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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 280 Documents
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Unveiling Indonesian EFL students’ learning pathways: Experiences, challenges, and growth through student-created digital content for public speaking beyond the podium Endang Susilowati; Etika Dewi Kusumaningtyas; Eka Fanti Sulistiyaningsih
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.11.2.541-558

Abstract

The integration of digital media into language learning has expanded opportunities for EFL learners to practice speaking in more authentic, creative and self-directed ways, particularly through student-created digital content (SCDC) that enables learners to produce and share their own speaking performances. Public speaking remains a persistent challenge for Indonesian EFL college students, who often experience anxiety, limited exposure, and traditional instruction that restricts authentic speaking practice. This study explores the learning pathways of Indonesian EFL college students by examining their experiences, challenges, and growth while creating digital speaking content for public speaking practice. This study employed a qualitative case study design, involving nine English education students enrolled in a semester-long public speaking course. Data were collected through semi-structured interviews and reflective journals, analyzed using Braun and Clarke’s (2017) thematic analysis framework, grounded in Constructivist Learning Theory, the Affective Filter Hypothesis, and Self-Determination Theory. The findings reveal that students experienced SCDC as meaningful, empowering, and transformative, as it allowed personal expression and greater control over learning. While students confronted linguistic, technical, and psychological challenges, these difficulties became opportunities for constructive practice, reflection, and development. This study also shows multidimensional growth, categorized into linguistic, digital, motivational, and identity development. Overall, this study concludes that SCDC functions not only as a speaking task but also as a holistic learning pathway that connects experiences, challenges and growth into a transformative learning process. Finally, this study provides significant implications for language teaching and learning.
Cohesion as functional resource in multimodal ESP discourse: A study of communication studies students’ English project videos Prayudha Prayudha; Rahmi Munfangati; Fitri Heyza Galuh Kirana
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.11.2.559-576

Abstract

This study investigates how cohesion is realized in English project videos produced by communication studies students within an English for Specific Purposes (ESP) context. While cohesion has traditionally been examined as a structural feature of written discourse, limited attention has been given to its role in spoken and multimodal communication. Adopting a qualitative discourse-analytic approach grounded in Halliday and Hasan’s framework, this study analyzes 13 student-generated self-introduction videos to identify patterns of grammatical and lexical cohesion and their functional roles in meaning-making. The analysis identified 90 cohesive instances across five dominant categories: personal reference, conjunction, lexical repetition, demonstrative reference, and collocation. The findings reveal that personal reference serves as the primary organizing mechanism, supporting identity construction and audience alignment, while lexical repetition functions as a strategic resource for thematic continuity. Conjunctions provide minimalist yet effective logical structuring, and demonstrative references frequently operate across both verbal (spoken language) and visual (on-screen gesture and imagery) channels, indicating the presence of multimodal cohesion. These patterns suggest that students employ cohesion not merely as a structural linguistic system but as an adaptive communicative strategy shaped by real-time production demands and digital discourse contexts. Based on this limited dataset, this study offers a preliminary contribution toward reframing cohesion as a functional, strategic, and multimodal resource rather than a purely structural feature, warranting further investigation with larger corpora. Pedagogically, the findings highlight the importance of integrating discourse-based and multimodal approaches in ESP instruction to support students’ communicative competence in digital environments.
The cultural heritage tourism of Banten: Potentials, commercialization, and the challenges of sustainability Enji Azizi; Mira Nurhikmat; Peni Astuti
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.11.1.350-370

Abstract

Cultural heritage tourism plays a strategic role in strengthening local identity while enhancing destination attractiveness through authentic tourist experiences. This study aims to analyze the effects of commercialization, object-based authenticity, existential authenticity, and convenience on tourist satisfaction and loyalty in cultural heritage destinations across Banten Province. A quantitative research approach was employed using primary data collected from 1,540 tourist respondents through structured questionnaires. The questionnaire served as the research instrument, and the data were analyzed using the Structural Equation Modeling–Partial Least Squares (SEM-PLS) technique with the SmartPLS application.  The results show that commercialization positively affects object authenticity (O = 0.062; p = 0.007), although the effect size is small. Object authenticity has a strong effect on existential authenticity (O = 0.825; p = 0.000). Furthermore, existential authenticity significantly influences tourist satisfaction (O = 0.688; p = 0.000) and loyalty (O = 0.790; p = 0.000). In contrast, commercialization has a negative effect on satisfaction (O = -0.045; p = 0.023) and loyalty (O = -0.051; p = 0.004). Additionally, ease strengthens the relationship between commercialization and object authenticity (O = 0.092; p = 0.000). Overall, all hypotheses are supported (p < 0.05), indicating that the model is statistically robust in explaining tourist satisfaction and loyalty. The study provides both theoretical and practical contributions for destination managers in designing sustainable cultural heritage tourism strategies that are not solely profit-oriented but also focused on preserving cultural values and enhancing the overall quality of tourist experiences.
A comparative study of in-service and pre-service teachers’ beliefs about the urgency of compulsory English in Indonesian primary schools within the Merdeka Curriculum Nely Arif; Robi Soma; Reny Heryanti; Habizar Habizar
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.11.2.577-596

