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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 129 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.
Feminist Perspectives on Domestic Violence in the Film Adaptation of It Ends with Us By Justin Baldoni Purwarno, Purwarno; Erika Br Pa, Nabila Feby Feby; Zarfiana, Raissa Septy
Edulitics (Education, Literature, and Linguistics) Journal Vol 10 No 2 (2025): Juni - 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

Abstract

Domestic violence is a widespread social problem that disproportionately affects women and reflects deep-seated gender inequalities embedded in personal, cultural, and institutional structures. Feminist theory offers a critical lens for understanding how patriarchal norms and unequal power dynamics normalize abusive behavior while restricting victims’ access to justice and support. This study explores the feminist representation of domestic violence in the film It Ends with Us, adapted from Colleen Hoover’s bestselling novel, which has drawn significant attention for its portrayal of intimate partner abuse. Using a qualitative approach grounded in feminist criticism, the research examines the film’s depiction of physical violence, emotional manipulation, coercive control, and the psychological complexities faced by survivors. The narrative follows Lily Bloom, a woman trapped in a cycle of affection and harm, whose experiences highlight the intergenerational transmission of trauma and the lingering effects of witnessing violence in childhood. Her journey reflects the difficult process of asserting identity and agency within an abusive relationship. The analysis considers cinematic and narrative techniques such as framing, symbolism, dialogue, and character development to assess how the film shapes audience empathy and understanding. It also evaluates whether the film challenges or reinforces traditional gender roles and societal misconceptions surrounding domestic abuse. The findings suggest that It Ends with Us has meaningful potential to raise awareness, influence public conversation, and support feminist advocacy aimed at confronting patriarchal structures. Ultimately, the study argues that the film demonstrates the transformative capacity of feminist storytelling to encourage social reflection and empower survivors.
Women’s Voices in Cyberspace: A Feminist Reading of Digital Narratives on Wattpad Rosalina, Afni; Matondang, Saiful Anwar; Manugeren, M.
Edulitics (Education, Literature, and Linguistics) Journal Vol 10 No 2 (2025): Juni - 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.v10i2.11223

Abstract

In the digital era, online platforms have transformed the way literature is produced and consumed, providing new spaces for marginalized voices to emerge. This study explores how women articulate their voices, identities, and lived experiences through digital literary works on Wattpad. Anchored in the framework of feminist literary criticism, the research analyzes the representation of female characters, dominant narrative themes, and stylistic patterns employed by women authors. Using a qualitative-descriptive method, several popular Wattpad stories written by female writers were examined to uncover how digital narratives reflect feminist consciousness. The findings reveal that Wattpad functions not only as a site of popular entertainment but also as a medium of emancipation and symbolic resistance against patriarchal structures. Female protagonists are often portrayed as independent, self-aware, and empowered figures who challenge traditional gender norms. Aesthetically, the narratives exhibit the characteristics of ecriture féminine, a writing style that emphasizes emotional depth, intuition, and embodiment. The study concludes that women’s digital literature on Wattpad represents a dynamic form of contemporary feminist expression, where new media act as platforms for self-articulation, solidarity, and gender awareness. This demonstrates that digital culture plays a vital role in reshaping the boundaries of literary production and in amplifying women’s voices in the modern literary landscape.
Power and Ideology in Online News: A Sociology-Cognitive Critical Discourse Analysis of Misty Copeland’s Representation in CNN Dewi, Ratna; Suhadi, Jumino; Pratiwy, Devi
Edulitics (Education, Literature, and Linguistics) Journal Vol 10 No 2 (2025): Juni - 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.v10i2.11232

