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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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Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection Salim Nabhan
EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019
Publisher : Universitas Islam Sultan Agung

Designing new pedagogy in response to the advancement of technology that requires the integration of literacy has became the issue in ELT classroom. What is more, the conception of teaching English skills, including writing, is not merely limited to the language skills target but also how the learners become multiliterate in facing todays’ world. This article puts forward the framework of multiliteracies that is integrated in process writing approach to bridge the gap between literacy education and writing pedagogy. This study aims at investigating the enactment of the incorporation of multiliteracies with process writing approach and to explore the learners’ reflection toward the use of the framework in their writing practices. The data were taken from online surveys, the participants’ reflection, observation, and focus group discussion in the end of the study. Researcher used qualitative analysis with embedded quantitative data. The proposed framework was delivered to pre-service teachers (PST) in English Writing subject at the English Language Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya, Indonesia. Step by step procedures in process writing approach were incorporated with multiliteracies along with some activities used in teaching writing. Findings indicated that implementing the framework in teaching writing provides PSTs with the opportunities to embrace the multiple modes of meaning making and digital technology in writing, produce texts, and present them in multimodal and creative ways. In addition, despite several challenges in its implementation, the activities helped to improve the writing skill, decrease the chance of plagiarism, and increase the authentic writing. Finally, PSTs were motivated to enhance their digital literacy used in writing practices. As a result, the study suggests that multiliteracies had a space in the teaching writing skill following the guided procedures in process writing approach.

Extensive reading to improve students’ writing of explanation text Siti Nur Aida; Elok Widiyati
EduLite: Journal of English Education, Literature and Culture Vol 5, No 1 (2020): February 2020
Publisher : Universitas Islam Sultan Agung

This research aims at finding out whether or not the use of extensive reading is effective for teaching writing explanation text to the eleventh grade at Islamic University in Semarang. Quasi experimental research was applied as the method. The researchers took two groups as the sample, they were XI MIPA 6 as the experimental class and XI MIPA 2 as the control class. The total subject of this research was 65. This research used SPSS in analysing the data of writing test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significance difference in the writing ability of explanation text between eleventh-graders who were taught by using extensive reading and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 64.4118 and control class which is 48.5484 and as a result Sig. (2-tailed) is 0.00 < 0.05. Therefore, the null hyothesis of this research is rejected. It means that the use of extensive reading had significantly improved the eleventh-graders’ writing ability of the explanation text in English teaching and learning process of the experimental class at Islamic School in Semarang in the academic year 2018/2019.

A semiotic analysis of political cartoons on the first 100 days of Anies Baswedan government Nindya Hasanah; Didin Nuruddin Hidayat
EduLite: Journal of English Education, Literature and Culture Vol 5, No 2 (2020): August 2020
Publisher : Universitas Islam Sultan Agung

Nowadays, information can be conveyed not only through words, but also through images. An image is also a form of one-way communication because, through an image, people can convey the meaning. This study aimed to describe Anies Baswedan’s political cartoons on his first 100 days as a governor. This study employed a qualitative research approach, and the content or document analysis as the research design. The researchers collected and analyzed the data dealing with the relationship between the utterances and Anies’ cartoons on his first 100 days as Jakarta’s governor. In analyzing the data, some steps were taken: first, categorizing the sign into icon, symbol, index using a typology of signs; second, interpreting the meaning of the political cartoons; last, drawing conclusions based on the result of the analysis. The study found that the signs in those political cartoons had powerful meanings to convey the aspiration of Indonesian people freely towards Anies’ government. Also, the fact that the cartoons were in the forms of images eased the readers in understanding the meanings behind them, and the political cartoons deal with the relationship between visual and verbal signs of cartoons because it will be helpful for the researchers to know about events depicted in those cartoons.The study also offers some potential use of cartoons for language teaching, even though the challenges of employing them are evident.

I LOVE INDONESIA: EFL LEARNERS’ PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING Muzakki Bashori
EduLite: Journal of English Education, Literature and Culture Vol 2, No 1 (2017): February 2017
Publisher : Universitas Islam Sultan Agung

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today’s learners as the Generation Z (González-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners’ language development. Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

VIRTUAL LEARNING ENVIRONMENT: EFFECT OF BLENDED CLASSROOMS ON THE LISTENING SKILL IN A1 STUDENTS Magali Arteaga; Diana Rodas
EduLite: Journal of English Education, Literature and Culture Vol 3, No 1 (2018): February 2018
Publisher : Universitas Islam Sultan Agung

In Ecuador, the new regulations of the government demand university undergraduate students reach B2 level before reaching 60% of the total number of credits to continue with their majors (Reglamento de Régimen Académico, 2015). The current study intends to analyze the effect of virtual classrooms in the listening skill of A1 (CEFR) students as a way to enhance the learning of a foreign language by the use of the MOODLE platform of the university. The study consisted of one entire class of 28 participants. In the end, the Cohen coefficient was calculated (-1,25), a multiple linear regression R2 0.548 was also calculated showing that the use of virtual classes is a good tool when teaching a foreign language.

