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EDULITE: Journal of English Education, Literature and Culture
Published by Universitas Islam Sultan Agung
ISSN : 24775304     EISSN : 25284479     DOI : 10.30659/e
Core Subject : Education,
Education
EduLite Journal of English Education, Literature and Culture is a blind peer review international journal which publishes manuscripts within the fields of teaching English as a first, second or foreign language, English language teaching and learning, English language teachers' training and education, English language and literary studies, literature, and cultures in general (more on focus & scope). It is published by Language and Communication Science Faculty (former Language Faculty), Universitas Islam Sultan Agung twice a year in February and August.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 30 Documents
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Search results for , issue "Vol 10, No 2 (2025): August 2025" : 30 Documents clear
Students’ perceptions toward teaching materials for the Listening and Speaking for General Purposes subject Hustarna, Hustarna; Arif, Nely; Habizar, Habizar
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.204-219

Abstract

Teaching materials are crucial in education. They are tools for teachers to facilitate students to learn and improve the interaction of a teacher and students. Teaching materials should fulfill some criteria. One of them is the suitability of the materials to students' needs and interests. This study aims to explore students' perceptions toward teaching materials for the subject of Listening and Speaking for General Purposes. The study employs a mixed method. A questionnaire and an interview were used to gather the comprehensive data. The data from the questionnaire were analyzed using a statistical calculation, while the interview data were analyzed using thematic analysis. The teaching materials were provided by three lecturers from three different classes. The results showed that teaching materials used by D1 and D2 were considered good and beneficial for students, while the one used by D3 was perceived as inappropriate and did not help students improve their listening and speaking skills. Finally, this study recommends improving the teaching materials to meet students' needs and interests.
Anchoring task-based learning to foster cadets’ sustainable English-speaking skills Dewi, Irma Shinta; Fatimah, Fatimah; Fauziningrum, Endah; Kritandani, Weny; Sani, Asrul
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.254-270

Abstract

This descriptive quantitative study demonstrates that Task-Based Learning (TBL) significantly enhances the English-speaking proficiency of maritime cadets at Semarang Merchant Marine Polytechnic (SMMP). Through authentic shipboard training experiences, 30 final-year cadets showed a remarkable 16% improvement in English communication skills compared to the previous academic year. Assessment using Brown's techniques revealed robust performance in grammar (81, very good) and comprehension (79, good), with notable development in fluency (80, very good). While vocabulary (79, good) and pronunciation (78, good) showed positive results, these areas require additional focus. The instruments used in this study included recorded speaking tasks conducted during shipboard training, which were transcribed and scored using Brown’s (2004) speaking assessment rubric. Quantitative data were then analyzed using descriptive statistics to determine performance levels and identify skill-specific strengths and weaknesses. These findings highlight that integrating real-world maritime tasks with language learning creates sustainable English-speaking skills that directly enhance cadets' professional readiness. The study demonstrates that TBL effectively bridges the gap between classroom learning and industry requirements, making graduates more confident and competitive in global maritime employment.
The analysis of language attitude of gen-Z students towards EFL in urban and suburban areas Uswatunnisa, Uswatunnisa; Mursyid, Andi Miftahul Maulidil; Rahmat, Rahmat
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.271-286

Abstract

Analyzing EFL students’ language attitudes is essential, given the uniform national curriculum across Indonesia. The urban-suburban EFL proficiency gap shows greater challenges for suburban teachers. This study explores Gen-Z students' attitudes toward EFL in South and West Sulawesi. A mixed-method (Qual-Quan) design was used, combining classroom observations and interviews to gather concrete data on students’ reactions to English use in the teaching-learning process, conducted over three separate days. The researchers distributed a 14-item language attitude questionnaire covering beliefs, feelings, and tendencies. The research finds that urban Gen-Z students showed generally positive attitudes—enthusiastic, adaptable, and willing to use English even when optional, while still retaining regional accents with pride. In short, They were found to adapt linguistically to their interlocutors, indicating openness and pride in using English despite retaining traces of their regional accent.  In contrast, suburban students showed mostly negative attitudes toward English, often mocking peers’ mistakes and feeling shy to speak. Yet, in individual tasks, they were more serious, revealing resistance shaped by peer pressure and strong local language loyalty. The findings underscore the significant role of social context, peer influence, and ethnolinguistic identity in shaping language attitudes among Generation Z in multilingual regions. Nonetheless, the researchers would highly recommend for future scholars to develop specific EFL curriculum for suburban students for better outcomes on English mastery.
Differentiated instructions with literary works to enhance students’ engagement and reading comprehension Octaviyanti, Cindy Kurnia; Wahyuni, Sri; Widhiyanto, Widhiyanto
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.220-239

