FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL
type: channel
description: Journal Title : Frasa: English Education and Literature Journal Journal Initials : frasa ISSN (Online) : 2807-8195 DOI Prefix : 10.47701 Type of Peer-Review : Double-Blind Frequency : Semi Annually (March and September) Editor in Chief : <span style="font-size: 12.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; color: black; mso-themecolor: text1; mso-ansi-language: EN-ID; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Winarti, S.Hum., M.A. , (SINTA ID: 6805945<span style="font-size: 12.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; color: black; mso-themecolor: text1; mso-ansi-language: EN-ID; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">) Publisher : Universitas Duta Bangsa Surakarta Abstracting & Indexing : SINTA 3, DOAJ, EBSCO, ROAD, BASE, Crossref, Semantic Scholar, Dimension, Open Alex, Scilit, WorldCat,Garuda Google Scholar (Online Library Catalogs) Universiteit Leiden , University of Liverpool , Durham University , The University of Nothingham , University of Bristol , Harvard University )
publisher: Universitas Duta Bangsa Surakarta
language: en
publication name: FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL
issn: 2807-8195
items: SELF DISCOVERIES IN THE LITTLE PRINCE BY ANTOINE DE EXUPERY : JUNGIAN ANALYSIS
items: THE CORRELATION OF ARTISTIC EXPERIENCE IN ENGLISH SPEAKING SELF-CONFIDENCE AMONG PERFORMING ART STUDENTS
items: FROM SHORT STORY TO SHORT FILM: LOCALIZING A TEMPORARY MATTER IN INTERLUDE AND THE LOTTERY IN BLACK BOX
items: BEAUTY MYTH AND ITS EFFECTS SEEN IN THE MISS CONGENIALITY (2000) MOVIE
items: AN ANALYSIS OF PSYCHOSOCIAL DEVELOPMENT OF MARILYN MONROE AS SEEN FROM BLONDE (2022)
items: INVESTIGATING THE RELATIONSHIP BETWEEN STUDENTS’ SPEAKING CONFIDENCE AND FOREIGN LANGUAGE CLASSROOM ANXIETY IN INDONESIAN UNIVERSITY EFL SETTINGS
items: THE IMPLEMENTATION OF EXPEDITIONARY LEARNING INTEGRATED WITH MULTIPLE INTELLIGENCES AND LOCAL WISDOM
items: INVISIBLE BARRIERS OF CLASS IN EMMA MOVIE BY AUTUMN DE WILDE
items: DECODING FEAR: SEMIOTIC INTERPRETATION OF CHILD IMAGERY IN INDONESIAN HORROR FILM POSTERS
items: THE IMPLEMENTATION OF CYBER LITERATURE MICRO/MACRO-FICTION IN NARRATIVE DISCOURSE’S STUDENTS
items: IMPROVING STUDENTS’ ABILITY IN READING COMPREHENSION NEWS ITEM TEXT BY USING GRAPHIC ORGANIZER
items: ARTIFICIAL INTELLIGENCE (AI)-BASED ASSESSMENT: A TRANSFORMATIVE ENGLISH EDUCATION CURRICULUM
items: MICROTEACHING AS A PLATFORM FOR PROMOTING EFL PRESERVICE TEACHER AS A REFLECTIVE PRACTITIONER
items: EFL STUDENTS’ KAHOOT! EXPERIENCE: PERSPECTIVES FROM INDONESIAN SECONDARY SCHOOL STUDENTS IN LANGUAGE LEARNING
items: STORYTELLING FOR LITERATURE STUDENTS: NARRATIVE INNOVATION IN BUSINESS MODEL DESIGN
items: MAXIMIZING JUNIOR HIGH EFL SPEAKING: THE IMPACT OF ROLE PLAY ON CLASSROOM COMMUNICATION ACHIEVEMENT
items: VOICES OF THE SUBALTERN: DECODING RESISTANCE THROUGH SEMIOTICS IN COLLINS’THE BALLAD OF SONGBIRDS AND SNAKES
items: EFL STUDENTS’ PERSPECTIVES ON THE USE OF SMALLTALK2ME TO ENHANCE SPEAKING SKILLS: A STUDY OF UNDERGRADUATE LEARNERS
items: BACHA POSH: PERPETUATION OF WOMEN’S OPPRESSION IN NADIA HASHIMI’S THE PEARL THAT BROKE ITS SHELL
items: PUZZLE BASED LEARNING THROUGH FIGGERITS APPLICATION TO ENRICH EFL STUDENT VOCABULARY: STUDENTS’ PERCEPTIONS
items: THE UTILIZATION OF YOUTUBE FOR EXTENSIVE LISTENING: VOICES FROM THE LECTURERS AND STUDENTS
items: IMPOLITENESS IN TV SERIES EUPHORIA: A GENDER-BASED SOCIOPRAGMATIC ANALYSIS
items: TEACHERS' EXPERIENCES ON THE BLOOKET APPLICATION AS A LEARNING TOOL IN THE ENGLISH LANGUAGE
items: CAUSATIVE CONSTRUCTION IN ACEHNESE LANGUAGE: X-BAR THEORY ANALYSIS
items: TEACHERS' ENGLISH-TEACHING STRATEGIES FOR SPECIAL NEEDS STUDENTS: A CASE STUDY AT A HOMESCHOOLING IN MEDAN
items: STUDENTS' PERCEPTION OF USING PAPERPAL AI AS AN AUTOMATED WRITING EVALUATION (AWE) TOOL ON WRITING GRAMMATICAL FEEDBACK
items: EXPLORING CODE-CROSSING: HIERARCHICAL POLITENESS IN BRITISH SOCIETY DEPICTED IN A MOVIE THE KING
items: THE MODERN SOCRATIC METHOD: A STRATEGY TO ENHANCE INDONESIAN POLYTECHNIC STUDENTS’ ACTIVE LEARNING IN ENGLISH SPEAKING COURSE
items: PRE-SERVICE TEACHERS' PERCEPTIONS OF THE USE OF GENAI AND TRADITIONAL GRAMMAR-CHECKING TOOLS FOR ENGLISH WRITING
items: ANALYSIS OF STUDENT’S LANGUAGE STYLE USING MARTIN JOOS THEORY AT ENGLISH EDUCATION DEPARTMENT

SELF DISCOVERIES IN THE LITTLE PRINCE BY ANTOINE DE EXUPERY : JUNGIAN ANALYSIS
type: item
description: Self discovery or individuation is a lifelong process that leads one self into their true self by emerging different elements of their psyche as well as their conscious and unconscious state. Seen through Jungian archetypes, individuation leads to understanding of one self based on self exploration to aim for originality, inner harmony, and maturity. This understanding of the individuation process can be seen in The Little Prince by Antoine de Saint-Exupéry. To assist the young selves, this research focuses on the representation of self discoveries through the journey of the little prince. Through his journey, the little prince also showed self-exploration and understanding by meeting other characters in the story. Using the descriptive qualitative method, this study will focus on the representation of the individuation process in the story of The Little Prince novel. The purpose of this research is to help the young selves to understand the importance of understanding the true meaning of their lives through the representation in The Little Prince novel.
subject: Articles
  topic: section
subject: Self-discoveries, Individuation process, Archetypes, Carl Jung, Little Prince
  topic: keywords
creator: Shaheila Raihani
creator: Hana Farida
rights: Copyright (c) 2026 Shaheila Raihani, Hana Farida https://creativecommons.org/licenses/by/4.0
date: 2026-03-31
publication date: 2026-03-31
starting page: 123
ending page: 138
doi: 10.47701/frasa.v7i1.5920

