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ELITERATE : Journal of English Linguistics and Literature Studies
Published by Universitas Negeri Makassar
ISSN : -     EISSN : 28300815     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
ELITERATE: Journal of English Linguistics and Literature Studies is a professional, double blind peer-reviewed journal that aims to involve scholars not only from Indonesia, but also from all international academic and professional community. The journal provides a platform for different theoretical and thematic approaches to pure English linguistics and applied as well as English literature. We accept only manuscripts written in English. The editors seek manuscripts that develop theoretical, conceptual, or methodological approaches to English linguistics, present results of empirical research that advance the understanding of pure and applied English linguistics, English literature studies, explore innovative policies and programs, and describe and evaluate strategies for future action, analyze issues of current interest related to pure and applied English Linguistics and literature studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 134 Documents
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REPRESENTATION OF AFRICAN AMERICAN IDENTITY AND SOCIAL CRITICISM IN THE MUSIC VIDEO "ALL THE STARS" BY KENDRICK LAMAR AND SZA: A BARTHESIAN SEMIOTIC ANALYSIS Argi Puji Widodo; Tyas Alhim Mubarok; Widiarini Widiarini; Istina Atul Makrifah
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 2 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i2.87180

Abstract

Hip-hop music videos function as semiotic texts that encode cultural identity and social critique, making them significant objects of study in media and cultural analysis. Prior research on hip-hop visuals has largely focused on lyrical content, genre history, or the political function of individual artists, with comparatively few studies applying a layered semiotic framework, specifically Barthes's model of denotation, connotation, and myth, to a single music video that combines Afrofuturist visual language with explicit social commentary. Within this body of work, the particular combination found in "All the Stars," namely the fusion of African royal imagery, contemporary street aesthetics, and direct references to poverty and historical trauma, has not previously been examined through this specific theoretical lens. This study analyzes how African American identity and social critique are represented in Kendrick Lamar and SZA's music video "All the Stars" (2018), released alongside the Black Panther soundtrack. Using a qualitative descriptive design grounded in Barthes's semiotic theory, the analysis draws on 18 purposively selected scenes and their corresponding lyric segments, chosen for their visual density and thematic relevance to identity and critique across the video. The selected scenes were interpreted as constructing an affirmative representation of African American identity through Afrofuturist visual codes, and as articulating a social critique of poverty and historical trauma tied to the African diaspora's collective memory. These findings suggest that hip hop music videos can operate as a site where cultural meaning and social commentary are worked through visual form, offering one case study within the wider study of popular audiovisual media and cultural representation.
INTEGRATING BANYUWANGI CULTURE INTO JUNIOR HIGH SCHOOL ENGLISH TEACHING Putri Balqis; Dewi Ratu Bilqis; Iva Novita; S. Ahmad Marjuki Mustofa; Dana Yudha Kristiawan
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88670

Abstract

English instruction becomes more contextually meaningful when learners can use the language to represent people, places, practices, and products that they already recognise. However, English as a foreign language materials frequently foreground distant or globally standardised contexts, while detailed classroom accounts of how local content is aligned with language objectives and communicative tasks remain limited in Banyuwangi. This exploratory qualitative classroom report examined how Banyuwangi cultural content was incorporated into two documented junior high school lessons, what patterns of student participation were observable, and what instructional challenges occurred. The available teaching-practicum archive comprised one Grade 7 lesson on traditional foods and one Grade 8 lesson on dances, festivals, tourist destinations, and cultural practices. Data consisted of descriptive observation notes and lesson documents, including visual prompts, vocabulary lists, sentence frames, and activity instructions. The materials were analysed through reflexive thematic analysis using a hybrid process that combined culturally relevant pedagogy with inductive coding. The records showed that local topics supplied accessible content for vocabulary, description, information exchange, presentation, and tourist-local role-play. Participation was most visible when learners had visual prompts, word banks, sentence frames, rehearsal, and clearly assigned roles. The records also documented pauses, pronunciation difficulty, limited vocabulary, reliance on prompts, brief Indonesian help-seeking, and unequal contribution. The report concludes that local culture can serve as meaningful language content when cultural relevance, explicit language targets, scaffolded practice, and communicative outcomes are deliberately aligned. Because the archive did not retain class-size, lessonduration, direct student-voice, or performance-gain data, the findings concern instructional feasibility and observable participation rather than motivation or proficiency improvement.
INTERCULTURAL AFFORDANCES IN A GRADE X INDONESIAN ENGLISH TEXTBOOK Berlina Adinul Quyum Al Falah; Dana Yudha Kristiawan; Abd Rahman
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88830

