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ELite Journal: International Journal of Education, Language and Literature
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 26218127     DOI : //doi.org/10.26740
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The scope includes theory and practice in Education, Language Teaching and Learning, Linguistics and Literature, language teachers training, teaching English as a second and foreign language
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 145 Documents
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PARENTAL INFLUENCE IN RANDA ABDEL-FATTAH’S DOES MY HEAD LOOK BIG IN THIS? Insania Chlisna Violita; Sufi Ikrima Sa'adah
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p1-12

Abstract

This study examines the formation of Muslim identity in Amal, a Palestinian-Australian Muslim teenager in Randa Abdel-Fattah’s Does My Head Look Big in This? Amal has lived in Australia since she was born, raised in a spiritual family within a diasporic setting. The article further addresses the question of how Amal’s parents shape her Muslim identity within a multicultural minority-Muslim context. The analysis focuses on the parental influences on Amal’s identity formation as a Muslim who is faithful in her decision to wear hijab. This study employed a qualitative descriptive approach with textual analysis. The data were collected from narratives and dialogues in the novel that address parental influence and identity formation. The analysis is situated within postcolonial and diasporic perspectives, while Stuart Hall’s concept of cultural identity, particularly identity as “being” and “becoming,” serves as the primary analytical framework. The findings demonstrate that Amal’s parents shape her Muslim identity in three interconnected ways: as keepers of cultural roots, as providers of emotional support, and as mediators in negotiating identity within a multicultural society. These roles give Amal both cultural grounding and emotional strength to face stereotypes and discrimination. The study concludes that parental influence functions as an important foundation for maintaining cultural continuity while helping Muslim adolescents negotiate identity within multicultural diaspora contexts. The study also contributes to postcolonial and diaspora discussions by emphasizing the family as a significant site of identity formation in literary representations of Muslim minority experience.
NEGOTIATING CULTURAL IDENTITY OF MEI LEE IN TURNING RED (2022) Tsabita Putri Ibrahim; Ayu Saraswati
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p13-23

Abstract

In the era of globalization, second-generation immigrants often face complex challenges in negotiating their cultural identity as they balance heritage values with the norms of their host country. This study aims to analyze how the main character in the film Turning Red (2022) negotiates her cultural identity within a Chinese-Canadian family. This study applies Will Kymlicka’s (1995) theory of multiculturalism as an analytical approach, focusing on the concepts of polyethnic rights and internal restrictions. This research uses a qualitative content analysis with the main data source in the form of dialogue. The findings indicate that the main character, Mei, initially experiences strong internal restrictions imposed by her family, which limit her individual autonomy. However, as the film progresses, she gradually asserts her individuality and redefines her identity. She can finally control the inner red panda within herself that will come out whenever she is too emotional, and it symbolizes the success in balancing her sense of belonging to her culture with her individual autonomy.
FROM EXCLUSION TO BELONGING: IDENTITY FORMATION AND TRANSFORMATION IN WONDER (2017) THROUGH SOCIAL IDENTITY THEORY Naomi Rebecca Sadia; Ayu Saraswati
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 2 (2026): ELite Journal (Volume 6 Number 2, April 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n2.p97-110

