EduLite: Journal of English Education, Literature and Culture
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Designing an English reading instructional model incorporating Islamic content for Integrated Islamic High Schools
Get PDFReading is a fundamental language skill that plays a key role in students’ academic success, yet in faith-based schools English reading instruction often lacks integration with Islamic values and character formation. While previous studies have highlighted the need for contextualized materials, limited research has offered a systematic model that aligns English reading with Islamic content and the Emancipated Curriculum (Kurikukum Merdeka). This study therefore aimed to design, validate, and evaluate an English reading instructional model that incorporates Islamic themes and the ten Muwashafat. Employing a Research and Development (R&D) design using the ADDIE framework, the study involved English teachers and students at an Integrated Islamic Senior High School in Semarang, Indonesia. Data were gathered through collaborative classroom action research (CAR) combining questionnaires, observations, interviews, and pre/post tests. The model produced includes a conceptual framework, syllabus, lesson plans, and Islamic-themed reading texts structured through the IMPACT sequence (Initiate, Map, Perceive, Analyze, Construct, Think back). Expert evaluation confirmed its feasibility with average ratings of 3.53–3.67, while classroom implementation demonstrated effectiveness, as students’ reading scores increased from 6.8 (pre-test) to 7.8 (post-test), alongside positive improvements in engagement, classroom climate, and character development. The findings conclude that integrating Islamic content with character-based values strengthens English reading instruction in faith-based contexts, and future researchers are encouraged to adapt and expand the model across diverse educational settings
Supporting multilingual learners: Parental roles in modern Islamic boarding school
No full textBilingual and multilingual education programmes are being adopted with increasing frequency by modern Islamic boarding schools (pesantren) in Indonesia, with the aim of enhancing students’ linguistic abilities and academic performance. This study examines parental involvement in children’s education at multilingual pesantren, with a focus on their roles in supporting language learning and adapting to school language policies. A mixed-methods approach was used to collect data from twenty-five parents via questionnaires and semi-structured in-depth interviews. Grounded theory analysis was then applied using open, axial, and selective coding to identify key themes. The findings reveal five themes: self-development; parental motivation and pride; optimism for future success; emotional support; and parental participation in school activities. Parents view proficiency in Arabic and English as a religious asset and a strategic skill for global engagement. The study highlights the comprehensive nature of parental involvement in multilingual pesantrens and proposes further research into its long-term impact on students' academic and social outcomes
Modern ecocritical movements in pop-culture: Songs as a medium of environmental concerns about urbanization in 1970s American radio hits
Get PDFAs an interdisciplinary study, ecocriticism has significantly influenced the recognition of ecological concerns within the cultural phenomena of literature, including popular narratives such as songs. The use of poetic narratives in songs to address ecological issues and agendas has garnered expansive interest in the social marketplace, driven by the interplay of natural, cultural, and political dialogues. This study employed Roland Barthes’s semiotic perspective and Greg Garrard’s ecocritical theory to analyze environmental themes in the lyrics of three songs: “Big Yellow Taxi” by Joni Mitchell, “Ain’t It a Sad Thing” by Richard Dean Taylor, and “Apeman” by The Kinks. These songs, through their literary narratives, explored key ecocritical concepts such as pollution, animals, dwelling, and the earth, highlighting the impacts of urban life on ecological systems. Using a qualitative approach to interpret the data, the analysis reveals that, as early as the 1970s, environmental awareness of ecological damage was a recognized global concern. The lyrics serve as a medium of social critique, emphasizing the importance of harmony between humans and nature. Through their representation of the human-nature relationship, the songs contribute to an understanding of the interconnection between civilization and sustainability, promoting environmental ethics in managing the natural world. By projecting ecological issues within their narratives, the songs stimulate ecological awareness and underscore the urgency of addressing environmental challenges
Teachers’ perspectives on the use of microlearning TikTok in assessing students’ speaking skill within Merdeka curriculum: An exploratory study
Get PDFMerdeka Curriculum frees teachers and students to use any learning media in the teaching and learning process. In this study, the researchers focus on how the microlearning TikTok platform is used to assess speaking skills. This study aims to discover the challenges faced by English teachers, the solutions to overcome them, and the benefits of using Microlearning on the TikTok platform to assess students’ speaking skills. This study is under a qualitative exploratory study with descriptive qualitative analysis. The data was obtained through participants who were recruited using purposive sampling. Three English teachers from one high school in Denpasar participated in this study. Data were collected through observation, a questionnaire, and in-depth interviews. The findings show the challenges overcome by English teachers in assessing students’ speaking skills using microlearning TikTok derive from the external factors like students, curriculum, and time. However, the teachers give alternative solutions for the teachers who face the same challenges, such as assessing students directly (face to face) in the class, preparing, and adapting to the spread of technology and curriculum. In addition, the benefits of TikTok based on teachers’ perspectives could increase students’ speaking skills, such as grammar, vocabulary, pronunciation, fluency, and comprehension. Its implications allow future studies for researchers who are interested in Microlearning TikTok, especially for using it as an assessment media. This study can be a reflection of the English teachers in the implementation of the Merdeka curriculum.
