EDULITE: Journal of English Education, Literature and Culture
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.
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<![CDATA[A literary work as self-reflection of the author: Why and how it is manifested ]]>
<![CDATA[Idha Nurhamidah]]>;
<![CDATA[Sugeng Purwanto]]>;
<![CDATA[Nur Ekaningsih]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.194-203
<![CDATA[Anyone on earth may at one time or another reflects him or herself in a way he or she feels comfortable—be it as simple as writing up a phrase “Go to Hell with Communism!” on a wall of an old building. In this respect, he or she has reflected him or herself that he or she does not agree with the ideology of communism. The current study investigated to justify that literary works reflect the ‘selves’ of the authors in one or more possible ways. A poet may, to reflect him or herself, be characterized as employing particular styles or diction. A novelist may try to involve in one of the characters he or she has developed in order to reflect him or herself. In this study, a novel entitled “Pride and Prejudice” by Jane Austen (1813) was investigated to justify that the author (Austen) reflected herself in one of the characters in the novel. The findings reveal that Austen tried to manifest herself in one of the characters called ‘Elizabeth Bennet’ in three different ways: (1) how she behaved in her family (loving all family members, especially being close to her father), (2) how she spent most of the time—reading to broaden the horizon of thinking. As a result, she could (3) skillfully negotiate with other people through their positive sides. The study concludes that everyone, of whatever professions he or she has, will reflect him or herself in a way he or she may not realize.]]>
<![CDATA[Reframing test accommodation practice on English high-stake examination in Indonesia ]]>
<![CDATA[Imam Khasbani]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.142-155
<![CDATA[The need to provide equal education access through an inclusive system to students with difficulties (henceforth SwD) has witnessed a substantially growing interest in the last recent years. As a standard practice of education and accountability system is inseparable, the need to include SwD in large-scale assessments has also become a central interest of many pedagogical practitioners around the world. This situation has later initiated the invention of test accommodation. With their challenges and difficulties, SwD are not expected to take part in the regular procedure of assessments. This paper, with regard to the above assertions, seeks to examine the accommodation practice in Indonesian educational system. It will primarily focus on analysing the types of accommodation applied in the country’s English high-stake assessment and the evaluation of the effectiveness of the ongoing practice. Contrary to common belief, accommodation in a language test is not exclusively aimed to accommodate students with mobility and cognitive challenges. Test accommodation is also aimed at helping students who face difficulty in the language of classroom instructions. However, due to the limited space reason and the fact that the phenomenon of learning difficulties caused by the inability of students to understand the language of instruction is uncommonly reported in Indonesian educational settings, this paper will primarily focus on the accommodation issue for students with physical and mental difficulty. Apart from highlighting on the history of test accommodation as well as the related issues, this paper will cover the nature of Indonesia’s practice towards test accommodation and discuss its real implementation. Further recommendations on how the test accommodation should be conducted in Indonesia educational settings will be discussed.]]>
<![CDATA[The types and functions of code switching in a thesis defense examination ]]>
<![CDATA[Usman Kasim]]>;
<![CDATA[Yunisrina Qismullah Yusuf]]>;
<![CDATA[Sri Rahayu Jumiati Ningsih]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.101-118
<![CDATA[This study investigated the acts of code switching by lecturers and student in thesis defence examination at a university in Banda Aceh, Indonesia. The study involved five participants (four lectures and one student) of the English Language Department. Data from recordings were used to analyse the types and functions of code switching that occurred during the defence. The types of code switching were analysed based on Poplack, and the functions of code switching were analysed based on the theories by Gumperz, Hoffman and Holmes. The result showed that there were three types of code switching found in 109 examples during the interactions between the lecturers and the student, they were: intra-sentential switching (77.06%), inter-sentential switching (15.59%), and tag switching (7.33%). In term of the functions of code switching, 10 functions were identified from 68 switches, they were: addressee specification at 22.05%, followed by interjections (16.17%), loanwords (16.17%), message qualifications (11.76%), transfer of the subconscious markers (8.82%), proper names (8.82%), quotations (5.88%), message reiteration (4.41%), personalization versus objectification (2.94%) and specific features of Islamic terms (2.94%) as the least. It can be concluded that in this case, code switching allowed the participants achieve a wide range of important and interesting ends in their discourse during the thesis defence examination.]]>