Abstract

This study aims to examine the formation and transformation of August Pullman (Auggie) social identity as the main character in the American drama film Wonder (2017). Born with a facial difference caused by Treacher Collins Syndrome, Auggie experiences discrimination, exclusion, and bullying at school, which significantly influences his self-perception. The study applied a descriptive qualitative method with the film as the main data source, consisting of dialogues, monologues, and selected visual scenes. The visual data are analyzed by using narrative elements, including mise-en-scène and cinematography as the supporting data to strengthen the interpretation of social identity representation. The theory conducted by Tajfel and Turner (1979) includes the processes of social categorization, social identification, and social comparison. The findings show that Auggie is initially categorized based on his physical appearance, which leads to exclusion. This is reinforced through social identification, where peers adopt negative group norms, and social comparison, which positions Auggie as an out-group member. However, his social identity gradually changes through positive interactions, including developing friendships, moral reflection among classmates, reduced bullying, and supportive school experiences. Key turning points in the story lead to greater acceptance, confidence, and belonging. By the end of the movie, Auggie is recognized and accepted by his peers, showing personal growth and social change. Overall, this study concludes that social identity is dynamic and can change through positive interaction and acceptance within society.
IDEATIONAL METAFUNCTION OF THE ‘UN WOMEN’S 2026 INSTAGRAM POSTS: A TRANSITIVITY ANALYSIS OF GENDER INEQUALITY DISCOURSE Aghniya Zahra Ardya Effendi; Widyastuti
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 1 (2026): ELite Journal (Volume 6 Number 1, January 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n1.p50-61

Abstract

This research examines how gender inequality is represented in institutional feminist discourse through analyzing the transitivity pattern of UN Women's 2026 Instagram posts. This research employs a descriptive qualitative approach and applies Halliday’s Systemic Functional Linguistics, specifically ideational metafunction, to analyze the process types and participant roles of the selected data. The datasets consist of ten UN Women's 2026 Instagram posts, published between February and March 2026. The findings reveal that only four process types were captured in a total of seventeen clauses. Relational process is the most frequently used, with eight appearances, followed by material processes with six appearances, mental processes with two appearances, and verbal processes with one appearance. In terms of participants' roles, women and girls are most frequently positioned as carriers in relational processes, with four appearances. Furthermore, women and girls were also positioned as affected participants, such as a goal and receiver, with one appearance each. In terms of movement areas, UN Women’s post presents all four movement areas: leadership, economic empowerment, freedom from violence, and peace, security, and humanitarian actions, although economic empowerment is not presented explicitly. These findings suggest that in institutional discourse, gender inequality tends to be portrayed as a structural and socially constructed condition, positioning women both as carriers of social conditions and as actors who actively challenging inequality. For future research, it is recommended to use multimodal discourse analysis to apprehend the non-language aspect of the posts and present more insight into how gender inequality is presented in institutional feminist discourse.
MORAL FORMATION AND ITS LIMITS: A CASE STUDY OF ISLAMIC EDUCATIONAL ETHICS IN A MADRASAH TSANAWIYAH, EAST JAVA Anna Qomariana; Achmad Fanani
ELite Journal : International Journal of Education, Language and Literature Vol. 5 No. 1 (2025): ELite Journal (Volume 5 Number 1, January 2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v5n1.p58-71

Abstract

Islamic educational ethics play a central role in shaping students’ moral, spiritual, and intellectual development. This study examines how Islamic ethical values are understood, practiced, and internalized within an Islamic school context in East Java, Indonesia. Employing a qualitative case study design, the research involved 18 participants consisting of five Islamic education teachers, twelve eighth-grade students, and one school principal at a Madrasah Tsanawiyah. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis to identify patterns related to ethical understanding, classroom implementation, and moral internalization. The findings reveal that teachers conceptualized Islamic educational ethics through values such as adab (proper conduct), ikhlas (sincerity), amanah (responsibility), and respect for knowledge, whereas students primarily interpreted ethics as compliance with school rules and behavioral expectations. The study also found that ethical values were consistently enacted through classroom routines, including prayers, Qur’anic recitation, respectful greetings, collaborative learning, and teacher modeling. However, students’ moral internalization remained limited, as ethical behaviors were often motivated by external regulation rather than personal moral conviction, and opportunities for reflective discussion of ethical dilemmas were rarely provided. The study highlights a gap between the institutional emphasis on Islamic ethical education and students’ deeper moral development, suggesting the need for more reflective and student-centered pedagogical approaches in Islamic schools.
FROM HOME TO WHATSAPP: DIGITAL FAMILY LANGUAGE POLICY AND WAIJEWA LANGUAGE TRANSMISSION AMONG SUMBANESE MIGRANT FAMILIES IN KUPANG CITY Christmas Prasetia Ate; Muliani
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p24-40

