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Universitas Negeri Surabaya, kampus Lidah Wetan
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INDONESIA
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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LOVE-BASED CURRICULUM CONVERGES WITH DEEP LEARNING: A QUALITATIVE STUDY OF PEDAGOGICAL TRANSFORMATION IN MADRASAH EDUCATION Sriati; Achmad Fanani; Uswatun Qoyyimah
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.p52-63

Abstract

This study examines how a Love-Based Curriculum (Kurikulum Berbasis Cinta or KBC) can be integrated with deep learning to improve teaching practices in madrasah education. The study focuses on how values such as love, empathy, respect, and care are embedded in curriculum planning and classroom learning to create meaningful learning experiences for students. A qualitative case study was conducted at a public Islamic senior high school (madrasah) in Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis involving teachers, school leaders, and curriculum coordinators. The findings show that integrating the Love-Based Curriculum with deep learning encourages teachers to move beyond simply delivering subject content. Instead, they design learning activities that help students think critically, reflect on their experiences, and develop social, emotional, and spiritual values. Teachers also became more focused on supporting students' individual learning needs and active participation. However, the study identified several challenges, including limited teacher readiness to implement reflective teaching practices and the need for stronger curriculum management. Overall, the findings suggest that integrating love-based values with deep learning can strengthen teaching quality in Islamic education. Within this pedagogical framework, technology can serve as a valuable tool for supporting teachers' lesson planning, assessment, and reflective practice, provided that it remains aligned with the curriculum's core principles of care, empathy, and meaningful human relationships rather than replacing them.
FROM CLICKING TO CORROBORATING: EPISTEMIC-LATERAL READING FOR EFL UNDERGRADUATES Dedi Rahman Nur; Dzul Rachman; Arbain
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.p92-102

Abstract

Participating in critical reading in digital environments requires more than careful analysis of a single text. University EFL students are increasingly confronted with claims circulated throughout search results, news outlets, social media, institutional websites, and a multitude of interconnected resources. This theoretical paper establishes a framework for Epistemic-Lateral Reading (ELR) within the context of English as a Foreign Language (EFL) in tertiary education. A focused conceptual synthesis was conducted, integrating studies on Civic Online Reasoning and lateral reading, the RESOLV framework for task-driven reading, internet-specific epistemic validation, multi-document literacy, and EFL source evaluation. The synthesis indicates that the reliability of the source and the accuracy of the claim should be seen as interrelated but distinct assessments. It also suggests that EFL readers may conflate language accessibility, content relevance, or polished presentation with evidential reliability. ELR systematically organises digital critical reading into six coherent operations: articulating the thesis and purpose, scrutinising provenance, evaluating source reliability beyond the initial page, corroborating assertions through external sources, reconciling inconsistencies while modulating confidence, and constructing a judgment supported by sources in English. The framework is proposed as a theoretical model rather than an evidence-based strategy. It offers pedagogical applications and substantiated theories for subsequent exploration. ELR may enable a shift in EFL teaching from a checklist-based assessment of sources to an emphasis on evidence networks, provenance, corroboration, and justified uncertainty, while still providing language support for complex digital reading.
INSTILLING AKHLAKUL KARIMAH VALUES IN STUDENTS THROUGH DIBA' READING ACTIVITIES AT DARUL 'ULUM ISLAMIC BOARDING SCHOOL JOMBANG Reni Sukmawati; Mukhlisin; Anna Qomariana
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.p111-119

