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.
Articles
243 Documents
<![CDATA[Enhancing students’ critical thinking skills in reading class using the directed reading thinking activity (DRTA) teaching strategy ]]>
<![CDATA[Rizka Jannatul Muthoharoh]]>;
<![CDATA[Hartono Hartono]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.224-232
<![CDATA[This research aims to analyze the effectiveness of the DRTA strategy in enhancing students’ critical thinking skills in English reading. It applied a pre-test and post-test quasi-experimental design. The samples of this study were 37 students of the XI-MIPA of Madrasah Aliyah Miftahul Huda Tayu. The instrument for collecting data was a test. It was six questions of analytical exposition text presented in an essay-type form. A t-test was used to analyze the mean score difference between the control and experiment groups. After treatment, there was an improvement in students’ critical thinking skills. The value of t0 is 2.274 and ttable is 2.030. The result of the computation was 2.274 > 2.030, while the sig. (2-tailed) was 0.029 < 0.05. There was a significant difference in the students’ critical thinking skills between those who were taught reading using the DRTA strategy and those who were not. The DRTA strategy effectively enhanced the student’s critical thinking skills in reading. ]]>
<![CDATA[Linguistic Landscape: Reports on immigrant language at Asian-Australian community ]]>
<![CDATA[Fadhlur Rahman]]>;
<![CDATA[Muntasir Muntasir]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.373-385
<![CDATA[Studies in linguistic landscape (LL) have been emerged as one of the growing topics in the societal multilingualism. Linguistic landscape transpires as a significant element to study linguistic contacts in multilingual settings. Despite the fact that Australia has been acknowledged as one of the multilingual hotspots, a study in linguistic landscape received scant attention among scholars. In enhancing a broad appreciation of the linguistic diversity at the multilingual society like Australia, thus, the centrality of this article is to report significant component of rich linguistic scenes at Springvale-Greater Dandenong, Victoria. The sources of data were derived from visual data, and further will be intertwined with the consensus data. Taken together, the twofold data presented in this article have revealed that the LL studies emerge as an important element to contribute to the richness of multi-ethnic representation in multilingual societies. The result showed that English translation is mostly found in the terrestrial signage, this appearance denotes the significance of English language as an official signage or a lingua franca for the community rather than a bilingual outward appearance. Despite English language has been identified as the dominant language representation though the signage, there are a buoyance of minority languages representation in the city of Springvale’s LL.]]>
<![CDATA[From home to homelessness: A reflection on Nora’s possible post-departure feminist life in A Doll’s House by Henrik Ibsen ]]>
<![CDATA[Md. Abu Saleh Nizam Uddin]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.296-310
<![CDATA[In Henrik Ibsen’s A Doll’s House, Nora’s departure from home being hurt by her husband’s behavior appears to be the most important event of the drama igniting so far a wide critical parlances of Feminist array that appreciate the departure as Nora’s freedom from male-dominated society. But Nora’s success in having a home of comfort and happiness in her post-departure future life in Feminist world deserves critical attention too. We may posit Nora will shift to a Feminist world considering the departure as the manifestation of her newly imbibed Feminist spirit because the first wave Feminism of her time is either indifferent about or antagonistic to family life by being politics-centric. However, when Nora has within her a woman’s indispensable family-centric female construction to face nonfamilial politics-centric first wave feminism, she is sure to find no home in that Feminist world. Thus, this paper aims at examining how Nora, with her declared departure from home, is going to shift to the world of first wave Feminism which, by being nonfamilial and politics-centric, works against the very family-centric construction of Nora’s female construction and offers homelessness to her. ]]>
<![CDATA[Multimodal Project-Based Learning in listening and speaking activities: Building environmental care? ]]>
<![CDATA[Lulut Widyaningrum]]>;
<![CDATA[Daviq Rizal]]>;
<![CDATA[Agus Prayogo]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.209-223
<![CDATA[This Participatory Action Research (PAR) aims to describe how the enactment of Multimodal Project-Based Learning of Green Listening is in Extensive Listening and Speaking class of English Language Education Department, UIN Walisongo, how Multimodal Project-Based Learning of Green Listening and Speaking facilitates students’ listening and speaking skills, and how Multimodal Project-Based Learning of Green Listening and Speaking facilitates environmental care within students. Twenty-four students and one teacher were recruited purposively as participants. Findings showed that enacting multimodal project-based learning aiming to facilitate language skills and build environmental awareness is a complex and staged process requiring the participation of researchers, teachers, and students. Further research needs to look into the perspectives of teachers while designing a multimodal language learning project. In addition, the investigation of the instructional design in conjunction with the project must be thoroughly scrutinized.]]>
<![CDATA[Quizizz as an assessment media at EFL teaching: Students’ voices ]]>
<![CDATA[Nada Bela Andresta]]>;
<![CDATA[Choiril Anwar]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.386-401
<![CDATA[This study aims to determine students' perceptions of using Quizizz as an English assessment medium. This study uses a descriptive qualitative method taken one month to collect data using close-ended questionnaire as the instrument. The sample used in this study was 3 classes in Grade 10 at SMA N 2 Semarang in the 2021/2022 academic year with a total of 108 students. From the data collection of the questionnaire distribution, it shows that 88.9% or 96 of students have positive perceptions and 5.6% or 6 of students have neutral perceptions, and 5,6% or 6 students have negative perceptions of the use of Quizizz as a medium for assessing English in their classes. It can be concluded that students in Grade 10 at SMA N 2 Semarang have a positive perception of the use of Quizizz. The students thought that the Quizizz media was a fun medium and very suitable to be used by teachers because the media was very interesting and practical to use for English assessment media. ]]>
<![CDATA[Effects of depression on the life of the main character in Her movie by Spike Jonze ]]>
<![CDATA[Ni Luh Sintami]]>;