Abstract

This research examines digital family language policy and Waijewa language transmission among Sumbanese migrant families in Kupang City, East Nusa Tenggara, Indonesia. This study employed a qualitative-dominant embedded mixed-methods design, in which qualitative data from interviews and WhatsApp communication were used as the primary basis for interpretation, while questionnaire data provided descriptive quantitative support for identifying general patterns of language use and family language practices. The participants consisted of 28 Sumbanese migrant families with Waijewa-speaking backgrounds who live in Kupang City and use WhatsApp as part of their family communication. Data were collected through questionnaires, semi-structured interviews, and selected WhatsApp communication practices, then analyzed descriptively and thematically using the framework of family language policy, language maintenance and shift, and digital sociolinguistics. The findings show that Waijewa remains strongly used in communication with parents, elders, adult relatives, and during family gatherings. However, its use with children is less consistent, as many younger family members understand Waijewa but often respond in Indonesian or Kupang Malay. WhatsApp functions as an extended family domain through voice notes, video calls, family groups, greetings, jokes, advice, and emotional messages. Nevertheless, digital communication does not automatically guarantee active transmission unless younger speakers are encouraged to participate in Waijewa. The research concludes that Waijewa remains resilient as a language of identity, kinship, and emotional belonging, but its long-term vitality depends on consistent family language management and active youth participation.
PESANTREN AS A LIVING CURRICULUM FOR PANCASILA EDUCATION: VALUE INTERNALIZATION AT DARUL ULUM JOMBANG Muhammad Zaki; Achmad Fanani
ELite Journal : International Journal of Education, Language and Literature Vol. 5 No. 2 (2025): ELite Journal (Volume 5 Number 2, April 2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v5n2.p51-67

Abstract

This study explores how Pancasila values are internalized through the socio-cultural environment of Darul Ulum Islamic Boarding School (Pesantren), Jombang, Indonesia. While Pancasila Education is commonly associated with formal classroom instruction, pesantren institutions provide a distinctive educational ecosystem in which national values are embedded in religious traditions, daily practices, and communal life. Using a qualitative case study approach, data were collected from September to December 2024 through semi-structured interviews, participant observation, and document analysis involving teachers, pesantren leaders, and students. The findings reveal that the internalization of Pancasila values at Darul Ulum extends beyond formal curricular activities and operates through the hidden curriculum of pesantren culture. Five major themes emerged: (1) integration of Islamic and Pancasila values, (2) character formation through habituation, (3) communal learning and mutual cooperation, (4) democratic participation and leadership development, and (5) strengthening national identity within religious commitment. The study demonstrates that pesantren culture functions as a living curriculum that facilitates the internalization of Pancasila values through experiential and participatory practices rather than doctrinal instruction alone. The findings contribute to discussions on citizenship education, character education, and the role of Islamic educational institutions in promoting national cohesion. The study suggests that pesantren-based Pancasila education offers an alternative model for cultivating responsible citizens who maintain strong religious and national identities simultaneously.
EFFECT OF HYPNOTEACHING METHOD ON LEARNING MOTIVATION OF PAI STUDENTS Lilik Maftuhatin; Deva Ihtiyarina; Dhikrul Hakim; Dwi Nurcahyani
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p41-51