<![CDATA[Emotional intelligence in Belva Plain’s Blessings ]]>
<![CDATA[Nori Indriyani]]>;
<![CDATA[Rahmi Munfangati]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.204-215
<![CDATA[Everyone faces emotional challenges. It can influence their behavior since emotion is an incredibly strong drive on human behavior. This powerful emotion can lead someone to take actions that he might not regularly do, or keep away from the conditions that someone enjoys. Emotionality is related to a range of psychological phenomena, including mood, temperament, personality, and motivation. The ability to control emotions in the self and others is called Emotional Intelligence (EI). EI can be found not only in real life but in literary works such as a novel. In line with that interesting topic, this article, therefore, explores the EI and the implications of EI of the main character in Belva Plain’s Blessings. In analyzing the novel, the study applied a psychological approach. The technique of analyzing the data was a qualitative descriptive method. The findings of the study showed Jennie’s EI, that is composed of emotional self-awareness, self-regulation, motivation, and social skills. Furthermore, the results revealed the implications of Jennie’s EI; she becomes successful because she is good at self-regulation and motivation. She is also good at self-awareness, empathy and social skills, so she has better interpersonal relations.]]>
<![CDATA[HOTS in teacher classroom interaction: A case study ]]>
<![CDATA[Yuyun Yulia]]>;
<![CDATA[Fenita Rizki Budiharti]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.132-141
<![CDATA[As Goronga (2013) notes that classroom interaction encourages students to actively participate in teaching learning process. Teacher question plays an important role to trigger students' critical thinking or Higher Order Thinking Skills (HOTS). This paper highlights questions revealed in teaching learning process that triggering students' critical thinking. Class observation and interview is conducted and then analyzed based on Bloom’s taxonomy. Data eventually show that remembering is mostly uttered to stimulate the students to state what they know about the topic and recall particular information. This means teachers find difficulties to practice questions with HOTS aspects. Teachers need to have more practice on how to encourage students to have critical thinking as one of skills in this disruptive era.]]>
<![CDATA[Indonesian EFL students’ reading motivation and writing achievement across gender ]]>
<![CDATA[Ajeng Inayatul Ilahiyah]]>;
<![CDATA[Diah Maya Andina]]>;
<![CDATA[Punggulina Andawaty Tiven]]>;
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.119-131
<![CDATA[The inseparable linkage between reading and writing has gained a crucial emphasis on language learning. It has been regarded as a constructive issue for the improvement in teaching English skills. However, little attention is given to the underlying relationship between students’ motivation in reading and their achievement in writing. This current research aimed at the correlation between students' reading motivation and their writing achievement across gender. It involved 50 third-year EFL students enrolled essay writing course divided into two classes in the ELT department. The quantitative data were collected through the use of the questionnaire on motivation in reading. Correlation analysis completed using Pearson product-moment revealed that the students' motivation in reading significantly positive influences their writing scores. It described that changes in students' reading motivation are a very weak correlation with the changes in their writing score. Another finding demonstrated that female and male students’ reading motivation and their writing achievement are significantly different. It signified that the differences correlation coefficient of both male and female students. Finding teaching implication is one of the areas that future researchers are suggested to investigate. Regarding the research findings, it indicates that there are more extensive areas offered for further studies in the relationship between reading and writing.]]>
<![CDATA[Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context ]]>
<![CDATA[Ragil Safitri]]>;
<![CDATA[Sugirin Sugirin]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.261-274
<![CDATA[Experts in English Language Teaching often consider culture as the fifth skill in foreign language learning as cultural literacy is a must in 21st-century learning. Thus, this study is to investigate students’ interest in the insertion of Big ‘C’ and little ‘c’ themes from different countries into the English classroom. In this study, the researcher distributed a questionnaire to 58 students in a senior high school in Yogyakarta. The study indicated that the respondents’ preferences were mostly about local culture (Yogyakarta and Indonesian culture), followed by target culture (culture of English-speaking countries) and international culture. In accordance with the cultural themes, they showed a relatively higher preference toward Big ‘C’ over the little ‘c’ culture. Concerning Indonesian culture, the students were excited in learning about art/literature, history, and food while for Yogyakarta culture includes history, foods, and lifestyles. Meanwhile, for target culture (Britain, America, and Australia), the students were eager to learn about lifestyles and foods. The last, for international culture, the cultural themes of lifestyles and music/sports were preferred by the students.]]>