Students’ learning autonomy, involvement and motivation towards their English proficiency Yen Hoang Phuong; Phuong Quyen Vo
EduLite: Journal of English Education, Literature and Culture Vol 4, No 1 (2019): February 2019
Publisher : Universitas Islam Sultan Agung

Different factors are involved in the process of learners’ learning English as a second or foreign language. Among them, learning autonomy, involvement and motivation and attitude toward English language learning have been claimed to positively correlate with learners’ English proficiency. In the current study, 229 English-majored final-year students at a university in Vietnam were invited to participate in a survey to explore their English proficiency level and factors that may have impacted that level. Findings revealed that students’ learning autonomy and their active participation in classroom activities are the most influential on their English proficiency level after four years of learning. As a result, the study suggests that measures should be taken to improve students’ learning autonomy and classroom involvement.

Discrimination in Zootopia: A critical reading Hianly Muljadi
EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019
Publisher : Universitas Islam Sultan Agung

This research is an analysis of an animation movie by Walt Disney Animation Studios entitled Zootopia. The story of Zootopia, just like other animation movies which can be generalized as intended for children. It contains a positive message which can be seen from the tagline of this movie; “This is Zootopia. Anyone can be Anything”. However, this research tries ascertaining the opposite as it can be seen that the message of the movie is not entirely true. It is under descriptively qualitative method supported by the Theory of Deconstruction as a framework -- that a text can betray itself and this movie is no exception. In Zootopia, just like in human world, the animals are divided into species and kinds or types. This division can clearly lead to discrimination, stereotypes and prejudice. At the end, the notion that anyone can be anything is right to some extend but there are certainly limitations and boundaries that one cannot across to avoid instability in the life of the animals. Thus, the movie can be ‘read’ as having an entirely different message. This research shows that an animation movie can also be interpreted in many ways and may indeed reflect what happens in our reality.

Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities Haerazi Haerazi; Lalu Ari Irawan
EduLite: Journal of English Education, Literature and Culture Vol 5, No 1 (2020): February 2020
Publisher : Universitas Islam Sultan Agung

This study was aimed at developing an intercultural language learning (ILL) model and finding out its effectiveness to increase students’ writing skills. The kind of this study was procedural research (R&D) design. This study was preceded with the development phases and continued by field-testing. The field-testing was conducted by using a quasi-experimental method to know the effectiveness of the developed learning model. The sample included 64 students. The students were divided into two groups and each group consisted of 32 students. One group was the experimental group taught by suing the ILL model and the other group was the control group taught by implementing the conventional learning model. The mean score of students taught by ILL model was 80.34 and those taught by conventional one was 69.97. The data were defined as normal and homogeneous data because the value of sig. was higher than sig. level 0.05. Based on the ANOVA test, the value of sig. (0,000) was lower than the sig. level 0.05. It means there is a significantly different achievement of students taught using an ILL model rather than the conventional learning model. The result informed ILL model was more effective than the conventional one in the teaching of writing skills.

Gender differences in santri’s reading attitude and motivation Banatul Murtafi'ah; Nur Hidayanto Pancoro Setyo Putro
EduLite: Journal of English Education, Literature and Culture Vol 5, No 2 (2020): August 2020
Publisher : Universitas Islam Sultan Agung

A considerable amount of studies has explored gender differences in reading attitude and motivation among students in both elementary and secondary school levels. However, none of them is concerned with English reading attitude and motivation among santri or students living at Islamic boarding school in which gender segregation is applied. This study attempts to investigate santri’s reading attitude and reading motivation based on their gender. Three hundred and nineteen students at pesantren-based senior high schools in Yogyakarta Special Region province participated in the study by completing both reading attitude questionnaires and motivational reading questionnaire (MRQ). The results showed that there were significant differences among female and male santris in terms of reading attitude and motivation. The independent sample t-test revealed that female students reported statistically significant higher attitude in both academic and recreational reading than male students. Similarly, female students also reported higher reading motivation in three dimensions of MRQ, i.e. reading involvement, importance of reading, and competition in reading than male student. Likewise, regression analysis showed that gender could predict santri’s reading attitude and motivation. This study, therefore, confirmed a consistent finding from the previous studies revealing that female students had higher reading attitude and motivation than male students.

LANGUAGE TRANSFER IN LEARNER LANGUAGE Warsono Warsono
EduLite: Journal of English Education, Literature and Culture Vol 1, No 1 (2016): February 2016
Publisher : Universitas Islam Sultan Agung

In using the foreign language they are learning, learners tend to use forms that deviate from the target language (TL) norms. The question that arises is whether these forms are the result of transfer or the result of some other causes; and if transfer does exist in learner language, whether it diminishes with the development of the learner TL achievement. This paper tries to find answers to these questions by (1) reviewing some related literature, and (2) looking at some data of learnersâ€™ written production of Indonesian learners of English. The data were collected from the writings of the fifth semester students of the English Department (group A, representing low level of L2 achievement), and the final projects written by the English Department students (group B, representing high level of L2 achievement). In this paper, all forms that deviate from the TL norms were called errors, irrespective of whether they were, in fact, mistakes or real errors. The learnersâ€™ errors were broadly classified into two classes: intralingual errors and interlingual errors, and it was the latter that became the focus of this study on the assumption that interlingual errorswere caused by L1 transfer. The results of data analysis showed that intralingual errors were slightly higher in group A than interlingual ones; but in group B interlingual errors formed the majority of errors made by the learners (75%). It can be concluded that L1 transfer does exist in the L2 of the Indonesian learners of English. The results also showed that L1 transfer does not diminish with the development of the L2 achievement. It is strongly suggested, therefore, that Indonesian English teachers anticipate the errors caused by L1 transfer and find ways to solve the problems.

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Journal Mail Official
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Editorial Address
Jl.Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112

Location
Kota semarang,

Jawa tengah

INDONESIA