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
168 Documents
<![CDATA[LANGUAGE TRANSFER IN LEARNER LANGUAGE ]]>
<![CDATA[Warsono Warsono]]>
<![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.1.1.103-114
<![CDATA[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 learners’ 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 learners’ 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.]]>
<![CDATA[Gender differences in santri’s reading attitude and motivation ]]>
<![CDATA[Banatul Murtafi'ah]]>;
<![CDATA[Nur Hidayanto Pancoro Setyo Putro]]>
<![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.5.2.251-262
<![CDATA[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.]]>
<![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[THE EFFECTIVENESS OF JIGSAW LEARNING STRATEGY TO IMPROVE STUDENTS’ READING ABILITY ]]>
<![CDATA[Kurniawan Yudhi Nugroho]]>;
<![CDATA[Khosiatul Fitri]]>
<![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.1.1.68-75
<![CDATA[This research was an attempt to investigate the use of Jigsaw learning Strategy in term of improving students’ 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 students’ learning performance in reading.]]>
<![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[Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities ]]>
<![CDATA[Haerazi Haerazi]]>;
<![CDATA[Lalu Ari Irawan]]>
<![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.5.1.43-54
<![CDATA[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.]]>
<![CDATA[Discrimination in Zootopia: A critical reading ]]>
<![CDATA[Hianly Muljadi]]>
<![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.4.2.236-246
<![CDATA[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.]]>
<![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.]]>
<![CDATA[VIRTUAL LEARNING ENVIRONMENT: EFFECT OF BLENDED CLASSROOMS ON THE LISTENING SKILL IN A1 STUDENTS ]]>
<![CDATA[Magali Arteaga]]>;
<![CDATA[Diana Rodas]]>
<![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.3.1.1-12
<![CDATA[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.]]>
<![CDATA[Students’ learning autonomy, involvement and motivation towards their English proficiency ]]>
<![CDATA[Yen Hoang Phuong]]>;
<![CDATA[Phuong Quyen Vo]]>
<![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.4.1.1-12
<![CDATA[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.]]>
