Edulitics (Education, Literature, and Linguistics) Journal
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.
Articles
129 Documents
<![CDATA[GRAMMARLY AS A TOOL TO IMPROVE STUDENTS’ WRITING QUALITY ]]>
<![CDATA[Nisrin Adelyna Darayani]]>;
<![CDATA[Laksnoria Laksnoria Karyuatry]]>;
<![CDATA[Muhammad Dhika Arif Rizqan]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i1.692
<![CDATA[This study aims at finding out whether the use of Grammarly could improve the students' writing quality related to writing descriptive. This study is conducted based on the lecturer's observation which implied that students had a problem with grammar and diction. From the interview, the lecturer said that the students felt bored and uninterested in writing. Moreover, most of the students thought that writing in English is so difficult. In order to overcome the problems, the researchers collaborated with the lecturer conducted an action research which involved 40 students. The research data were collected by three instruments, i.e. interview, students’ essays, and questionnaires. Then, the findings show that when Grammarly is used in teaching descriptive, there are 32 (82%) out of 40 students passed the passing grade. The researchers concluded that Grammarly can be used as an appropriate tool to minimize errors and improve students’ writing quality.]]>
<![CDATA[TEACHER TALK REALIZATION IN OBSERVING STAGE OF SCIENTIFIC APPROACH ]]>
<![CDATA[Ai Setialis]]>;
<![CDATA[Iwa Lukmana]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i1.852
<![CDATA[Observing stage is the first stage in scientific approach where students are allowed to begin the learning activities in the classroom. However, English teachers may not realize if their language use is difficult to understand by learners. To lead the successful teaching-learning activities, it is important to consider the way teachers communicate through their talk. One of the ways to analyze the teacher talk is through classroom discourse analysis. The model of classroom discourse in the present study is based on the framework of Systemic Functional Linguistics key concepts. Through the observation in four sessions and the audio-video recording, it has been found that there are 307 speech functions produced by teacher in his talk during the observing stage. Those speech functions are realized in 59 statements, 108 questions, 77 commands, and 63 acknowledgements. The data shows that teacher used those speech functions to give information and explanation to students, to get students’ attention, and to control the classroom activities by giving several directions to students. The result indicates that teacher still has the domination in the teaching-learning process, especially in observing stage. It is also shown that the teacher and students have an unequal power in the classroom.]]>
<![CDATA[COMPARING PROBLEM SOLVING BETWEEN HIGH AND LOW ACHIEVERS TEST TAKERS TO OVERCOME TEST ANXIETY IN TOEFL ]]>
<![CDATA[Sa'adah Ramadhiyah]]>;
<![CDATA[Didi Sukyadi]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i1.853
<![CDATA[Test anxieties cannot be denied by the test takers in TOEFL test. Sometimes, anxieties bring to negative and positive effects to the test takers. Each test taker has the way to solve their problems to overcome their anxieties. However, every problem solving may bring the test takers to successful and unsuccessful. This present study wanted to compare the problem solving between high achievers and low achievers test takers in TOEFL test performance to overcome their anxiety. The quantitative survey research design was used in this study to investigate the difference between both test takers. The researcher used the online questionnaire to collect data from the participants. Moreover, 30 participants were selected purposively by the researcher. The results show that the high achiever test takers are better in solving their problem toward test anxiety. The difference occurs in planning, cognitive, self-efficacy and self-checking problem solving.]]>
<![CDATA[STUDENTS' PERCEPTIONS OF THE IMPLEMENTATION OF BLENDED LEARNING IN A LARGE ENGLISH CLASS ]]>
<![CDATA[Fachri Ali]]>;
<![CDATA[Eros Meilina Sofa]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i1.878
