EDULITE: Journal of English Education, Literature and Culture
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.
Articles
243 Documents
<![CDATA[DISCOURSE AND THIRD SPACE IN FRANK MCCOURT’S NOVEL "TEACHER MAN" AND TOM SCHULMAN’S PLAY "DEAD POETS SOCIETY"; A REFLECTIVE PRACTICE FOR TEACHERS ]]>
<![CDATA[Eka Sugeng Ariadi]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.2.2.457-469
<![CDATA[Pahl and Rowsell (2005) elucidate that Discourse is ways of dressing, speaking and acting which delineates person’s identities in literacy practices, while a third space is as a meeting spaces between home space and school space, blend and mix space, in which lets teachers think how their students’ meaning-making are happened between school and home. This paper investigates how these theories are fruitfully presented in the character of Mr. McCourt Teacher Man and Mr. Keating Dead Poets Society. Subsequently, it is interconnected with educational theory A taxonomy for Learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, as recommended by Anderson and Krathwohl (2001). The result shows that the Metacognitive Knowledge domain prominently becomes the intersection as it is emphasizing on the student’s awareness of one’s own cognition and cognitive processes, particularly contextualizing students’ knowledge and general knowledge. Mr. McCourt and Mr. Keating have succeeded in shifting frighten and strict classroom situation generated by most teachers become so challenging and much interesting by utilizing multimodal styles and skills, and piloting third space activity. Henceforth, the writer recommends teachers to maximize their own potentials characters to accommodate their students’ preferences or styles in learning the subjects. In addition, designing teaching and learning process in-between home and school is necessary to be done, in order to contextualizing and perceiving real life experiences.]]>
<![CDATA[Philosophical meaning of the myth of pregnant and nursing mothers at Dawuhan village, Banyumas ]]>
<![CDATA[Astiana Ajeng Rahadini]]>;
<![CDATA[Rahmat Rahmat]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 3, No 2 (2018): August 2018 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.3.2.188-195
<![CDATA[Traditional culture underlying a wide range of behavior and deeds of a society and gave birth to a variety of oral literature as well as myth. The myth that developed and still surviving in public life of Java among other myths related to pregnant and nursing mothers. This research is under a descriptively qualitative method supported by field research method along with un-depth interviews in Dawuhan village of Banyumas which is the village where the ancestors of Banyumas was buried. Through field observation and research method of interview to the trusted resource in Dawuhan village was obtained by results of research regarding the myth of pregnant and nursing mothers. This research finds some kinds of myths in relation to recommending and prohibition to perform an action that may harm the fetus, while the myth of breastfeeding mothers mostly prohibition and advice about foods that are consumed by the mother breastfeeding can harm the health of the baby.]]>
<![CDATA[Diasporic experiences portrayed in Luling character as the first-generation in Amy Tan's The Bonesetter's Daughter ]]>
<![CDATA[Septiarini Makodamayanti]]>;
<![CDATA[Diyah Fitri Wulandari]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.216-225
<![CDATA[This study deals with the issue of diaspora which relates to diasporic experiences as well as the impact of diaspora. The research attempted to find out the experiences encountered by LuLing and to know the impact of diaspora perceived by her as the analyzed character, during her process of diaspora. Descriptive Qualitative research was used in the arranging of this undergraduate thesis. The data came from various sources that were classified into primary data and secondary data. The primary data were taken from the Bonesetter's Daughter novel by Amy Tan. The secondary data were taken from book, printed and online journals and articles. The first step for analyzing the data was by reading the whole chapters of the Bonesetter's Daughter novel. While the second step, was underlining or highlighting the parts that showed about the diasporic experiences and the impact of diaspora encountered by LuLing. This study shows how the phenomenon of diaspora invokes some experiences and gives an impact to the diasporas as reflected in the Bonesetter's Daughter novel. The movement of LuLing to America triggered by the war in her country had allowed her to undergo some experiences like acculturation, culture shock, and separation, along with the psychological impact of the movement that she had. Through LuLing, the Chinese first-generation woman character, this novel shows how the Chinese diasporas live their life in a country which is different from their homeland.]]>
