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EDULITE: Journal of English Education, Literature and Culture

edulite
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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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External evaluation in Roald Dahl’s The BFG Joanna Deborah
EduLite: Journal of English Education, Literature and Culture Vol 5, No 1 (2020): February 2020
Publisher : Universitas Islam Sultan Agung

There have been several significant changes in children’s literature in the past few decades; one of them is the change in the narative style. Roald Dahl is one of the most prominent authors of children’s literature that displays this particular change in his works. Dahl is known to utilize a creative narrative style in his works, and this is also seen in one of his children’s novels discussed in this research: The BFG (1982). This research thus aims at analysing one part of the narrative structure called external evaluation which shows the function of narrator in the story as well as the effects of the use of such narrative style on children as the target readers. Using Labov’s theory of narative structure and Genette’s theory of narratology, the results of the analysis shows that Dahl utilizes the function of narrator in the external evaluations to help children as his target readers to get a better understanding of the story as well as to build a close connection with them, resulting in the more enjoyable reading experience for the children.

Investigating digitized authentic materials: Pre-service teachers’ voice Adriani Yulia Purwaningrum; Fazri Nur Yusuf
EduLite: Journal of English Education, Literature and Culture Vol 5, No 2 (2020): August 2020
Publisher : Universitas Islam Sultan Agung

Over past few decades, research on authentic materials has been focused on helping teachers provide their learners’ teaching materials. Most of the researches in this area explore the benefits and drawbacks of authentic materials utilization in the classroom. This multiple case study aims at investigating benefits of and barriers in using authentic materials presented as a digital media used in their EFL classrooms. Document and an interview were employed to reveal the teachers’ perception. The findings indicate although it was considered difficult to find and organize, digitized authentic materials helped teachers in teaching English as a Foreign Language for learners with various levels and backgrounds. Its use could help teachers motivate and promote their students’ interest in learning. However, disselection and misuse of it might not meet students’ needs and interest in learning. Good teachers’ capacity in finding and using the digitized authentic materials could encourage better learning process and students’ better learning achievement. Therefore, it is recommended that for the further study, learners’ perception also need to be explored.

THE EFFECTIVENESS OF JIGSAW LEARNING STRATEGY TO IMPROVE STUDENTSâ€™ READING ABILITY Kurniawan Yudhi Nugroho; Khosiatul Fitri
EduLite: Journal of English Education, Literature and Culture Vol 1, No 1 (2016): February 2016
Publisher : Universitas Islam Sultan Agung

This research was an attempt to investigate the use of Jigsaw learning Strategy in term of improving studentsâ€™ reading ability. This six month project was conducted to Senior-high school students around Semarang. In order to get to know the impact of this program, this research required two classes designed as the class of experiment and the class of control. Each class would have its roles in this research. As the project was completely done, it was observed that the mean score of the posttest in the class ofexperiment (85.4412) was higher than that of the class of control (67.95). Of referring to the data, this was concluded that this learning strategy was positively effective to improve studentsâ€™ learning performance in reading.

MOTIVATING ENGLISH TEACHERS BASED ON THE BASIC NEEDS THEORY AND AN EXPECTANCY THEORY Hidayatus Sholihah
EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017
Publisher : Universitas Islam Sultan Agung