Abstract

Intercultural understanding has become an essential aspect of English language education because language learning involves the development of linguistic competence as well as the understanding of cultural meanings, values, and diverse perspectives. English textbooks provide learners with opportunities to engage with cultural diversity through textual materials, visual representations, and learning activities. This study examined how intercultural understanding was promoted through Work in Progress: English for Senior High School Grade X. This study employed a qualitative approach using qualitative content analysis to examine textual materials, visual representations, and learning activities related to intercultural understanding. The data were analyzed through identification, categorization, interpretation, and conclusion drawing based on Byram’s (1997) five dimensions: intercultural attitudes, cultural knowledge, interpreting and relating, discovery and interaction, and critical cultural awareness. The findings indicated that the textbook represented both Indonesian and international cultures, with cultural knowledge being the most frequently identified dimension. The potential for promoting intercultural understanding varied across chapters. Chapters 5 and 6 provided the strongest opportunities for interpretation, comparison, and critical engagement, while Chapter 3 showed the weakest intercultural potential. These findings suggest that visual representations, when connected with contextual texts and learning activities, can support learners in interpreting cultural differences and developing intercultural understanding.
A CRITICAL DISCOURSE ANALYSIS OF NATIONAL AND GLOBAL CULTURAL REPRESENTATION AND INTERCULTURAL LEARNING OPPORTUNITIES IN LET’S ELEVATE OUR ENGLISH Devi Intan Maisaroh; Dana Yudha Kristiawan; Rizki Nurfida Pambayun
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88828

Abstract

This qualitative document-analysis study examined National and global cultural representation and intercultural learning opportunities in the 2024 revised edition of Let’s Elevate Our English for Grade XI. The data comprised 34 verbal, visual, and combined verbal-visual units selected from the textbook’s four units. Cultural content was categorized as source culture, target culture, or international culture using Cortazzi and Jin’s framework; hybrid cases were counted according to their dominant category while secondary meanings were retained for interpretation. Corpus-level patterns were identified through thematic analysis, selected cases were interpreted through Fairclough’s three-dimensional critical discourse analysis, and the accompanying activities were evaluated using Byram’s five dimensions of intercultural communicative competence. International culture was the most frequent category (13 items; 38.2%), followed by target culture (11; 32.4%) and source culture (10; 29.4%). The overall distribution appeared relatively balanced, but the pattern was genre-specific: Indonesian cultural materials were concentrated in narrative units, whereas the expository units relied more heavily on Anglophone institutions and globally circulated health and environmental content. The discourse analysis showed that source culture was commonly authorized through heritage, communal values, and moral relationships with nature; target culture through statistics, policy, and institutional expertise; and international culture through globalized or humanitarian discourse. The activities supported cultural knowledge, openness, interpretation, and discovery, but explicit criteria-based comparison and critical cultural awareness were less consistently scaffolded. The findings describe textbook affordances rather than classroom outcomes.
STUDENTS’ EXPERIENCES IN PROJECT-BASED SASAK DIGITAL STORYTELLING Kahfi Amiruddin Umar; Marham Jupri Hadi; M. Mizanul Haq
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88762

