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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 243 Documents
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Supporting multilingual learners: Parental roles in modern Islamic boarding school Wardani, Oktarina Puspita; Turahmat, Turahmat; Afandi, Muhamad; Wahyuningrum, Dwi Wara; Nirmala, Arini Febiantika
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.10.2.410-432

Abstract

Bilingual and multilingual education programmes are being adopted with increasing frequency by modern Islamic boarding schools (pesantren) in Indonesia, with the aim of enhancing students’ linguistic abilities and academic performance. This study examines parental involvement in children’s education at multilingual pesantren, with a focus on their roles in supporting language learning and adapting to school language policies. A mixed-methods approach was used to collect data from twenty-five parents via questionnaires and semi-structured in-depth interviews. Grounded theory analysis was then applied using open, axial, and selective coding to identify key themes. The findings reveal five themes: self-development; parental motivation and pride; optimism for future success; emotional support; and parental participation in school activities. Parents view proficiency in Arabic and English as a religious asset and a strategic skill for global engagement. The study highlights the comprehensive nature of parental involvement in multilingual pesantrens and proposes further research into its long-term impact on students' academic and social outcomes.
Persistent myths and misconceptions about second language acquisition: A study of English teachers in international schools in Semarang Sodiq, Jafar; Sophia Budiman, Theresia Cicik; Widarti Lestari, Maria Yosephin
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.10.2.321-338

Abstract

Myths and misconceptions about Second Language Acquisition (SLA) is vital for creating effective learning environments, particularly in bilingual education settings. Many bilingual schools and early childhood education in Semarang implement the English learning in their curriculum. This research aims to describe the myths and misconceptions about the acquisition of a second language among English teachers in bilingual or international school and provide recommendations on the implementation of second language learning. This research employs the descriptive qualitative method with 17 teachers as the participants from 7 international schools in Semarang City. This study adopts a descriptive qualitative research design, aiming to explore and describe the perceptions, beliefs, and misconceptions about second language acquisition (SLA) among English teachers. The data sources include questionnaires, semi-structured interviews, and unstructured observations involving 17 teachers from 7 international schools in Semarang City and surrounding areas. The methodological approach follows Sandelowski,’s (2000) model of qualitative description, which emphasizes providing a comprehensive, low-inference summary of events or experiences in everyday terms. For the data analysis, the study uses descriptive statistical analysis for the questionnaire data and Miles and Huberman’s interactive model for qualitative data, involving data reduction, data display, interpretation, and conclusion drawing. This results, based on questionnaire responses and semi-structured interviews with teachers, revealed that many believe second language acquisition should begin early, as grammar mastery and accurate pronunciation are more easily achieved at a young age. They also hold that an effective way to learn a second language is to plunge children directly into a second language environment. In the cognitive aspect, the mastery of the second language depends on the parents’ level of English mastery. The teachers also agree that grammar is not so important for a good command of English. Further researches are needed to study the misconceptions among bilingual school administrators.
Single women navigating disenfranchised grief in Elizabeth Gaskell's Cranford Nurulhady, Eta Farmacelia; Juliati, Juliati
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.10.2.603-616

Abstract

Written during the Victorian Era, Elizabeth Gaskell’s Cranford (1853) explores social issues related to gender. This study focuses on how the main characters of the novel, the Jenkyns sisters, navigate their loss resulting from being women and single. This qualitative research analyzes the narrative elements of the novel, especially its characters, conflicts and setting, and employs feminist literary criticism to scrutinize the gender relations and inequalities in the novel. Borrowing Kenneth J. Doka’s theory of disenfranchised grief, this study asserts how the community of spinsters and widows in the novel challenges the imposition of women’s identity as wives and mothers. However, while succeeding in managing lives outside of marriage and motherhood, the Jenkyn sisters struggle with grief that cannot be openly acknowledged nor socially validated. Such grief and efforts to conceal lead to psychosomatic symptoms. Remain unmarried, these middle-class women cannot escape social expectations of women in nineteenth-century England that the novel resolves their grief partly by making them a surrogate mother and wife.
The use of exit tickets and learning journals in promoting reflection in young EFL learners Suharto, Pipit Prihartanti; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
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.10.2.515-534

Abstract

Exit tickets and learning journals are classroom tools that prompt end-of-lesson reflection. Exit tickets are brief, low-stakes prompts completed at lesson close to recall key ideas and self-evaluate; learning journals provide short written space across lessons for reflection and simple goal setting. This study examines how these tools facilitate self-reflection and relate to early signs of metacognitive self-regulation and learner autonomy among young Indonesian EFL learners. A qualitative-dominant, embedded mixed-methods design within a participatory action research (PAR) framework was implemented in a primary EFL classroom. Data comprised student written reflections (exit tickets, learning journals), classroom field notes, and participation/completion records; simple descriptive counts supported the qualitative analysis. The tools were treated as metacognitive prompts for planning, monitoring, and evaluating. Findings show that exit tickets promoted immediate, end-of-lesson reflection and were easier for students to complete, whereas learning journals supported self-assessment and short goal setting across lessons. Reflection depth was often uneven, influenced by task complexity, linguistic load, and unfamiliarity with terms or platforms; field notes recorded confusion when instructions were unclear, and engagement dipped during an asynchronous session. Repeated use fostered procedural self-regulation, evidenced by faster, more independent completion. Implications include using short, clear, visual prompts with brief modeling, simplifying journal templates, and aligning prompts tightly with lesson content to deepen reflection and strengthen early autonomy in Indonesian EFL classrooms.
EFL students’ anxiety in writing journal manuscripts: An analysis of levels and causes Ulya, Inayatul; Matra, Sarlita Dewi; Sidqi, Muhammad Fajru
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.10.2.433-450

