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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 275 Documents
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The role of message ambassador elements, music, and color in increasing the persuasiveness of children’s product advertising on YouTube Dian Marhaeni Kurdaningsih; Didik Murwantono; Anis Turmudhi; Destary Praptawati
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.11.1.257-272

Abstract

As digital platforms like YouTube reshape children's product advertising, this study explores how brand ambassadors, music, and color influence consumer engagement and memory. Despite their frequent use, the persuasive roles of these elements remain unclear. Therefore, the aim is to examine how much brand ambassadors, colour, and music in children's product advertisements on YouTube influence parental consumer engagement The research focuses on their impacts on recall and brand reinforcement among parents. This study was under a quantitative research. It was designed to quantitatively examine the impact, employing a survey as the primary research method.  An online survey was conducted with 100 parents of children aged 5 to 10. A total of 20 advertising videos were collected and subsequently examined through regression analysis. The results of the correlation analysis revealed that brand ambassadors significantly and positively enhance the persuasive power of advertisements for children's products. Likewise, the use of color demonstrated a substantial and statistically significant effect. In contrast, music exhibited a relatively strong influence but did not reach statistical significance. Foundational attributes, such as credibility, popularity, and appeal in brand ambassadors, as well as memorability and attractiveness in musical elements, consistently contributed to increased consumer persuasion through brand reinforcement and recall, particularly when paired with color. These findings offer valuable, data-driven insights for advertisers, policymakers, and scholars seeking to optimize audiovisual strategies in digital campaigns targeting children's markets. However, a key limitation of this study lies in the absence of mediating variables, which could have provided a deeper understanding of the mechanisms behind persuasion. Future research is encouraged to incorporate such variables further and investigate additional advertising components that may influence consumer response.
Social media as a promotional strategy for Sredekan art in Karangsari village Shubuha Pilar Naredia
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.11.1.273-293

Abstract

The construction of Jlantah Dam exerts substantial impact, the lost of land most of which belongs to Karangsari villagers. The Karangsari villagers’ lost land then changes into new settlement region as the manifestation of compensation. The new settlement region is called billionaire village. There is a local art, called Sredekan, also changing in the village. This study   aims to describe an innovation- and creation-based promotion strategy in Sredekan art to support sustainable development in Karangsari billionaire village, Jatiyoso with Talcott Parsons’ structural functional scheme. This study is a type of qualitative research that focuses on a single case to explore it thoroughly. The data was gathered using observation, detailed interviews, and review of documents.  Supported data derived from literature linear to the focus of research. Informants were selected using snowball sampling. The instruments used were interview guidelines, field notes, and documentation. Data analysis was conducted in stages using the AGIL technique, and data credibility was tested using source triangulation.Based on research data located in the billionaire village of Karangsari, Jatiyoso, it can be seen that the innovation- and creation-based promotion strategy in Sredekan art to support sustainable development in Karangsari billionaire village, Jatiyoso includes more flexible stage location, denser staging duration, modernization in staging attribute, and content production. Specifically within the newly formed settlement known as the 'Billionaire Village.' This strategy, developed to support sustainable development, included more flexible stage locations expanding from traditional sites near the Jlantah River to various external venues denser staging durations, modernization in staging attributes, and digital content production The change is defined as the existence of Sredekan art maintained the people as an integrated system working through AGIL (adaption, goal-attainment, integration, latency) scheme. Based on the research findings concerning the transformation of Sredekan art in Karangsari Village, the researchers may consider exploring how the integration of digital promotion strategies and modernization of staging attributes can be further optimized to balance the preservation of sacred cultural values with the demands of global cultural tourism. 
Bridging theory and practice: Mentorship from practicing teachers in microteaching for preservice English teachers Nunik Sugesti; Amrih Bekti Utami; Ihtiara Fitrianingsih; Nuriska Noviantoro; Dwiyani Pratiwi
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.421-434

Abstract

This study examines the role of practicing teachers in a microteaching course and its impact on developing student-teachers’ skills at an Indonesian public university. This study specifically aimed to 1) identify student experiences in microteaching sessions involving practicing teachers, 2) analyze the influence of this involvement on their teaching skills, and 3) explore the meaning of this collaboration from the students’ perspectives. Using a qualitative phenomenological approach, the research involved third-year student-teachers, four lecturers, and ten practicing teachers from secondary schools in Yogyakarta. Data were collected through interviews, classroom observations, and reflection notes, then analyzed using Interpretative Phenomenological Analysis with source triangulation and member checking for validation. First, regarding student experiences, practicing teachers’ presence created an authentic and reflective learning environment where student-teachers engaged in microteaching that closely simulated real classroom situations. Second, concerning the influence on teaching skills, this collaboration significantly enhanced student-teachers’ abilities to design realistic lesson plans, conduct interactive teaching, manage classrooms effectively, and provide reflective assessment through direct guidance, modeling, and professional feedback. Finally, from the students’ perspective, practitioners were viewed not merely as technical mentors but as mediators between theory and practice and as professional role models who helped shape their teaching identity and self-reflection. The study concludes that collaborative microteaching effectively bridges academic learning and practical pedagogy. Sustained implementation within teacher education curricula is recommended to strengthen university-school partnerships and prepare future-ready educators. 
Towards humanized English learning: AI tools and speaking outcomes among university students Muhamad Rifqi Bakhtiar; Hendi Pratama; Seful Bahri; Rudi Hartono; Sri Wahyuni; Kurniawan Yudhi Nugroho; Treenuch Chaowanakritsanakul
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.435-449