THE CORRELATION OF ARTISTIC EXPERIENCE IN ENGLISH SPEAKING SELF-CONFIDENCE AMONG PERFORMING ART STUDENTS
type: item
description: This study aims to explore the role of artistic experience in shaping the English-speaking self-confidence of performing arts students. The research is based on the assumption that artistic experiences—such as performing on stage, singing, dancing, or acting—can foster self-expression that influences confidence in using English. In a global context, English-speaking ability is essential for performing arts students to express their work internationally. However, English learning approaches in art education settings rarely consider artistic experience as a psychological asset. Studies conducted previously related to self-confidence and English ability focus on either intervention of particular media or specifically empirical art experience only. This research brings novelty through the exploration of artistic experience in relation to English speaking confidence. The authors employed a mixed-method design with a sequential explanatory approach, beginning with quantitative data collection through a Likert-scale questionnaire to measure the level of English-speaking confidence, followed by qualitative data collection through semi-open questionnaires and interviews to explore artistic experiences in depth. The participants consisted of 33 purposively selected students from the Faculty of Performing Arts who had completed at least three semesters and had prior experience using English in various contexts. The findings indicate that the English-speaking confidence level of performing arts students is at a moderate level. Furthermore, the results of the Spearman correlation test show that students’ artistic experiences do not play a significant role in shaping their English-speaking confidence. This is due to the presence of more dominant factors affecting self-confidence, such as opportunities to practice English, vocabulary mastery, and other linguistic factors.
subject: Articles
  topic: section
subject: Artistic experience
  topic: keywords
subject: English speaking
  topic: keywords
subject: self-confidence
  topic: keywords
subject: performing art students
  topic: keywords
creator: Agustin Anggraeni
creator: Rilis Anggraeni
creator: Ahlan Wijaya
rights: Copyright (c) 2026 Agustin Anggraeni, Rilis Zulyen Anggraeni, Ahlan Hanan Wijaya https://creativecommons.org/licenses/by/4.0
date: 2026-03-31
publication date: 2026-03-31
starting page: 139
ending page: 149
doi: 10.47701/frasa.v7i1.5837

FROM SHORT STORY TO SHORT FILM: LOCALIZING A TEMPORARY MATTER IN INTERLUDE AND THE LOTTERY IN BLACK BOX
type: item
description: World literature adaptation into short films by university students creates a reflective space for literary education and film production sensitive to local contexts. This study examines how students of the English Literature program at Universitas Islam Negeri Raden Mas Said Surakarta adapted two short stories, A Temporary Matter and The Lottery, into short films that embed Indonesian local wisdom. The research was conducted in the English Indie Movie Production course as a direct application of adaptation theory. A descriptive-analytical method was employed, with data collected through documentation, and textual and visual notes. The analysis draws on four sources: the original short stories, the short films uploaded on YouTube, Instagram posts used to promote local narratives, and audience responses. Linda Hutcheon’s adaptation theory (2013) is used to interpret the process of transferring texts into film. The study reveals creative and contextual adaptation practices by students and demonstrates how media production-based learning fosters active engagement. Findings show that students successfully reinterpret universal issues from classic short stories through the lens of local culture.
subject: Articles
  topic: section
subject: Adaptation
  topic: keywords
subject: world literature
  topic: keywords
subject: local values
  topic: keywords
subject: short story
  topic: keywords
creator: Muhammad Rizal
creator: Tarangga Widyadhana
creator: Yasmin Hasna Dzakiyyah
creator: Isnan Waluyo
rights: Copyright (c) 2026 Muhammad Rizal, Tarangga Widyadhana, Yasmin Hasna Dzakiyyah, Isnan Waluyo https://creativecommons.org/licenses/by/4.0
date: 2026-03-31
publication date: 2026-03-31
starting page: 164
ending page: 182
doi: 10.47701/frasa.v7i1.5755

BEAUTY MYTH AND ITS EFFECTS SEEN IN THE MISS CONGENIALITY (2000) MOVIE
type: item
description: This study examines the beauty myths depicted by female characters in the film Miss Congeniality (2000), including Gracie, Cheryl, Leslie, and Mary. The film follows Gracie, a female FBI agent who goes undercover as a beauty pageant entrant, forcing her and the other participants to conform to society's beauty standards through the use of beauty myths. The purpose of this study is to establish which areas are affected by the beauty myth and how it affects the main character. This study employed a qualitative methodology. This study used Naomi Wolf’s theory of beauty myth. The scripts for Miss Congeniality (2000) served as the primary data for this study. Secondary data for this study included books, articles, journals, and e-books. The data-gathering processes included watching the movie, reading the movie script, identifying the data, classifying the data, and reducing the data. The study yielded two findings. First, the beauty myth affected four of the six areas examined: culture, hunger, violence, and sex. Second, the beauty myth caused two effects: unsatisfied and suffer. Gracie feels unsatisfied and suffer with her physical appearance as a result of this.
subject: Articles
  topic: section
subject: beauty standard
  topic: keywords
subject: beauty myth
  topic: keywords
subject: effects of beauty myth
  topic: keywords
subject: Miss Congeniality
  topic: keywords
creator: Dita Ulfiani
creator: Riana Permatasari
rights: Copyright (c) 2025 Dita Ulfiani, Riana Permatasari https://creativecommons.org/licenses/by/4.0
date: 2025-12-12
publication date: 2025-12-12
starting page: 15
ending page: 24
doi: 10.47701/frasa.v7i1.4813

AN ANALYSIS OF PSYCHOSOCIAL DEVELOPMENT OF MARILYN MONROE AS SEEN FROM BLONDE (2022)
type: item
description: This study uses Erik Erikson's theory of psychosocial development to analyse the psychosocial stages of Marilyn Monroe in the film Blonde, released in 2022. The study looks at three main psychosocial stages using a qualitative scene analysis and a literature review. These are identity and role confusion, intimacy versus isolation, and generativity versus stagnation. A difficult childhood and lack of parental support impact Monroe's identity confusion and cause ongoing problems with self-esteem and emotional stability. The film shows her struggling to form important relationships and portrays her as a person trapped in isolation and suffering. Moreover, her aspiration for motherhood signifies generativity, but the film highlights her struggles for personal development. Although Blonde portrays Monroe's emotional struggles very well, it overlooked other essential phases of Erikson's theory that could offer a more comprehensive understanding of her psychosocial growth. More appropriate representation, including her professional accomplishments and strengths, would have provided a deeper understanding of her complex identity. This study enriches the discourse on the convergence between film, identity, and psychological development by showing how film influences the perception of historical figures and human experience.
subject: Articles
  topic: section
subject: Keywords: keywords: Marilyn Monroe, Blonde, Erik Erikson, Psychosocial Development, Intimacy vs. Isolation
  topic: keywords
creator: Resti Ayu Febriani
creator: Khadija Albar Hanafi
creator: Siska Ayu Diaz Sekarini
rights: Copyright (c) 2025 Resti Ayu Febriani, Khadija Albar Hanafi, Siska Ayu Diaz Sekarini https://creativecommons.org/licenses/by/4.0
date: 2025-12-13
publication date: 2025-12-13
starting page: 25
ending page: 38
doi: 10.47701/frasa.v7i1.4825

INVESTIGATING THE RELATIONSHIP BETWEEN STUDENTS’ SPEAKING CONFIDENCE AND FOREIGN LANGUAGE CLASSROOM ANXIETY IN INDONESIAN UNIVERSITY EFL SETTINGS
type: item
description: This study examines the relationship between students’ speaking confidence and Foreign Language Classroom Anxiety (FLCA) among Indonesian university EFL learners. While previous studies have often investigated confidence and anxiety separately, limited research has explored their relationship at the tertiary level in the Indonesian context using a mixed-methods approach. To address this gap, the study employed a sequential explanatory mixed-methods design (QUAN ? qual). The participants were 24 English Education students selected through purposive sampling. Quantitative data were collected using a speaking confidence questionnaire and the Foreign Language Classroom Anxiety Scale (FLCAS), which demonstrated acceptable to excellent reliability (? = .704 for the FLCAS and ? = .933 for the confidence scale). Descriptive statistics and Pearson correlation analysis were conducted, followed by semi-structured interviews to confirm the questionnaire results. The findings showed that most students reported high speaking confidence while experiencing moderate classroom anxiety. Correlation analysis revealed a strong and significant negative relationship between confidence and anxiety (r = –0.657, p < .05), indicating that higher confidence was associated with lower anxiety levels. Interview data were consistent with the quantitative findings and confirmed students’ self-reported levels of confidence and anxiety. These results suggest that confidence and anxiety coexist in EFL speaking contexts rather than functioning as opposing states. Pedagogically, the study underscores the need for confidence-building speaking tasks and supportive classroom practices to help learners manage anxiety and sustain oral communication.
subject: Articles
  topic: section
subject: Classroom anxiety
  topic: keywords
subject: English Language Teaching
  topic: keywords
subject: Foreign Language Anxiety
  topic: keywords
subject: Indonesian students
  topic: keywords
subject: Speaking confidence
  topic: keywords
creator: Riyadh Ahsanul Arifin
creator: Eva Meidi Kulsum
creator: Revi Nur Ridwan
creator: Rina Mutiarawati
rights: Copyright (c) 2026 Riyadh Ahsanul Arifin, Eva Meidi Kulsum, Revi Nur Ridwan, Rina Mutiarawati https://creativecommons.org/licenses/by/4.0
date: 2026-03-24
publication date: 2026-03-24
starting page: 83
ending page: 93
doi: 10.47701/frasa.v7i1.5696