Persistent myths and misconceptions about second language acquisition: A study of English teachers in international schools in Semarang
No full textMyths and misconceptions about Second Language Acquisition (SLA) is vital for creating effective learning environments, particularly in bilingual education settings. Many bilingual schools and early childhood education in Semarang implement the English learning in their curriculum. This research aims to describe the myths and misconceptions about the acquisition of a second language among English teachers in bilingual or international school and provide recommendations on the implementation of second language learning. This research employs the descriptive qualitative method with 17 teachers as the participants from 7 international schools in Semarang City. This study adopts a descriptive qualitative research design, aiming to explore and describe the perceptions, beliefs, and misconceptions about second language acquisition (SLA) among English teachers. The data sources include questionnaires, semi-structured interviews, and unstructured observations involving 17 teachers from 7 international schools in Semarang City and surrounding areas. The methodological approach follows Sandelowski,’s (2000) model of qualitative description, which emphasizes providing a comprehensive, low-inference summary of events or experiences in everyday terms. For the data analysis, the study uses descriptive statistical analysis for the questionnaire data and Miles and Huberman’s interactive model for qualitative data, involving data reduction, data display, interpretation, and conclusion drawing. This results, based on questionnaire responses and semi-structured interviews with teachers, revealed that many believe second language acquisition should begin early, as grammar mastery and accurate pronunciation are more easily achieved at a young age. They also hold that an effective way to learn a second language is to plunge children directly into a second language environment. In the cognitive aspect, the mastery of the second language depends on the parents’ level of English mastery. The teachers also agree that grammar is not so important for a good command of English. Further researches are needed to study the misconceptions among bilingual school administrators
Online assessment in ELT: Teachers’ practices and challenges
No full textThis qualitative case study investigates the online formative assessment practices and the challenges faced by junior high school English teachers in Banyumas Regency. Utilizing observations, semi-structured interviews, and document analysis with five purposively selected teachers, the study explores the practical implementation of digital assessment tools in English Language Teaching (ELT) classrooms. Findings reveal that teachers actively utilize interactive platforms like Quizizz, Google Forms, and Wordwall, primarily for quick quizzes and immediate feedback, demonstrating a clear alignment with learning objectives. This approach significantly boosts student motivation and engagement, largely owing to the tools' interactive and gamified features. However, the path to seamless integration is marked by several key hurdles. Prominent challenges include limited student access to suitable devices and reliable internet connectivity, persistent technical issues with platforms and signals, students' initial unfamiliarity with online tools, and significant concerns over phone misuse and academic integrity. Additionally, teachers themselves reported perceived gaps in their experience and digital skills. These insights collectively emphasize the crucial need for enhanced technological infrastructure, tailored professional development for educators, and supportive policy frameworks to effectively realize the full potential of online formative assessment in EL
Exploring the impact of literacy competencies on student entrepreneurship: The role of outcome-based education curriculum
Get PDFThis study investigates the role of the Outcome-Based Education (OBE) Curriculum as a mediator in shaping the influence of financial, digital, and human literacy on student success in entrepreneurial endeavors. Based on insights from economic education, this research explores how OBE curriculum design can facilitate the development and application of essential literacy skills essential for entrepreneurial success. The study used a mixed methods approach, combining quantitative analysis to measure literacy rates and qualitative examination to understand the nuanced mechanisms by which the OBE curriculum mediates these relationships. The findings of this study indicate that digital literacy and human literacy affect student business ventures either directly or indirectly through the implementation of the OBE curriculum while financial literacy does not affect directly or indirectly through the implementation of the OBE curriculum, this study quantitatively shows student business venture reveal the intricate interplay between OBE curriculum, literacy competencies, and entrepreneurial outcomes, offering valuable insights for education practitioners, policymakers, and stakeholders looking to improve entrepreneurship education
The use of exit tickets and learning journals in promoting reflection in young EFL learners
