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[FbG as an around the clock support for an essay writing course amidst the pandemic ]]>
<![CDATA[Tono Suwartono]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.238-255
<![CDATA[This study aimed to explore the potential of Facebook Group (FbG) for teaching essay writing skills in the period of social distancing due to covid-19 pandemic. The study involved three groups of students who had been attending Essay Writing Course. Data was collected through questionnaires, interview, home assignments, and documents. Questionnaires were distributed via Google Form. Interviews were conducted with students through WhatsApp chats and calls. Descriptive statistics were used to analyse data obtained from closed questionnaires, home assignments, and mid-term test. Data from open questionnaires, interviews, and documents was analysed using qualitative inductive approach to identifying themes – topics, ideas, and patters of meaning. Study findings indicated that FbG has been an appropriate place for developing essay writing skills amidst the pandemic. FbG as networking site has made possible an effective, efficient, and practical essay writing learning for the following reasons. Firstly, FbG discussion forum provided invaluable learning input. Secondly, FbG was easy to operate. The students could learn independently at their own pace. Lastly, use of FbG brought them convenience and raised confidence to better engage in learning online. FbG has supported students’ essay writing learning process that has led to good writing performance. This can be seen not only from the conducive learning process in comparison to traditional classroom instruction prior to the pandemic, but also from learning outcome apparently observed in writing portfolios as well as mid-term test.]]>
<![CDATA[Methods of resource room management for teachers of learning disabilities in English language in light of some variables ]]>
<![CDATA[Mohamad Ahmad Saleem Khasawneh]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.213-221
<![CDATA[This study aimed at identifying the methods of managing the resource room for teachers of English language learning disabilities in the light of some variables. The study population consisted of all (60) teachers of English language learning disabilities in the upper basic stage in Irbid Governorate. The sample of the study consisted of (30) female and male teachers. The study used the descriptive methodology, for which a questionnaire was developed to collect and test data. The results of the study showed that the democratic method ranked first with a mean score of (4.13) and a standard deviation of (0.59), and the autocratic method came in the second rank with a mean score of (2.30) and a standard deviation of (0.57). The laissez-faire method came in the last rank with a mean score of (1.96), and a standard deviation of (1.96).]]>
<![CDATA[English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program ]]>
<![CDATA[Huyi Intan Sari]]>;
<![CDATA[Choiril Anwar]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.222-237
<![CDATA[Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student’s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.]]>
<![CDATA[Tidayu ethnic harmonization in semiotic review of face negotiations conflict styles ]]>
<![CDATA[Rustono Farady Marta]]>;
<![CDATA[Merry Merry]]>;
<![CDATA[Febryan Kurniawan]]>;
<![CDATA[Herda Seftira]]>;
<![CDATA[Mercedes Amanda]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.369-382
<![CDATA[The various ethnic groups with distinctive characteristics of each culture in Indonesia have consequences for potential conflicts among them. Tidayu ethnicity is a complete reflection of the interwoven between the three dominant ethnicities in the West Kalimantan region, including: Tionghoa, Dayak, and Malay. This study aims to reveal the meaning of the various signs displayed by the style of inter-ethnic conflict in a video show entitled “Bhinneka Tunggal Ika” with a review of the face negotiation theory proposed by Stella Ting-Toomey. The Thomas Albert Sebeok's Six Sign Semiotics method is used to examine the audio-visual data. The results of the research show that there is a harmonization of signs of various styles of conflict between ethnic groups, so that it becomes a great strength for the Indonesian Nation and State in particular to increase its social solidarity.]]>
<![CDATA[Critical thinking implementation in an English education course: Why is it so challenging? ]]>
<![CDATA[Agnes Riska Pravita]]>;
<![CDATA[Paulus Kuswandono]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.300-313
<![CDATA[Critical thinking has been acknowledged essential in education field but there have been debates on unclear instruction in implementing critical thinking skill in the classroom. Due to the urgency on the needs of critical thinking skill cultivation, this research aims to investigate the implementation of critical thinking skill instructional strategies in Critical Reading and Writing I and the students’ perception towards their critical thinking skill in CRW I. In order to attain the data, the researchers employed mixed-method. Observation sheet, interview guidelines, close-ended and open-ended questionnaires were utilized. The data of the close-ended questionnaire set in the Likert Scale distributed to 17 students was analyzed by measuring the central tendency or the mean and it indicates that the value of the students’ perceived critical thinking skills is 3.89 (middle to high) in which the highest 4.18 is on interpretation skill and the lowest 3.71 is analysis skill. Meanwhile, for the open-ended questionnaire, the data was analyzed utilizing coding procedure. Further, in analyzing the data of the interview, the researchers recorded the data into transcripts and analyzed them utilizing selective coding and it reveals that the instructional strategies used are explicit instruction, teacher questioning and active and cooperative learning.]]>
<![CDATA[An instrumental analysis of oral monophthongs in Aceh Barat dialect of Acehnese ]]>
<![CDATA[Tanzir Masykar]]>;
<![CDATA[Roni Agusmaniza]]>;
<![CDATA[Nurul Taflihati Masykar]]>;
<![CDATA[Febri Nurrahmi]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.383-396