THE IMPLEMENTATION OF EXPEDITIONARY LEARNING INTEGRATED WITH MULTIPLE INTELLIGENCES AND LOCAL WISDOM
type: item
description: Conventional cognition-oriented learning models are considered less able to respond to the demands of 21st century learning, so a more holistic, contextual, and student-centered approach is needed. This study aims to explore teachers' experience in implementing the Expeditionary Learning model integrated with Multiple Intelligences and local wisdom in English language learning in high schools and vocational schools in Batang Regency. Using a phenomenological qualitative approach, data were collected through observation, questionnaires, interviews, documentation, and FGD of 25 teachers who were selected purposively. The results showed that the mapping of multiple intelligences identified the dominance of kinesthetic, visual-spatial, and linguistic intelligence, which teachers then translated into various expedition projects such as industrial expeditions and local product (UMKM) promotion (48%), folklore dramas and traditional games (36%), and tourism promotions (16%). This authentic experiential learning has been shown to increase students' motivation, creativity, participation, and English language competence while strengthening their cultural identity. The research concludes that the integration of EL–MI–local wisdom is an effective pedagogical approach to creating relevant, humanistic, and contextual learning, and recommends further exploration in more diverse school contexts to broaden the generalization of findings.
subject: Articles
  topic: section
subject: Expeditionary learning
  topic: keywords
subject: Multiple Intelligences
  topic: keywords
subject: Local Wisdom
  topic: keywords
creator: Muhammad Reza Ainun Najib
creator: Yan Imam Santoso
creator: Madya Giri Aditama
creator: Saiful Risqi
creator: Sintia Oktaviani
rights: Copyright (c) 2026 Muhammad Reza Ainun Najib, Yan Imam Santoso, Madya Giri Aditama, Saiful Risqi, Sintia Oktaviani https://creativecommons.org/licenses/by/4.0
date: 2026-02-27
publication date: 2026-02-27
starting page: 49
ending page: 59
doi: 10.47701/frasa.v7i1.5595

INVISIBLE BARRIERS OF CLASS IN EMMA MOVIE BY AUTUMN DE WILDE
type: item
description: Social class remains a central theme in literature and film, reflecting persistent inequalities in human relations. While most studies on Jane Austen’s Emma (2020) emphasize adaptation, gender, or historical settings, limited research has explored how class hierarchy operates ideologically in Autumn de Wilde’s 2020 film adaptation. Addressing this gap, the present study examines the invisible barriers of class in Emma (2020) through a Marxist framework. Using a qualitative descriptive approach, ten selected scenes were analyzed to reveal how clothing, marriage arrangements, and social interactions construct class distinctions. The findings indicate that Emma Woodhouse, representing the bourgeoisie, exercises ideological and cultural authority over Harriet Smith’s decisions, while Harriet’s compliance exemplifies lower-class subordination. Visual markers such as costumes and rituals like dances further reinforce symbolic hierarchies that sustain inequality. This study contributes a novel perspective by integrating Marxist theory with visual and narrative analysis to uncover how cultural and symbolic capital perpetuate class domination. The results highlight the film’s critical value for cultural and film studies, offering insights into how class ideology continues to shape representations of power and privilege in modern adaptations of classic works.
subject: Articles
  topic: section
subject: Emma (2020)
  topic: keywords
subject: Inequality
  topic: keywords
subject: Marxist Analysis
  topic: keywords
subject: Social Class
  topic: keywords
creator: Fitriya Nur Azizah
creator: Dewi Candraningrum
rights: Copyright (c) 2026 Fitriya Nur Azizah, Dewi Candraningrum https://creativecommons.org/licenses/by/4.0
date: 2026-02-27
publication date: 2026-02-27
starting page: 39
ending page: 48
doi: 10.47701/frasa.v7i1.5592

DECODING FEAR: SEMIOTIC INTERPRETATION OF CHILD IMAGERY IN INDONESIAN HORROR FILM POSTERS
type: item
description: This study examines the representation of anxiety through child imagery in Indonesian horror film posters, employing Roland Barthes’ semiotic framework. The depiction of children as protagonists in horror movie posters creates a complex interaction between innocence and terror, utilizing visual clues to elicit emotions and capture viewers' attention. The objective of this study is to analyze how children's visual representations evoke sensations of fear and anxiety by interpreting their denotative and connotative meanings. A qualitative content study was conducted on ten meticulously selected Indonesian horror movie posters, spanning from Danur (2017) to Taghut (2024). The study concentrates on visual elements, including lighting, color palettes, body posture, face expressions, and symbolic objects, to uncover the fundamental cultural and psychological significances. The results indicate that child imagery serves as a powerful semiotic tool that embodies socio-cultural anxieties around family, morality, and social norms, while simultaneously amplifying terror through the contrast of vulnerability with supernatural or perilous elements. This research demonstrates the use of Barthes' semiotic theory in interpreting complex visual texts and enhances our comprehension of horror aesthetics within Indonesian cinema. The study offers significant insights for scholars examining media semiotics, visual culture, and film studies, particularly those interested in the dynamics of terror representation in cinematic marketing.
subject: Articles
  topic: section
subject: Child imagery
  topic: keywords
subject: Fear
  topic: keywords
subject: Film poster
  topic: keywords
creator: Dini Anggraheni
creator: Sahid Teguh Widodo
creator: Mahendra Wijaya
creator: Deny Tri Ardianto
rights: Copyright (c) 2026 Dini Anggraheni, Sahid Teguh Widodo, Mahendra Wijaya, Deny Tri Ardianto https://creativecommons.org/licenses/by/4.0
date: 2026-03-24
publication date: 2026-03-24
starting page: 68
ending page: 82
doi: 10.47701/frasa.v7i1.5577

THE IMPLEMENTATION OF CYBER LITERATURE MICRO/MACRO-FICTION IN NARRATIVE DISCOURSE’S STUDENTS
type: item
description: Digital and technology have becoming inseparable and integral parts of humans and social life. In many aspects, the exertion of these has extensively spread, including literature. The adjustment of literature establishes cyber literature in the form of digitalized literary works or electronic literature such as e-novel, e-poetry, e-fiction, etc. This research aims at analysing the implementation of cyber literature (micro/macro-fiction) in Narrative Discourse’s students followed by 40 participants. This research employed cyber literature (micro/macro-fiction) theory by Conde & Lopez. This is descriptive qualitative research to describe the phenomenon and its characteristics integrated with digital humanities approach by Capurro. The data were collected using several instruments, i.e. questionnaires, interviews, and documentation. The results indicated that; first, there are four stages of implementation; brainstorming, peer-conference workshops, publication, and comments. These stages were conducted successfully which later continued to the production of cyber literature (micro/macro-fiction). Second, the digital platforms used by the participants are Wattpad (55%), Quora (10%), Twitter (7,5%), Tiktok (7,5%), Youtube (7,5%), Blogspot (5%), Facebook (2,5%). This means that percentage of macro-fiction users are dominant 95% compared to micro-fiction 5%. Third, overall, this implementation process achieved great results since the majority participants voted for 51,25% (agree), 39,1% (strongly agree), 8,3% (neutral), and 1,25% (disagree). Meanwhile, ways to increase reading interest are providing interesting headline/ theme, following trends, creating reading clubs, learning technological development, and building consistency while to gain literary criticism interest are starting to utilize digital literary works, avoiding plagiarism, and respecting the authorship and copyrights.
subject: Articles
  topic: section
subject: Cyber Literature
  topic: keywords
subject: Digital Technology
  topic: keywords
subject: Micro/Macro-Fiction
  topic: keywords
subject: Narrative Discourse
  topic: keywords
creator: Hidayatul Nurjanah
creator: Wanda Andres Saputra
creator: Vanessa Agustin
rights: Copyright (c) 2026 Hidayatul Nurjanah, Wanda Andres Saputra, Vanessa Agustin https://creativecommons.org/licenses/by/4.0
date: 2026-03-31
publication date: 2026-03-31
starting page: 150
ending page: 163
doi: 10.47701/frasa.v7i1.5439