Abstract

Writing anxiety represents a critical affective variable in English as EFL academic context, associated with challenges in written language production. This study investigates the writing anxiety experienced by Indonesian EFL students, specifically examining its levels and underlying causes. Writing anxiety is a prevalent barrier to effective written expression, particularly in second language academic contexts. Employing a mixed-method approach, the research integrated both quantitative and qualitative data to provide a comprehensive understanding of this phenomenon. A purposive sample of 58 sixth-semester students from the English Language Education at Pekalongan University (UNIKAL) Central Java, Indonesia, was selected, focusing specifically on those who passed the Writing for Academic Purpose course. Data were collected using a questionnaire adapted from the Second Language Writing Anxiety Inventory (SLWAI) and supported by semi-structured interviews. The questionnaire measured three types of writing anxiety: cognitive, somatic, and avoidance behavior. Results revealed moderate levels of cognitive anxiety (M = 2.68), somatic anxiety (M = 2.81), and avoidance behavior (M = 2.83). Students expressed concerns about negative judgment, fear of making errors, and physical symptoms such as tension under time constraints—factors that contributed to procrastination and avoidance. Qualitative findings echoed these results, identifying fear of evaluation, limited writing experience, and low self-confidence as major contributors to writing anxiety. Notably, although students perceived writing tasks as challenging, their anxiety levels remained moderate, indicating a persistent but manageable affective barrier. It is recommended that future researchers and educators consider addressing cognitive, somatic, and behavioral dimensions of writing anxiety when designing EFL writing instruction, particularly by incorporating strategies that reduce fear of evaluation and build students’ writing confidence. 
Unpacking grammatical errors in EFL descriptive texts: A multi-dimensional analysis of types, taxonomy, and underlying causes Zulfikar, Zulfikar; Hasibuan, Apriyanti; Pulungan, Nurhajjah; Zulfikar, Teuku; Syafri, Mohamad
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.10.2.339-357

Abstract

Grammatical accuracy remains a persistent challenge for EFL learners, particularly in descriptive writing, which demands precise language and structural control. This study investigated grammatical errors in a corpus of thirty descriptive texts produced by Indonesian high-school EFL learners, aiming to identify their types, classification, and underlying causes. Using a sequential explanatory mixed-methods design, errors were first identified through Azar’s coding system and classified using Bialystok et al.’s Surface Structure Taxonomy. Their causes were then interpreted through Corder’s and Ellis’ theoretical models, distinguishing intralingual from interlingual sources. Quantitative analysis showed singular-plural errors as the most frequent, followed by word choice, word form, and punctuation errors. Omission dominated misformation, addition and misordering, suggesting cognitive constraints or negative L1 transfer. Qualitative interpretation indicated that intralingual errors, comprising overgeneralization and simplification, significantly outweighed interlingual ones, highlighting the developmental nature of learners’ interlanguage at the intermediate level. The study underscores the need for clarification of complex grammatical structures, focused vocabulary development, the promotion of proofreading skills, and systematic feedback to address learners’ persistent difficulties in morphology, lexis, and mechanics. The insights gained from this analysis offer practical implications for improving writing curriculum design and instructional strategies.
A social semiotic approach to ludonarrative assonance in the discourse of Metal Gear Solid V Series and Ghost of Tsushima Kurniawan, Muhammad Hafiz; Sudana, Dadang; Gunawan, Wawan; Maftukhin, Maftukhin; Hadiyani, Teni; Puspasari, Wikandari Marselina
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.10.2.653-671

