Journal of Language and Literature Studies
Journal of Language and Literature Studies is an open-access journal that provides perspectives on languages, language teaching, and literature studies. This journal has the Focus and Scope to present and discuss outstanding contemporary issues in line with Applied Linguistics, English Language Teaching, Literature, Literature in Teaching, and Curriculum Design of Language and Literature Teaching. Readers have the right to read, download, copy, distribute, print, or link to the full text of all articles in JOLLS. This journal aims to promote outstanding language and literature issues to research by encouraging inquiry into the relationship between theoretical and practical studies.
Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)
Authors who publish with JOLLS agree to the following terms: For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Exploring Social Media on Gender Identity Development Among Generation Z: A Discourse Analysis on Opportunities, Challenges, and Societal Tensions
This study explores the impact of social media on the gender identity development of Generation Z, focusing on the opportunities and challenges these platforms present in shaping young people's understanding of gender. Generation Z, born between 1997 and 2012, is the first generation to grow up in an era of pervasive digital connectivity, where social media platforms offer unprecedented spaces for self-expression and identity exploration. These platforms enable young people to engage with diverse gender identities, including non-binary and gender-fluid expressions, which are often marginalized in offline spaces. However, while social media provides opportunities for authentic self-expression, it also amplifies societal pressures to conform to idealized gender norms. The tension between digital empowerment and offline societal expectations creates a complex environment for Generation Z, where they must navigate conflicting gender narratives. This study employs a descriptive qualitative approach, utilizing documentary analysis of social media content and academic literature to identify key themes related to gender identity formation, societal pressures, and the intersectionality of gender with cultural, social, and psychological factors. The findings suggest that, while social media plays a critical role in empowering young people to explore diverse gender expressions, it also exposes them to identity conflicts and psychological challenges, particularly when offline societal norms resist these new identities. The study calls for greater support systems, both online and offline, to help young people navigate these complexities and embrace their gender identities freely and authentically.
Copyright (c) 2025 Yulianingtyas Dwi Damayanti, Aulia Sagita Ananda, Yanti Rosalinah https://creativecommons.org/licenses/by-sa/4.0
Innovative Learning of Fiction Writing through an E-Module Integrating Local Wisdom “Andum Alpukat”
The use of E-Modules is not new for educators; however, there remains a limited number of studies that specifically develop Flipbook-based interactive modules integrating local cultural values to enhance elementary students’ fiction writing skills. This study aims to evaluate the feasibility of the interactive E-Module “Andum Alpukat” as a learning medium, employing a research and development (R&D) design that combines qualitative and quantitative approaches. The development process involved validation by material experts, module design experts, peer reviewers, and trials conducted individually, in small groups, and in large groups with fifth-grade students at SD Negeri Pulosari 1 Bareng Jombang. The findings reveal that the module received a feasibility score of 75% from material experts, 93.75% from design experts, 97.5% from peer reviewers, and 89.99% based on student responses. These results indicate that the “Andum Alpukat” interactive E-Module is both feasible and effective in improving students’ fiction writing skills. The study concludes that a modified Flipbook aligned with students’ learning needs can produce a high-quality and engaging instructional medium. The implications of this study suggest that similar modules have strong potential for broader implementation within Merdeka Curriculum–oriented classrooms and for fostering culturally grounded creativity in fiction writing to strengthen meaningful learning experiences.
Copyright (c) 2025 Ninuk Sumiyarsih, Heru Subrata, Hendratno Hendratno, Neni Mariana, Putri Rachmadyanti https://creativecommons.org/licenses/by-sa/4.0
Development of Google Sites Featuring Jombang Legends as a Teaching Media for Indonesian Language
This development research aims to examine the feasibility of the Google Sites based instructional media as a learning tool for narrating the Legend of Jombang. The Google Sites learning media can be accessed through each student’s device. Through validation tests involving media experts, content experts, and peer reviewers, as well as individual, small group, and large group trials, this Google Sites learning media is expected to serve as an effective educational innovation for 21st century learning. This study employs a Research and Development (R&D) approach using the ADDIE development model. The research subjects were fifth grade students at elementary schools. The results of the media expert validation showed an average feasibility score of 91.6%, while the material expert validation obtained an average of 90.9%. Peer evaluation yielded an average score of 90%, followed by individual trials with an average of 85%, small group trials with 88.5%, and large group trials with 91.16%. Based on the results of the validation and trials, the Google Sites media developed is very feasible and relevant in today's digital era, serving as an implementation of the Merdeka Curriculum.
Copyright (c) 2025 Any Trisnawati, Heru Subrata, Nurul Istiq'faroh, Neni Mariana, Putri Rachmadyanti https://creativecommons.org/licenses/by-sa/4.0
Representation of Javanese Beliefs in the Film Sumala (2024):Magical Realism
The phenomenon of the representation of local beliefs in modern Indonesian films shows a tendency to combine traditional elements with contemporary storytelling styles, but studies that specifically examine this combination through the perspective of magical realism are still limited. This study aims to reveal how the film Sumala (2024) represents Javanese beliefs through three main elements of magical realism according to Wendy B. Faris, namely the irreducible element, merging realms, and disruptions of time, space, and identity. The study uses a qualitative descriptive method with data sources in the form of scenes, Dialogues, and visual symbols in the film. Data are analyzed through a process of reduction, classification, interpretation, and drawing conclusions based on the theory of magical realism and the concept of Javanese beliefs. The results show that Sumala presents magical objects, spiritual rituals, and human interactions with spirits as magical elements that are naturally accepted in the story world. This representation illustrates the Javanese view of life that emphasizes the balance between the rough universe and the subtle universe as an important part of the cosmological order. This study concludes that the magical elements in Sumala not only function as narrative aesthetics but also play an important role in preserving Javanese spiritual and cultural values. This finding has implications for strengthening film and cultural studies, particularly regarding the representation of local wisdom in modern Indonesian cinema.