IMPROVING STUDENTS’ ABILITY IN READING COMPREHENSION NEWS ITEM TEXT BY USING GRAPHIC ORGANIZER
type: item
description: Reading comprehension is essential for non-language students in English for Specific Purposes (ESP) to access domain-specific knowledge, yet many face challenges with news item texts due to their complex structure and limited exposure to journalistic content, leading to high reading anxiety and low comprehension scores. This study aimed to evaluate the effectiveness of graphic organizers in enhancing reading comprehension of news item texts and to assess student perceptions in an ESP context. Employing a quantitative quasi-experimental one-group pretest-posttest design, the research involved 120 second-semester students from Universitas Duta Bangsa and Universitas Dharma AUB, Surakarta, using reading comprehension tests and a perception questionnaire. Results showed a significant score increase (mean = 15.76; p < 0.001; N-Gain = 0.42, moderate), with a positive shift in score categories and reduced variance. Students reported high satisfaction (mean = 3.24) with the ease, clarity, and engagement of graphic organizers. These findings highlight graphic organizers as effective visual scaffolding tools, enhancing cognitive and emotional engagement, and suggest their integration into ESP pedagogy to improve academic reading outcomes for non-language learners across disciplines.
subject: Articles
  topic: section
subject: Reading comprehension, Graphic organizers, News item text
  topic: keywords
creator: Marginingsih Marginingsih
creator: Moh Muhtarom
creator: Sundari Sundari
creator: Norkhairi Ahmad
rights: Copyright (c) 2025 Marginingsih Marginingsih, Muhtarom, Sundari, Norkhairi Ahmad https://creativecommons.org/licenses/by/4.0
date: 2025-12-10
publication date: 2025-12-10
starting page: 1
ending page: 14
doi: 10.47701/frasa.v7i1.5242

ARTIFICIAL INTELLIGENCE (AI)-BASED ASSESSMENT: A TRANSFORMATIVE ENGLISH EDUCATION CURRICULUM
type: item
description: Artificial Intelligence (AI) has been developing at a fast pace and is increasingly embedded in everyday human activities. In the realm of education AI serves as a transformative force, reshaping both teaching practices and learning processes. A key contribution of AI in this context lies in its capacity to deliver individualized and adaptive learning experiences. This study aims to develop an Artificial Intelligence (AI)-based English learning assessment system in the English Education program at the State Islamic University of North Sumatra, Medan. The study also seeks to measure the extent to which the AI-based assessment curriculum has effectively achieved the program's vision, mission, objectives, and graduate profile. A qualitative case study within purposive sampling approach was employed to select participants who had relevant experience and knowledge in English teaching and learning. The data collection methods included Focused Group Discussions (FGDs) with 20 lecturers and 100 students, as well as in-depth interviews with lecturers. The data from questionnaire were analyzed to identify patterns, trends, and differences in the responses of the respondents. The findings of this study indicate that the use of AI in assessing English proficiency among students has proven to be effective and efficient, not only in individual assessment but also in supporting the evaluation of academic program curricula. However, the findings also highlight the need for adequate technological readiness and training for both lecturer and student to optimize AI utilization.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Assessment
  topic: keywords
subject: Curriculum
  topic: keywords
subject: English
  topic: keywords
creator: Benni Ichsanda Rahman Hz
creator: Ammamiarihta Ammamiarihta
rights: Copyright (c) 2025 Benni Ichsanda Rahman Hz, Ammamiarihta Ammamiarihta https://creativecommons.org/licenses/by/4.0
date: 2025-09-04
publication date: 2025-09-04
starting page: 289
ending page: 303
doi: 10.47701/frasa.v6i2.5037

MICROTEACHING AS A PLATFORM FOR PROMOTING EFL PRESERVICE TEACHER AS A REFLECTIVE PRACTITIONER
type: item
description: The study aimed to investigate the impact of self-reflection on developing professional identity?and teaching confidence among EFL pre-service teachers in micro-teaching practices. 18 EFL pre-service teachers participated in the study, who had undergone a micro-teaching course employing self-reflection forms designed to prompt analysis of their teaching experiences. Using thematic analysis, three key themes emerged: (1) establishing rapport with students, (2) sense of teaching competence, and (3) developing an identity as a reflective practitioner. The findings demonstrate that reflective practice helps pre-services teachers connect theory with practice, improve instructional decision-making, and fostering an environment in which pre-service teachers feel comfortable reflecting on their teaching and trying out new approaches enables them to become more flexible, reflexive, and self-aware teachers in their eventual classrooms.
subject: Articles
  topic: section
subject: Reflective Practice
  topic: keywords
subject: Micro-Teaching
  topic: keywords
subject: EFL Pre-Service Teachers
  topic: keywords
subject: Professional Identity
  topic: keywords
subject: Self-Reflection
  topic: keywords
creator: Khofifatudzikriyah Khofifatudzikriyah
creator: Nabilah Nabilah
creator: Turini Erawati
creator: Ratna Prasasti Suminar
rights: Copyright (c) 2026 Khofifatudzikriyah Khofifatudzikriyah, Nabilah Nabilah, Turini Erawati, Ratna Prasasti Suminar https://creativecommons.org/licenses/by/4.0
date: 2026-03-24
publication date: 2026-03-24
starting page: 94
ending page: 112
doi: 10.47701/frasa.v7i1.5142

EFL STUDENTS’ KAHOOT! EXPERIENCE: PERSPECTIVES FROM INDONESIAN SECONDARY SCHOOL STUDENTS IN LANGUAGE LEARNING
type: item
description: The use of technology into English language learning is becoming more and more vital for keeping students interested and motivated. Kahoot! is a gamified learning platform that provides dynamic and enjoyable learning experiences across a range of technical instruments. Nonetheless, studies examining students' firsthand experiences with Kahoot! in EFL (English as a Foreign Language) classrooms in Indonesia are still scarce. This study seeks to investigate the experiences of intermediate-level EFL students utilising Kahoot! as a tool for English language acquisition and to ascertain how its characteristics enhance motivation, engagement, and comprehension of the educational content. A descriptive qualitative methodology was utilised, gathering data via questionnaires and semi-structured interviews with 21 Grade 11 students from a senior high school governed by the Ministry of Religious Affairs in Cirebon Regency. The results show that Kahoot! makes the classroom more fun and interactive, helps students stay focused, and helps them understand better. Also, gamification features like competition, awards, and rapid feedback really encourage kids to become involved. These findings indicate that Kahoot! can function as an efficacious technology-driven pedagogical approach that fosters student-centered education and encourages constructive learning dispositions within the Indonesian EFL setting.
subject: Articles
  topic: section
subject: Kahoot!, experience
  topic: keywords
subject: Motivation
  topic: keywords
subject: Game based learning
  topic: keywords
subject: EFL
  topic: keywords
creator: Meita Dwi Putri Angelita
creator: Nabilla Purnama Asri
creator: Afida Annisa
creator: Wendi Kusriandi
creator: Nunung Nurjannah
rights: Copyright (c) 2026 Meita Dwi Putri Angelita, Nabilla Purnama Asri, Afida Annisa, Wendi Kusriandi, Nunung Nurjannah https://creativecommons.org/licenses/by/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 113
ending page: 122
doi: 10.47701/frasa.v7i1.5120

