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[The phases of culture shock engaged by the main character Sashi as reflected in English Vinglish film ]]>
<![CDATA[Thalitha Natasya Fitri]]>;
<![CDATA[Afina Murtiningrum]]>
<![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.5.2.334-344
<![CDATA[This study explores the culture shock portrayed in Sashi’s character of English Vinglish film by Gauri Shinde. The purpose of this study is to describe the kinds of phases of culture shock engaged by Sashi as the analyzed character. This study used descriptive qualitative method. The English Vinglish film by Gauri Shinde and the film script were the primary data of the study, whereas, the secondary data were taken from the books, journals, and articles that related to the research. The results of the study shows that Sashi as the main character in English Vinglish film encounters four phases of culture shock; they are honeymoon, crisis, recovery, and adjustment.]]>
<![CDATA[ACTIVE LEARNING STRATEGIES IN TEACHING CROSS CULTURAL UNDERSTANDING FOR ENGLISH EDUCATION STUDENTS ]]>
<![CDATA[Ikke Dewi Pratama]]>
<![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.2.1.303-316
<![CDATA[Cross Cultural Understanding (CCU) is one of required courses in English Language Teaching which aims at connecting language and culture so that language learners can use foreign language appropriately, i.e. appropriate forms of language for appropriate context of situation. However, some obstacles usually occur during the course, for examples: students’ lack of understanding that lead to opinions stating that this is a boring and useless course, and large number of students within a class where lecturer must teach more than 40 students in one class. Considering the importance of CCU course as well as the needs to overcome the problems during this course, this paper proposes some particular teaching strategies to help students in apprehending CCU materials through students’ active participations. Active learning strategies are preferred by means of raising students’ participation and critical thinking so that the class would run more effectively. Other consideration in composing the strategies is to prepare English Education students to be future English language teachers by training their ability in teaching performance as well as connecting language and culture in English Language Teaching (ELT). Keywords: language, culture, strategies, media, ELT]]>
<![CDATA[STUDENTS’ LEARNING STYLE: A CASE STUDY OF SENIOR HIGH SCHOOLS IN BENGKULU ]]>
<![CDATA[Safnil Arsyad]]>
<![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.3.1.25-39
<![CDATA[It is widely accepted that the use of learning materials which accommodates students’ schemata is much more effective than the ones outside student’s present knowledge background. The objectives of this study are to describe the students’ learning style distribution and their perception on local oriented and learning style-based English learning materials in Bengkulu Province. The respondents were senior high school students in Bengkulu Province. The results show that : 1) the English learning materials can present a well-designed English learning materials for senior high schools students; 2) the English learning materials with picture stories and visual and audio learning media help students learn English; 3) the learning materials have been designed very well according to the students; 4) as reported by the students the strengths of the English learning materials is that it provides new information on tourism places in Bengkulu Province for the students, 5) the learning materials (the text books and VCD/CD) could improve their motivation to learn English. It can be concluded that local oriented and learning style-based learning materials can be not only more effective but also preferred by the students.]]>
<![CDATA[Designing mobile learning: Empirical journey to reality in Malaysian secondary school context ]]>
<![CDATA[Rashidah Rahamat]]>
<![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.4.1.13-24
<![CDATA[Designing a conducive and meaningful learning environment in the teaching and learning is thought-provoking tasks. The use of teaching materials will be one of the resources and normally teachers or the practitioners will need to put a lot of considerations will assist teachers in creating the desired learning outcomes. This paper aims to share the initial steps engaged in the process of creating a mobile learning concept which is applicable for Malaysian Secondary School Education. Therefore, the mixture of qualitative and quantitative measure was deployed in order to achieve the primary objective of creating a workable mobile learning concept. The findings from analysing 40 documents had unlocked a few gaps to be filled in: they enabled the focus to be on the small “l” component for the English Language secondary school syllabus as well as on the feasible methodology to be applied for the real mobile language learning context. Whereas the input from the need analysis provided more insights on how the content for the dry literature components could be arranged in the learning context. Hence, by combining the input from the documents analysis and need analysis data, they had proven to be empirically and beneficially useful steps to be taken before embarking on the actual conception of any teaching and learning design to be proposed or implemented. These initial steps had proven to be beneficial for the next stage of designing the mobile learning environment in Malaysian secondary school context.]]>