Copyright (c) 2025 Anindya Oktaviona, Hasan Suaedi, Dzarna Dzarna https://creativecommons.org/licenses/by-sa/4.0
Discourse on Character Education of the Main Character Enong in the Novel Padang Bulan by Andrea Hirata
This study aims to analyze the character education discourse reflected through the main character, Enong, in the novel Padang Bulan by Andrea Hirata using F.W. Foerster's character education theory. The methodological approach employed is discourse analysis with descriptive qualitative methods. The research data consist of narrative excerpts and dialogues reflecting the character values of Enong, which are then classified based on Foerster's four main principles: orderliness (discipline), adherence to values (obedience to values), loyalty, and integrity of life (unity of life). The research findings indicate that the character education discourse in this novel is manifested through two main aspects: learning motivation and hard work. Learning motivation is reflected in Enong's enthusiasm for continuously pursuing knowledge, diligence in self-directed learning, and loyalty to her aspirations despite living in economic and social limitations. Meanwhile, the value of hard work is evident in Enong's persistence in bearing the family's economic burden, courage in taking on the role of a tin prospector, and resilience in facing failure without giving up. All four of Foerster's principles are consistently present in Enong's actions and words, demonstrating the integration of moral, intellectual, and social values. This study concludes that Andrea Hirata successfully constructs a humanistic character education discourse through the figure of Enong as a representation of a resilient, independent, and educated woman. These findings are relevant for use as literary teaching materials in character education learning in schools because they contain universal values such as discipline, responsibility, determination, and loyalty to one's aspirations.
Copyright (c) 2025 Irfan Kholid Sofhan, Hasan Suaedi, Mohamad Afrizal https://creativecommons.org/licenses/by-sa/4.0
Writing Poetry with the Development of Associative Meaning in Chairil Anwar's Poetry Collection: A Lesson of Poetry Writing Instruction
This research is motivated by the importance of associative meaning in poetry as a formative element of imaginative power, emotion, and linguistic creativity. However, there has been limited research systematizing associative meaning techniques as a model for poetry writing instruction. This study aims to analyze associative meaning techniques in Chairil Anwar's poems and formulate their implications for poetry writing instruction. This research employs a qualitative descriptive design with semantic analysis of eight selected poems from the collection Aku Ini Binatang Jalang (I Am a Wild Animal). Data were collected through repeated reading and note-taking techniques, while data analysis was conducted through componential analysis, referential analysis, and meaning verification using KBBI (the Indonesian Dictionary). The research findings indicate that there are three dominant techniques in the development of associative meaning in Chairil Anwar's poetry: meaning components, rewriting, and synonymy. The synonymy technique is the most frequently used, followed by rewriting and meaning components. These findings demonstrate that associative meaning plays a crucial role in strengthening the expressive power and semantic depth of poetry. These findings have implications for poetry writing instruction, namely the need for explicit teaching of associative techniques to help students enrich their diction choices and expand semantic creativity in their poetic works.
Copyright (c) 2025 Bagas Eko Firmansyah, Fitri Amilia, Astri Widyaruli Anggraeni https://creativecommons.org/licenses/by-sa/4.0
AI and Digital Literacy in Language Education: A Systematic Review on Critical Thinking Development
Rapid advances in artificial intelligence (AI) have reshaped language education and raised new questions about how AI interacts with digital literacy and critical thinking development. This study presents a Systematic Literature Review (SLR) following PRISMA 2020, examining Scopus-indexed articles published between 2015–2025. A total of 58 records were identified, 44 were screened, and 14 full-text studies were included for qualitative thematic synthesis. The findings reveal that AI literacy, digital literacy, and critical thinking operate as an interdependent cognitive ecosystem in language learning: AI functions as a cognitive mediator that can stimulate analytical reasoning; digital literacy equips learners to navigate and evaluate multimodal information; and critical thinking serves as an epistemic and ethical filter for responsible meaning-making. Effective pedagogical strategies identified include AI-supported inquiry, reflective scaffolding, and project-based digital literacy tasks, with teachers and virtual communities of practice serving as ethical mediators and collaborative support structures. Key challenges—cognitive offloading, algorithmic bias, and digital divides—pose risks to learner autonomy and equitable learning outcomes. To bridge these issues, this review proposes the AI-Enhanced Critical Literacy Pedagogy (AICLP) model, offering an integrative framework that connects cognitive, reflective, and ethical dimensions for strengthening critical thinking in AI-mediated language education. The model provides theoretical grounding and practical guidance for curriculum design, teacher development, and education policy in the digital era.
Copyright (c) 2025 Zelvi Iskandar, Nurul Izhan Pepridel Yulanda, Shibani Basu Dubey, Eka Apriani https://creativecommons.org/licenses/by-sa/4.0
AR-Based Flashcards to Improve Primary School Students’ English Vocabulary Mastery: Insights from Vocabulary Learning Research
This study aims to develop and test the effectiveness of Augmented Reality (AR) flashcards to improve English vocabulary mastery for 25 students in the fifth-grade primary school. The research method used is Research and Development (R&D) with the ADDIE development model that includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data collection was carried out through questionnaires, and vocabulary tests before and after treatment. The results of the study indicate that AR flashcards are very effective in supporting vocabulary learning. Validation by material experts showed a feasibility level of 93%, indicating that the content in this media is accurate, relevant, organized coherently, and appropriate to the level of cognitive development of students. Media experts also assessed AR flashcards as valid in terms of visual appearance and functionality. Teachers gave very positive responses, especially in aspects of media use and management in the classroom. Students showed high engagement, enjoyment, and increased learning motivation during learning with this media, although some experienced difficulties in understanding the language used. The test results showed a significant increase in vocabulary mastery, from 40% in the pre-cycle to 92% in the third cycle. These findings demonstrate that AR flashcards are effective and technologically innovative. The implications of this study suggest that AR flashcards can be an alternative contextual and student-centered learning medium in accordance with the Independent Curriculum. However, limitations include the limited number of subjects and the need for simplified language. Further research is recommended for broader coverage and long-term evaluation.