Abstract

This study observes the implementation of differentiated instructions (DI) with literary works to enhance students' engagement and reading comprehension in eighth-grade EFL classroom settings. The investigation employed an exploratory sequential mixed-method design with quantitative data collection through pre-tests and post-tests to assess students' reading comprehension, and a questionnaire was used to measure engagement. Qualitative data were obtained through semi-structured interviews with the teacher to gain insights into DI with literary works implementation. The findings showed significant enhancement in students' engagement and reading comprehension after implementing DI with literary works. The questionnaire results indicated high levels of engagement, with mean scores of 3.32 for behavioral engagement, 3.34 for emotional engagement, and 3.10 for cognitive engagement, suggesting that students were actively involved in the learning process at multiple levels. Furthermore, the pre-test and post-test results showed a notable increase in reading comprehension, with the mean pre-test score at 66.17 and the mean post-test score at 77.46, reflecting an 11.29-point improvement. Moreover, the teacher's reflection highlighted its effectiveness in fostering a student-centered classroom, though the approach required considerable preparation and effort. This study implies that teachers need additional support and training to effectively design and implement DI in their classrooms. Furthermore, this research contributes to the integration of literary works as a medium for differentiated learning, so it provides a novel approach to enhance students' engagement and reading comprehension.
Defining an effective EFL teacher: Insights from Filipino English educators Marsevani, Maya; Nurlaily, Nurlaily
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.240-253

Abstract

The demand for native and native-like English teachers in Asia has shifted preferences toward educators from countries like the Philippines, known for its high level of English fluency and nativized language forms. This study examines the unique challenges and attributes of Filipino English as a Foreign Language (EFL) teachers in Indonesia, focusing on their relatability to students and the high expectations placed on them as expatriates. The study utilized a qualitative case study approach, gathering insights from six Filipino EFL teachers working in Batam, Indonesia, across five schools. Data were collected through semi-structured interviews with 11 questions, complemented by classroom observations and document analysis. The teachers, with varying levels of experience, shared their classroom challenges and strategies for effective teaching. Findings highlight the importance of adaptability, cultural awareness, and pedagogical flexibility in effective EFL teaching. Teachers emphasized the need for instructional strategies tailored to students' diverse learning needs, integrating structured curricula with supplementary materials. Their reflections also underscored the value of self-awareness and continuous professional development in improving teaching efficacy. This study provides insights into the complexities of being an expatriate EFL teacher in Indonesia. The findings suggest that EFL teacher training should prioritize cultural sensitivity, adaptability, and flexible pedagogical approaches. Future research could expand on these findings, exploring the experiences of Filipino teachers in different regions of Indonesia, to further understand the dynamics of expatriate teaching in Asia.
Forecasting future needs in English for Specific Purposes curriculum: A Delphi study among industry experts and ESP practitioners Solihat, Dadang; Fadhly, Fahrus Zaman
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.287-304

Abstract

This study explores future-oriented curricular priorities for English for Specific Purposes (ESP) by employing a three-round Delphi method involving 25 experts from academia and industry. In Round 1, participants identified 63 emerging themes across five domains: digital literacy integration, interdisciplinary ESP content, soft-skill infusion, task-based learning models, and adaptive assessment strategies. Round 2 consolidated and ranked 12 core components, with AI literacy, adaptive task-based modules, cross-cultural pragmatics, and soft-skills integration emerging as top priorities. By Round 3, consensus (≥75%) was achieved on a four-pillar ESP framework: technological integration, learner-centered pedagogy, discipline-specific authenticity, and outcome-based assessment. Cross-sectoral analysis revealed a significant gap between industry-driven priorities (e.g., real-time communication) and academic emphasis (e.g., critical reading and writing), highlighting the need for curricular harmonization. The findings underscore a shift toward integrative, technology-enhanced, and professionally aligned ESP models. Implications include the urgent need to reform teacher training to address competencies such as AI, sustainability, and data-driven instruction
The influence of using picture story books on the mastery of English vocabulary in early childhood Sirjon, Sirjon; Setyaningsih, Diana; Sulle, Naomi Mersi
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.305-320