Abstract

This study examines how power and ideology operate in CNN’s online news representation of Misty Copeland, using Teun A. van Dijk’s Socio-Cognitive Critical Discourse Analysis (SCA) framework. The research explores how linguistic choices and discursive strategies simultaneously empower and constrain the portrayal of race, gender, and success within liberal media narratives. Data were drawn from selected CNN articles covering Copeland’s achievements and analyzed through textual, cognitive, and social dimensions to reveal how language, cognition, and ideology interact in shaping media representation. The findings indicate that CNN constructs Copeland’s identity through a discourse of “contained empowerment,” which outwardly celebrates diversity while subtly reproducing liberal and post-feminist ideologies. Linguistically, terms such as “trailblazer,” “breaking barriers,” and “making history” elevate Copeland as an exceptional figure. Cognitively, these expressions activate shared mental models grounded in meritocracy, reinforcing beliefs that upward mobility stems primarily from individual effort. Ideologically, the coverage depoliticizes issues of race and gender by transforming structural inequalities into narratives of personal perseverance. The study concludes that CNN’s portrayal of Copeland naturalizes inequality through celebratory empowerment discourse. While promoting diversity, the narrative obscures institutional power and social asymmetry. This research contributes to Critical Discourse Studies by integrating socio-cognitive and intersectional perspectives, highlighting the need for critical media literacy in understanding how digital news both emancipates and regulates meaning in contemporary culture.
From Convenience to Concern: Exploring AI Paraphrasing Tools in Academic Writing Practices across Indonesia Ulfah, Badriyah
Edulitics (Education, Literature, and Linguistics) Journal Vol 10 No 2 (2025): Juni - 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.v10i2.11300

Abstract

Increasing numbers of educational institutions are using artificial intelligence (AI) tools, especially paraphrasing software. This technology is beneficial; however, it also raises concerns about its potential impact on writing development, originality, and creative thinking in higher education. Therefore, this qualitative exploratory study examines perspectives and usage patterns of paraphrasing tools among 25 lecturers at universities from eight regions across five islands in Indonesia. It further explores how lecturers keep students engaged, encourage creative thinking, and maintain academic integrity when AI support is available. The data collection process employed open-ended questions, enabling participants to provide detailed accounts of their experiences with paraphrasing tools, frequency and duration of use, underlying motivations, and pedagogical strategies used to promote critical thinking. The results show that most participants believe paraphrasing tools can help overcome writer’s block and reduce excessive textual similarity in academic submissions. Nonetheless, participants expressed concerns about possible over-reliance, superficial revisions, and diminished idea generation, which could hinder the creation of original arguments and an authentic authorial voice. Participants therefore recommend project-based learning (PjBL), problem-based learning (PBL), authentic writing tasks, and a process-based approach, complemented by explicit guidance on ethical AI use. This study concludes that although AI tools can provide substantial support, lecturers should integrate them through pedagogies that emphasize authentic writing processes, reflective practice, and independent thinking. Therefore, universities should set clear AI-use policies and train lecturers to integrate paraphrasing tools through authentic, process-based PBL/PjBL to support originality, critical thinking, and academic integrity.
Fostering EFL Students’ Academic Literacy: Students' Perception Using Elicit AI Sulistyanto, Irwan; Prasongko, Angga; Tannaka, Zidan Maghfiro
Edulitics (Education, Literature, and Linguistics) Journal Vol 10 No 2 (2025): Juni - 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.v10i2.11361

Abstract

Elicit AI is an artificial intelligence–powered research assistant designed to help users locate, evaluate, and synthesize scholarly sources efficiently. As the use of AI tools in higher education continues to expand, there remains limited empirical research on how such tools are perceived and utilized by English as a Foreign Language (EFL) students, particularly in supporting academic literacy skills such as sourcing and managing references for thesis writing. Addressing this gap, the present study examines English Education students’ perceptions of Elicit AI as a tool for enhancing academic literacy. Using a mixed-method design, data were collected from 21 sixth-semester students through questionnaires and interviews. Results show that 75% of students perceive Elicit AI as useful, 82% find its feedback effective, and 67% report an increase in motivation and engagement. While descriptive data suggest gender neutrality, One-Way ANOVA reveals a significant difference between male and female students. These findings highlight Elicit AI’s potential to foster academic literacy and engagement in EFL contexts. Limitations include the small sample size and reliance on self-reported data. Future research should investigate broader demographics and curriculum-level strategies for the equitable and ethical integration of AI in language education. Overall, Elicit AI demonstrates strong potential as a supplementary tool for fostering academic literacy and supporting students’ engagement in higher education

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