Copyright (c) 2025 Arandha May Rachmawati, Bunga Ayu Lestari https://creativecommons.org/licenses/by-sa/4.0
A Barthesian Semiotic Analysis of Domination and Opression Myths in Osama Hajjaj’s Israel-Palestine Caricatures on Instagram
Political cartoons play a significant role in shaping public meaning because they can convery social criticism and ideology through brief yet powerful visual symbols. As a form of visual discourse, cartoons challenge dominant media narratives and open spaces for interpretation of political events. This study examines how Osama Hajjaj’s cartoons represent the Israel-Palestine conflict, focusing on the myth of Israel domination and oppression. Altough this conflict receives extensive coverage in international media, there remains a gap in understanding the contribution of visual media particularly political cartoons in shaping public perception and ideology. This research employs Roland Barthes’ semiotic theory to analyze Osama Hajjaj’s cartoons on the Israel-Palestine conflict, uploaded on Instagram between July 2024 and February 2025, with reports from The Guardian used a contextual data to interpret visual responses to ongoing discourse. The purpose of this study is to analyze Hajjaj’s cartoons using Barthes’ semiotics to uncover layers of denotative, connotative, and mythological meaning. The findings indicate consistent visual patterns at the denotative, connotative, and myth levels, revealing how the cartoons to empirical media coverage. In doing so, the cartoons are understood not only as symbolic representations but also as critical responses to international media narratives. The study concludes that Hajjaj’s cartoons fuction as a form of visual resistance to media hegemony and hold educational potential in enhancing visual media literacy and critical awareness of the ideologies embedded in digital political representation.
Copyright (c) 2025 Aini Rohtul Nadhiyah, Dien Nur Chotimah https://creativecommons.org/licenses/by-sa/4.0
Intersectional Identity and Representation of a Young Girl in Elemental of Force of Nature (2023): A Contemporary Literary Analysis
This study analyzes the representation of intersectional identity in the character Ember Lumen from Pixar’s film Elemental (2023), which expresses the complexity of race, gender, and social class dimensions in the life of a minority girl within an immigrant family. The background of this research highlights the significance of children’s films as a narrative arena capable of illustrating and reproducing the dynamics of social patriarchy and structural discrimination that restrict the freedom and self-identity construction of young women. The objective of this study is to describe how Ember’s character embodies acts of resistance against social and cultural pressures through the lens of Kimberlé Crenshaw’s intersectionality theory. A qualitative descriptive approach is employed using the critical film study method to analyze symbols, characters, and narrative elements in the film, focusing on their interactions within socio-cultural contexts. The findings reveal that Ember Lumen successfully resists familial patriarchy and socio-economic constraints to create personal agency and achieve identity transformation. This transformative process signifies a struggle for liberation from traditional norms and socially constructed gender roles within both family and society. The conclusion emphasizes that children’s films can function as a space for social critique and as a medium for gender emancipation among minority women. The implications of this research open new opportunities for developing studies on gender representation and intersectionality in popular media while enriching contemporary literary and children’s film theory.
Copyright (c) 2025 Nabillah Qotrunnada https://creativecommons.org/licenses/by-sa/4.0
Exploring the Effectivenss of Critical Thinking Skills in Speaking Skills: Insights from a Vocational School Context
This study explores the impact of the Talking Chips strategy on enhancing critical thinking during English speaking tasks among vocational students. While these students often excel in practical skills, they struggle with critical thinking in English, leading to a skills gap in English as a Foreign Language (EFL) education. Using a quasi-experimental design, two eleventh-grade classes from a Tourism and Travel Business program at vocational schools participated in a pretest-posttest speaking assessment. The experimental group (n = 25) used the Talking Chips strategy, while the control group (n = 25) followed conventional methods. The speaking assessments were evaluated using an analytic rubric, with high inter-rater reliability (0.87). Mann-Whitney U analysis revealed a significant treatment effect (U = [insert value], p = .001, r = [insert effect size]), indicating that the Talking Chips strategy effectively improved students’ analytical reasoning and reflective responses. These findings suggest that cooperative learning strategies, like Talking Chips, can enhance higher-order thinking skills in EFL speaking classrooms. The study concludes that incorporating turn-taking structures in speaking tasks helps foster deeper reasoning and encourages more purposeful argumentation, recommending that teachers use such techniques to promote critical thinking in vocational EFL settings.