Abstract

The introduction of compulsory English in Indonesian primary schools has become an important issue in English language education. Although early English learning is widely supported, the implementation of the Merdeka Curriculum and the government's 2027 mandate raises questions about school readiness and teacher preparedness. This study compares the beliefs of in-service and pre-service teachers regarding the urgency of English as a compulsory subject in primary schools and examines how these beliefs relate to policy implementation, professional readiness, and curriculum interpretation. Using a qualitative descriptive design, the study involved ten purposively selected participants in Jambi Province, Indonesia: five in-service teachers and five pre-service teachers. Data were collected through semi-structured interviews and reflective narratives and analysed using thematic analysis. Three themes emerged. First, both groups strongly affirmed the urgency of early English learning, citing digital exposure, the developmental advantages of early language learning, and the prevention of future academic gaps. Second, although participants supported the 2027 compulsory English policy, they expressed concerns about unequal school readiness, teacher shortages, and limited educational resources, particularly in rural areas. Third, both groups acknowledged gaps in professional readiness; however, teachers emphasized pedagogical and institutional challenges, whereas pre-service teachers highlighted limited confidence and insufficient preparation for Teaching English to Young Learners (TEYL). Overall, both groups supported compulsory English in primary schools but expressed concerns about school readiness, teacher competence, and unequal educational resources, indicating that successful implementation requires comprehensive institutional support.
Semantic shifts of pejorative terms on Instagram: A study of university students' online language Rahmi Fhonna; Cut Lala Khatun Qalqasyandi
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.11.2.487-504

Abstract

Language meaning is dynamic and often changes according to social and cultural contexts, particularly in digital communication. This study investigates the semantic shifts of pejorative terms used by university students on Instagram. It aims to identify frequently used pejorative terms and analyze how their meanings have shifted within online interactions. Employing a qualitative descriptive design with purposive sampling, the study involved ten students from the English Education Department (PBI) who actively use Instagram. Data were collected through observation of Instagram captions and comments, screenshots of relevant posts, and semi-structured interviews. The analysis was guided by semantic change theory, particularly the concept of pejoration, and applied a thematic coding procedure to identify semantic shifts based on contextual usage. The findings reveal ten commonly used pejorative terms, namely red flag, ghosting, cringe, toxic, Karen, dry text, trust issue, salty, pick me, and roasting. The analysis indicates that these expressions have undergone semantic shifts, with their meanings extending beyond their original lexical senses to convey negative social evaluations, interpersonal judgments, and identity positioning in online discourse. The findings further demonstrate that digital communication accelerates semantic change by enabling online communities to reshape lexical meanings through repeated contextual use. This study contributes to the understanding of semantic change in digital communication and provides implications for sociolinguistics, semantics instruction, and digital literacy education by highlighting the importance of context-sensitive language use in social media environments.
Learning beyond the classroom: Strategies of high-achieving English education students in Eastern Indonesia Sri Ananda Pertiwi; Juvrianto Chrissunday Jakob; Dian Agustina Purwanto Wakerkwa; Rawuh Yuda Yuwana
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.11.2.668-687

Abstract

English language proficiency in Indonesia remains low, particularly in Eastern Indonesia compared to other regions of the country. This study examines the English language learning strategies (LLSs) used by college students in Eastern Indonesia, focusing on speaking, listening, reading, and writing skills. A mixed-methods research design was adopted, employing adapted versions of Oxford’s Strategy Inventory for Language Learning (SILL) and Setiyadi’s Language Learning Strategy Questionnaire (LLSQ). Quantitative data were collected through Likert-scale items, while qualitative insights were obtained from open-ended questionnaire responses. The participants comprised 38 English majors (GPA 3.7–4.0) from eight universities in Eastern Indonesia. Descriptive statistical analysis indicated that cognitive strategies were the most frequently employed (M = 68.7%), followed by metacognitive strategies (M = 47.9%) and social-affective strategies (M = 31.2%). Repetition, translation, and contextual guessing dominated learners’ approaches, while peer correction and collaboration were least practiced. The qualitative findings demonstrate a strong preference for autonomous, technology-mediated English learning, particularly through online videos, podcasts, and AI-assisted tools. Learners blended formal instruction with informal, media-based practices, reflecting a self-regulated and accuracy-focused orientation. The study recommends pedagogical practices that encourage greater use of metacognitive and social strategies to enhance communicative fluency and reflective learning.
Persuasive discourse through lexical choices used by experts in The Social Dilemma (2020) Risma Fadilla; Cipto Wardoyo; Dian Nurrachman
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.11.2.597-616

