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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 20 Documents
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Search results for , issue "Vol 11, No 1 (2026): February 2026" : 20 Documents clear
Designing an English reading instructional model incorporating Islamic content for Integrated Islamic High Schools Bahri, Seful; Wulandari, Rini Susanti; Pratama, Hendi
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.1-18

Abstract

Reading is a fundamental language skill that plays a key role in students’ academic success, yet in faith-based schools English reading instruction often lacks integration with Islamic values and character formation. While previous studies have highlighted the need for contextualized materials, limited research has offered a systematic model that aligns English reading with Islamic content and the Emancipated Curriculum (Kurikukum Merdeka). This study therefore aimed to design, validate, and evaluate an English reading instructional model that incorporates Islamic themes and the ten Muwashafat. Employing a Research and Development (R&D) design using the ADDIE framework, the study involved English teachers and students at an Integrated Islamic Senior High School in Semarang, Indonesia. Data were gathered through collaborative classroom action research (CAR) combining questionnaires, observations, interviews, and pre/post tests. The model produced includes a conceptual framework, syllabus, lesson plans, and Islamic-themed reading texts structured through the IMPACT sequence (Initiate, Map, Perceive, Analyze, Construct, Think back). Expert evaluation confirmed its feasibility with average ratings of 3.53–3.67, while classroom implementation demonstrated effectiveness, as students’ reading scores increased from 6.8 (pre-test) to 7.8 (post-test), alongside positive improvements in engagement, classroom climate, and character development. The findings conclude that integrating Islamic content with character-based values strengthens English reading instruction in faith-based contexts, and future researchers are encouraged to adapt and expand the model across diverse educational settings.
Raising the standard: Assessing the effectiveness of debate activities for English fluency in Indonesian police academy classrooms Waluyo, Gatot Hadi; Sulistiyo, Urip; Abrar, Mukhlash; Wulandari, Bunga Ayu
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.19-33

Abstract

This study examines how British Parliamentary Debate (BPD) is used to enhance English-speaking proficiency among third-year cadets at the Indonesian Police Academy (IPA). Grounded in an interpretivist perspective, it used a qualitative, single-site case study design to explore cadets’ and lecturers’ experiences with debate-based learning in police classrooms context. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis using purposive sampling (34 cadets and 2 English lecturers). The data were analyzed thematically with NVivo 15 and guided by Miles and Huberman’s interactive analysis model, comprising data reduction, data display, and conclusion drawing/verification. The analysis highlights 5 interrelated thematic experiences in speaking improvement: initial involvement, emotional response, preparation process, topic relevance, and activity perception. Overall, debate-based learning offers a holistic approach to developing linguistic, cognitive, and affective skills and can be integrated more systematically into police-academy English curricula, particularly when reinforced through regular practice, collaborative peer work, and constructive feedback from lecturers.
A review of Grammarly studies in the EFL context in Indonesia Zainurrahman, Zainurrahman; Rodliyah, Rojab Siti; Emilia, Emi
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.86-106

Abstract

Grammarly has been a popular automated writing evaluation (AWE) tool incorporated in English as a Foreign Language (EFL) writing instruction. Grammarly studies have also proliferated. However, the trends of Grammarly studies in this context have not been captured sufficiently. To fill this gap, this study reviews the trends of Grammarly studies in Indonesia, classifying published studies from 2014 to 2024 (the search occurred in March 2024). To this end, Grammarly studies were retrieved from the Sinta database and Google Scholar via Publish or Perish 8. The inclusion criteria determined that 11 studies were to be included. Using content analysis, research types, topics, instruments, methods, and key findings are classified and reported. The analysis showed that qualitative research was the most widely used method, followed by quantitative research. Meanwhile, research and development (R&D) and classroom action research (CAR) are extremely scant. Additionally, most studies have focused more on students’ perception of Grammarly than its actual performance. These findings suggest that further CAR-based, experimental, and correlational studies on the use of Grammarly in Indonesia are needed to address the research gaps identified. The study provides useful insights that can serve as a basis for future research on the use of Grammarly in language teaching and applied linguistics, especially in Indonesia.
VIPCALL: A design-based method of visual grammar symbols for improving EFL Students’ fiction writing TANUSO, NUR ANTONI EKO; Mujiyanto, Yan; Hartono, Rudi; Pratama, Hendi
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.202-216