No full textExit tickets and learning journals are classroom tools that prompt end-of-lesson reflection. Exit tickets are brief, low-stakes prompts completed at lesson close to recall key ideas and self-evaluate; learning journals provide short written space across lessons for reflection and simple goal setting. This study examines how these tools facilitate self-reflection and relate to early signs of metacognitive self-regulation and learner autonomy among young Indonesian EFL learners. A qualitative-dominant, embedded mixed-methods design within a participatory action research (PAR) framework was implemented in a primary EFL classroom. Data comprised student written reflections (exit tickets, learning journals), classroom field notes, and participation/completion records; simple descriptive counts supported the qualitative analysis. The tools were treated as metacognitive prompts for planning, monitoring, and evaluating. Findings show that exit tickets promoted immediate, end-of-lesson reflection and were easier for students to complete, whereas learning journals supported self-assessment and short goal setting across lessons. Reflection depth was often uneven, influenced by task complexity, linguistic load, and unfamiliarity with terms or platforms; field notes recorded confusion when instructions were unclear, and engagement dipped during an asynchronous session. Repeated use fostered procedural self-regulation, evidenced by faster, more independent completion. Implications include using short, clear, visual prompts with brief modeling, simplifying journal templates, and aligning prompts tightly with lesson content to deepen reflection and strengthen early autonomy in Indonesian EFL classrooms
Lexical meaning and cultural meaning in lingual units in Prajuritan dance art in Semarang regency: An ethnolinguistic study
No full textPrajuritan dance of Semarang Regency embodies profound cultural values. This study was conducted in response to the lack of research specifically examining the lingual elements of Prajuritan dance from an ethnolinguistic perspective. Although the dance contains linguistic expressions that reflect local cultural values, these have gradually been neglected due to its declining popularity within the community. This study aims to analyze the forms of lingual units in Prajuritan dance in Semarang Regency through an ethnolinguistic lens to uncover both their lexical and cultural meanings. A qualitative method was employed, utilizing an ethnographic approach. Data were collected through face-to-face interviews, audio recordings, and field notes from informants who are traditional artists in Semarang Regency. The data were then analyzed through reduction, presentation, and conclusion drawing. The findings revealed 61 lingual units in Prajuritan dance, including 21 monomorphemic words, 7 polymorphemic words, and 33 phrases. These units are classified into six categories: paraga, busana, ubarampe, accompaniment, movement, and gelar. Each unit carries not only lexical meanings but also cultural values embedded in traditional roles and expressions. Ultimately, Prajuritan dance is not merely a performing art, but a cultural repository that safeguards ancestral wisdom and must be preserved for future generations
Developing metacognitive awareness through Duolingo application in enhancing students' self-reliance in learning speaking
No full textEnglish Learners need to develop a willingness to learn independently. Due to this challenge, it is essential to foster students' metacognitive awareness, comprising the ability to understand, control, and manage the own learning process. The Duolingo application holds a potential to enhance students' metacognitive awareness, so far not much research has investigated this focus. Therefore, this research aims at investigating the role of Duolingo in developing students’ metacognitive awareness in learning to speak English; examining differences in students’ level of metacognitive awareness; and describing how the Duolingo fosters the students’ self-reliance in learning to speak English. The research involved 70 high school students in Semarang City and employed a Concurrent Nested Design. This research focused on measuring changes in the level of metacognitive awareness of the students before and after using Duolingo. Data collected from interview were used to describe how students used the application to improve their learning independence. The results revealed a significant improvement in students’ metacognitive awareness, with the mean pre-test score increasing from 79.43 to 91.81—a gain of 12.38 points. The standard deviation decreased from 6.606 (pre-test) to 5.483 (post-test), and the average N-gain score was 0.64, indicating a 64% mean percentage improvement. Although most participants improved significantly, there was notable variation in the improvement. Qualitative findings highlighted diverse perceptions and approaches among students, emphasizing Duolingo’s effectiveness in promoting independent learning and enhancing metacognitive awareness. This study underscores the value of integrating technology into language learning to support self-directed learning and metacognitive skill development