<![CDATA[The effects of critical thinking instruction through asynchronous learning tools on writing ]]>
<![CDATA[Sibel Aygün]]>;
<![CDATA[Fatih Yavuz]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 5, No 2 (2020): August 2020 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.5.2.176-191
<![CDATA[In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students’ use of critical thinking skills in their writings. In addition, students’ attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students’ writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS’ use of critical thinking skills while writing.]]>
<![CDATA[ERROR CORRECTION, FEEDBACK, AND ACTION RESEARCH IN AMERICAN LITERATURE CLASSROOM: WHY NOT? ]]>
<![CDATA[Didik Murwantono]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 1, No 1 (2016): February 2016 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.1.1.28-40
<![CDATA[Error correction and feedback are two indispensable factors in shaping literature technique and theory. In this case, these techniques were applied to students who took American Multicultural Literature at College of Languages, UNISSULA Semarang. The students were asked to make any literary criticism toward several literary works from different cultural backgrounds. Both teacher and students have significant roles in those preferences. If teacher and students both understand the purpose of certain correction techniques and agree their use, feedback is more likely to be productive. This article also covers action research by using two cycles. It finds that students can improve their capabilities and skills in writing of an intellectual diary. It can be seen from the result of observation both test-1 and test-2 which had the progress in index from 0.45 to 0.52. Hence collaborative writing and reader-response criticism has given great contribution toward students’ motivation in learning American literature.]]>
<![CDATA[LANGUAGE CHOICE IN MULTILINGUAL CONTEXT: THE USE OF L1 IN THE HOSPITALITY ENGLISH COURSES ]]>
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 2, No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.2.1.263-272
<![CDATA[The present study presents the perception of lecturers on the use of the first language in the foreign language classroom, particularly in a tourism vocational institution in a multilingual context. The participants were 2 lecturers teaching Hospitality English: one lecturer was teaching English for Front Office and one lecturer was teaching English for Food and Beverage. The data were collected through administering questionnaire and interview. The obtained data were analyzed qualitatively. The results show that lecturers perceived the use of the first language as positive and part of learning process. They used the first language mainly as a pedagogical device for clarification, for establishing rapport, saving time, and discipline. The findings might have significant implications for EFL language teachers regarding the facilitative effects of L1 use in the foreign language classrooms. The EFL teachers need to consider the EFL classroom context as a multilingual social space in which teachers and students take advantage of dynamic, creative and pedagogically effective use of both the target language and the learners. Keywords: first language use, lecturers ‘perspective, multilingual context]]>
<![CDATA[INDONESIAN COLLEGE STUDENTS’ PERCEPTIONS OF TOEFL PREPARATION CLASS ]]>
<![CDATA[Siti Masfufah]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 3, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.3.1.66-78
<![CDATA[This is the report of a pilot study of a dissertation. This study investigated what Indonesian students perceived of the TOEFL Preparation class. The researcher interviewed 11 students of Economics. The students’ age ranged from 18 – 23 years old. Seven of them had a job. Three of them were planning to have a job. The other one was a full-time student. This research revealed that the majority of the students were satisfied with the TOEFL Preparation class. The teacher helped them understand English compared to their knowledge before taking the TOEFL class. However, the students suggest that the duration for each meeting should be at least 120 minutes. Beside, the teacher should provide group work activities and homework. In addition, the teacher should come to class on time. Some recommendations of the findings are discussed in this paper.]]>
<![CDATA[The protagonist’s shadow and persona as the reflection of anti-hero in The Phantom of the Opera novel retold by Diane Namm ]]>
<![CDATA[Ratih Dwi Raharto]]>;
<![CDATA[Riana Permatasari]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.1.65-75