Abstract

Project-based digital storytelling can connect English use with learners’ cultural knowledge, yet relatively few qualitative studies have examined how secondary-school learners experience the process of representing local heritage through English rather than only reporting learning outcomes. This interpretive case study explored three Grade XI students’ experiences of creating English-language digital stories about Nyongkolan, Peresean, and Putri Mandalika in East Lombok, Indonesia. The approximately one-month project combined cultural inquiry, script development, digital production, and reflection. Semi-structured interviews constituted the primary evidence, while classroom observations, reflective journals, and completed digital stories provided contextual information. Data were interpreted using reflexive thematic analysis. Participants described the project as encouraging inquiry beyond classroom materials, particularly through family, community, direct-observation, and online sources. They also reported opportunities to expand culture-related vocabulary, practice narrative writing and spoken narration, and communicate culturally specific meanings in English. Evidence of deeper cultural interpretation was strongest in the Nyongkolan and Peresean accounts, while the available Putri Mandalika evidence more clearly reflected engagement than a comparable change in cultural understanding. The study therefore presents culture-based digital storytelling as a promising, context-sensitive project design for EFL learning, while not claiming measured gains in proficiency or intercultural competence.
LEXICAL COHESION IN LITTLE HOPE VIDEO GAME I Gede Deva Pratama; Dewa Ayu Kadek Claria; Radha Andhra Swari
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.82894

Abstract

This study investigates lexical cohesion in the Little Hope video game by analyzing the types of lexical cohesion devices used in the game's dialogues. The research is based on Halliday & Hasan, (1976) theory of cohesion and employs a qualitative research method. The aim for this study is to find the type of lexical cohesion that used in the game story. The research identifies several key devices, including repetition, general word, synonyms or near synonyms, superordinate, and collocation.  The data source consists of conversations from the game, which were collected through a several steps, including playing the game, repeatedly reading the dialogues, and identifying lexical cohesion devices through note-taking. The findings indicate that five types of lexical cohesion are present in the game’s dialogues: Repetition (79), General Word (8), Synonym or Near Synonym (10), Superordinate (3), and Collocation (10). Among these, repetition emerges as the most dominant type. The study provides valuable contributions to the understanding of lexical cohesion in the context of digital games, with implications for future game design and narrative studies.
AN ANALYSIS OF LEXICAL AND CONTEXTUAL MEANING IN NF’S “THE SEARCH” SONG LYRICS Mukie Ardya Budiarti; Ratini Setyowati; Sri Kuncoro Dibyo Sarjono Maskuri
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88736

Abstract

Song lyrics contain not only lexical meanings as listed in dictionaries, but also meanings influenced by the context in which they are used. Therefore, an analysis of both lexical and contextual meanings is necessary to fully understand the message the songwriter intends to convey. This study aims to analyze the lexical and contextual meanings in NF’s Song Lyrics “The Search”. This study focuses on answering two research questions: 1) what is types of lexical meanings are found in the lyrics of the songs on “The Search”, and 2) what is types of contextual meanings are found in the lyrics. This study employs a qualitative descriptive method. The data source consists of the lyrics from the album “The Search” by NF. Data were collected through documentation and close reading by identifying words, phrases, clauses, and sentences that contain lexical and contextual meanings. Subsequently, the data were analyzed using Spradley’s (1980) analytical model, which encompasses domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. The results of this study show that the lexical meanings identified include synonymy with 2 data, antonym with 5 data, polysemy with 23, hyponymy with 12 data, and ambiguity with 2 data, while homonymy and redundancy were not found. Polysemy was the most dominant type with 23 data, indicating that NF tends to use words with more than one meaning that are still interrelated, thereby providing listeners with a broader scope for interpretation. Furthermore, the dominance of hyponymy indicates the use of more specific vocabulary with 12, thereby strengthening the depiction of experiences and messages in the lyrics. As for contextual meaning, the following contexts were identified are context of organs with 4 data, context of situation with 56 data, context of purpose with 18 data, context of mood with 18 data, and context of time with 2 data, with context of situation being the most dominant category with 56 data. These findings indicate that the meaning of song lyrics is primarily influenced by the speaker’s psychological state, life experiences, communicative goals, and emotional state. In conclusion, lexical and contextual analyses complement each other in providing a broader understanding of the meaning and message conveyed in NF’s song titled “The Search.
READING ENGAGEMENT DURING PROJECT-BASED MULTIMODAL COMPOSITION WITH CANVA AI Nurviyani, Vina; Helmie, Jauhar; Suhendar, Hanifa Salma
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88938