<![CDATA[This present study aims to explore Institut Agama Islam Negeri Pekalongan students’ perceptions regarding the implementation of combining the features of face-to-face instruction and online learning via Edmodo learning management system (LMS) called blended learning (BL) in their large English class. This research was conducted in the class consisted of 46 students who took English III course at the university. The participants completed three types of open-ended questionnaires. The findings reveal that the implementation of BL had a positive effect on perceived quality and student satisfaction in the teaching and learning processes. Most of the students commented that the implementation of BL helped make the course and activities interesting because of the technology integration in their large class. BL, likewise, encouraged them to enhance their language skills, particularly reading and writing. These results illustrate that the language skills could be also improved by incorporating the tremendous advancement of technology as a part of language instruction. Meanwhile, another finding reports that BL might have a better impact on the students’ level of engagement since most of the research participants rated themselves as more engaged in this blended course. Keywords: Blended Learning, Perceptions, Engagement, Large English Class]]>
<![CDATA[LEARNING DESIGN OF ENGLISH FOR BROADCAST THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH ]]>
<![CDATA[Heru Saputra]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i1.899
<![CDATA[English broadcast should be conducted in a communicative language to maintain the existence and quality of campus radio. Based on the facts found, the broadcasters of IAIN Salatiga campus radio do not come from the Department of English Education, which then make them difficult in doing English broadcast and it needs solution. Empowerment is done on qualitative research; with the subjects are twenty (20) broadcasters on IAIN Salatiga campus radio. The data collection is done in three ways, namely: observation, questionnaire and Focus Group Discussion (FGD). From the data obtained, there are facts that 100% of the broadcasters have never experienced English language training for Broadcast, 80% get difficulties in doing communicative English broadcasts, and 100% are very often to find certain things to broadcast. The design of English learning for Broadcast is as follows: viewing factual conditions, learning by approach of Communicative Language Teaching (CLT), and output (implementation of communicative English in broadcasting) Keywords: Design, English Broadcast, ESP, CLT, Empowerment]]>
<![CDATA[ENGLISH SYNTAX ACQUISITION ORDER OF INDONESIAN ELEMENTARY SCHOOL LEARNERS ]]>
<![CDATA[Syifa Khuriyatuz Zahro]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 2 (2018): December, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i2.906
<![CDATA[Linguistics’ research has proved that the acquisition order for foreign-language is not a static order but less consistent. Therefore, teachers of foreign language urgently need to understand the acquisition order of linguistics components to achieve an appropriate learning outcome, especially on syntactic mastery of the target language. For Indonesian learners, English sentence which employs verbs as its predicate is one of most complex linguistics component to learn and apply in their writing. The absence of a copula verb in Indonesian sentences which mostly ignored by some Indonesian learners affects the problem. Therefore, this study examines the English syntax acquisition order toward third and sixth grade of Indonesian learners in a descriptive qualitative approach. The participant is two learners of the third and sixth grade of Islamic Elementary School Lamongan who are requested to compose an essay writing three times to further analysis based on their grammatical function. The data is therefore in the form of writing produced by the participants about family, holiday and friend. The result indicates that both learners acquire five sentence patterns in their stage, they are S-V, S-V-sP, S-V-dO, S-V-dO-A, and S-V-A-sP. Meanwhile, the sentence pattern of S-V-sP is in the first order of acquisition by both levels of learners, while the last order acquired is the most complex one, S-V-A-sP.]]>
<![CDATA[WILLINGNESS TO COMMUNICATE IN TASK-BASED INSTRUCTION: ANALYSIS OF FLUCTUATION IN DYNAMIC SYSTEM ]]>
<![CDATA[Yohanes Kurniawan]]>;
<![CDATA[Eka Fadilah]]>;
<![CDATA[Nopita Trihastutie]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i1.907
<![CDATA[The present study aims at investigating the fluctuation of learners’ willingness to communicate in three communicative tasks: Dictogloss, Jigsaw-Game, and problem solving. We focus on learners’ L2 WTC in the classroom context seen from dynamic system theory. Six Indonesian undergraduate learners of English Department comprising linguistic features proficiency and motivational levels were elected as participants by encountering them in a three-subsequent-task performances. Concurrent assesment and Stimulated recall, and in-depth interview were used to investigate learners’ WTC during the task performances in the classroom interaction. The former used WTC-metric by asking the participants to provide scores on five-minute-interval of total 60 minutes task performances, while the two latters used video-taped as stimulus to confirm learners’ interaction in the classroom. The results reveal that learners’ WTC fluctuate during three task performances in conjunction with variables that interplay and interconnect one to another. Additionally, some factors provoking either learners’ willingness or unwillingness to communicate are discussed further.]]>