Abstract

This study investigated how expert speakers in The Social Dilemma (2020) constructed persuasive discourse through lexical choices. It aimed to identify the lexical strategies that realized Aristotle’s rhetorical appeals (ethos, pathos, and logos) and to classify them using Kuna (2018) seven persuasive categories. A convergent mixed-methods design integrated corpus-assisted discourse analysis with qualitative rhetorical interpretation. Expert utterances were extracted from the documentary transcripts and processed with Sketch Engine to identify and quantify recurring lexical items. The findings showed that Certainty and Emotional Involvement were the most prominent categories. Lexical items such as know, predict, you, we, manipulate, control, and existential combined epistemic authority, personal address, and threat framing to convert abstract technological processes into immediate social risks. General Positive Value terms were frequently recontextualized ironically, whereas Testedness and Authenticity/Credibility strengthened evidence-based and insider claims. These patterns demonstrate that persuasion in the documentary emerged from the interaction of lexical frequency, discourse context, and rhetorical function rather than from isolated words. Future researchers should compare several technology documentaries and integrate verbal, visual, and auditory modes to test the transferability of these lexical patterns.
A narrative inquiry into lecturers’ experiences with standardized testing pressures in an Indonesian English Language Education Department I Putu Andre Suhardiana; I Gusti Ayu Indah Triana Juliari; Made Wahyu Mahendra; Astuti Wijayanti
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.11.2.617-637

Abstract

Indonesia’s English Language Education Departments have two priorities: developing students’ communicative competence and ensuring that students are able to graduate with a TOEFL test score. Such conditions create a form of ‘washback’ where testing priorities are at odds with the principles of communicative language teaching, shaping the approach to teaching. Negative washback has been documented; however, few qualitative studies examine the internal tensions, lived experiences, and emotional struggles of lecturers. This study examines how Indonesian ELED lecturers negotiate the conflict between their CLT philosophy and the demands of standardized testing. A narrative inquiry was conducted with seven lecturers from an Indonesian public university ELED. Data from semi-structured interviews were analyzed using a three-dimensional framework (temporality, sociality, place) to construct and interpret participants’ experiential narratives. Lecturers face a conflict in which they differentiate themselves as either a Teacher or a Test Preparer. To protect their pedagogical values, they practice ‘quiet resistance,’ whereby test practice is incorporated into communicative tasks. While this is a form of active resistance, the emotional costs are significant, leading to feelings of guilt, fatigue, and cynicism. The conflict is pedagogical, personal, and continual, leading to the fragmentation of professional identity and the erosion of psychosocial well-being. Lecturers show resilient agency through covert negotiation; yet, the misalignment between assessment policies and the communicative goals of teaching remains unaddressed, with implications for the sustainability of educators. This study recommends a re-evaluation of assessment policies to align with pedagogical values and lecturer well-being support within institutional frameworks.
Teachers' perceptions of integrating virtual reality applications in English language teaching within the digital culture context Mohammad Noor Zuhri; Ahmad Lizamuddin
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.11.2.638-651

Abstract

The growing use of immersive technologies in language education has intensified interest in how teachers evaluate their pedagogical value and feasibility. Although previous research has documented the potential of Virtual Reality (VR) for language learning, less is known about how teachers interpret its classroom use in relation to institutional digital conditions. This descriptive qualitative study explored the perceptions and experiences of five English teachers who had prior exposure to VR-supported activities. Data were generated through semi-structured interviews and limited classroom observations and were analyzed thematically. The teachers described VR as offering immersive and contextual opportunities for language practice and perceived that some learners participated more readily during VR-supported activities. They also reported constraints related to device access, connectivity, preparation time, curriculum alignment, professional learning, and uneven institutional support. The findings indicate that teachers' experiences of VR were shaped not only by perceived pedagogical affordances but also by the resources, norms, and support available in their institutions. Because student competence, motivation, and anxiety were not directly measured, these findings should be interpreted as teacher perceptions supported by limited observational indications. The study contributes a context-sensitive account of the conditions teachers considered when using VR in English language teaching and highlights the need for pedagogically aligned materials, professional development, and realistic institutional planning.
Smartphone video recording for English-speaking practice: Bridging technology acceptance and affective engagement in vocational education Rampeng Rampeng; Sri Diana; Dewi Nopitasari
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.11.2.652-667

Abstract

This study examines engineering students’ perceptions of smartphone video recording as a medium for English-speaking practice and its potential to alleviate speaking anxiety in Polytechnic ATI of Makassar as one of vocational higher educations. This quantitative study employed a structured close-ended questionnaire survey design involving 89 students from the Automation of Machinery Systems and Mineral Chemical Engineering programs at the Polytechnic ATI of Makassar. Data were analyzed through descriptive statistics, independent-sample t-tests, and correlation analyses. Findings revealed that students expressed highly positive perceptions of smartphone video recording in terms of usefulness, ease of use, and learning engagement. While no significant differences were found across gender and study programs, a significant positive correlation was observed between speaking anxiety and perceived benefits (r = 0.239, p = 0.024), indicating that students with higher anxiety levels perceived greater advantages from the tool. These results affirm the pedagogical and affective potential of smartphone video recording in fostering learner autonomy, fluency, and confidence. The study contributes to extending TAM and MALL applications within vocational English education, highlighting practical implications for technology-enhanced language instruction in digitally driven learning environments. Therefore, English language instructors in vocational higher education are recommended to integrate smartphone video recording into speaking activities as a complementary tool to provide repeated, self-paced practice and reduce affective barriers to English-speaking performance.

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