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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 262 Documents
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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.
Impacts of gamifying English learning in higher education on EFL learners’ achievement and aptitude: A mixed-methods study Ayiz, Abdul; Priyatmojo, Arif Suryo; Atmantika, Zanuwar Hakim; Tauchid, Ahmad; Karima, Nahla Hilyatul
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.11.1.166-185

Abstract

English proficiency and learner aptitude remain central outcomes in higher education, yet motivating sustained engagement among EFL students is an ongoing pedagogical challenge. This mixed-methods quasi-experimental study examined whether gamified English instruction enhances undergraduate EFL students’ achievement and aptitude. Eighty-three intermediate-level students (N = 83; 41 experimental, 42 control; 35 female, 48 male) participated in a six-week (12-session) intervention in which the experimental group experienced a gamified learning environment (points, levels, badges, leaderboards) integrated with course content, while the control group received equivalent conventional instruction. The quantitative measures comprised a 42-item achievement test (vocabulary, grammar, reading, writing) and an adapted 15-item aptitude questionnaire (motivation, enjoyment, self-efficacy, gendered preferences, technology/usability) and were analysed using descriptive statistics and paired-sample t-tests, while the qualitative data were collected via weekly reflections and focus-group interviews and were analysed thematically. Results indicate a statistically significant improvement in achievement for the gamified cohort: pretest M = 67.85 (SD = 7.63) to posttest M = 81.49 (SD = 6.72), t(82) = −10.42, p < .001, Cohen’s d = 1.32. Aptitude scores were strongly positive overall (M = 4.32, SD = 0.53), with enjoyment and motivation scoring highest. Gender analyses revealed negligible differences in gains between males and females. Thematic analysis highlighted increased motivation and reduced anxiety, enhanced peer collaboration, and greater learner autonomy and self-monitoring. Findings suggest that well-designed gamification can simultaneously foster affective engagement and measurable language gains in tertiary EFL contexts; implications include adopting gamified elements to support blended curricula and further research on sustainability and cultural moderation.
Automated feedback for speaking and writing skills: Deep learning in English language assessment Asrifan, Andi; Oliveira de Barros Cardoso, Luís Miguel; Vargheese, K.J.
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.11.1.67-85

Abstract

The incorporation of Artificial Intelligence (AI) into language evaluation has revolutionized how learners receive feedback on their speaking and writing abilities. Nevertheless, empirical information about the precision and educational efficacy of AI-generated feedback—especially in advanced language competencies—continues to be scarce. This study seeks to evaluate the efficacy of deep learning–driven automated feedback systems in enhancing English learners' speaking and writing skills. The study utilized a mixed-methods research approach and included 100 undergraduate students participating in an English for Academic Purposes course, focusing on English as a Foreign Language (EFL). Quantitative data were gathered via pre-test and post-test writing and speaking activities evaluated using AI tools (Grammarly, ETS e-rater, and Google Automatic Speech Recognition), whilst qualitative data were derived from surveys and interviews to capture learners' impressions. The findings demonstrate statistically significant enhancements in grammatical accuracy, lexical diversity, coherence, fluency, pronunciation, and intelligibility following exposure to AI-generated feedback. However, inconsistencies were identified between AI and human assessments regarding speech coherence and contextual relevance. The results indicate that AI-generated feedback serves as an excellent additional evaluation instrument, especially for form-focused linguistic elements, however it is constrained in its ability to measure higher-order communication competencies. This study underscores the significance of amalgamating AI-driven feedback with human discernment to establish a more holistic and pedagogically robust language assessment framework.
Integrating AR/VR into 21st-century flipped classrooms: Enhancing engagement, HOTS, and English vocabulary mastery in young learners Lolyta, Bunga Ayu; Wiyaka, Wiyaka; Silitonga, Lusia Maryani
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.11.1.186-201