Abstract

Multimodal composition is increasingly used in English reading lessons, yet classroom accounts need to distinguish observable engagement from demonstrated improvement in comprehension. This qualitative single-case study describes how engagement was expressed during a three-meeting project-based learning unit in which 30 Grade XI vocational students in West Java read analytical exposition materials, drafted written responses, and used Canva AI to develop multimodal outputs. Evidence described in the original study consisted of classroom observations and video notes, a ten-question questionnaire, and student-produced documents. The classroom sequence moved from topic exploration and reading, to drafting and iterative prompt-and-design work, and then to presentation, peer assessment, and reflection. The observation narrative reports participation in identifying arguments, revising paraphrases and generated visuals, and evaluating classmates’ products. It also records uncertainty about copying source sentences, mismatches between generated images and intended meanings, and restrictions on premium features. These observations provide examples of behavioural participation, potentially strategic cognitive work, and mixed emotional responses, but the manuscript does not report baseline engagement scores, questionnaire item-level results, a verified artefact inventory, or an independent reading-comprehension test. Consequently, the evidence supports a bounded account of engagement opportunities and constraints, not a causal claim that Canva AI or project-based learning improved reading ability. The study identifies source-text checking, teacher scaffolding, accessible digital alternatives, and transparent engagement indicators as priorities for further classroom investigation.
GENDERED AND NON-GENDERED ATTACKS IN TRUMP'S 2024 HARRIS-RELATED RHETORIC Evi Murti Wardhani; Ratini Setyowati; Beta Setiawati
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.88917

Abstract

Political attacks directed at female candidates are sometimes interpreted as sexist even when the language does not explicitly refer to gender. This distinction matters for linguistic research because derogation, gender stereotyping, and audience effects require different evidence. Earlier studies have examined gendered political framing, but the boundary between sex-specific and generic attacks in a small compilation of statements from the 2024 Trump–Harris campaign remains unclear. This article critically re-examines 11 Harris-directed quotations previously selected from a secondary news compilation through Sara Mills’ distinction between overt and indirect sexism. The design is a bounded qualitative reappraisal of the supplied quotations, supported by contextual scholarship; no voter interviews, behavioral measures, or independently verified transcript archive was available. A conservative coding protocol considers explicit gender markers, appearance-based framing, non-gendered political insults, and ambiguous cases. One quotation explicitly foregrounds Harris as ‘a woman,’ and an appearance comparison supplies a second gender-salient but context-dependent example. The remaining nine statements criticize competence, ideology, or performance, or contain an ableist insult; their sexism cannot be established from the quoted wording alone. Published 2024 exit-poll figures provide descriptive electoral context but do not establish why individuals voted as they did. The article contributes an auditable distinction between a hostile statement’s target and its demonstrable gendered linguistic mechanism. Original-source verification and an independently documented recoding process remain essential before treating these provisional interpretations as validated findings.
EXPLORING TEACHER’S VIEW OF TEACHING ENGLISH LITERATURE IN JUNIOR HIGH SCHOOL Shofia Safinatul Jannah
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.82879

Abstract

This study explores junior high school English teachers' perspectives on integrating literature into language instruction, a practice widely recognized for enhancing linguistic and cognitive skills yet facing implementation challenges. Despite literature's potential, student disengagement and perceived irrelevance remain significant barriers. Employing a qualitative descriptive design, this research collected data through classroom observations, semi-structured interviews, and document analysis involving English teachers at SMP Proklamasi Sidoarjo. Findings reveal that teachers primarily utilize deep reading strategies to foster comprehension but encounter motivational challenges. To address this, they adopt creative, context-sensitive approaches such as outdoor learning activities. The study concludes that literature integration, when combined with innovative pedagogy, positively impacts reading comprehension and communicative competence, though it requires adaptive strategies to cater to diverse student interests. These insights contribute to literature-based EFL pedagogy and offer practical guidance for curriculum design.

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