Abstract

Hypnoteaching is an instructional method that engages students' subconscious mind through suggestion, relaxation, and various hypnotic techniques to foster meaningful communication between teachers and learners. This quantitative correlational study examined the effect of the hypnoteaching method on the learning motivation of Islamic Religious Education (PAI) students at Universitas Pesantren Tinggi Darul Ulum Jombang. Data were collected from 75 semester VI students through observation, documentation, and questionnaires, then analyzed using a percentage formula and Pearson product-moment correlation with the assistance of SPSS. The results showed that the implementation of the hypnoteaching method reached a percentage score of 77.2%, while students' learning motivation reached 67.5%, both falling within the good category. Correlation analysis yielded a coefficient of 0.306 with a significance value of 0.007, below the 0.05 threshold, leading to the rejection of H0 and the acceptance of Ha. This result was further confirmed by comparing the calculated r-value with the critical r-value at the 0.05 significance level (0.306 > 0.227). Although statistically significant, the correlation was weak-to-moderate in strength, accounting for approximately 9.4% of the variance in learning motivation. These findings indicate that the hypnoteaching method contributes meaningfully to learning motivation among PAI students, though its effect should be interpreted alongside other factors that also influence student motivation in this setting.
NEEDS ANALYSIS FOR DEVELOPING ICT-BASED INTERACTIVE E-MODULES ON FLIP HEYZINE IN ENGLISH LANGUAGE LEARNING IN ELEMENTARY SCHOOL Qurota A'Yunin; Sabariah; Harwanto
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p78-91

Abstract

Due to conventional teaching materials that do not match the digital conveniences of learners and the demand of the Kurikulum Merdeka framework, English language learning in Indonesian elementary schools faces persistent challenges. This current study was carried out to analyze the needs as preliminary step for developing ICT-based interactive e-modules through Flip Heyzine in learning English. It used descriptive qualitative design with research subjects that is English teacher of 5 elementary schools and students grade IV-VI numbering 30people. Questionnaires were distributed, semi-structured interviews were conducted, and ten sessions of classroom observation were held; the data collected were analyzed using descriptive statistics and thematic analysis. The results reveal four major areas of need: the existing quality of traditional pedagogical content is insufficient, students have a significant lean towards using digital and interactive study materials despite teachers having positive attitudes toward ICT adoption but only moderate levels of competency with it, teachers had sufficient access to personal smartphone and mobile data to support Heyzine's browser-based share-link deployment model. Flip Heyzine has full support for all the high priorities features requested by participants; that is somewhat confusing as they used embedded audio, instructional video, interactive quizzes and child friendly visual design. The findings provided strong empirical groundwork for the subsequent construction of Heyzine-based interactive e-modules and also suggested areas for future studies, including expert validation and effectiveness testing within a real-life elementary English learning environment.
EFL STUDENTS' CHALLENGES IN SCRATCH-BASED COLLABORATIVE WRITING: A DESCRIPTIVE SURVEY STUDY Rahma Amelia Putri; Rosi Anjarwati; Tatik Irawati; Ika Lusi Kristanti
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p64-77

Abstract

The use of digital learning tools has provided new opportunities to support collaborative writing in the English as a Foreign Language (EFL) classroom. Scratch is one of the digital learning platforms that can be utilized to support collaborative writing activities through its multimedia and storytelling features; however, students may experience various challenges during its implementation. Therefore, this study aimed to investigate EFL students' challenges in using Scratch as a digital learning tool for collaborative writing. This study employed a quantitative descriptive survey design involving 54 eleventh-grade students at SMA Negeri Jogoroto, Jombang, who had experience using Scratch in collaborative writing activities. Data were collected through a 20-item closed-ended questionnaire using a five-point Likert scale and analyzed using descriptive statistics, including mean scores and standard deviations, which were subsequently categorized according to a predetermined mean-interval classification. The findings showed that students experienced challenges categorized as high across all three dimensions examined. Digital Literacy Levels of Students was the most prominent challenge (M = 3.62), followed by Limited Access to Technological Infrastructure and Resources (M = 3.53) and Technical Issues and Compatibility Problems (M = 3.50). These findings indicate that students still faced difficulties with digital skills, technological resources, internet access, software compatibility, and technical support when using Scratch. In conclusion, the successful integration of Scratch in collaborative writing requires adequate digital literacy, reliable technological infrastructure, and continuous technical support. Therefore, English teachers and schools should provide sufficient training, improve technological facilities, and strengthen technical assistance to optimize the implementation of Scratch in EFL collaborative writing activities.

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