Abstract

This research is based on the fact that instilling Akhlakul Karimah (noble character) values is the main goal of education in Islamic boarding schools to shape students with good morals. The development of the times and various environmental influences require habituation that can continuously strengthen students' character. One effort applied at the Muzamzamah Female Dormitory XI is the Diba' reading activity, which contains examples of the Prophet Muhammad's noble character and religious values practiced in daily life. This study aims to describe the implementation, influence, and evaluation results of instilling Akhlakul Karimah values in students through Diba' reading activities. The research uses a qualitative approach with a descriptive design. Data were obtained through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, which includes data condensation, data presentation, and conclusion drawing. The results show that the instillation of Akhlakul Karimah values is carried out through habituation, role modeling, guidance, supervision, and continuous evaluation by caregivers and female teachers. The Diba' reading activity has a positive influence on student character formation, especially in fostering religious attitudes, discipline, responsibility, politeness, patience, and togetherness, so that Akhlakul Karimah values become more embedded in students' behavior in the boarding school environment and daily life. Although the implementation still faces some obstacles, such as differences in students' ability to read Diba' and lack of concentration among some students, these obstacles are overcome through continuous guidance and mentoring.
REVEALING ONLINE TOXICITY: A CRITICAL DISCOURSE ANALYSIS OF PROMOTIONAL CONTENT BY A SINGLE TIKTOK AND YOUTUBE INFLUENCER Erica Christiana; Endar Rachmawaty Linuwih
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.p113-129

Abstract

Social media has become one of the primary platforms through which individuals communicate, express opinions, and construct online identities. Although these platforms support freedom of expression, they also enable harmful communication, including online toxicity. Social media influencers, given their large audiences and persuasive reach, play an important role in shaping online behavior and discourse. This study examines how online toxicity is discursively constructed and promoted in the content of a single TikTok and YouTube influencer, referred to as Jazmine, based on a corpus of six videos: five uploaded directly by the influencer and one obtained from a third-party commentary channel. The analysis draws on Norman Fairclough's three-dimensional model of Critical Discourse Analysis (CDA) to examine three interconnected dimensions: the textual features of Jazmine's videos, the processes of content production and audience interaction, and the broader sociocultural context in which the discourse is produced and consumed. Particular attention is given to linguistic choices, rhetorical strategies, and communicative patterns that contribute to the construction and normalization of toxic behavior. The findings indicate that Jazmine's content displays recurring instances of derogatory language, mockery, provocation, and hostile expression framed as humor or entertainment, and that these discursive strategies appear designed to encourage audience engagement while presenting aggressive communication as acceptable online behavior. As a single-case study, these findings illustrate rather than generalize how influencer-generated content can reinforce toxic discourse by framing harmful interactions as entertaining and socially rewarding. The study contributes to Critical Discourse Analysis and digital media studies by highlighting the role of social media personalities in shaping online communication and by underscoring the need for digital literacy and responsible content creation.
CODE-MIXING FUNCTIONS IN CONVEYING CONVERSATIONAL IMPLICATURE IN AZKA-DEDDY YOUTUBE PODCASTS Evril Stefie Goranni Manik; Slamet Setiawan; Lina Purwaning Hartanti; Ayunita Leliana
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.p103-112

Abstract

In bilingual digital communication, code-mixing is used not only to combine two languages but also to help speakers convey meaning indirectly. This study aims to analyze the functions of code-mixing that convey conversational implicature in Azka Corbuzier's utterances when speaking with Deddy Corbuzier on a YouTube podcast. This study identifies the types of code-mixing, the types of conversational implicature, and the functions of code-mixing in conveying conversational implicature in Azka Corbuzier's code-mixed utterances during his YouTube podcast conversations with Deddy Corbuzier. This study applies Muysken's (2000) theory to classify types of code-mixing, Grice's (1975) theory to analyze types of conversational implicature, and Hoffmann's (1991) theory to identify the functions of code-mixing. This research employs a qualitative case study method, with data drawn from two podcast videos totaling approximately one hour and forty-nine minutes, uploaded to the YouTube channels of Azka Corbuzier and Deddy Corbuzier, from which 19 code-mixed utterances conveying conversational implicature were identified as the final data. The findings show that the types of code-mixing found are insertion, alternation, and a combination of insertion and alternation, while congruent lexicalization was not found. All data were classified as particularized conversational implicature. The dominant function of code-mixing in conveying conversational implicature is being emphatic. These findings suggest that code-mixing helps Azka Corbuzier convey conversational implicature in his conversations with Deddy Corbuzier on the YouTube podcast.

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