<![CDATA[Religious cultural Arts in mentality system of Javanese society: A critical analysis to the dynamics of ‘Keris’ development as a religious archaelogy ]]>
<![CDATA[Mpu Tabah Chalifatah Aji]]>;
<![CDATA[Nunuk Suryani]]>;
<![CDATA[Akhmad Arif Musadad]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.247-260
<![CDATA[Religion in a contextual meaning as a social practice contributes to the formation of religious cultural arts as well as religious archaeology. This research context discusses about ‘Keris’ as a form of religious cultural ideas and a full comprehension of the supernatural power outside the human himself (religiousness value). This research becomes significant to do since in the middle of global extremism lifting up again ‘Keris’ as a part of networking collective as a Javanese wisdom of life. Moreover the implication is that the religious philosophical value which is applied universally and symbolized in ‘Keris’ archaeology is able to lead to the realization of cultural identity which tightens nationalism in heterogeneity not homogeneity, creates awareness of the preservation of the religious archaeology as a form of religious cultural ideas. This research uses an ethnography qualitative research supported by interviews along with Talcon Parson’s the theory of Societies. It located in Solo, Jawa Tengah. The result of the study also shows that the dynamics of ‘Keris’ development genealogically is not only as a part of self-identity of Javanese society (invulnerability symbol). Kris in this case is also related to the society’s mentality system which is close to the philosophical value of religiousness which is fully comprehended as ethics and wisdom of life.]]>
<![CDATA[Representation of authors’ worldview in selected poems of Mabala, Summons: poems from Tanzania (A genetic structuralism analysis) ]]>
<![CDATA[Astelia Mihayo]]>;
<![CDATA[Ida Bagus Putera Manuaba]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.171-182
<![CDATA[This paper examines the worldview of Tanzanian poetry in English. It focuses on selected poems of Mabala (1980) entitled Summons: Poems from Tanzania. The study places the poems under Lucien Goldmann’s genetic structuralism approach and argues against the historical context and discourse of Tanzania between 1960s and 1980’s. Specifically, the study analyses the author’s social and historical conditions influenced the production of the Summons poetry and showcases how the author’s worldview in particular poems in general are creatively explored in the social realities. The exploration of worldview in selected poems congruence the social and historical realities and the Socialism ideology [society’s worldview or global structure]. In other words, the exploration of the worldview in the selected poems confirms the homology of the global structure. The poems construct the ideal values of socialist state that seemed relevant in the post-independence Tanzania. They, in one or another provide the historical account for the building of Socialism ideology. They are about and against the ideology which confuse the vision people have of themselves and of their lives and the friction that failed the implementation of Socialism ideology. The study appropriates dialectic method to achieve the coherence of meaning of the text as a whole (poem structure and global structure).]]>
<![CDATA[Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection ]]>
<![CDATA[Salim Nabhan]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.156-170
<![CDATA[Designing new pedagogy in response to the advancement of technology that requires the integration of literacy has became the issue in ELT classroom. What is more, the conception of teaching English skills, including writing, is not merely limited to the language skills target but also how the learners become multiliterate in facing todays’ world. This article puts forward the framework of multiliteracies that is integrated in process writing approach to bridge the gap between literacy education and writing pedagogy. This study aims at investigating the enactment of the incorporation of multiliteracies with process writing approach and to explore the learners’ reflection toward the use of the framework in their writing practices. The data were taken from online surveys, the participants’ reflection, observation, and focus group discussion in the end of the study. Researcher used qualitative analysis with embedded quantitative data. The proposed framework was delivered to pre-service teachers (PST) in English Writing subject at the English Language Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya, Indonesia. Step by step procedures in process writing approach were incorporated with multiliteracies along with some activities used in teaching writing. Findings indicated that implementing the framework in teaching writing provides PSTs with the opportunities to embrace the multiple modes of meaning making and digital technology in writing, produce texts, and present them in multimodal and creative ways. In addition, despite several challenges in its implementation, the activities helped to improve the writing skill, decrease the chance of plagiarism, and increase the authentic writing. Finally, PSTs were motivated to enhance their digital literacy used in writing practices. As a result, the study suggests that multiliteracies had a space in the teaching writing skill following the guided procedures in process writing approach. ]]>