There are two main motivation theories. a hierarchy of basic needs theory, and an expectancy theory. In a Hyrarchy of basic needs theory, Maslow has stated that the basic needs as a main behaviour direction are structured into a hierarchy. There are five basic human needs. The first: Physiological needs such as: salary, bonus or working condition. The second: the safety needs, such as: safe job environment, job security or health cover. The third, social needs, such as union and team work. The next is self esteem, such as getting an award, medal, certificate or any other recognisition. Then the last is self actualization, for example is by providing an opportunity to share knowledge, skills and eprerience. The evaluation of this theory are: there is no spiritual needs as human basic needs is a main weakness of this theory. Then it is possible that different level of needs have to be satisfied in the same time, or not in hierarchy level or, not always have to be fulfilled in order. The next motivation theory is an Expectancy Theory. This theory is based on three main factors. The first factor is: English teachers will be motivated to work harder if they have a good perception to their own competences in accordance with their job. The second, individual motivation depends on the rewards given when they finish a particular job. Finally, it also depends on their regards to the rewards given from the job that they do. Expectancy theory is a good theory, however, it is not easy to be implemented because the principals should provide various types of reward to satisfy the expectation of their English teachers. Considering the strengths and weaknesses of these two theories, it is better to combine both of them in the practice to get more effective results.

Language learning experience of two Vietnamese language adult learners Cao Thi Hong Phuong
EduLite: Journal of English Education, Literature and Culture Vol 3, No 2 (2018): August 2018
Publisher : Universitas Islam Sultan Agung

In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners’ process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners’ language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners’ identity and inter-linguistic influences to acquire the language. From the findings, the paper then suggests some pedagogical implications to maximize the effectiveness of English classroom practices.

HOTS in teacher classroom interaction: A case study Yuyun Yulia; Fenita Rizki Budiharti
EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019
Publisher : Universitas Islam Sultan Agung

As Goronga (2013) notes that classroom interaction encourages students to actively participate in teaching learning process. Teacher question plays an important role to trigger students' critical thinking or Higher Order Thinking Skills (HOTS). This paper highlights questions revealed in teaching learning process that triggering students' critical thinking. Class observation and interview is conducted and then analyzed based on Bloom’s taxonomy. Data eventually show that remembering is mostly uttered to stimulate the students to state what they know about the topic and recall particular information. This means teachers find difficulties to practice questions with HOTS aspects. Teachers need to have more practice on how to encourage students to have critical thinking as one of skills in this disruptive era.

Indonesian EFL students’ reading motivation and writing achievement across gender Ajeng Inayatul Ilahiyah; Diah Maya Andina; Punggulina Andawaty Tiven; Bambang Yudi Cahyono
EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019
Publisher : Universitas Islam Sultan Agung

The inseparable linkage between reading and writing has gained a crucial emphasis on language learning. It has been regarded as a constructive issue for the improvement in teaching English skills. However, little attention is given to the underlying relationship between students’ motivation in reading and their achievement in writing. This current research aimed at the correlation between students' reading motivation and their writing achievement across gender. It involved 50 third-year EFL students enrolled essay writing course divided into two classes in the ELT department. The quantitative data were collected through the use of the questionnaire on motivation in reading. Correlation analysis completed using Pearson product-moment revealed that the students' motivation in reading significantly positive influences their writing scores. It described that changes in students' reading motivation are a very weak correlation with the changes in their writing score. Another finding demonstrated that female and male students’ reading motivation and their writing achievement are significantly different. It signified that the differences correlation coefficient of both male and female students. Finding teaching implication is one of the areas that future researchers are suggested to investigate. Regarding the research findings, it indicates that there are more extensive areas offered for further studies in the relationship between reading and writing.

Segmental phonemic system of Riau Malay subdialect Kepulauan as local knowledge in Batam Ambalegin Ambalegin; Tomi Arianto
EduLite: Journal of English Education, Literature and Culture Vol 5, No 1 (2020): February 2020
Publisher : Universitas Islam Sultan Agung