<![CDATA[I Gusti Agung Sri Rwa Jayantini]]>;
<![CDATA[I Wayan Juniartha]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.311-322
<![CDATA[People are coping with various problems in life that may influence their mental health if they fail to manage them. One kind of mental illness is depression that is frequently marked by the feeling of helplessness, disliking oneself, and shame for being weak. Being aware of depression signs by learning from any kind of media including movie will help people to control their mental and emotional condition. This study attempts to find out the effects of depression on the main character in Her, a two-hour-five-minute movie that is said to be a romance narrative about the relationship between Theodore, a sensitive, depressed and lonely guy with his computer operating system (OS) called Samantha. This study applied a qualitative descriptive method that was realized through observation and content analysis technique. To reveal the psychological exploration focusing on Theodore’s depression, the obtained data were classified based on the relevant categories describing effects of depression. The results show that there are five effects of depression taking place on the life of the main character, Theodore, namely (1) self-blame (2) low self-esteem, (3) loss of appetite, (4) trouble concentrating and (5) trouble sleeping. These five effects are triggered by Theodore’s helplessness due to his divorce that he makes him difficult to move on and the surrounding environment that frequently mocks him. ]]>
<![CDATA[Communicative language teaching method at improving students’ macro and micro-skills of reading comprehension in intensive reading course ]]>
<![CDATA[Tri Jampi Setiyorini]]>;
<![CDATA[Yuyun Yulia]]>;
<![CDATA[Hasti Robiasih]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.233-250
<![CDATA[Several university students seem to meet difficulties in reading comprehension. The lecturer needs to use a suitable method for teaching reading; one of them is Communicative Language Teaching (CLT). This research aims to analyse whether CLT improves students' macro-skills and micro-skills of reading comprehension in an intensive reading course. Research method employed in this study is a case study. The research participants were 21 first-semester students of a private university in Indonesia. The instruments were close-ended questionnaires and open-ended interviews. The findings showed that there was a significant improvement on students' macro-skills and micro-skills of reading comprehension in an intensive reading course after implementing CLT. Students also contend that learning reading using CLT is fun, engaging, and understandable. The researchers conclude that the CLT contributes learners’ macro-skills and micro-skills of reading comprehension in the intensive reading course.]]>
<![CDATA[Indonesian EFL teachers' intercultural profiles in Indonesian universities ]]>
<![CDATA[Aulia, Muhammad]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.323-341
<![CDATA[Being a foreign language and an intercultural educator in an English as a Foreign Language (EFL) context is full of complexities. With diverse sociocultural aspects in a context, it would be naïve to implement a set of global profile of culture to all contexts. Therefore, the present study is held to start to investigate complexities on teacher individual level in the implementation of intercultural approach to EFL in Indonesian context. The study strives to interlink between the teacher belief and the characteristics of an intercultural teacher to indicate a teacher personal positioning toward the intercultural pedagogy. Through the method of narrative inquiry and narrative analysis, the teachers’ narratives were collected by interviews and scrutinised. The study revealed that ambivalence and contradiction appeared in the teachers’ beliefs about intercultural pedagogy. It has premises that a teacher’s positioning is affected by learning and teaching experiences, professional development, and personal experiences. Teaching context plays a central role in shaping the practices. The results show capacity building must be advocated and the identical studies must be replicated focusing on how a teacher develops intercultural communicative competence in order to bring quality of intercultural EFL pedagogy in Indonesia.]]>
<![CDATA[Speech acts in English classroom: A case at a junior high school in Indonesia ]]>
<![CDATA[Didin Nuruddin Hidayat]]>;
<![CDATA[Fadhilah Fadhilah]]>;
<![CDATA[Yudi Septiawan]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.251-265
<![CDATA[Teachers’ speech acts play a distinct role in teaching-learning in the English as a Foreign Language (EFL) classroom. The teacher transfers knowledge to the students and becomes a role model in students’ interaction. This study aims to classify the kinds of representative speech acts expressed by teachers and students of the eighth grade at a junior high school in Indonesia. This discourse study implements a qualitative method using the observation technique. Collected from a natural pedagogical activity in the EFL classroom, the utterances were compared and analysed descriptively. The study revealed three speech acts: locution, illocution, and perlocution. Questioning and commanding adopted in 113 instances show that the teacher is aware of her/his role and has a higher position than the students. Moreover, speech acts impact EFL class, and they influence students' motivation and confidence in learning English through expressive and declarative speech acts.]]>
<![CDATA[Evidence of (in)applicability of Morphological Doubling Theory in Acehnese reduplication ]]>
<![CDATA[Faisal Mustafa]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.2.342-355
<![CDATA[Morphological Doubling Theory (MDT) states that reduplication is a process in morphology, instead of phonology, which calls the second element as a reduplicant to add meaning to the base. This research is to investigate to what extent MDT is applicable to analyze reduplications in Acehnese, an Austronesian language spoken in Indonesia. The research was based on nine literary works called hikayat written in early 20th century or earlier. The number of tokens extracted from the data source is 1076, or 370 tokens after duplicates were removed, consisting of 360 reduplicated words and ten synonym compounds. The data were analyzed using a complete qualitative data analysis procedure consisting of immersion, reflecting, taking apart, recombining, and relating and locating data. The results show that all reduplication patterns in Acehnese – full reduplication, partial reduplication and rhyming reduplication – can be analyzed using MDT. This result suggests that reduplication in Acehnese is a morphological process, where phonology is involved only in shaping the output of the reduplicant. In this language, a stem is called twice by morphology to satisfy the romantic requirements such as to mark plurality and to put emphasize in the base.]]>