Copyright (c) 2025 Tri Setianingsih, I Made Permadi Utama, Kamarudin Kamarudin, Baiq Sumarni https://creativecommons.org/licenses/by-sa/4.0
The Read–Cover–Remember–Retell (RCRR) Technique in Enhancing EFL Learners’ Reading Comprehension: A Lesson from Junior High School Context
This study investigates the effectiveness of the Read–Cover–Remember–Retell (RCRR) technique in enhancing EFL learners’ reading comprehension of narrative texts in a junior high school context. The research was conducted with ninth-grade students of SMP Negeri 15 Palu using a quasi-experimental design involving two intact classes. One class was assigned as the experimental group, taught using the RCRR technique, while the other served as the control group and received conventional reading instruction. Data were collected through pre-test and post-test reading comprehension assessments consisting of multiple-choice items that measured students’ ability to identify main ideas, supporting details, vocabulary meaning, and inferences. Descriptive statistics were used to examine students’ initial and final performance, and an independent samples t-test was employed to determine the significance of differences between the two groups. The results showed that the experimental group’s mean post-test score increased substantially compared to its pre-test score and outperformed the control group, which demonstrated only modest improvement. The statistical analysis confirmed that the difference between the post-test scores of both groups was significant, indicating that the RCRR technique had a positive impact on students’ reading comprehension. The findings suggest that the structured stages of RCRR promote active engagement, deeper processing of textual information, and better recall, making reading a more interactive and meaningful activity. This study concludes that RCRR is an effective and practical strategy for improving reading comprehension in EFL classrooms and offers pedagogical implications for teachers seeking student-centered approaches aligned with curriculum demands.
Copyright (c) 2025 Agusriani Agusriani, Syahrul Munir, Agussatriana Agussatriana https://creativecommons.org/licenses/by-sa/4.0
The Integration of Digital Tools in EFL Grammar Instruction in Indonesia’s Digital Age: Prospects and Challenges
Digital technologies are transforming grammar instruction within English as a Foreign Language (EFL) programs. However, limited knowledge exists regarding their implementation in Indonesian higher education, where access disparities and varying levels of instructor preparedness pose significant challenges. This research endeavours to bridge that gap by examining the opportunities and obstacles associated with digital grammar teaching across three undergraduate English education curricula. Employing a sequential explanatory mixed?methods approach, the study surveyed 180 undergraduate students (S1) to gather insights on their interactions with mobile grammar applications, artificial intelligence-based grammar checkers, and online quizzes. Subsequently, semi?structured interviews were conducted with ten English faculty members to contextualize the quantitative findings. The results indicate that 72?% of students experienced increased motivation when engaging with digital tools for grammar learning, 69?% reported greater autonomy in their practice, and 65?% perceived enhancements in accuracy. Nonetheless, 31?% of students relied on instructors to interpret automated feedback, and 41?% accepted corrections uncritically, reflecting an overdependence on technological solutions. The qualitative interviews revealed that while digital tools fostered greater engagement and facilitated differentiated assignments, concerns persisted regarding feedback reliability, unequal access to devices, and the necessity for instructor oversight. These findings imply that digital tools have the potential to bolster motivation, autonomy, and precision in Indonesian EFL grammar education when thoughtfully integrated within supportive infrastructural and professional development frameworks. The study underscores the critical need for equitable access, comprehensive instructor training, and deliberate curricular integration to maximize the benefits of digital grammar instruction.
Copyright (c) 2025 La Sunra La Sunra, Suci Amaliah, Muhammad Rifqi Syamsuddin, Mansyur Mansyur https://creativecommons.org/licenses/by-sa/4.0
Gamification in Language Assessment: Challenges and Pedagogical Strategies Across Three Assessment Types in EFL Contexts
Gamification has become a popular learning strategy that incorporates game elements such as points, levels, and badges into learning activities to enhance learners' participation and motivation. It has recently been extended beyond instruction to the field of assessment, where it transforms traditional testing into more interactive and engaging experiences. However, integrating gamification into assessment presents unique challenges that differ from its use in teaching. This narrative review aims to examine the challenges in integrating gamification elements into Assessment for Learning (AfL), Assessment of Learning (AoL), and Assessment as Learning (AaL), and to explore pedagogical strategies for addressing these challenges in EFL contexts. The study analyzed ten peer-reviewed journal articles published from 2014 to 2024 from ScienceDirect and Taylor & Francis, selected based on their relevance to gamification in language assessment. Each study was reviewed to identify recurring challenges and pedagogical strategies for language assessment practices. The results reveal that while gamification can foster learner engagement, challenges remain in aligning game elements with learning objectives, adapting materials to learners’ proficiency levels, and ensuring content validity. Reported pedagogical strategies for improvement include ensuring the contextual relevance of game elements and assessment purposes, aligning gamification with instructional goals, combining traditional and gamified components, providing transparent feedback systems, and integrating teacher guidance in reflective tasks. The study suggests that effective implementation of gamified assessment requires teachers’ strong language assessment literacy and continuous reflection. These insights offer practical implications for EFL educators in designing assessments that are not only engaging but also pedagogically sound and valid.
Copyright (c) 2025 Vina Ayuningtryas, Ive Emaliana https://creativecommons.org/licenses/by-sa/4.0
Developing an AI and Generative AI Literacy Framework: A Lesson from an Islamic Higher Education Institution
This study addresses this gap by developing and validating an AI and GAI literacy framework that aligns with the mission of Islamic higher education. Using a Research and Development (R&D) design guided by the ADDIE model, the study involved 25 fifth-semester students and 3 lecturers from the English Language Teaching Department at UIN Sunan Gunung Djati Bandung. Data were collected through questionnaires, semi-structured interviews, focus group discussions, classroom observations, and expert validation checklists. Quantitative analysis showed that students scored highest in ethical understanding (M = 4.0, SD = 0.55) but lowest in critical awareness (M = 2.8, SD = 0.70), while lecturers outperformed students across all dimensions, particularly in ethical understanding (M = 4.3, SD = 0.50) and pedagogical integration (M = 3.8, SD = 0.57). Qualitative findings revealed that students primarily used AI tools for basic academic tasks, whereas lecturers applied them in broader pedagogical contexts, with both groups emphasizing ethical responsibility. Expert validation confirmed the framework’s high validity (overall mean = 4.5/5), particularly in ethical-Islamic alignment. These findings suggest that AI and GAI literacy in Islamic higher education must extend beyond technical proficiency to include critical reflection and ethical integration, ensuring that the use of AI is both pedagogically meaningful and culturally contextualized. The resulting framework contributes to local practice while also enriching global discussions on culturally embedded approaches to AI literacy in higher education.