Abstract

The growing demand for 21st-century learning highlights the need for instructional approaches that actively engage young learners while supporting higher-order thinking and language development. Although flipped classrooms and AR/VR technologies have independently demonstrated educational benefits, limited research has examined their combined effects in early English learning contexts. This study investigated the impact of integrating AR/VR tools into a flipped classroom on young learners’ engagement, higher-order thinking skills (HOTS), and vocabulary mastery. A mixed-methods quasi-experimental design was employed involving 60 elementary school students assigned to an experimental group and a control group. Quantitative data were collected through pre- and post-tests and analyzed using ANCOVA and regression analyses. Qualitative data were gathered through semi-structured interviews and analyzed thematically using MAXQDA 2024 to explore learners’ experiences and perceptions. The quantitative findings indicated that students in the experimental group achieved significantly higher outcomes than those in the control group in HOTS (F (1,57) = 15.401, p < .001, η² = .270), English vocabulary mastery (F (1,57) = 22.865, p < .001, η² = .290), and learner engagement (F (1,57) = 32.085, p < .001, η² = .334). The qualitative results supported these findings by revealing strong learning interest, active participation, and increased speaking comfort among learners. Students also demonstrated engagement in sentence construction and self-correction processes, reflecting emerging higher-order thinking skills. Furthermore, the visual and interactive features of AR/VR flashcards were perceived as helpful for vocabulary learning, although some learners reported occasional difficulties requiring assistance. Overall, the integration of AR/VR tools in a flipped classroom created an engaging and supportive learning environment that enhanced young learners’ engagement, thinking skills, and English vocabulary mastery. These findings highlight the pedagogical potential of AR/VR-supported instruction for elementary-level EFL learning.
Exhibition texts of statue collection in the museum: Translation method and techniques revisited Muttaqien, Muhammad Zainal; Kurniawan, Kurniawan; 'Arifin, Zainal; Rani, Selma Mutia
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.11.1.294-312

Abstract

For the purpose of informing and attracting foreign visitors, the exhibition texts of the objects exhibited in local museums are commonly completed with their translations in English. However, mistakes are often found in the translated versions of exhibition texts due to the unavailability of local and cultural term equivalents in the target language, as well as inappropriateness in the translation procedure. This descriptive-qualitative research aims at finding out the ways the exhibition texts of the statue collection in a local museum were translated from Indonesian to English, as well as identifying the mistakes made by the translators. The data were collected from Radya Pustaka Museum in Surakarta using a documentation technique. These data were then analyzed by applying the theories of translation methods from Newmark (1988) and translation techniques from Molina and Albir (2002) through Miles & Huberman’s (1994) interactive model of analysis. For validating the data, an investigator triangulation was conducted by involving three experts in linguistics. The findings show that, in dealing with the method, the translator employed literal translation. It is evident from the equivalence of words and the sameness of the sentence structures between the source and target texts. Regarding the techniques, 8 out 18 translation techniques were applied, namely: borrowing, reduction, transposition, amplification, literal translation, generalization, particularization, and modulation. To complete this study, it is necessary to make an assessment to measure the translation quality of the exhibition text translation in the future.
Critical realism and political imaginaries in the poetry of Kusfitria Marstyasih Andrian, Setia Naka; Turahmat, Turahmat
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.11.1.313-329

Abstract

This study investigates how poetic realism and political imaginaries are constructed in 38, a poetry collection by Kusfitria Marstyasih. The objective is to examine how the poems articulate socio-political critique within the post-Reformasi Indonesian context. Using a qualitative textual analysis informed by the sociology of literature and the aesthetics of resistance, the study analysed selected poems to identify patterns of representation, tone, and thematic focus. The findings suggest that Marstyasih employs subtle realism through concise, ironic, and contemplative expression to critique power relations, human rights violations, and emotionally detached bureaucratic practices. Rather than presenting overt grand narratives, the poems operate as counter-discourses that quietly challenge dominant state ideology while foregrounding experiences of marginalization, denial, and symbolic death .The study concludes that 38 positions poetry as both aesthetic expression and civic engagement. The collection demonstrates how contemporary Indonesian poetry can function as a reflective space for cultural resistance and socio-political critique.
The mediating role of competitive advantage in linking creativity and innovation culture to MSMEs’ business performance in Malang City: A mixed-method study Hidayat, Muhammad; Oktaviani, Andi Ririn; Askar, Hardiyanty; Murtianingsih, Murtianingsih; Andriany, Lussia Mariesti; Anjaningrum, Widya Dewi
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.11.1.313-328