<![CDATA[Prosthetic memory: Re-creating the experience of trauma in Iñárritu’s 11'09''01 ]]>
<![CDATA[Shuri Mariasih Gietty Tambunan]]>
<![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.4.2.226-235
<![CDATA[9/11 will always be a traumatic experience not only for Americans but also for the rest of the world. This trauma has been re-articulated in a number of mass culture or popular culture products, such as novels or films. As argued by Landsberg (2004), mass culture could be used to attract the public in making sense of history, memory, politics and identity, including traumatic moments. In this article, the chosen case, a short film by Iñárritu’s entitled 11'09''01 shows how a cultural product intended for the masses has the potentials to change the structure of memory construction. The film has been criticized to be focusing on the traumatic aspect and do not highlight the heroic discourse, which was the most celebrated notion of the 9/11 tragedy. As the most experimental entry, this article argues that the short film among the others in the same project represents an effort to empathize with the pain felt on that day by utilizing ‘authentic’ materials, such as segments of media broadcasts from all over the world and recordings of the victims’ last phone calls to their loved ones. It also uses the images of people falling or jumping from the two towers leading into the ethical challenges for the cinematic documentation of a traumatic event, which will also be discussed in this article. The main method of analysis is textual analysis and Landsberg’s conceptualization of Prosthetic Memory is used to interpret the data. The article concludes that the short film could be seen as a Transferential Space in transferring memories of 9/11 to the audience who might not have experience it directly. ]]>
<![CDATA[Comparing the impact of spaced instruction and massed instruction in learning collocations among Iranian EFL learners ]]>
<![CDATA[Ehsan Namaziandost]]>;
<![CDATA[Choiril Anwar]]>;
<![CDATA[Leila Neisi]]>
<![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.5.1.55-65
<![CDATA[This study compared the impact of spaced instruction and massed instruction on learning collocations among Iranian EFL learners. To do so, 60 Iranian pre-intermediate EFL learners were selected among 90 students based on the results of Oxford Quick Placement Test (OQPT). The selected participants were then non-randomly divided into two equal experimental groups; spaced group and massed group. Afterwards, the researcher measured the participants’ collocations knowledge by administering a collocation pre-test. Then, 100 English collocations were instructed to the both experimental groups in the treatment phase of the study. After the instruction, a collocation post-test was administered to both groups and finally the data were analyzed by using paired and independent samples t-tests. The obtained results indicated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly outperformed the massed group (p < .05) on the post-test. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.]]>
<![CDATA[CLIL practice in a maritime English course: EFL students’ perception ]]>
<![CDATA[Nurmala Elmin Simbolon]]>
<![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.5.2.263-276
<![CDATA[This article examines to what extent 'content and language integrated learning' or CLIL approach has impact on students’ learning in a Maritime English course. The graduates of Fishing Technology Study Program (TPI) in Advance University are required to have a certificate of nautical expert of fishing vessel (ANKAPIN) when applying for a job in a fishing vessel in Indonesia. One of the subjects assessed in the ANKAPIN examination is Maritime English. Bearing its name, this particular content subject consists of Maritime-related terminology and phrases. Believed as an effective way of learning a second, or a foreign language by integrating content and language learning, CLIL approach requires the collaboration between the lecturers of English and discipline subjects. The action research reported in this article implemented an English medium instruction (EMI) class using CLIL approach in an English as foreign language (EFL) context. The data collection included students’ pre-test and post-test results and questionnaires of student evaluation towards CLIL classroom learning. The results of the tests were analyzed descriptively using the Excel program and the evaluation survey was with content analysis. The results of this study showed students' increased understanding of vocabulary in the field of Maritime. Students also expressed their positive experience in the CLIL class. Besides, students articulated some more to experience including authentic learning aids such as a fishing vessel and more visual materials.]]>