STORYTELLING FOR LITERATURE STUDENTS: NARRATIVE INNOVATION IN BUSINESS MODEL DESIGN
type: item
description: Storytelling is a strategic tool that conveys meaning in literature and evokes emotional depth, cultural insight, and imaginative expression. In addition, storytelling also drives innovation in various fields such as business and entrepreneurship. However, many students of English literature are unaware that their strengths in narrative thinking can be developed into valuable entrepreneurial skills. This study addresses that gap by designing a storytelling-based Business Model Canvas (BMC) as a learning tool for the Literature and Entrepreneurship course. This study uses Fisher's Narrative Paradigm Theory, which explains Human beings as natural storytellers. Besides, it is supported by Osterwalder's BMC framework. Using a Research and Development (R&D) method adapted from Branch ADDIE, the research produced digital instructional media in the form of videos and an application designed through Canvanizer, Google Sites, and Kodular. These platforms were used to embed narrative thinking into each component of the BMC. The content expert and IT validate the Product. It was tested in a small and a large group trial. Findings show that integrating storytelling into the business modelling process significantly strengthens students' ability to construct and communicate ideas, especially aligning their creativity with practical entrepreneurial thinking. The final product was found to be pedagogically feasible and relevant, contributing to the development of literature students as creative digitalpreneurs. It concludes that narrative approaches can be effectively adapted to entrepreneurship education in the humanities. Therefore, further research suggested exploring cross-disciplinary applications of the model for the long-term impact.
subject: Articles
  topic: section
subject: Storytelling
  topic: keywords
subject: Narrative
  topic: keywords
subject: Digital Literature
  topic: keywords
subject: Literary Entrepreneurship
  topic: keywords
creator: Nur Asiyah
creator: Wildi Adila
creator: Muhammad Rizal
creator: Arya Saputra
creator: Irawan Irawan
rights: Copyright (c) 2025 Nur Asiyah, Wildi Adila, Muhammad Rizal, Arya Saputra, Irawan Irawan https://creativecommons.org/licenses/by/4.0
date: 2025-09-29
publication date: 2025-09-29
starting page: 342
ending page: 356
doi: 10.47701/frasa.v6i2.5113

MAXIMIZING JUNIOR HIGH EFL SPEAKING: THE IMPACT OF ROLE PLAY ON CLASSROOM COMMUNICATION ACHIEVEMENT
type: item
description: Speaking proficiency in English is a fundamental aspect of communicative competence and academic achievement; however, many junior high school students show limited progress due to the lack of interactive and communicative teaching strategies. This study aims to examine the effectiveness of the role-play technique as a pedagogical intervention to enhance students’ speaking skills among first-year learners at SMPN 03 Karang Ploso Satu Atap. The research employed a quasi-experimental design involving 25 students who participated in pre-test and post-test assessments covering four components of speaking ability, namely fluency, vocabulary, pronunciation, and grammar. The quantitative results indicated a substantial improvement in students’ speaking performance, with the mean score increasing from 53.6 in the pre-test to 63.2 in the post-test. The statistical analysis using a t-test revealed that the obtained value (t = 7.10) exceeded the critical value (t = 2.064), confirming that the improvement was statistically significant. These findings demonstrate that role play is an effective instructional technique for promoting speaking proficiency, increasing students’ motivation, and encouraging active participation in the learning process. Therefore, this study recommends the integration of role-play activities into English language teaching practices to strengthen students’ communicative competence at the junior secondary school level.
subject: Articles
  topic: section
subject: Role Play
  topic: keywords
subject: Speaking Proficiency
  topic: keywords
subject: Secondary Education
  topic: keywords
subject: English Language Instruction
  topic: keywords
subject: Student Motivation
  topic: keywords
creator: Sulistyahadi Sulistyahadi
rights: Copyright (c) 2026 Sulistyahadi Sulistyahadi https://creativecommons.org/licenses/by/4.0
date: 2026-03-17
publication date: 2026-03-17
starting page: 60
ending page: 67
doi: 10.47701/frasa.v7i1.5095

VOICES OF THE SUBALTERN: DECODING RESISTANCE THROUGH SEMIOTICS IN COLLINS’THE BALLAD OF SONGBIRDS AND SNAKES
type: item
description: This article examines the forms of symbolic resistance posed by subaltern groups in Suzanne Collins' novel, The Ballad of the Songbirds and the Snakes (2020), through the application of Roland Barthes' semiotic theory and Gayatri Spivak's concept of subalternity. The narrative is set in the dystopian realm of Panem, characterized by a hierarchical system in which power is concentrated in the capital while the districts face systematic marginalization. The focus of this study is on how characters engage in symbolic acts of defiance through the mediums of song, performance, and myth. By employing a qualitative textual analysis, the research interprets significant symbols such as the mockingjay, snakes, and folk songs as complex sign systems that articulate resistance against hegemonic power. Each of these symbols is explored through denotative, connotative, and mythical lenses to reveal how they operate within the storyline to echo the genuine, albeit subtle, resistance efforts of marginalized groups. The findings indicate that, despite the constraints imposed by oppressive systems, subaltern individuals are capable of asserting their agency via coded language, emotional influence, and acts of performative subversion. By integrating semiotic analysis with postcolonial critique, this study illustrates the capacity of literature to serve as a platform for expressing subaltern challenges and resilience through symbolic expression.
subject: Articles
  topic: section
subject: Subaltern Studies
  topic: keywords
subject: Symbolic Resistance
  topic: keywords
subject: Postcolonial Semiotics
  topic: keywords
subject: Roland Barthes
  topic: keywords
subject: Dystopian Literature
  topic: keywords
creator: Callista Aulia Nugraha
creator: Rahayu Puji Haryanti
rights: Copyright (c) 2025 Callista Aulia Nugraha, Rahayu Puji Haryanti https://creativecommons.org/licenses/by/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 374
ending page: 387
doi: 10.47701/frasa.v6i2.5067

EFL STUDENTS’ PERSPECTIVES ON THE USE OF SMALLTALK2ME TO ENHANCE SPEAKING SKILLS: A STUDY OF UNDERGRADUATE LEARNERS
type: item
description: This research was initiated based on preliminary survey findings that highlighted the challenges faced by EFL students in speaking English, which subsequently guided the researcher’s focus. The primary objective of this study is to examine students’ perceptions of SmallTalk2Me as a digital tool for enhancing speaking proficiency. Employing a qualitative design, the study involved four students from a public institution in North Sumatra, who responded to open-ended questionnaires and participated in semi-structured interviews. Data were analyzed through thematic analysis, which revealed several significant themes: AI tools as scaffolding agents, confidence development in speaking, real-time feedback and error correction, social interaction with technology, and accessibility and flexibility of learning platforms. The findings indicated that SmallTalk2Me and similar AI-based applications were perceived as effective scaffolding agents, providing structured speaking practice, immediate feedback, and a supportive environment for trial and error. Participants reported noticeable improvements in pronunciation, fluency, confidence, and motivation. These results align with Vygotsky’s sociocultural theory, which underscores the role of scaffolding, mediation, and social interaction in second language acquisition. The selection of this theoretical framework was grounded in its relevance to the study’s objectives and its endorsement by the researcher’s advisor. Moreover, the study highlights that the integration of AI tools into language learning fosters learner autonomy and enhances speaking competence, particularly in contexts where interaction with native speakers is limited. The findings further emphasize the importance of emotional support and self-directed learning within digital speaking practice. Overall, SmallTalk2Me is shown to offer promising features that contribute to the development of students’ speaking abilities.
subject: Articles
  topic: section
subject: EFL learners, speaking skills, SmallTalk2Me, AI in language acquisition, sociocultural theory
  topic: keywords
creator: Fadlan Rambe
creator: Ernita Daulay
rights: Copyright (c) 2025 Fadlan Rambe, Ernita Daulay https://creativecommons.org/licenses/by/4.0
date: 2025-08-20
publication date: 2025-08-20
starting page: 267
ending page: 276
doi: 10.47701/frasa.v6i2.5047