Copyright (c) 2025 Tedi Rohadi, Dini Utami https://creativecommons.org/licenses/by-sa/4.0
Referential Semantics of Coastal Toponyms: A Case Study Central Java
Toponymy is a branch of linguistics that examines the interrelationship between language, culture, and environment through place naming. In coastal regions, place names often reflect geographical features, natural elements, and community perceptions of their surroundings. This study aims to uncover the referential meanings embedded in coastal toponyms by employing a referential semantics approach. The analysis interprets the relationship between the linguistic form of each toponym and its real-world referent, while classifying naming motivations using the Australian National Placenames Survey (ANPS) typology. The findings reveal that referential meanings predominantly represent denotative and ecological relations, indicating that coastal toponyms are grounded in physical and environmental features. This is evident from the dominance of the Descriptive category (50.0%), followed by the Associative (20.5%) and Evaluative (15.9%) categories. These categories reflect not only geographical and ecological characteristics but also cultural associations and value-laden expressions embedded in naming practices. Beyond its theoretical contribution, this study offers practical implications for cultural heritage preservation. The analysis of semantic motivations behind place naming can serve as a linguistic foundation for documenting traditional toponyms, supporting local government efforts to standardize and preserve place names, and strengthening intangible cultural heritage initiatives in coastal communities. The findings also highlight the need to safeguard environmentally based toponyms that encode ecological knowledge, particularly in areas undergoing environmental change and urban development.
Copyright (c) 2025 Ilma Zulfa, Hendrokumoro Hendrokumoro https://creativecommons.org/licenses/by-sa/4.0
Representation of Violence Against Women in the Novel Rumah untuk Alie by Leen Liu (An Existentialist Study of Simone de Beauvoir)
This study examines the representation of violence against women in Leen Liu’s novel Rumah untuk Alie, which reflects the persistence of patriarchal domination and gender inequality in Indonesian society. The research aims to describe the forms of violence physical, emotional, and sexual, experienced by the female character and to analyze how these acts of violence position women as “the Other” through Simone de Beauvoir’s existentialist feminist perspective. The study employs a descriptive qualitative method with textual analysis and data triangulation to ensure the validity of the findings. The results reveal that the female protagonist, Alie, experiences various forms of violence both in domestic and public spheres, such as physical abuse by her father, emotional neglect by her family, and sexual harassment in her social environment. These acts of violence symbolize systemic patriarchal control that confines women to a state of immanence, limiting their autonomy and subjectivity. Through Beauvoir’s theoretical lens, the novel exposes the philosophical significance of such oppression, how women’s bodies and existence are reduced by male dominance while still yearning for transcendence and self-liberation. This study contributes to a deeper understanding of women’s existential struggle and emphasizes the importance of gender awareness in literature as a means of promoting equality. Moreover, the findings hold broader societal implications by highlighting the structural nature of gender-based violence and underscoring the practical significance of these results in promoting gender equality and fostering social awareness to combat systemic oppression.
Copyright (c) 2025 Ukhtul Iffah Daat Arina, Eka Nova Ali Vardani, Dina Merdeka Citraningrum https://creativecommons.org/licenses/by-sa/4.0
Enhancing Career Development for Engineering Students Through Role Play: Developing English Speaking Skills For Professional Settings
This study explores the implementation of role-play activities in enhancing English speaking skills for engineering students, particularly in the context of career development. The research was conducted with 20 fifth-semester students enrolled in the Electrical Power System Engineering program at the State Polytechnic of Malang, who were enrolled in the English for Career Development (ECD) course. A descriptive qualitative design was employed, utilizing observation and questionnaires to assess the effectiveness of role-play in improving students' speaking abilities, focusing on areas such as vocabulary acquisition, confidence, and professional communication. The role-play activity centered around job interviews, where students took on the roles of both interviewer and interviewee, requiring them to engage with professional language and real-world scenarios. The results indicated that role-play significantly enhanced student participation, with the highest scores observed in the participation aspect. The students also showed notable improvements in vocabulary use, confirming the role-play's ability to activate and expand students' vocabulary in a professional context. However, the study also revealed challenges in grammar, particularly in tense usage, which impacted clarity and accuracy. The feedback provided to students helped address these issues. Additionally, the questionnaire results highlighted the positive impact of role-play on students' motivation, knowledge, skills, and attitudes, indicating that the technique fosters active engagement and enhances soft skills. The findings suggest that role-play is a valuable tool for improving English speaking skills among non-English major students, especially in technical fields, and can be effectively integrated into language curricula for career development.
Copyright (c) 2025 Yanik Lailinas Sakinah, Candrika Citra Sari, Aly Imron https://creativecommons.org/licenses/by-sa/4.0
The Shackles of Patriarchy in the Short Story Collection Sepotong Hati yang Baru by Tere Liye: A Feminist Literary Sudy
This study aims to reveal the reflection of the patriarchal system and the social criticism of women’s oppression in three short stories by Tere Liye Kisah Sie Sie, Mimpi-Mimpi Sampek-Engtay, and Buat Apa Disesali. Using a feminist literary criticism approach, the study finds that patriarchy places women in a subordinate position through male dominance, social norms, and economic as well as cultural pressures. The female characters are portrayed as losing control over their own lives, becoming objects of social transactions, and being forced to submit to male authority. The findings indicate that patriarchy is not only physical and structural but also forms a symbolic power that instills obedience and dependency in women. Through his works, Tere Liye presents a sharp critique of gender inequality and calls for the importance of equality, legal protection, and social reform so that women can become subjects of their own lives. In this research, data were collected through a literature review method by closely examining the forms of patriarchy depicted in Tere Liye’s short story collection Sepotong Hati yang Baru. Overall, Tere Liye delivers a strong criticism of the patriarchal system, illustrating how women are often disadvantaged and denied the space to become active subjects in their own existence.