<![CDATA[THE REALIZATION OF POLITENESS IN “A DOLL’S HOUSE” SCRIPT ]]>
<![CDATA[Ajar Pradika Ananta Tur]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 1, No 2 (2016): August 2016 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.1.2.115-128
<![CDATA[Politeness is considered to be important in the communication. When thepeople are communicating to one another, they are expected to keep thesocial relationship and do not violate another face or called as facethreatening acts (FTAs). This research investigated the realization ofpoliteness in a drama script entitled “A Doll’s House” by Henrik Ibsen. Itaims to classify the drama conversation parts into some categorizations ofpoliteness and to analyze why they differ in the context. In its nature, theresearch applied qualitative concepts. Two conversation parts in the firstact of the script were chosen to be the objects of the research. Thesequalitative data were then analyzed and categorized using Goffman’scategorizations of Face Threatening Act (FTA): FTA off record and FTA onrecord (with sub-classes: FTA on-baldly, FTA on record-with negativepoliteness, and FTA on record-with positive politeness). From the analyses,it was concluded that there were some parts belonging to FTA off recordand some belonging to the FTA on record with positive politeness. The firstdata analysis explained much about FTA off record. On the contrary, FTAon record with positive politeness was portrayed in the second analysis. Itshows that people tend to save their inter-interlocutors’ face by usingindirect request, off record, as far as they understand what the speakerswant to. The on record will work if only the first one does not work.Keywords: Politeness, FTA off-record, FTA-on record]]>
<![CDATA[THE APPLICATION OF INDIRECT FEEDBACK TO IMPROVE STUDENTS’ PARAGRAPH WRITING ]]>
<![CDATA[Mega Mulianing Maharani]]>
<![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.2.2.389-404
<![CDATA[Writing is one of the important skills should be mastered by students of English education program. Mastering writing forces students to be able to produce good paragraph. Paragraph is said to be good if it is well organized. Organizing good paragraph is the problem faced by the second semester students of English education of Sultan Agung Islamic University. Based on that problem, the writer decided to apply indirect feedback to the students’ paragraph writing. The writer wants to know the way indirect feedback applied to improve the students’ paragraph writing. The writer used action research to come up to the objective of the research. There was one cycle of the research which consisted of planning, acting, observing, and reflecting. The writer adopted the steps of analyzing the data as proposed by Burns (1999) which consisted of assembling, coding, comparing, building meaning and interpretation and reporting the outcomes. The result was that the way the writer used underline to the students’ writing could improve the students’ paragraph writing. The students could provide correct final revision of their inappropriate writing]]>
<![CDATA[Exploring TPACK domains of Malaysian non-option ESL teachers in an online flipped learning course through Blendspace ]]>
<![CDATA[Mohd Faisal Farish bin Ishak]]>;
<![CDATA[Abdul Ghani Abu]]>
<![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.3.2.110-124
<![CDATA[The purpose of this paper is to explore teachers’ Technological Pedagogical and Content Knowledge (TPACK) domains in planning digital tools-based activities. It discusses a small part of a major study that investigated Malaysian non-option ESL teacher’s flipped ESL instructional design of teaching and learning in their own classroom context. Participants were involved in this case study. The miniscule analysis was done for a digital tool called Blendspace (a learning management system – LMS) in order to investigate teacher’s classroom activity plans. The digital tools introduced to the participants were meant to support their ESL flipped learning instructional design. Findings show that new input ameliorated the existing TK domain and made it developmental. This has resulted an improvised TPACK which I coined a term ‘Augmented TPACK’ – an inclusive TPACK domains that consists of developmental TK and non-developmental PK and CK. Participants used Augmented TPACK to plan digital tools-based activity.]]>