BACHA POSH: PERPETUATION OF WOMEN’S OPPRESSION IN NADIA HASHIMI’S THE PEARL THAT BROKE ITS SHELL
type: item
description: The oppression of women in patriarchal societies often disguises itself as empowerment through cultural practices that appear to offer temporary freedom. One such practice is bacha posh, a tradition in Afghanistan where girls are allowed to adopt the identity of boys to access mobility, education, and social privileges. While often regarded as an act of cultural adaptation or empowerment, this tradition remains underexplored in terms of how it perpetuates gender-based oppression. This study analyzes how bacha posh is portrayed in Nadia Hashimi’s The Pearl That Broke Its Shell, revealing how the practice, though appearing liberating, ultimately sustains patriarchal control. Using qualitative textual analysis, the study applies Iris Marion Young’s Five Faces of Oppression and Jacques Derrida’s Deconstruction theory to examine how the characters in the novel experience exploitation, marginalization, powerlessness, cultural imperialism, and violence. The findings show that the advantages girls receive while performing as boys are not rooted in equality but in submission to masculine norms. When they return to their female identities, these privileges are stripped away, exposing the illusion of empowerment. The study concludes that bacha posh, rather than resisting oppression towards women, perpetuates it by allowing only conditional access to power while keeping oppressive structures intact.
subject: Articles
  topic: section
subject: Bacha Posh
  topic: keywords
subject: Patriarchy
  topic: keywords
subject: Women's Oppression
  topic: keywords
subject: Deconstruction
  topic: keywords
creator: Fairuz Zahirana Hanun
creator: Rini Susanti Wulandari
rights: Copyright (c) 2025 Fairuz Zahirana Hanun, Rini Susanti Wulandari https://creativecommons.org/licenses/by/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 357
ending page: 373
doi: 10.47701/frasa.v6i2.5046

PUZZLE BASED LEARNING THROUGH FIGGERITS APPLICATION TO ENRICH EFL STUDENT VOCABULARY: STUDENTS’ PERCEPTIONS
type: item
description: Vocabulary acquisition remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly in higher education settings where traditional methods often fail to engage students or promote long-term retention. In response, mobile puzzle-based learning tools such as the Figgerits application offer an alternative that integrates contextual learning and cognitive engagement. This study explores EFL university students’ perceptions of using Figgerits for vocabulary enrichment within an Indonesian tertiary context. Using a qualitative case study design, 25 English Education students from a university in Medan participated in the study over a 2–4-week period. Participants were selected purposively and provided informed consent. Data were collected through structured questionnaires and follow-up in-depth interviews, then analysed using thematic analysis. Findings indicate that most students perceived Figgerits as effective across five interrelated dimensions: vocabulary breadth, depth, contextual understanding, retention and usage, and metalinguistic awareness. Students reported increased motivation and exposure to unfamiliar vocabulary through clues embedded in meaningful contexts, which encouraged repeated encounters and deeper word processing. Despite occasional difficulty with unfamiliar logic-based tasks, learners expressed strong preference for the app’s interactive and autonomous nature. These findings highlight the potential of puzzle-based, mobile-assisted tools to enhance vocabulary learning in EFL environments. Future studies should explore long-term impacts and adaptation across diverse learner profiles.
subject: Articles
  topic: section
subject: EFL Learners, Vocabulary Acquisition, Mobile Learning, Figgerits, Students’ Perceptions, Puzzle-Based Learning
  topic: keywords
creator: Thareq Ahmad Alqawwiy
creator: Maryati Salmiah
rights: Copyright (c) 2025 Thareq Ahmad Alqawwiy, Maryati Salmiah https://creativecommons.org/licenses/by/4.0
date: 2025-07-31
publication date: 2025-07-31
starting page: 201
ending page: 215
doi: 10.47701/frasa.v6i2.5044

THE UTILIZATION OF YOUTUBE FOR EXTENSIVE LISTENING: VOICES FROM THE LECTURERS AND STUDENTS
type: item
description: The English language continues to be the most used language in the world. Learning it involves four crucial skills, with listening being one of the most vital. In the past, listening was commonly taught with conventional media such as CDs or audio cassettes. While valuable, these materials lacked interactivity, diversity, and adaptability to students’ needs. With the rise of online platforms, YouTube has emerged as a widely accessible and engaging medium for enhancing listening skills through extensive listening (EL) practices. Despite its growing use, existing studies mostly explored students’ perceptions, with few including lecturer perspectives. Therefore, this study aims to explore the views of students and a lecturer regarding the use of YouTube in EL to gain a deeper understanding of its implementation. A qualitative design with a case study approach was employed at a public university in Bandung, Indonesia. Participants included twenty-eight final-semester English Education students and a listening course lecturer. An open-ended questionnaire was used to obtain data on participants’ experiences using YouTube in EL. The data were analysed using NVivo, which helped organize and find recurring themes related to their perceptions. The results showed that both students and the lecturer had positive views of YouTube in EL. Participants praised its accessibility, content diversity, flexibility, and features that supported their learning needs. However, students also faced challenges such as internet issues, advertisements, and difficulty understanding unfamiliar accents. Despite this, they devised strategies to overcome these obstacles. The lecturer meanwhile, reported having minimal difficulty in recommending YouTube content for EL practice. These findings offer insights into YouTube’s role as a tool in extensive listening.
subject: Articles
  topic: section
subject: English Language Teaching
  topic: keywords
subject: Extensive Listening
  topic: keywords
subject: YouTube
  topic: keywords
creator: Sava Farhan Sila
creator: Muhammad Handi Gunawan
rights: Copyright (c) 2025 Sava Farhan Sila, Muhammad Handi Gunawan https://creativecommons.org/licenses/by/4.0
date: 2025-07-29
publication date: 2025-07-29
starting page: 182
ending page: 200
doi: 10.47701/frasa.v6i2.5040

IMPOLITENESS IN TV SERIES EUPHORIA: A GENDER-BASED SOCIOPRAGMATIC ANALYSIS
type: item
description: Impoliteness in language reflects complex social dynamics, especially in audiovisual media where characters perform identity, power, and gender roles through dialogue. However, few studies have explored how gender-based impoliteness unfolds in fictional narratives, creating a gap between theory and media representations. This study investigates impoliteness strategies and gendered linguistic features in Season 1 of the TV series Euphoria. Using a qualitative descriptive method, the study analyzes 50 impolite utterances through Culpeper’s (2011) framework of impoliteness and gender theories from Lakoff (1973) and Coates (2013). Findings show that both male and female characters most frequently use the Bald on Record strategy, but female characters employ impoliteness more often. Taboo words emerge as the dominant linguistic feature across genders, with higher intensity among females. These results challenge conventional views of women as more polite or indirect speakers. In Euphoria, female characters use language typically associated with masculine speech, aggressive, explicit, and confrontational, indicating a shift in gendered communication patterns. This research highlights the urgency of viewing fictional media as a sociopragmatic lens to understand how language, gender, and power interact. It offers new insight into how media narratives can subvert traditional gender norms and reflect evolving linguistic behaviors.
subject: Articles
  topic: section
subject: Impoliteness strategies
  topic: keywords
subject: Gender and language
  topic: keywords
subject: Sociopragmatics analysis
  topic: keywords
creator: Meira Elok Duhita
creator: Mangatur Nababan
creator: Djatmika Djatmika
rights: Copyright (c) 2025 Meira Duhita, Mangatur Nababan, Djatmika Djatmika https://creativecommons.org/licenses/by/4.0
date: 2025-07-31
publication date: 2025-07-31
starting page: 216
ending page: 224
doi: 10.47701/frasa.v6i2.5039