Malay dialect has a specific final sound /ɑ/ as /ə/ but not all final sound /ɑ/ is pronounced as /ə/. The final sound /r/ is dropped down and the sound /u/ after the letter <r> is pronounced as /ɒ/ in some particular words. This phonemic system must be preserved and developed as a local knowledge. Modality change of consciousness happens to the Malay, and Indonesian becomes elitist and leaves the egalitarian Malay. This descriptive qualitative research concerned to the phonemic features and comprehensive picture of Malay contemporary sounds, and Malay vowels and consonants with the pertinent articulatory elements in Batam. Observation method with participatory technique involved in data collection taken from Kampong Tua Nongsa, Sanggau, Tanjung Uma, and Tanjung Riau. The theory to support the analysis was taken from Finegan and Low’s theories in term of phonological and phonetic approach and supported by Kelly, McMahon, Roach, and Yule’s theories. It is found that the letter <a> is pronounced as /ə/ in particular place. And <u> is pronounced as /ɒ/ in particular place. /Ɍ/ in Malay is different from /r/ in Indonesian and /ʁ/ in English as /Ɍ/ is produced by uvula. The final consonant-closed sound <k> and <l> are not sounded as they are represented by /Ɂ/. Letter <h> is not pronounced as /h/ in the final <h> consonant-closed syllable sound. /f/, /χ/, /ʃ/and /z/, all these fricative sounds do not appear in Malay. The Malay pronounced them as /p/ for /f/ in maaf, /k/ for /χ/ in ikhlas, /s/ for /ʃ/ in syukur, and /ʝ/ for /z/ in izin. Syllable sound ends with letter <b> or <d> is not pronounced with end /b/ or /d/ but it pronounces with end /p/ or /t/ such sebab as /sebʌp/, sabtu as /sʌptʊ/, wujud as /wʊʝʊt/, and sujud as /sʊʝʊt/.

THE FEATURES OF INTERRUPTING, COLLABORATING, AND BACKCHANNELLING USED BY BROADCASTER AND CALLER IN TELEPHONE CONVERSATION Elok Widiyati
EduLite: Journal of English Education, Literature and Culture Vol 1, No 1 (2016): February 2016
Publisher : Universitas Islam Sultan Agung

Conversational analysis is a part of conversational structure that manages people's communication. It deals with pragmatics. Some of the conversational structures consist of features in interrupting, collaborating, and backchannelling (Celce-Murcia, 1995: 14). This research was intended to analyze how the three features were applied in the English conversation by broadcasters and callers in English Corner Program. This research was qualitative. The data consisted of eight conversations. The data were collected through the following steps: recording, transcribing, selecting, and reporting. Then, they were analyzed with conversational approach drawn on Celce Murcia (1995). It was revealed that the broadcasters and callers in the eight conversations used the features of interrupting, collaborating, and backchanneling. They did not fully perform common English expressions and gambits. However, they tended to perform the simpler and easier ones. This implied that the participants have not known the appropriate expressions. Based on the result of this research, it was concluded that the conversations in this study were less structured and patterned. It was suggested for the readers who learn about conversational structure, that they should pay attention not only to the linguistic components, but also the pragmatics in which the English conversation takes place, including participant, context, and topic of a conversation.

THE SPEECH ACT ANALYSIS OF DIRECT UTTERANCES ON SHORT STORY "THE LOST BEAUTIFULNESS” BY ANZIA YEZIERSKA Satiul Komariah
EduLite: Journal of English Education, Literature and Culture Vol 2, No 1 (2017): February 2017
Publisher : Universitas Islam Sultan Agung

This research aimed to investigate (1) the form of direct sentences on short story entitled The Lost “Beautifulness”, (2) analyze the purpose of the direct utterances in the short story, (3) show the kind of direct utterances in short story The Lost “Beautifulness”. The object used in this research are direct utterances of short story The Lost “Beautifulness”. The data were collected by observation method. The writer selecting the direct utterances which can be found in the short story. The result of the research showed that: (1) three forms of the direct utterances are declarative, interrogative and imperative sentence; (2) purposes of the utterances depend on the four factors; locution, illocution, perlocution and social context; (3) seven kinds of speech acts are assertive, performative, verdictive, expressive, directive, commisive and phatic utterances.Keywords: Speech act, Direct Utterance, Short Story

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Jl.Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112

Location
Kota semarang,

Jawa tengah

INDONESIA