<![CDATA[As among the ten most spoken languages, Acehnese inevitably has many varieties. Many previous studies on Acehnese have been heavily conducted on the northern varieties of Acehnese, leaving other Acehnese varieties unexplored. Pase dialect of Acehnese has been described to have oral and nasal monophthongs and diphthongs, but no studies on Aceh Barat dialect phonetic features of Acehnese have been made. Aceh Barat dialect has also been stigmatized as being rough and vulgar in the previous study. Thus, the current study aims to explore the instrumental analysis of Acehnese oral monophthongs by Aceh Barat speakers. Three male speakers (aged 35-50 years old) speaking only Acehnese as the local language participated in the current study. The ten Acehnese words used to target the ten phonemes were adapted from study. A total of 90 tokens of Acehnese oral vowels production were analyzed using PRAAT version 6.1.29. The oral monophthongs of the Aceh Barat dialect are generally similar to the previous study on the Pase dialect. Exception emerges for the vowel /ʌ/ and /ə/, which seems to be produced differently across the speakers. Both vowels appear to stretch further down the vowel space closer to the back vowels /u/ and / ɔ/, respectively.]]>
<![CDATA[Situating east Indonesia's EFL Learners attitudes toward the extensive listening practices ]]>
<![CDATA[Yosefina Rosdiana Su]]>;
<![CDATA[Fatmawati Fatmawati]]>;
<![CDATA[Stanislaus Guna]]>;
<![CDATA[Fransiskus Jemadi]]>;
<![CDATA[Yovita Narsi Mat]]>;
<![CDATA[Ronaldus De'e]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.314-325
<![CDATA[Learning English as a foreign language is very challenging for both teachers and students in Flores, East Nusa Tenggara of Indonesia. The challenges are primarily caused by their lack of exposure to the authentic environment of English. In dealing with this phenomenon, the appropriate listening practices expect to help the learners to obtain and construct their knowledge of English as well as to acquire more comprehensible input. This article reports an investigation on the EFL learners’ attitudes toward the extensive listening practices. It applied mixed-method research procedures involving 55 students of the English language and education program of Universitas Katolik Indonesia Santu Paulus Ruteng. The data were collected through a survey coupled with Focus Group Discussions with 15 participants. This research revealed that the learners' attitudes are identified into two main categories called positive and negative attitudes. In this case, 38 % of the participants have positive attitudes toward extensive listening practices and 62% of the participant reflected the negative attitude toward the extensive listening practices. Learners with a positive attitude had a very strong awareness of the significance of listening skills in L2 learning. To improve their listening skills, they develop their listening practices outside the classroom consistently. Meanwhile, learners with negative attitudes were categorized as dependent learners who practiced their listening skills during the listening course only. This group of learners was less aware of the significance of listening skills in L2 learning and their listening practices were highly dependent on the teachers' instruction. It showcased that both of the learners’ internal and external factors were strongly contributed to this poor extensive listening practices. The EFL teachers are then strongly suggested to strengthen the learners’ awareness on the significance of Listening Skills in L2 learning as well as design more instructed extensive listening practices outside the classroom. ]]>
<![CDATA[Introduction to Kris, a traditional weapon of Indonesia: Preserved-lingering issues of facts ]]>
<![CDATA[Sugeng Purwanto]]>;
<![CDATA[Idha Nurhamidah]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.397-410
<![CDATA[The current article examined some issues on Kris, a traditional weapon of Indonesia as a high cultural heritage, which is up to now still preserved with all of its manifestations. A Kris may be viewed from its definition, magical charms, parts, elements, maintenance, symbolic values, philosophical meanings, production periods and legendary preservation. Ethnolinguistic investigation revealed that Kris has significantly contributed to the lexical domain, hereinafter referred to as Kris Registers. There are a lot of registers related to its entity, which are of great difficulty for lay people to understand, except those who are really involved in the world of Kris, such as Kris masters (makers), parapsychologist, antiques collectors, cultural researchers to mention only a few. A cultural fact has been identified—that it is the owners’ ways of life in addition to their personal characteristics. One important recommendation of Kris with its all manifestations is that it has to be preserved as an asset of high cultural values through one person one Kris program.]]>
<![CDATA[Problem-based learning and 21st-century skills: Are they compatible? ]]>
<![CDATA[Ni Komang Arie Suwastini]]>;
<![CDATA[Ni Wayan Nilam Puspawati]]>;
<![CDATA[Ni Luh Putu Sri Adnyani]]>;
<![CDATA[Gede Rasben Dantes]]>;
<![CDATA[Zulidyana Dwi Rusnalasari]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.326-340
<![CDATA[Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 – 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.]]>
<![CDATA[Utilizing test items analysis to examine the level of difficulty and discriminating power in a teacher-made test ]]>
<![CDATA[Sayit Abdul Karim]]>;
<![CDATA[Suryo Sudiro]]>;
<![CDATA[Syarifah Sakinah]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.256-269
<![CDATA[Apart from teaching, English language teachers need to assess their students by giving a test to know the students’ achievements. In general, teachers are barely conducting item analysis on their tests. As a result, they have no idea about the quality of their test distributed to the students. The present study attempts to figure out the levels of difficulty (LD) and the discriminating power (DP) of the multiple-choice (MC) test item constructed by an English teacher in the reading comprehension test utilizing test item analysis. This study employs a qualitative approach. For this purpose, a test of 50-MC test items of reading comprehension was obtained from the students’ test results. Thirty-five students of grade eight took part in the MC test try-out. They are both male (15) and female (20) students of junior high school 2 Kempo, in West Nusa Tenggara Province. The findings revealed that16 items out of 50 test items were rejected due to the poor and worst quality level of difficulty and discriminating index. Meanwhile, 12 items need to be reviewed due to their mediocre quality, and 11 items are claimed to have good quality items. Besides, 11 items out of 50 test items were considered as the excellent quality as their DP scores reached around 0.44 through 0.78. The implications of the present study will shed light on the quality of teacher-made test items, especially for the MC test.]]>