TEACHERS' EXPERIENCES ON THE BLOOKET APPLICATION AS A LEARNING TOOL IN THE ENGLISH LANGUAGE
type: item
description: This study aimed to explore English teachers’ perspectives on using the Blooket application as a digital learning tool in a junior high school context in Medan, Indonesia. In response to the growing emphasis on gamification in education, particularly in language learning, the study sought to understand how game-based platforms such as Blooket are implemented and perceived by educators. Using a qualitative case study approach, data were collected through semi-structured interviews with three English teachers whose teaching experience ranged from two to ten years. Thematic analysis was employed to examine the data. The findings revealed that teachers were primarily motivated to use Blooket due to its perceived ability to increase student engagement and improve vocabulary acquisition. Additionally, the platform positively influenced classroom dynamics by encouraging active participation and fostering a more inclusive learning environment. Despite these benefits, teachers also reported several challenges, such as unstable internet connectivity and the difficulty of aligning gamified content with curriculum objectives. These experiences reflect the need for thoughtful integration of gamification strategies alongside pedagogical goals. Grounded in principles of constructivist and behaviourist learning theories, the study highlights the potential of Blooket as a supplementary instructional tool when supported by sufficient technological infrastructure and reflective teaching practices. However, as a small-scale study, these findings are context-specific and should be interpreted with caution. Future research is recommended to include a broader participant sample and to compare the use of different gamified platforms across varied educational settings to further assess their impact on language learning.
subject: Articles
  topic: section
subject: Blooket
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: , English Language Learning
  topic: keywords
subject: Gamification
  topic: keywords
subject: Teacher Perspectives
  topic: keywords
creator: Nazry Nasyifa
creator: Diah Safithri Armin
rights: Copyright (c) 2025 Nazry Nasyifa, Diah Safithri Armin https://creativecommons.org/licenses/by/4.0
date: 2025-07-29
publication date: 2025-07-29
starting page: 161
ending page: 171
doi: 10.47701/frasa.v6i2.5029

CAUSATIVE CONSTRUCTION IN ACEHNESE LANGUAGE: X-BAR THEORY ANALYSIS
type: item
description: Causative Constructions are central to understanding how languages encode cause-and-effect relationships. In Austronesian languages, they exhibit diverse strategies ranging from affixation to periphrastic structures. This research investigates causative constructions in Acehnese language with the aim of identifying their main types and analysing their structures through X-Bar Theory. Data were collected from native Acehnese speakers via field observations, semi-structured interviews, and supported with written texts, and were analysed using a qualitative descriptive approach. The findings reveal two structural patterns: mono-clause (single-clause) and bi-clause (two-clause) constructions. Within these, three causative types emerge: (1) morphological causatives, formed with prefixes such as peu- and seu- that increase a verb’s argument structure (valency); (2) paraphrastic causatives, employing auxiliary verbs such as geu-yue and peu-gèt in bi-clause constructions; and (3) semantic causatives, where verbs like geu-plén inherently encode causative meaning without structural modification. Morphological and semantic causatives are generally mono-clause, while paraphrastic causatives are typically bi-clause. Applying X-Bar Theory enables a formal representation of how the causer (initiator), cause (event), and causee (affected participant) are hierarchically organized in Acehnese syntax, revealing systematic patterns of valency shift and clause complexity. Unlike most previous studies, which have largely offered descriptive accounts, this research demonstrates how X-Bar Theory—rarely applied to Acehnese language—can capture the interaction between morphology, semantics, and syntax in a formal model. In short, this research not only enriches the description of Acehnese language causatives but also fills a theoretical gap by contributing a formal syntactic representation of Acehnese language causatives through X-bar theory, an approach rarely explored in previous researche…
subject: Articles
  topic: section
subject: Causative Construction, Acehnese Language, X-Bar Theory, Syntax
  topic: keywords
creator: Juliana
creator: Mulyadi
rights: Copyright (c) 2025 Juliana, Mulyadi https://creativecommons.org/licenses/by/4.0
date: 2025-09-29
publication date: 2025-09-29
starting page: 314
ending page: 341
doi: 10.47701/frasa.v6i2.5017

TEACHERS' ENGLISH-TEACHING STRATEGIES FOR SPECIAL NEEDS STUDENTS: A CASE STUDY AT A HOMESCHOOLING IN MEDAN
type: item
description: Students with special needs often face challenges in learning English effectively, highlighting the importance of teachers’ strategies in supporting their educational success. This study aimed to explore the strategies used by teachers in teaching English to students with special needs at Cadika Homeschooling (a pseudonym). Employing a qualitative case study design, data were collected from three English teachers (two females and one male) through criterion sampling. The instruments used included direct classroom observations, documentation of therapists’ psychological notes, and interviews conducted via WhatsApp voice recordings. Data were analysed thematically. The findings revealed that teachers implemented various strategies for students with Autism Spectrum Disorder (ASD), such as multimedia visual strategies and the use of images, videos, and colour-based materials. Additionally, they adopted structured learning approaches involving digital aids and role-play activities. For slow learners, teachers applied direct practice methods through engaging activities and relationship-building approaches to foster motivation and confidence. These strategies enabled teachers to create a comfortable and emotionally supportive learning environment, facilitating better language acquisition. The study recommends that teachers integrate adaptive media, structured approaches, and relationship-focused methods to enhance the learning experiences and outcomes of students with special needs.
subject: Articles
  topic: section
subject: Autism Spectrum Disorder
  topic: keywords
subject: Teaching Strategies
  topic: keywords
subject: Special Needs Education
  topic: keywords
subject: Teachers Competence
  topic: keywords
creator: Winda Putri Sandara Butar Butar
creator: Emeliya Sukma Dara Damanik
rights: Copyright (c) 2025 Winda Putri Sandara Butar Butar, Emeliya Sukma Dara Damanik https://creativecommons.org/licenses/by/4.0
date: 2025-08-06
publication date: 2025-08-06
starting page: 239
ending page: 252
doi: 10.47701/frasa.v6i2.5015

STUDENTS' PERCEPTION OF USING PAPERPAL AI AS AN AUTOMATED WRITING EVALUATION (AWE) TOOL ON WRITING GRAMMATICAL FEEDBACK
type: item
description: This study aims to explore university students’ perceptions of using Paperpal AI as an Automated Writing Evaluation (AWE) tool in providing grammatical feedback during the academic writing process. Grounded in the Technology Acceptance Model and Self- Regulated Learning Theory, this research addresses the gap in understanding how students critically engage with AI-driven feedback in English as a Foreign Language (EFL) contexts. A qualitative case study design was employed, involving 30 EFL university students majoring in English Education who had prior experience using Paperpal AI. Data were gathered through questionnaires and in-depth interviews. Questionnaire responses were analyzed descriptively using percentage analysis, while interview data were examined through Thematic Content Analysis (TCA). Findings revealed that students perceived Paperpal AI as beneficial for improving grammatical accuracy, sentence clarity, and editing efficiency. They appreciated the tool’s user-friendly interface and real-time feedback, particularly for grammar and transitions. However, concerns were raised regarding the general nature of suggestions, occasional contextual inaccuracy, and limited support for creativity. These insights suggest that while Paperpal AI enhances surface-level writing skills, it should be complemented with human feedback and critical reflection to support deeper writing development in academic settings.
subject: Articles
  topic: section
subject: Academic Writing
  topic: keywords
subject: Automated Writing Evaluation
  topic: keywords
subject: Grammatical Feedback
  topic: keywords
subject: Paperpal AI
  topic: keywords
subject: Student Experience
  topic: keywords
creator: Nabila Yun Afifah
creator: Utami Dewi
rights: Copyright (c) 2025 Nabila Yun Afifah, Utami Dewi https://creativecommons.org/licenses/by/4.0
date: 2025-07-27
publication date: 2025-07-27
starting page: 144
ending page: 160
doi: 10.47701/frasa.v6i2.5009