Copyright (c) 2025 Az-Zahra Diva Rabbani Yunior, Hartono Hartono, Wiyatmi Wiyatmi https://creativecommons.org/licenses/by-sa/4.0
The Palestinian-Israeli Conflict in Tamim Al-Barghouti’s Nafsi Al-Fida’: A Sociological Study of Literature
The prolonged conflict between Palestine and Israel, particularly in the Gaza Strip, has caused widespread humanitarian suffering and has become a recurring theme in contemporary Arabic literature. One prominent example is Tamim Al-Barghouti's poem Nafsi al-Fida', written in response to Israel's military aggression against Gaza in 2008-2009 (Operation Cast Lead). This study aims to explore how the poem represents the social reality of the Palestinian-Israeli conflict through a sociological approach to literature. Employing a qualitative descriptive method, the research combines textual analysis of the poem with triangulated sources from international media reports and humanitarian organization documents to ensure data validity. Using Alan Swingewood’s theory of literary sociology, the study interprets the poem as a social product that both reflects and critiques the lived experiences of society under conflict. The analysis reveals that Al-Barghouti’s use of vivid imagery, metaphors of resistance, and contrasts between life and death encapsulates the political and humanitarian dimensions of Gaza’s suffering, depicting Hamas’ political victory, armed resistance, underground defense strategies, white phosphorus bombings, and the devastation of civilian life. These aesthetic choices transform the poem into both an artistic and sociological document, bridging emotion with historical testimony. The findings conclude that Nafsi al-Fida’ not only serves as a record of Palestinian suffering but also contributes to shaping Palestinian literary identity and political discourse by asserting poetry as a form of cultural resistance.
Copyright (c) 2025 Ummu Kultsum Naviza, Moh. Zawawi https://creativecommons.org/licenses/by-sa/4.0
Melody and Morphology: The Role of Songs in Teaching Verbal Structures of Foreign Languages
Verbs are important component of syntax and play a crucial role on how learners express meaning, both orally and in writing. This study explores how Daouda’s song La femme de mon patron can be used as a practical tool for teaching French verbal structures to foreign language learners. The song was chosen because it contains a wide range of verbs, presented in clear and standard French, free from slang or dialectal forms that might confuse beginners. Through its simple yet culturally engaging lyrics, the song provides repeated exposure to verbs in declarative, conditional, and interrogative forms. The study demonstrates how teachers can use songs to enhance oral and written competence. Orally, students practice pronunciation, rhythm, and prosody in a natural context. In writing, the song enables activities such as verb identification, conjugation drills, and sentence transformation. The findings show that learners improved in verb identification with 80% accuracy and exhibited greater confidence in oral and written tasks. The study underscores the potential of integrating songs as structured grammar tools rather than supplementary activities. This study demonstrates that when carefully selected, songs can serve as instructional support for teaching verbs in foreign language classrooms compared to traditional grammar instruction. It concludes by proposing methodological guidelines for integrating songs into the teaching of verbal structures in French.
Copyright (c) 2025 Nsikak Bernard Amos https://creativecommons.org/licenses/by-sa/4.0
Trends in Google Docs Application for Collaborative Academic Writing: A Bibliometric Analysis of Research Publications
Using Google Docs for collaborative writing has grown more important in many locations worldwide. Prior studies have demonstrated that classroom collaboration obstacles stem from team members having disparate proficiency levels with the required platform and challenges faced while implementing collective tasks. This study gathered data from the Scopus database to evaluate the scientific outcomes of articles about using Google Docs in collaborative writing. Scopus indexed a collection of data, A total of 173 selected publications have been collected during the inclusion phase, covering the last decade from 2012 to 2024. Starting at 10 publications in 2012, the number fluctuated slightly in the early years, reaching a low point of 5 in 2015. After 2016, the trend consistently increased, with notable growth after 2018. The publications rose sharply from 14 in 2019 to 25 in 2022, followed by a slight dip to 17 in 2023. In 2024, the number rebounded to 24 publications. Data sources in the form of conferences accounted for 29.49% and journal publications with a total of 70.51%. Overall, the data indicates growing research interest and academic engagement with Google Docs in collaborative writing over time, particularly in recent years. The quantitative study findings reveal a substantial rise in study results on using Google Docs in the United States over the last five years. A descriptive Scopus database and bibliometric review were conducted to find publishing patterns related to Google Docs in collaborative academic research. The entire average number of citations that have been published is calculated using Microsoft Excel technology. The trend of research collaboration utilizing Google Docs for collaborative writing is somewhat restricted, and the study subjects are significantly diverse. This study has several limitations, mainly that data were only selected and filtered from the Scopus database, making our analysis reliant purely on the reliability of the provided input source.