Abstract

Micro, Small, and Medium Enterprises (MSMEs) operate in increasingly competitive environments that require sustained creativity and innovation to achieve superior performance. This study examined the mediating role of competitive advantage in the relationship between creativity, innovation culture, and business performance of MSMEs in Malang City. A mixed-method explanatory design was employed to provide both contextual depth and empirical validation. The qualitative phase involved semi-structured interviews with key stakeholders, including government representatives, MSME community leaders, and business owners, to explore ecosystem-based innovation dynamics. The quantitative phase collected survey data from 120 MSME actors selected through purposive sampling, using structured questionnaires adapted from validated measurement scales. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results demonstrated that creativity and innovation culture did not directly influence business performance; however, both variables significantly affected performance indirectly through competitive advantage. These findings indicate a full mediation effect, suggesting that internal creative and innovative capacities translate into superior performance only when transformed into strategic competitive positioning. The study extends the Resource-Based View and Schumpeterian innovation perspective by empirically validating the mediating mechanism within a local MSME ecosystem context. Practically, the results highlight the importance of strengthening innovation culture and strategic differentiation to enhance MSME competitiveness.
Lexical acquisition in blended EFL learning: Integrating the enriched virtual model into VARK learning styles Sophia Budiman, Theresia Cicik; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto
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.11.1.237-256

Abstract

Vocabulary knowledge plays a fundamental role in second language (L2) proficiency and is strongly linked to students’ academic success in higher education. As blended learning becomes increasingly prevalent in university contexts, there is a growing need for instructional models that promote flexibility, learner engagement, and multimodal input. This study investigates the integration of VARK learning styles—Visual, Aural, Read/Write, and Kinesthetic—within the Enriched Virtual Model (EVM) to support lexical competence among English as a Foreign Language (EFL) learners. Adopting a mixed-methods design, the study involved 53 undergraduate students enrolled in a Lexical Studies course. Quantitative data were collected through pre- and post-tests to measure lexical gains, while qualitative insights were obtained from reflective journals and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests to examine pretest–posttest differences, one-way ANOVA to compare vocabulary gains across VARK learning-style groups, and Cohen’s d to determine effect size. Qualitative data were analyzed thematically following Braun and Clarke’s six-step framework.The findings reveal a statistically significant improvement in students’ lexical mastery, with a large effect size indicating a strong instructional impact. Analysis across VARK categories shows that Visual and Read/Write learners benefited most from the multimodal online materials, although positive progress was observed across all learning-style groups. Qualitative results further indicate that the VARK-informed EVM enhanced learner engagement, autonomy, and motivation by allowing students to interact with vocabulary through varied and flexible modalities. However, challenges related to cognitive workload and limited opportunities for kinesthetic engagement in online environments were also reported. These findings suggest the importance of balancing modality representation when designing blended vocabulary instruction. Overall, this study contributes to multimodal lexical pedagogy and offers practical implications for developing adaptive and learner-centered blended learning models in higher education.
The philosophical values of Uba Rampe in the traditional Sebaran Apem Kukus Keong Emas ceremony Veronika, Prima; Wijayanti, Kenfitria Diah; Waluyo, Budi; Rahadini, Astiana Ajeng; Kurwidaria, Favorita; Lestari, Winda Dwi; Fitriana, Tya Resta; Nuranisah, Puji
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.11.1.329-349

Abstract

This study describes the philosophical value contained in the Uba Rampe of the traditional ceremony of Sebaran Apem Kukus Keong Emas. The purpose of this study is to determine the philosophical value in the Uba Rampe of the traditional ceremony of the Sebaran Apem Kukus Keong Emas. The research method used was a descriptive qualitative. The data analysis technique employed interactive analysis by Miles and Huberman, which included data collection, data reduction, data presentation, and drawing conclusions. The study applied Javanese philosophy theory by Sri Wintala Achmad. The data in this study consisted of photographs of Uba Rampe, with data sources obtained from informants and events. The sampling technique used was snowball sampling. Data were collected through observation and interviews. Data validity was tested using source triangulation and theory triangulation. The results of this study indicate the existence of philosophical value in the Uba Rampe of the traditional ceremony of Sebaran Apem Kukus Keong Emas. In addition, there is also relevance to the teaching material of narrative essays on cultural events in junior high school.

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