EXPLORING CODE-CROSSING: HIERARCHICAL POLITENESS IN BRITISH SOCIETY DEPICTED IN A MOVIE THE KING
type: item
description: This study investigated of code-crossing and hierarchical politeness in 15th-century English royal courts, as depicted in the film The King (2019) by using asymmetrical communication or code-crossing by Wadji, the concept of code-crossing as language choice reflecting social status, privilege, and identity influenced by social rules, and strategy politeness by Brown & Levinson, which encompasses bald on record, negative politeness, positive politeness, and off-record strategies. This research aims to analyze how these linguistic phenomena manifest within the film's social dynamics. Employing a descriptive-qualitative research method with thematical analysis, which focuses on describing and explaining topics. The data is obtained from the dialogue in the movie script explore how social status and age influence language use. The result show lower and middle class (inferior) prefer to address the upper class (superior) in high code as a sign of respect whereas the upper class frequently use low code, furthermore the result of hierarchical politeness reveal that bald on record and negative politeness strategies are mostly used. These results underscore how communication practices are shaped by social hierarchies, consistent with the continued relevance of politeness in social interactions. This research contributes to the field of sociolinguistics by empirically demonstrating the interplay of code-crossing and politeness theory in historical film context.
subject: Articles
  topic: section
subject: code-crossing
  topic: keywords
subject: hierarchy
  topic: keywords
subject: high-code low-code
  topic: keywords
subject: politeness
  topic: keywords
subject: socioliguistic
  topic: keywords
creator: Agustin Rohmahwati
creator: Syafira Luthfiana
creator: Syifa Salsabila
creator: Jaufillaili Jaufillaili
creator: Setia Budiyanti
rights: Copyright (c) 2025 Agustin Rohmahwati, Syafira Luthfiana, Syifa Salsabila, Jaufillaili Jaufillaili, Setia Budiyanti https://creativecommons.org/licenses/by/4.0
date: 2025-08-04
publication date: 2025-08-04
starting page: 225
ending page: 238
doi: 10.47701/frasa.v6i2.5003

THE MODERN SOCRATIC METHOD: A STRATEGY TO ENHANCE INDONESIAN POLYTECHNIC STUDENTS’ ACTIVE LEARNING IN ENGLISH SPEAKING COURSE
type: item
description: Lack of engagement, weak critical thinking skills, disfluency, limited vocabulary, timidity, and a preference for individual learning often lead to inactive participation in English-speaking classes. This study investigated the qualitative impacts of the Modern Socratic Method (MSM) on Indonesian Polytechnic students’ active learning in an English-speaking course. Data were collected through complete participant observation and unstructured interviews, and analyzed using the Miles and Huberman interactive model. Credibility and transferability procedures ensured trustworthiness. The study was conducted over two semesters at Padang State Polytechnic with 54 students from two classes. Before the intervention, Class A and Class B obtained mean speaking performance scores of 50 and 60, respectively, both categorized as low. After the MSM was implemented, the means increased substantially to 85 (Class A) and 88 (Class B). The improvement was linked to MSM’s emphasis on continuous questioning, interactive discussion, logical argumentation, risk-taking in expressing opinions, and peer collaboration. These activities enhanced students’ fluency, expanded their vocabulary, strengthened critical thinking, built self-confidence, and fostered collaborative learning. The findings suggest that MSM can reduce reliance on lecture-based instruction in polytechnic English classes and improve students’ self-efficacy in managing speaking anxiety. This method holds promise for broader application in higher education contexts where active participation is essential.
subject: Articles
  topic: section
subject: Active Learning; English Speaking Course; Polytechnic Students; Modern Socratic Method
  topic: keywords
creator: Yohannes Telaumbanua
creator: Yalmiadi Yalmiadi
creator: Kotrini Kotrini
rights: Copyright (c) 2025 Yohannes Telaumbanua, Yalmiadi Yalmiadi, Kotrini Kotrini https://creativecommons.org/licenses/by/4.0
date: 2025-08-17
publication date: 2025-08-17
starting page: 253
ending page: 268
doi: 10.47701/frasa.v6i2.4996

PRE-SERVICE TEACHERS' PERCEPTIONS OF THE USE OF GENAI AND TRADITIONAL GRAMMAR-CHECKING TOOLS FOR ENGLISH WRITING
type: item
description: The increasing utilization of artificial intelligence in English language learning and teaching emphasizes the necessity of understanding pre-service teachers’ perceptions on AI-writing tools. This study investigates their perspectives on the use of Generative AI (GenAI) tools such as ChatGPT and GeminiAI and traditional grammar checkers such as Grammarly and Quillbot in English writing. Employing a qualitative case study approach, data were collected from 15 pre-service English teachers through questionnaires and in-depth interviews with five selected participants. Findings reveal that GenAI tools are perceived as beneficial for idea development and providing comprehensive feedback, whereas traditional grammar checkers are valued for their grammatical accuracy and structural refinement. Accessibility is a determining factor, with GenAI favored for its unrestricted free features, while grammar checkers often necessitate paid versions for full functionality. However, challenges arise concerning the complexity of AI-generated feedback and the potential for over-reliance, which may hinder independent writing development. Ethical concerns, particularly regarding data privacy and originality, are also identified. From a pedagogical perspective, while these tools support language learning, excessive dependence may undermine critical thinking and writing autonomy. Therefore, teacher education programs should incorporate structured training on the responsible integration of AI and grammar checkers to ensure that pre-service teachers develop both technological proficiency and pedagogical strategies for fostering students’ independent writing skills.
subject: Articles
  topic: section
subject: Generative AI
  topic: keywords
subject: Grammar Checkers
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subject: Pre-Service Teachers’ Perceptions
  topic: keywords
subject: Writing Development
  topic: keywords
subject: Ethical Considerations
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creator: Tiara Putri
creator: Rahmah Fithriani
rights: Copyright (c) 2025 Tiara Putri, Rahmah Fithriani https://creativecommons.org/licenses/by/4.0
date: 2025-07-24
publication date: 2025-07-24
starting page: 131
ending page: 143
doi: 10.47701/frasa.v6i2.4984

ANALYSIS OF STUDENT’S LANGUAGE STYLE USING MARTIN JOOS THEORY AT ENGLISH EDUCATION DEPARTMENT
type: item
description: In human society, the need for interpersonal connection has given rise to the emergence of language. Beyond serving as a medium of communication, language functions as a vehicle for articulating emotions and conveying thoughts, with its use shaped by contextual and situational factors. This research seeks to examine the language styles engaged by students of the English Education Department at Mulawarman University, using Martin Joos’ (1976) theory and Holmes (2013) as sociolinguistic theory. The study investigates the categories of language styles used in students' speech and the factors influencing their choice of style. A qualitative method was applied, utilizing data from a recorded video interview and follow-up semi-structured interviews with two selected participants. Data analysis was undertaken using thematic analysis guided by Braun and Clarke (2006) framework. The findings reveal that three out of five language styles formulated by Joos—consultative, casual, and intimate—were used by the participants, with consultative style being the most dominant. Language style occurred primarily in academic contexts, especially when interacting with instructors or unfamiliar individuals. Factors influencing language style include the speaker, setting, topic, and function, in alignment with Holmes’ (1992) sociolinguistic theory. Furthermore, although participants often identified their style as “formal,” triangulation with Joos’ and Braund and Clarke theory revealed that their usage aligned as consultative features. These findings provide valuable insights into how language styles function in educational settings and highlight the importance of context in language use.
subject: Articles
  topic: section
subject: Sociolinguistic
  topic: keywords
subject: Language Style
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subject: Student’s Language Style
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creator: Maharani Illiyyin Zahra
creator: Aridah
creator: Ventje Jany Kalukar
creator: Maria Teodora Ping
creator: Iwan Setiawan
rights: Copyright (c) 2025 Maharani Illiyyin Zahra, Aridah, Ventje Jany Kalukar, Maria Teodora Ping, Iwan Setiawan https://creativecommons.org/licenses/by/4.0
date: 2025-09-02
publication date: 2025-09-02
starting page: 277
ending page: 288
doi: 10.47701/frasa.v6i2.49796