Copyright (c) 2025 Edi Sukmojati, Shafira Alifya Rahma, Hoirul Ummah, Rendi Dwi Putra, Muhammad Haikal Attabik https://creativecommons.org/licenses/by-sa/4.0
Linguistic Innovation through Blend Words in Jakarta Smart City Annual Report
Blending is widely recognized as a creative and productive word formation process in Indonesian, commonly found in media, branding, and everyday communication. Despite its popularity in informal contexts, the use of blended words in formal government documents has not been thoroughly examined. This study explores the use of blending in the 2023 Jakarta Smart City (JSC) Annual Report, aiming to identify the types of blends and analyze their structural and semantic characteristics. Using a qualitative document analysis method and drawing on Mattiello’s framework, the research classifies blend words into three main categories: morphotactic, morphonological, and morphosemantic. The findings indicate that morphotactic blending, particularly total blends, is the most frequently occurring type. Moreover, the study reveals innovative blending patterns in Indonesian formal discourse, including the merging of blending with acronyms, as in Satpol PP and JakISPU, the adaptation of blends influenced by pronunciation, exemplified by Tije (from Trans Jakarta), and the integration of cross-linguistic elements such as TopEdu and JakTrack. These findings suggest that blending has expanded beyond its informal origins and now plays a significant role in shaping the language used in official and institutional communication. In addition, these patterns demonstrate how linguistic innovation functions as a tool for branding, accessibility, and modernization in bureaucratic language. By illustrating how blending enhances the clarity and appeal of government discourse, this study contributes to understanding the role of of morphological creativity in shaping inclusive, citizen-oriented, and digitally adaptive public communication in Indonesia.
Copyright (c) 2025 Enggar Mulyajati, Hilma Erfiani Baroroh https://creativecommons.org/licenses/by-sa/4.0
The Efficacy of the Anagram Technique in Stimulating EFL Learners’ Creativity and Enhancing Vocabulary Mastery: An Empirical Evidence
This study investigates the effectiveness of the Anagram technique in enhancing vocabulary mastery among tenth-grade students of Islamic High Schools. Vocabulary acquisition plays a pivotal role in mastering English, yet many students struggle with retention and application. This quasi-experimental research aimed to assess whether the Anagram technique, which involves rearranging scrambled letters to form meaningful words, could improve students’ mastery of nouns, verbs, and adjectives. The study involved two groups: an experimental group, which received instruction using the Anagram technique, and a control group, which followed conventional vocabulary instruction. A pre-test and post-test were administered to both groups to measure improvements in vocabulary proficiency. The results showed that the experimental group exhibited a significant improvement in vocabulary mastery, with their mean score increasing from 65 to 74, while the control group showed only a minimal increase from 69 to 70. The t-test analysis confirmed the statistical significance of the difference (t-count = 11.298 > t-table = 1.995), indicating that the Anagram technique was more effective than traditional methods. These findings highlight the potential of using interactive, puzzle-based activities in language instruction to enhance students' cognitive engagement and retention of vocabulary. The study suggests that integrating word-play strategies like Anagram into EFL classrooms can foster active learning and provide an engaging alternative to traditional vocabulary teaching methods, benefiting students’ long-term vocabulary development.
Copyright (c) 2025 Muhammad Reski Lamadjido, Aminah Suriaman, Agussatriana Agussatriana https://creativecommons.org/licenses/by-sa/4.0
Exploring Self-Confidence in English Skills and Informal Digital Learning Frequency: A Study of Indonesian Elementary Students
This research explores the self-confidence of Indonesian elementary school students in their English skills and the frequency of their engagement with Informal Digital Learning of English (IDLE) activities, both receptive and productive. A quantitative survey design was employed, involving 103 Indonesian elementary school students who completed a 5-point Likert scale instrument measuring both receptive and productive IDLE activities, as well as students’ confidence in various English language tasks. The findings reveal that students engage more frequently in receptive IDLE activities—such as listening to English songs and watching subtitled English movies—than in productive ones like emailing or speaking via video calls. Despite this, overall participation in IDLE activities remains low. Furthermore, students exhibit higher self-confidence in receptive skills, particularly in understanding their teacher’s spoken English, while confidence declines significantly for productive tasks such as oral presentations or discussing past experiences. These patterns highlight a preference for passive exposure to English and suggest a need for more structured opportunities to engage students in active language use. These findings provide valuable contributions and insights into English language teaching and learning in early education, highlighting the recommendation for strategies, teacher training, and parental involvement that support EFL learners and educators in diversifying methods to learn English as a foreign language, ultimately promoting greater self-confidence and digital engagement among students.
Copyright (c) 2025 Neyla Rosa Istaufi Syah, Imam Suyitno, Ade Eka Anggraini, Shirly Rizki Kusumaningrum, Ratna Ekawati https://creativecommons.org/licenses/by-sa/4.0
Exploring Challenges in EFL Learning and Acquisition: A Case Study of a Rural High School in Central Java, Indonesia
This qualitative descriptive study investigates the challenges faced by students in learning and acquiring English as a foreign language (EFL) at MA Muallimin Rowoseneng, a rural private high school in Central Java, Indonesia. Using semi-structured interviews and thematic analysis, data were collected from 15 students and one teacher to explore barriers across four language domains: speaking, listening, reading, and writing, as well as broader acquisition difficulties. Findings reveal that students grapple with internal factors such as low motivation, lack of self-confidence, and mother tongue interference, compounded by external challenges like an unsupportive linguistic environment and inadequate learning facilities. Thematic analysis highlighted recurring issues in pronunciation, vocabulary, and grammar, alongside systemic gaps in exposure and practice opportunities. The study underscores the interplay between psychological, environmental, and pedagogical barriers, emphasizing the urgent need for targeted interventions to enhance rural EFL education. Recommendations include fostering motivational strategies, integrating contextualized teaching methods, and improving infrastructural support to create immersive English-learning environments. This research contributes to understanding EFL challenges in resource-constrained rural settings and informs stakeholders on actionable steps to bridge educational disparities.