Abstract

The rapid advancement of artificial intelligence in higher education has significantly transformed English language teaching and learning processes. This study investigates the integration of humanizing pedagogy into AI-supported learning environments, particularly via platforms such as ChatGPT, Gemini, and Bing AI/Copilot, to enhance university students' speaking outcomes. Using a cross-sectional survey design involving 54 university students from Elementary School Teacher Education, Accounting, and English Education programs, data were collected via a structured questionnaire during May 2025 and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while artificial intelligence provides efficient feedback and structured practice, the human element remains essential for creating an authentic and supportive instructional atmosphere. Students who perceived psychological benefits from AI use showed the strongest intention to continue using these tools (β = 0.368, p < 0.01), followed by learning effectiveness (β = 0.289) and technology usability (β = 0.241), with the model accounting for 61.4% of variance in adoption intention. This research provides practical implications for curriculum designers to incorporate humanized artificial intelligence strategies into English education programs to ensure more effective and empathetic classroom instruction.
Barriers and breakthroughs in implementing higher-order thinking skills (HOTS) during teaching practicum: Experience of English pre-service teachers Handi Pabriana
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.450-470

Abstract

Global challenges and 21st-century skills drive education to prioritize higher-order thinking skills (HOTS) over rote memorization. Educational reforms, including those in Indonesia, emphasize HOTS; however, their successful implementation depends on teachers' abilities. Pre-service teachers recognize the importance of HOTS but struggle to incorporate them into teaching. This study addresses a vital gap in the existing literature by exploring the experiences of six English language pre-service teachers at an Indonesian university who completed a five-month teaching practicum. Utilizing a narrative inquiry approach, the research sought to elucidate the educational experiences of these pre-service teachers and to offer valuable insights into the effectiveness of the pedagogical models employed. Through in-depth, semi-structured interviews and reflective journals, comprehensive and detailed accounts of personal and professional meaning-making processes were obtained. The findings indicated that the implementation of HOTS involves not only cognitive and technical challenges but also an emotional and identity-formation journey. While lecture notes in university courses help students catalogue theoretical concepts, they often encounter a disconnect between theory and classroom practice, leading to cognitive dissonance as they navigate multiple professional identities. Furthermore, pre-service teachers encountered significant systemic and linguistic constraints, notably students’ limited English vocabulary, strict time constraints, and an exam-oriented educational culture. They had devised strategies to address these challenges, including pedagogical adjustments such as shifting from generic textbook examples to localized, contextualized, and culturally relevant topics, as well as engaging in structured reflection on emotional challenges in collaboration with supportive mentor teachers. The insights gained from this research can inform teacher education programs in planning targeted interventions and methods and may prompt policy revisions aimed at producing graduates equipped with higher-order thinking skills. 
Language problems encountered by undergraduate EFL students in writing scientific papers for publication Hartono Hartono; Ollyvia Putri Angella; Choiril Anwar
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.388-400

Abstract

College students are currently also required to publish articles in scientific journals. This requirement is beneficial for their research and writing development; however, writing scientific articles is not easy, especially for undergraduate students. This paper investigates the language problems encountered by undergraduate EFL students when writing scientific papers for publication. It is a mixed-methods study involving both quantitative and qualitative data collection and analysis. The respondents were 25 undergraduate students writing English papers for publication and 3 lecturers supervising them. Selected. They were from an English Education program at a university in Semarang, Central Java, Indonesia, and were selected purposively. The data were collected through a 10-item closed-ended questionnaire and interviews with both students and lecturers. The quantitative data were analysed descriptively, while the qualitative data were analysed thematically. The results indicate that the primary language problems faced by undergraduate students in writing papers for publication are vocabulary selection, phrase structure, and article usage. They also have significant challenges with the correct use of tenses, sentence structure, word class, and subject-verb agreement. Though facing problems, the students reported that they were able to solve them by using AI tools. This implies that incorporating technology into the teaching of writing can be beneficial.
Grammatical errors in cadets’ writing during competition: An analysis of what and why Yozar Firdaus Amrullah; Fatimah Fatimah; Pratama Irwin Talenta; Ulya Himawati; Kurniawati Afifah Liliyana; Rif&#039;atun Hasanah
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.401-420

