon, Atiq Mohammad
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.v9i2.7258

Abstract

This study is comparing women’s betrayal in two novels, Wild Swans a novel by Jung Chang and the Patience Stone a novel by Atiq Rahimi. The fact that Chinese’ women and Afghan women’s share the common issue, that is patriarchal one, the former faces the superior communist party, whilst, the latter faces the Mullah, the influential spiritual leader. Then, the women’s betrayal is worthy of analysis. The word ‘betrayal’ turns out to have a positive connotation instead of a negative one as heard in everyday life. Using descriptive and dramatic method, the study finds that both women in both novels have similarities and differences in their betrayal seen from the way they speak as well as act. In the similarities, both women betray the powerful people and their husbands, whilst, the differences are that people in power refer to the political parties in Wild Swans, a novel by Jung Chang, to the Mullah, a religious leader in the Patience Stone, a novel by Atiq Rahimi besides the husband is loyal to the political party in Wild Swans and to the religious teaching in the Patience Stone. Eventually, comparing women’s betrayal is worth a study since their betrayal gives a new life concept that women should play important roles in society not just men.
CIPP Model Evaluation on TOEFL Course at Higher Education Mazidah, Eva Nur; Masruroh, Lailatul
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.v9i2.7918

Abstract

To assist future graduates, students of the English Language Education Study Program receive specialized training in a 'TOEFL' course that is specifically designed to prepare them for the TOEFL test. The objective of this research is to assess the effectiveness of the TOEFL course offered in this study program as a mandatory advanced course, which can be taken in either the sixth or eighth semester. This study presents a CIPP (Context, Input, Process, Product) evaluation methodology specifically designed to meet the requirements and unique features of the TOEFL course at Universitas Qomaruddin. This research is needed to investigate (1) What are the outcomes of evaluating TOEFL courses using the CIPP approach? (2) What are the key enhancements that need to be implemented in order to maximize the program's beneficial influence, as perceived by students and lecturers, in terms of program outcomes? By employing this quantitative and qualitative methodologies, our aim is to provide a comprehensive assessment framework capable of addressing several research inquiries. The research involved a total of 42 students, a lecturer, and a head of the study program. The research data utilized encompass surveys, interviews, and documentation. The quantitative data were analyzed using descriptive statistics, while qualitative data from interviews and documentation were examined thematically to complement and explain the numerical findings. ubsequently, the data is scrutinized and inferences are made. The results show TOEFL course was generally executed well proven by effectiveness from context evaluation (82%), input evaluation (83%), process evaluation (86%), and product evaluation (82%). These findings indicate that the TOEFL course meets its objectives effectively. However, continuous improvements in infrastructure, resources, and engagement strategies are recommended to enhance the program's overall quality and long-term impact. This study provides practical insights for curriculum designers and educators seeking to evaluate and optimize similar programs.
White Framing To The Black: The Case of Racism in USA Legals in The Netflix Series When They See Us (2019) Rachmawati, Lusiana; Ambarwati, Rosita; Kurniawan, Arri
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.v9i2.7955

Abstract

Racism is a social problem that widespread in society. The existence of racial or ethnic differences makes some people receive discrimination. The fact that race is still relevant in modern society. One of the popular social issues related to racism occurred in New York, America, namely the Central Park Five case. In this case, five black and latina teenagers were victims of wrongful arrest by American police for the alleged attempted rape and murder of a white American woman. The purpose of this research is to analyze the racism by white people especially police and people in American law against black people and how whites frame black people in society which leads to racism in the When They See Us series based on the Central Park Five case. The writers used popular literature and popular culture by Ida Rochani Adi (2011) and racial profiling theory by Luiza- Maria Filimon (2015). The research method used is qualitative descriptive. As a result, the form of racism in the series is racial profiling. The components of racial profiling occur in the series, there are police stops, police arrests, police questions, and police brutality. In addition, the frame practice by white people is to demonize black people. It also makes the Central Park Five boys known as the perpetrators in the Central Park Five case.
The Effectiveness of the Canva Application in Enhancing Students' Writing Proficiency across Learning Styles Hafidzin, Haris Khoirul; Muzammil, Lasim; Sulistyo, Teguh
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.v9i2.7958

Abstract

The current research focused into the possible advantages of using Canva apps to improve writing abilities among kinesthetic, visual, and auditory learners. the objectives study of this research are: 1) To find out the effectiveness of using Canva had better achievements in writing recount texts than those taught by using picture series, 2) To find out whether learning styles affect achievement in writing by using Canva. Two classes were chosen at random to serve as the control and experimental groups. Canva was used to teach the experimental group, while non-computer-based instruction was used for the control group. To assess the efficacy of Canva use, a posttest was given following six sessions. The results indicated a significant improvement in writing achievements for students taught by using Canva compared to those without (sig. 0.000 ≤ sig. 0.05). Students that were taught using Canva had an N-Gain score of 0.52. It showed that using Canva to raise students' performance was successful, putting it in the middle range. Additionally, a factorial approach using a two-way ANOVA was employed to ascertain whether learning styles have an impact on Canva writing achievement. A significance value of 0.004 (sig. 0.004 < 0.05) was found by the computation. This led to the study’s implication that students' use of visual, auditory, and kinesthetic learning styles enhances their academic performance. The study's findings also indicate that employing media based on students' learning styles is a significant factor in improving their skills.
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.

Page 1 of 1 | Total Record : 9

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol 10 No 2 (2025): Juni - December 2025 Vol 9 No 2 (2024): December, 2024 Vol 9 No 1 (2024): June, 2024 Vol 8 No 2 (2023): December, 2023 Vol 8 No 1 (2023): June, 2023 Vol 7 No 2 (2022): December, 2022 Vol 7 No 1 (2022): June, 2022 Vol 6 No 2 (2021): December, 2021 Vol 6 No 1 (2021): June, 2021 Vol 5 No 2 (2020): December, 2020 Vol 5 No 1 (2020): June, 2020 Vol 4 No 2 (2019): December, 2019 Vol 4 No 1 (2019): June, 2019 Vol 3 No 2 (2018): December, 2018 Vol 3 No 1 (2018): June, 2018 Vol 2 No 2 (2017): December, 2017 Vol 2 No 1 (2017): June, 2017 Vol 1 No 2 (2016): December, 2016 Vol 1 No 1 (2016): June, 2016 More Issue