Copyright (c) 2025 Feri Kristanto, Siti Zulfah, Manar Abdurra'uf Fatin https://creativecommons.org/licenses/by-sa/4.0
Evaluating the Effectiveness of Bilingual Programs in Enhancing Non-English Subject Learning among Junior High School Students
This study was carried out to investigate the effectiveness of bilingual programs in non-English learners and to identify the factors that contribute to their success. The research was conducted at Bunga Matahari International School, involving a sample of 27 junior high school students selected from a population of 65 using Slovin’s formula (1960). A quantitative descriptive approach was employed, utilizing documentation of students' assessment scores and a questionnaire to evaluate factors influencing the success of the bilingual program. To assess program effectiveness, the researcher used descriptive statistics and a paired t-test to compare two sets of assessment scores provided by the school. The findings revealed significant improvements in Mathematics and Science, with Mathematics increasing from a mean score of 88 to 91 (p = 0.002), and Science from 90 to 94 (p = 0.000). In contrast, Social Studies showed only a minimal improvement, from 92 to 93, which was not statistically significant (p = 0.749). Key contributing factors to program success included the teacher's role (87%), student engagement (80%), school support (74%), and learning resources (64%). These results suggest that teacher involvement and student engagement are critical to the success of bilingual programs. Future bilingual curriculum development and teacher training initiatives should prioritize enhancing these areas while also strengthening institutional support and access to adequate learning resources.
Copyright (c) 2025 Maulidarni Saputri, M. Syauqi Fathurrahman https://creativecommons.org/licenses/by-sa/4.0
Exploring Intersectionality in Induk Gajah Season 2: A Literary Perspective on Gender, Culture, and Family Pressure
This study explores the role of intersectionality, as theorized by Crenshaw, in shaping gendered experiences within patriarchal cultures as represented in Induk Gajah Season 2. It focuses on how cultural norms, family expectations, and societal pressures intersect to impact women’s autonomy and well-being. The research drew on dialogues from selected scripted scenes in the series and employed qualitative, thematic analysis to examine how reproductive and familial expectations create specific pressures on women. The findings reveal that within the depicted patriarchal system, women’s choices are often marginalized in favor of family honor and cultural conformity, leading to the normalization of gender-based inequality. This pattern reflects a broader cultural issue where reproductive roles define women’s worth, limiting their freedom in decision-making and reinforcing systemic discrimination. The study concludes that intersectionality provides a crucial lens for understanding how overlapping social identities and cultural expectations create unique challenges for women. By applying an intersectional lens to a media text, the study contributes to gender and media studies by illustrating how traditional values are represented, negotiated, and potentially challenged in popular cultural narratives. It also highlights the need for further research into how traditional values and family structures shape women’s experiences, particularly in contexts where cultural pride and social reputation are placed above individual rights.
Copyright (c) 2025 I Gusti Ayu Mahatma Agung, Tesalonika Saragih, Lexandra Kathlyn Batubara https://creativecommons.org/licenses/by-sa/4.0
Challenging Misconceptions about Islam through Islamic English: An Assertive Speech Act Approach in Interfaith Dialogue
Research has shown that interfaith dialogue is essential for fostering mutual understanding and peace among different religious communities, yet misconceptions and stereotypes, particularly about Islam, continue to hinder productive communication. The role of language, especially Islamic English, in bridging these gaps and facilitating accurate representations of Islam remains underexplored in the context of interfaith dialogue. This study investigates the role of Islamic English in addressing these misconceptions by analyzing its use through the framework of assertive speech acts. Adopting a mixed-methods approach, the study examines a publicly available YouTube video of an interfaith dialogue conference titled "Islam, Judaism, and Christianity – A Conversation", hosted by SMAADallas. A total of 135 occurrences of Islamic English terms were identified and analyzed based on their frequency, meanings, and pragmatic functions. The qualitative phase applies assertive speech act analysis to explore how these terms reinforce Islamic identity, clarify religious concepts, and establish common ground with other faiths. The findings reveal that the Muslim speaker strategically employs Islamic English through assertive acts such as asserting, stating, denying, describing, and explaining to challenge stereotypes, correct misunderstandings, and assert Islamic theological and historical truths. The study highlights how Islamic English serves as a discursive strategy in interfaith communication, ensuring linguistic and theological accuracy while fostering mutual respect. Ultimately Islamic educators and interfaith dialogue practitioners can incorporate Islamic English strategically to clarify Islamic identity, correct misconceptions, engage diverse audiences, and promote mutual respect and peaceful coexistence in educational and interfaith settings.
Copyright (c) 2025 Siti Zulfah, Hanung Triyoko https://creativecommons.org/licenses/by-sa/4.0
EFL Learners’ Perceptions on the Use of Flashcards in English Vocabulary Learning: A Lesson from Remote Schools
Learning English vocabulary is quite challenging for students especially for young learners. Meanwhile it is essential for young learners in mastering English language. Because of that, the researcher gives one of the most effective media used in teaching vocabulary, that is flashcard media. This research specifically investigates how students perceive on the use of flashcards and what benefits it brings to the student’s vocabulary learning. In order to answer the research questions, this research employed a qualitative descriptive with case study type. In addition, the data were gained by both open-ended questionnaires that were shared to 20 students and phone interviewing 5 of them to gain insights into students' experiences and attitudes towards media flashcards for learning vocabulary. The results showed that most of the students had good perceptions of the use of English Flashcard. They thought that English flashcard helped them to train their English vocabulary mastery. Using English flashcard, the students easier to memorize new words and enjoy in learning English vocabulary. Therefore, the students did not face any challenges in learning English vocabulary using flashcard. These findings imply that the use of flashcards in vocabulary learning can effectively improve young learners’ engagement, retention, and motivation. It means that, the students showed positive perceptions in learning English vocabulary using Flashcards. They also expect that the use of Flashcard can improve their ability in mastering English language.
Copyright (c) 2025 Arni Nazira, Pemy Ria Suciani, Ni Luh Putu Meka Dewi, Ela Wulandari https://creativecommons.org/licenses/by-sa/4.0