<![CDATA[Personality of any character in a work of art has become significant to be analyzed since it contributes to the value of the story. This paper analyzes a work concerning the personality of the protagonist. Unlike most protagonists who have the role to perform the traditional traits of a hero, some protagonists on the other hand tend to depict the characteristics of a villain. Yet the protagonist is still the leading character who just fails to enact the virtue of the society. In this case, a study of the concept of anti-hero is applied in order to expose the characteristics of anti-hero through the findings of the personality of the protagonist. The object of the study is a novel by Gaston Leroux retold by Namm (2008) entitled The Phantom of the Opera which has profound sense of psychological issues related to the characters inside the story especially the protagonist. This paper exerts a descriptive qualitative method and applies the psychology approach. Using two archetypes by Carl Gustav Jung, this paper focuses on two contradictory archetypes which are the persona and the shadow. For further analysis using the concept of anti-hero, this paper will use both archetypes to identify the characteristics of anti-hero. Henceforth, this paper discovered about the portrayal of those archetypes along with the reflection of anti-hero characteristics performed by the protagonist. There are two findings, first, the portrayal of the phantom’s persona as the mysteriously creepy ghost to the society, Angel or Music to Christine and his shadow dealing with his crimes. Second, the characteristics of anti-hero used his persona and shadow to show that anti-hero is flouting the traditional hero virtue and gaining sympathy from reader even though his darker side is more dominant.]]>
<![CDATA[Feminism thoughts in 20th and 21st century literary works: A comparative study ]]>
<![CDATA[Fransiska Marsela Hambur]]>;
<![CDATA[Nurhayati Nurhayati]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.2.183-193
<![CDATA[One of most arguable and observable social phenomena is gender inequality which is based on feminism thoughts. Considering how literature may portray human’s life along with its values, this study is purposed to elaborate and compare how feminism thoughts and gender inequality take place in various literary works. Based on the importance of feminism thoughts and gender inequality in cross cultural literature, then there is a necessity to conduct a comparative literature study which focused on feminism thoughts. This study took four kinds of literary works, namely drama, prose (short-story), movie, and poetry. Feminism approach as sociological approach was applied in this study altogether with comparative criticism and content analysis method. This study discussed how feminism thoughts got more supports and encouragement as the century progressed. By comparing literary works from 20th and 21st century, several important findings can be drawn, namely (a) feminism thoughts are getting stronger along with the progression of century, (b) feminism thoughts always oppose gender inequality as both are always found as binary oppositions in literary work, (c) both feminism and gender-inequality live through human’s values and repetitive actions, (d) personal and familial values are crucial in order to develop feminism thoughts and gender-inequality in an individual, and (e) the change of values, especially social and cultural values can bring changes in both feminism and gender inequality phenomena.]]>
<![CDATA[Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools ]]>
<![CDATA[Haris Ma'ruf]]>;
<![CDATA[Huyi Intan Sari]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 5, No 1 (2020): February 2020 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.5.1.118-125
<![CDATA[This research was to find out teachers’ perspectives of the immersion program. For the mathematics, science and social subject teachers, it could ascertain how teachers cope with new challenges because using English to teach was a professional development experience and also could establish baseline approaches for implementing the immersion program. This study provided a picture of non-English teachers’ perception on implementing an immersion program at SMA Islam Sultan Agung 1 Semarang. The data was obtained from questionnaires and observation. The main challenge facing non-English language teachers was teaching and learning Mathematics, Sciences (Physics, Chemist, and Biology) and Social Subjects (Sociology, Economics, and Geography) in English. The study also showed that there were specific situations when teachers felt frustrated teaching an immersion class. This frustration always relates to lack of English language proficiency. In conclusion, this study shows the lack of English language proficiency is the main challenge faced by non-English language teachers and students in immersion classes at SMA Islam Sultan Agung 1 Semarang.]]>