Abstract

Writing in English poses substantial challenges for vocational school cadets, particularly in maintaining grammatical accuracy under contextual constraints. These difficulties become more pronounced in competitive settings characterized by time pressure, limited opportunities for revision, and heightened cognitive demands. When writing tasks are performed under such conditions, cadets may struggle to organize and express their ideas accurately and coherently. The study aims to identify the types, frequency, and underlying causes of grammatical errors produced by cadets from three study programs at Politeknik Ilmu Pelayaran Semarang during an English writing competition. Employing a descriptive qualitative design, the research applies Dulay’s surface strategy taxonomy and McDowell’s error analysis procedure to examine writing samples collected from sixteen participants. The findings reveal that misinformation was the most dominant error type (73.90%), followed by omission (15.89%), addition (9.98%), and misordering (0.23%). The errors were primarily attributed to intralingual transfer, followed by interlingual transfer, while time constraints during the competition also contributed to the occurrence of errors. These results indicate that internalized but incomplete grammatical knowledge, rather than first-language interference alone, played a central role in the cadets’ performance. These findings can be used for further research and developing English for specific purposes learning materials, especially for improving writing skills related to the scientific fields of sea transportation cadets, whether it be nautical science, marine engineering, or port and shipping management.
Speech acts in undergraduate thesis defenses: A pragmatic analysis of oral interaction in an EFL context Imanuel Kamlasi; Edmundus Bouk; Hendi Pratama; Sri Wahyuni; Seful Bahri
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.471-486

Abstract

The study argues that institutional power dynamics influence speech acts in the EFL thesis defenses. The study identifies types of speech acts used by examiners and candidates and analyzes how these acts shape the dynamics of the defenses. The research utilized qualitative methods based on the Interaction Analysis Method. Eight EFL candidates and eleven examiners were involved in the research. The study used an observation guide and audio/video recorders to document oral interactions during thesis defense sessions. The oral interactions were transcribed for analyses. The utterances were coded and analyzed using Austin's and Searle's framework of speech acts. The findings indicate a clear power asymmetry between the examiner and the candidate. The examiners confirmed that directive speech acts are dominant with 53%, followed by assertive speech acts at 35%. Expressive speech acts account for 10%, while commissive and declarative speech acts are low, only 1%. The candidates showed that assertive speech acts are the most prevalent of 86%, expressive acts represent 10% while directive acts are significantly lower at 3%. Commissive acts make up 1%, and declaration acts are the least common. The study suggests targeted training to minimize misunderstanding in an academic discussion.
Translation strategies in the Indonesian subtitles of the Women Talking movie: A study based on Gottlieb’s translation theory Auliya Ramdini; Baharuddin Baharuddin; Lalu Jaswadi Putera; Ahmad Zamzam
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.505-522

Abstract

Audio-visual translation (AVT) is an essential part of making films accessible across languages and cultures. However, there are few research on subtitling procedures in films with social and ideological complexity. This study aims at analyzing the types of translation strategies employed in the Indonesian subtitles of “Women Talking” (2022) based on Gottlieb’s classification of translation strategies (1992) as well as investigating the most frequently used translation strategies used in the Indonesian subtitles of the movie. Using a descriptive qualitative approach, a total of 300 of 1,318 subtitle units were purposively selected and analyzed using documentation and qualitative content analysis. The findings showed that 8 out of 10 Gottlieb’s translation strategies were identified that included Transfer, Paraphrase, Condensation, Imitation, Expansion, Deletion, Decimation, and Resignation strategies, while Transcription and Dislocation were absent. Transfer strategy is the most frequently used strategy with 160 occurrences (53.33%), followed by Paraphrase (50 occurrences, 16.67%), Condensation (30 occurrences, 10.00%), Imitation (17 occurences, 5.67%), Expansion (15 occurences, 5.00%), Deletion (15 occurences, 5.00%), Decimation (12 occurences, 4.00%), and Resignation (1 occurence, 0.33%). The prevalent use of Transfer strategy suggests the translator’s preference for retaining the original content via literal translation, but Paraphrase and Condensation were used to address linguistic and technical limits of subtitling. The results indicate that the translation of Indonesian subtitles of Women Talking put semantic correctness at the top of the priority list while still keeping the readability for Indonesian viewers.
CLIL and its potential application in primary English classes in an Islamic school Rabbania Zaikalina; Muhammad Amin
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.523-540

Abstract

This study explored the emergence of soft Content and Language Integrated Learning (CLIL) practices in English classrooms at an Islamic primary school in Indonesia. While CLIL is widely implemented in an international context, its application in local schools remains limited and often unintentional. This research aimed to examine how English teachers integrate the principles of content, language, and cultural values into their classroom practices, through a qualitative study involving classroom observations, interviews and document analysis. The findings reveal that teachers frequently integrated daily-life themes and Islamic cultural values into English instruction while employing communicative strategies to support language learning. However, cognitive engagement and cross-curricular integration remained limited due to limited instructional time and the absence of a formal CLIL approach. Despite these challenges, the findings suggest that soft CLIL principles can emerge naturally in Islamic primary school contexts. This study contributes to the growing literature on CLIL in Indonesian TEYL by providing empirical evidence of emerging soft CLIL practices and highlighting contextual considerations that may inform teacher professional development and future CLIL implementation in similar EFL primary education settings.

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