Abstract

This mixed-methods DBR study designed and assessed VIPCALL, a web-based multimodal program, which embedded visual grammar symbols into fiction writing instruction for EFL learners. The sample included 50 university students at an intermediate proficiency level who were involved in a 16-week intervention involving needs analysis, symbol development, classroom implementation, and iterative refinement. Quantitative tools included validated grammar pre- and post-tests (Cronbach's α = 0.86) and writing rubrics; qualitative data included classroom video logs, peer debriefings, and student reflections. Change in grammar and writing results were measured with paired-samples t-tests and normalized gain, N-Gain = 0.71; thematic analysis was applied to qualitative data. The findings described here include statistically significant improvements in grammar recognition, writing accuracy, and narrative coherence-mean pre being 119.63 and mean post being 158.93-and self-reported decreases in anxiety, plus heightened engagement and confidence while writing creatively. The study illustrates the effectiveness of visual-symbol scaffolding within a collaborative digital environment as a means to harmonize grammatical accuracy with creative expression and presents practical guidelines on how to integrate symbol-based tools into the pedagogy of EFL writing.
Macrostructure, spontaneity, and interactivity: an analysis of casual talk Syafei, Muh; Nugroho, Kurniawan Yudhi; Madjdi, Achmad Hilal; Sulistyowati, Titis; Nurcahyo, Agung Dwi; Nuraeningsih, Nuraeningsih; Ekaningsih, Nur; Milad, Andurahman
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.107-126

Abstract

This study provides a qualitative analysis of a casual talk between two male postgraduate EFL students, who are Indonesian, Javanese, and English-speaking close friends. The conversation, conducted spontaneously without prior planning, consists of 203 turns and forms 23 conversational story sequences. The findings highlight key aspects of casual conversation, including structural, interactive, and interpersonal features. Structurally, the dialogue follows adjacency pairs and the IRF (Initiate-Respond-Follow-up) pattern. Spontaneity is evident in filled pauses, repetitions, false starts, backtracking, incomplete utterances, and frequent use of conjunctions and fixed expressions. Interactivity is demonstrated through turn-taking, respectful silence, occasional interruptions, and discourse markers, with communication strategies employed to prevent breakdowns. Interpersonal engagement is reflected in the use of laughter and chuckles, fostering group solidarity. Coherence emerges through cooperative exchanges, where speakers provide relevant responses and comments. Additionally, negotiation occurs in both interpersonal exchanges and logical-semantic adjustments to maintain clarity and understanding. These findings suggest that the conversation builds engagement through laughter, coherence through cooperation, and clarity through negotiation, maintaining structured storytelling despite its casual tone. However, a key limitation of this study is its reliance on audio recordings, which excludes the analysis of gestures and facial expressions. Further investigation into diverse conversational contexts, participant relationships, and cultural influences could provide deeper insights into the dynamics of casual interactions
Developing an English for pharmacy syllabus for Indonesian pharmacy assistants with a focus on speaking skills and specific vocabulary Fionalita, Melva; da Silva, Anna Marietta
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.217-236

Abstract

English has played a significant role for pharmacy assistants working in retail or hospital pharmacies. However, an English for Pharmacy syllabus that involved both pharmacy assistants and experienced pharmacists has been hardly found. Hence, to fill in the gap and to accommodate the needs for a smooth communication in English at the above workplaces, an English for Pharmacy syllabus should be developed. The aim of the present study is to identify the needs of the Pharmacy students and design a syllabus to respond to the needs. The study adopted a mixed-method approach and focused on the Present Situation Analysis and Target Situation Analysis. As many as 35 pharmacy students who have also been pharmacy assistants, and 6 senior pharmacists were involved in this study. Data was collected through a survey and an interview. Based on the identified needs, a syllabus was designed. Findings indicate that speaking skills were the utmost needed skills, followed by the listening and reading skills. The participants suggested that speaking skills were needed to enable them provide information about medicine to the foreign patients or customers, specifically information on the name, use, dosage, prices, indications, contraindications, side effects, and storage. In addition, the participants pointed out the need to understand symptoms of the diseases that are informed by the patients and to understand the content of drug leaflet or pamphlet. Furthermore, the participants needed to understand technical vocabulary to enable them to notify the medicine information. Grounded on the needs analysis, an eclectic syllabus drawn from the content-based, situational, skill-based, task-based, and notional/functional syllabuses, was designed. The syllabus prioritized speaking skills but necessitates reading and listening skills as a requisite to facilitate the acquisition of the former. The content, including the lexical items, centered on the medicines that were most frequently inquired by the patients.
Speaking anxiety in EFL learners: A systematic review of causes, strategies, and pedagogical interventions Gunawan, Iwan Dudy
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.127-145

Abstract

Speaking anxiety remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly in contexts where opportunities for authentic oral communication are limited. The goal of this study is to synthesize contemporary research on the causes of speaking anxiety among EFL learners, the effectiveness of pedagogical interventions, and their classroom implications. This study employed a systematic literature review (SLR) design by analyzing 20 peer-reviewed articles from Scopus-indexed journals published between 2020 and 2025, supported by 27 additional relevant sources. The analysis employed thematic synthesis informed by established theoretical frameworks, including the Affective Filter Hypothesis, Self-Efficacy Theory, Social Constructivism, and Communicative Language Teaching. The findings indicate that speaking anxiety is primarily driven by fear of negative evaluation, low self-confidence, unsupportive classroom environments, linguistic insecurity, and sociocultural norms. The review further reveals that technology-enhanced approaches, drama-based activities, flipped classrooms, digital storytelling, and collaborative learning consistently contribute to anxiety reduction when accompanied by emotional support from teachers. This review contributes to the field by bridging the gap between theoretical perspectives and classroom practices, particularly in underrepresented Southeast Asian EFL contexts. It highlights the importance of emotionally safe, learner-centered, and culturally responsive instructional designs. The study concludes by recommending longitudinal and cross-cultural research to strengthen the sustainable implementation of anxiety-reducing pedagogical interventions in diverse EFL settings.
Dealing with journal review results: How successful and productive authors avoid and respond to manuscript rejections Arsyad, Safnil; Zaim, Muhammad; Othman, Juliana
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.34-48