Abstract

The low mastery of English language comprehension in early childhood is a problem that has an impact on the development of children's language skills later. One of the contributing factors is the minimal use of interesting learning media that is in accordance with children's characteristics. This study aims to analyze the impact of the use of picture story books on the mastery of English vocabulary in early childhood. This study used a quasi-experimental method with a one-group pretest-posttest design. The research sample consisted of 15 children aged 5-6 years. The sample was selected by purposive sampling based on the consideration that children aged 5-6 years are likely to be actively involved in English vocabulary learning activities. Data were collected through a comprehension mastery test in the form of word recognition and pronunciation based on pictures. The data analysis technique used a paired t-test. The results showed a significant increase in the average score from 2.07 in the pretest to 3.67 in the posttest, with a significance value of 0.000 (p <0.05). The conclusion of this study is that picture story books have a positive effect on improving early childhood English comprehension. These findings imply the importance of using picture story books as a fun, interactive, and contextual learning medium in language learning in early childhood education. Future scholars are encouraged to build on these findings by further exploring culturally contextualized story content, integrating family involvement, and longitudinal studies examining the long-term impact of storybook-based learning.
English as a Medium of Instruction (EMI) in Indonesian elementary schools: Features, problems, possibilities, and prospects German, Emilius; Pujiastuti, Ani; Estillomo, Ryan Besa
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.535-554

Abstract

The implementation of English as a medium of instruction (EMI) in Indonesian primary schools has resulted in positive and negative effects. The objective of this study is to identify the characteristics, challenges, possibilities and prospects of EMI in Indonesian primary schools. A convergent parallel mixed approach was employed to obtain insight from 32 teachers working in EMI schools. The results show that the dual-medium strategy is the main approach assisting students in gradually transitioning from their mother language to English based on their various language proficiency and their parents’ favor.  However, many teachers find it difficult to explain difficult concepts in English, particularly to students who have limited competencies.  Although the majority of teachers believe that there are enough EMI teachers, there is a shortage of certified and experienced educators as well as limited opportunities for ongoing professional development. The prospects for EMI remain optimistic despite these challenges. Participants expect future expansion powered by enhanced institutional support, improved teacher training, optimized resource distribution, and increased stakeholder engagement. These elements are essential for the sustainable and effective implementation of EMI within Indonesia's diverse educational setting
Online assessment in ELT: Teachers’ practices and challenges Ermayati, Ermayati; Saefurrohman, Saefurrohman
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.451-470

Abstract

This qualitative case study investigates the online formative assessment practices and the challenges faced by junior high school English teachers in Banyumas Regency. Utilizing observations, semi-structured interviews, and document analysis with five purposively selected teachers, the study explores the practical implementation of digital assessment tools in English Language Teaching (ELT) classrooms. Findings reveal that teachers actively utilize interactive platforms like Quizizz, Google Forms, and Wordwall, primarily for quick quizzes and immediate feedback, demonstrating a clear alignment with learning objectives. This approach significantly boosts student motivation and engagement, largely owing to the tools' interactive and gamified features. However, the path to seamless integration is marked by several key hurdles. Prominent challenges include limited student access to suitable devices and reliable internet connectivity, persistent technical issues with platforms and signals, students' initial unfamiliarity with online tools, and significant concerns over phone misuse and academic integrity. Additionally, teachers themselves reported perceived gaps in their experience and digital skills. These insights collectively emphasize the crucial need for enhanced technological infrastructure, tailored professional development for educators, and supportive policy frameworks to effectively realize the full potential of online formative assessment in ELT
Correlation between Intensive Training Program (ITP) and English and Arabic Proficiency Test (EAPT) results: An analysis of three language skills of postgraduate students Mariana, Ana; Hula, Ibnu Rawandhy N.; Husain, Dahlia; Pakaya, Nurul Aini
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.358-376

Abstract

This study measures the correlation between the Intensive Training Program (ITP) and the English and Arabic Proficiency Test (EAPT) scores among 100 postgraduate students at IAIN Sultan Amai Gorontalo from four non-language programs. A quantitative method with an ex-post facto design was used, and data analysis was conducted using Spearman’s correlation test. Data were collected through a three-aspect proficiency test: listening (istima’), structure (tarakib), and reading (qira’ah), using a Computer Assisted Test (CAT) application with 140 items. The test results were processed using score conversion and SPSS Version 30. Before the ITP, none of the students achieved the minimum passing score for the EPT (450), and only six passed the APT. After the training, 18% reached the minimum EPT score, and the number of students who passed the APT increased significantly to 32. Correlation analysis showed that ITP effectively improved listening (correlation 0.582; p=0.002) and structure (correlation 0.592; p=0.002) in EPT, but was less effective for reading (correlation 0.085; p=0.686). In contrast, ITP greatly enhanced all aspects of APT: istima’ (correlation 0.972; p=0.000), tarakib (correlation 0.993; p=0.000), and qira’ah (correlation 0.997; p=0.000). The short duration of the training affects its effectiveness, along with students’ educational backgrounds and learning motivation. To enhance efficacy, it is recommended to extend the training duration, provide relevant modules for non-language students, enhance motivation through regular practice, and improve reading instruction methods. ITP positively impacts Arabic and English language proficiency, particularly for APT, suggesting that targeted training can significantly benefit non-language students’ language skills.

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