<![CDATA[THE ROLE OF ENGLISH AS LINGUA FRANCA–INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY: FROM CLASSROOM TO PRACTICE ]]>
<![CDATA[Simon Petrus Kita Ngatu]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 2 (2018): December, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i2.913
<![CDATA[The practice of teaching English as a global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pay much attention to students’ understanding about their local culture, but the whole process of English language teaching (ELT) itself denotes that students do not really apply their local culture in English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts by describing the important issues dealing with the topic, relating this study to previous studies to see the weaknesses and the strength, building an argument, and drawing conclusion and recommendation. The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing.]]>
<![CDATA[THE EFFECTIVENESS OF USING MULTIMEDIA-BASED LEARNING TO IMPROVE THE STUDENTS’ SPEAKING IN ENGLISH OF STKIP QOMARUDDIN GRESIK ]]>
<![CDATA[Ahmad Thoyyib Shofi]]>;
<![CDATA[Lailatul Masruroh]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 2 (2018): December, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i2.1056
<![CDATA[The fluency of speaking English is a benchmark of success in mastering speaking English and it is the main achievement in the Speaking course. In connection with this, researchers and lecturers continue to innovate in developing English language learning, especially in improving speaking fluency. In this digital era, the use of multimedia in the learning process has become a trend because multimedia-based learning is in great demand as technology develops. Therefore, to improve the fluency of speaking English students of STKIP Qomaruddin Gresik, so that is way the method implemented. In order to be able to find out the effectiveness of using multimedia in improving students' speaking fluency, this pre-experimental study was carried out, with a single experimental pratest type involving only one experimental group . This study examines the effectiveness of using multimedia in improving the fluency of speaking English students of English education study program STKIP Qomaruddin Gresik after treatment (treatment), by comparing the results of the pretest and posttest. Researchers use the t-table an α (0.05), and the results of the t-test is 8.02 absolutized. T-table with 20 degrees of freedom is 2,085. The final calculation shows that the t-test in this study is greater than the t-table.This proves that multimedia use is very effective in improving the fluency of speaking English students. This development shows that the application of multimedia in learning speaking has succeeded in improving the fluency of speaking in English.]]>
<![CDATA[USING ANALYTIC TEAMS TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Aseptiana Parmawati]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 2 (2018): December, 2018 ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan* ]]>
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DOI: 10.52166/edulitics.v3i2.1257
<![CDATA[Speaking is the highest target in English language because speaking is basis of communication which becomes a function learning. There are many kinds of technique to improve speaking skill and one of them is Analytic Teams Technique. Therefore, the researcher wanted to find out whether or not Analytic Teams technique can improve the students’ speaking skill and to analyze the classroom situation when the Analytic Teams technique is implemented in speaking class. This research used Collaborative Classroom Action Research and composed for two or more cycles then it observed and evaluated to identify all facts including the success and the failure of the action. It means that the action should be stopped or continued and revised to the next cycle based on the selected criteria of success. After the implementation of Analytic Teams Technique in every cycle, the students’ speaking score were getting better. It can be seen from the result of students’ average score Cycle 1 was 64.28 and Cycle 2 was 78.05. It can be concluded that Analytic Teams Technique can improve students’ speaking skill and improve speaking classroom into a better situation. Keywords: Analytic Teams; Speaking Skill; CAR]]>