Abstract

Both early-career writers and authors with more experience may get rejected when they submit a manuscript to a distinguished or high impact journal; however, different authors may respond to rejections differently and this will determine whether or not an author is successful and publish a lot of articles in good journals. This study is aimed at investigating how productive authors react to article rejections they obtain from journal editors. This study used a qualitative approach and inductive coding data analysis techniques and processes were used to examine the data from semi-structured interview. Ten productive authors in the field of education from Malaysia and Indonesia were interviewed using a semi-structured interview to get the data. The results show that: 1) when responding to a rejection, most authors revised their manuscripts following editor or reviewers’ comments and corrections before submitting it to another journal with a lower ranking or Quartile value, 2) the major factor causing a rejection according to the respondents is a manuscript which is very similar or a duplicate of an already published one, and 3) the major factor causing a rejection according to the respondents is a manuscript which is very similar or a duplicate of an already published one.. Thus, productive authors keep writing although their manuscripts often got rejected by journals because authors learn from comments and corrections from editors and/or reviewers. Novice authors should not give up writing and revising their manuscripts although they often experience rejections from journals’ reviewers and/or editors. 
Culturally responsive teaching pedagogy as a form of knowledge ecology: A systematic literature review of EFL classrooms Istiadi, Nabila Yumna; Yuliati, Yuliati
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.146-165

Abstract

The pursuit of equity and social justice in higher education demands pedagogical approaches that transcend Western-centric traditions and legitimise diverse cultural epistemologies. This study examines Culturally Responsive Teaching (CRT) specifically in the Indonesian EFL context and intends to examine CRT as a pedagogical strategy and a way to problematise epistemological assumptions. Guided by the PRISMA 2020 framework and analysed through Critical Discourse Analysis (CDA) combined with document analysis), this research critically examines 22 documents. The findings indicate that, although CRT is recognised in national initiatives such as the Emancipated Curriculum and Emancipated Learning, its practical implementation remains uneven and largely superficial. At the classroom level, educators attempt to integrate indigenous knowledge, cultural identities, and local wisdom into English language teaching; however, these efforts are constrained by rigid, exam-driven curricula, limited professional support, and the pervasive influence of global English standards. The tension between internationalisation and localisation illustrates both the challenges and opportunities for CRT in reshaping Indonesian EFL education. Theoretically, CRT is positioned as a decolonial stance that resists epistemic hegemony while advancing epistemic justice by legitimising the ecology of knowledge. Practically, the study emphasises the urgency of aligning policies with CRT principles, expanding teacher training, and developing culturally sustaining instructional resources. By situating CRT at the nexus of social justice, decolonization, and global competence, this study contributes to global debates on inclusive and transformative education, highlighting its significance for the Global South and beyond.
Reading comprehensively using an interactive-reflective writing technique: From theory to implementation Mali, Yustinus Calvin Gai
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.49-66

Abstract

Reading and reflecting on an English literacy book with hundreds of pages, advanced vocabulary, and complex literacy theories might be daunting tasks for English as a Foreign Language (EFL) students. In response, this basic qualitative study aims to illustrate the implementation of the Interactive-Reflective Writing (IRW) technique for reading and reflecting on the textbook entitled Remixing Multiliteracies: Theory and Practice from New London to New Times, edited by Frank Serafini and Elisabeth Gee in 2017. To achieve that goal, the author collected supporting data, including the author’s reflection submitted to a literacy content course, the transcripts of his asynchronous written interactions with three graduate students, and the course instructor’s written feedback. The author then analyzed the data qualitatively and presented them to illustrate better how the IRW technique was implemented. In the results section, the author presented his reflections under five main themes: redefining teachers’ roles, using his blog to spread optimism, communicating in the real world, understanding the meaning of digital touch, and connecting classroom learning to students’ real life. With that, this paper provided some evidence on how the technique might help the author grasp and make personal connections to the ideas conveyed in the literacy book, explain the meanings of literacy in the twenty-first century, and identify areas for his future improvement as a person and an English teacher. It is hoped that the IRW technique will interest EFL lecturers worldwide seeking novel and creative ways to help their students comprehend a textbook with characteristics similar to those discussed in this study. In the end, the author acknowledged the study’s limitations and outlined directions for further research.

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