Abstract

Video game has been in high demand recently and the historical events as the settings of video games in Metal Gear Solid V series and Ghost of Tsushima make the story of the video games more immersive. However, how this video games story and their gameplay system interact are not addressed yet from social semiotic perspective. From this perspective, this study aims to analyze the story of two mentioned video games and how this story can be in balance with its gameplay system. This research also offers an alternative point of view of how narratology and ludology should collaborate in video game discourse.  This research used social semiotic approach, applying Kress and van Leeuwen Analysis on moving images and genre analysis by Martin and Rose. The data of this research are video game narratives and gameplay system This study used four steps: collecting, viewing and logging, taking sample, and analyzing the data in collecting and analyzing technique as an adaptation of the multimodal method from Bezemer and Jewitt. The result of this study shows that those selected video games were developed into what Ensslin stated about Mastery-Mentoring-Choice category for the protagonist. The meso-macro level of discourse in two mentioned video games allow the players to upgrade weapons and equipment without disturbing the flows of the story. In Metal Gear Solid V series, the stories flows with orientation-complication-temporary resolution pattern, and the gameplay allow players to upgrade the base because of having main mission to help other nations from colonialism. Meanwhile, in Ghost of Tsushima, the story flows with orientation-complication-resolution pattern and the gameplay allows players only to upgrade character skills because of having main mission to fight the invaders. Future scholars can address the micro-meso analysis in social semiotics and how the video game players make their choices.
Persuasive language in multicultural social media marketing: A multimodal analysis of Tesla Asia’s advertisements on X/Twitter posts Hasyim, Fuad
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.10.2.672-692

Abstract

Social media marketing is a vital component of contemporary marketing strategies. Companies have realized that utilizing persuasive language through social media enables them to connect with and engage broader audiences. This research aims to investigate the persuasive language employed by Tesla Asia in multicultural social media marketing. The research was qualitative, employing content analysis of a dataset comprising Tesla Asia’s X (formerly Twitter) posts from April to June 2025. Tweets were categorized by persuasive technique based on Cialdini’s framework and analyzed for cultural targeting using Hofstede’s dimensions. Supplementary visual and compositional analysis was conducted to assess the interplay of image and text. The result presented that Tesla tailored its messaging and visual strategies to align with cultural values in each market, utilizing principles of Liking, Reciprocity, Social Proof, and Authority. By incorporating local references and appeals to the community, their content reflects values of respect and togetherness. An analysis of tweet engagement shows that culturally customized posts receive more likes and retweets, indicating stronger connections with specific audiences. This research provides insight into the cross-cultural adaptation of persuasive strategies on social media, underlining the importance of cultural sensitivity and localized strategies.
Values embedded in the Berasan tradition of Rejang ethnic wedding customs of Bengkulu Serasi, Reko; Sarwono, Sarwit; Yulistio, Didi; Murwantono, Didik
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.10.2.693-707

Abstract

This study seeks to thoroughly investigate the Berasan tradition within the Rejang ethnic group in Lebong Regency, Bengkulu Province, Indonesia. This study elucidates the ideals inherent in the Berasan heritage within the Rejang ethnic wedding customs of Bengkulu. This research employed qualitative approach with a descriptive methodology.The research instruments used in this study were observation sheets, in-depth interviews, as well as documentation.This study focused on the Rejang ethnic minority in Lebong Regency, Bengkulu Province, Indonesia. The informants utilized in this study comprised (1) the Customary Chief, (2) the Syara' Chief or Village Imam, (3) the Kutai Chief or Spokesperson for the prospective bride and groom, and (4) the Local Community Store. This study employed a triangulation data gathering technique utilizing research tools such as field observation, in-depth interviews, and documentary material. The data analysis method employed was inductive data analysis. The findings indicate that the rice tradition encompasses social and religious values, including (1) Mutual Cooperation, (2) Family, (3) Shared Responsibility, (4) Honesty and Openness, (5) Ethics and Politeness, (6) Respect for Ancestors, and (7) Good Intentions and Sincerity. This study concluded that the Berasan tradition constitutes a cultural heritage enriched with functional, symbolic, and pedagogical elements that are vital to conserve. The values embedded within it were found to serve as a meaningful reference for shaping social ethics in contemporary society.
Feminist stylistic analysis of women's intelligence in Hidden Figures by Margot Lee Shetterly Hutabarat, Sharon Dinda N.; Lubis, Syahron; Perangin - angin, Alemina; Rangkuti, Rahmadsyah; Noor Rosa, Rusdi
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.10.2.617-634

Abstract

This research analyzes women’s intelligence and feminism in Margot Lee Shetterly’s Hidden Figures through a feminist stylistic perspective. The objective of this study is to examine how linguistic features at the word, sentence, and discourse levels construct the representation of women’s intelligence and feminist values. This study applies a qualitative descriptive method, using Sara Mills’ Feminist Stylistic Analysis as the analytical framework. The data consist of selected words, sentences, and discourses from the novel Hidden Figures that highlight the intellectual contributions of the female characters Katherine Johnson, Dorothy Vaughan, and Mary Jackson. The analysis reveals that at the word level, elements such as generic pronouns (15 data, 6.6%) expose gender bias while also reflecting women’s resilience. At the sentence level, presupposition and inference (17 data, 7.5%) challenge societal assumptions and emphasize women’s authority. At the discourse level, focalization (16 data, 7.0%) centers women’s perspectives, validating their agency and leadership. Overall, the findings indicate that linguistic features across all levels contribute to resisting gender stereotypes and affirming women’s intellectual presence in male-dominated fields. This study enriches feminist stylistic scholarship by demonstrating how language not only reflects but also reinforces women’s agency and intellect in literature

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