FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL
Journal Title : Frasa: English Education and Literature Journal Journal Initials : frasa ISSN (Online) : 2807-8195 DOI Prefix : 10.47701 Type of Peer-Review : Single-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;">Abdul Ayiz, S.Pd., M.Pd. , (SINTA ID: 6877090<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, Crossref, Garuda Google Scholar (Indexing)
BEAUTY MYTH AND ITS EFFECTS SEEN IN THE MISS CONGENIALITY (2000) MOVIE
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.
Copyright (c) 2025 Dita Ulfiani, Riana Permatasari https://creativecommons.org/licenses/by/4.0
AN ANALYSIS OF PSYCHOSOCIAL DEVELOPMENT OF MARILYN MONROE AS SEEN FROM BLONDE (2022)
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.
Keywords: keywords: Marilyn Monroe, Blonde, Erik Erikson, Psychosocial Development, Intimacy vs. Isolation
Copyright (c) 2025 Resti Ayu Febriani, Khadija Albar Hanafi, Siska Ayu Diaz Sekarini https://creativecommons.org/licenses/by/4.0
IMPROVING STUDENTS’ ABILITY IN READING COMPREHENSION NEWS ITEM TEXT BY USING GRAPHIC ORGANIZER
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.
Reading comprehension, Graphic organizers, News item text
Copyright (c) 2025 Marginingsih Marginingsih, Muhtarom, Sundari, Norkhairi Ahmad https://creativecommons.org/licenses/by/4.0
ARTIFICIAL INTELLIGENCE (AI)-BASED ASSESSMENT: A TRANSFORMATIVE ENGLISH EDUCATION CURRICULUM
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.
Copyright (c) 2025 Benni Ichsanda Rahman Hz, Ammamiarihta Ammamiarihta https://creativecommons.org/licenses/by/4.0
STORYTELLING FOR LITERATURE STUDENTS: NARRATIVE INNOVATION IN BUSINESS MODEL DESIGN
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.
Copyright (c) 2025 Nur Asiyah, Wildi Adila, Muhammad Rizal, Arya Saputra, Irawan Irawan https://creativecommons.org/licenses/by/4.0
VOICES OF THE SUBALTERN: DECODING RESISTANCE THROUGH SEMIOTICS IN COLLINS’THE BALLAD OF SONGBIRDS AND SNAKES
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.
Copyright (c) 2025 Callista Aulia Nugraha, Rahayu Puji Haryanti https://creativecommons.org/licenses/by/4.0
EFL STUDENTS’ PERSPECTIVES ON THE USE OF SMALLTALK2ME TO ENHANCE SPEAKING SKILLS: A STUDY OF UNDERGRADUATE LEARNERS
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.
EFL learners, speaking skills, SmallTalk2Me, AI in language acquisition, sociocultural theory
Copyright (c) 2025 Fadlan Rambe, Ernita Daulay https://creativecommons.org/licenses/by/4.0
BACHA POSH: PERPETUATION OF WOMEN’S OPPRESSION IN NADIA HASHIMI’S THE PEARL THAT BROKE ITS SHELL
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.
Copyright (c) 2025 Fairuz Zahirana Hanun, Rini Susanti Wulandari https://creativecommons.org/licenses/by/4.0
PUZZLE BASED LEARNING THROUGH FIGGERITS APPLICATION TO ENRICH EFL STUDENT VOCABULARY: STUDENTS’ PERCEPTIONS
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.
EFL Learners, Vocabulary Acquisition, Mobile Learning, Figgerits, Students’ Perceptions, Puzzle-Based Learning
Copyright (c) 2025 Thareq Ahmad Alqawwiy, Maryati Salmiah https://creativecommons.org/licenses/by/4.0
THE UTILIZATION OF YOUTUBE FOR EXTENSIVE LISTENING: VOICES FROM THE LECTURERS AND STUDENTS
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.
Copyright (c) 2025 Sava Farhan Sila, Muhammad Handi Gunawan https://creativecommons.org/licenses/by/4.0
IMPOLITENESS IN TV SERIES EUPHORIA: A GENDER-BASED SOCIOPRAGMATIC ANALYSIS
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.
Copyright (c) 2025 Meira Duhita, Mangatur Nababan, Djatmika Djatmika https://creativecommons.org/licenses/by/4.0
TEACHERS' EXPERIENCES ON THE BLOOKET APPLICATION AS A LEARNING TOOL IN THE ENGLISH LANGUAGE
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.
Copyright (c) 2025 Nazry Nasyifa, Diah Safithri Armin https://creativecommons.org/licenses/by/4.0
CAUSATIVE CONSTRUCTION IN ACEHNESE LANGUAGE: X-BAR THEORY ANALYSIS
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 researches and contributed to broader discussions of syntactic theory in Austronesian languages.
Causative Construction, Acehnese Language, X-Bar Theory, Syntax
Copyright (c) 2025 Juliana, Mulyadi https://creativecommons.org/licenses/by/4.0
TEACHERS' ENGLISH-TEACHING STRATEGIES FOR SPECIAL NEEDS STUDENTS: A CASE STUDY AT A HOMESCHOOLING IN MEDAN
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.
Copyright (c) 2025 Winda Putri Sandara Butar Butar, Emeliya Sukma Dara Damanik https://creativecommons.org/licenses/by/4.0
STUDENTS' PERCEPTION OF USING PAPERPAL AI AS AN AUTOMATED WRITING EVALUATION (AWE) TOOL ON WRITING GRAMMATICAL FEEDBACK
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.
Copyright (c) 2025 Nabila Yun Afifah, Utami Dewi https://creativecommons.org/licenses/by/4.0
EXPLORING CODE-CROSSING: HIERARCHICAL POLITENESS IN BRITISH SOCIETY DEPICTED IN A MOVIE THE KING
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.
Copyright (c) 2025 Agustin Rohmahwati, Syafira Luthfiana, Syifa Salsabila, Jaufillaili Jaufillaili, Setia Budiyanti https://creativecommons.org/licenses/by/4.0
THE MODERN SOCRATIC METHOD: A STRATEGY TO ENHANCE INDONESIAN POLYTECHNIC STUDENTS’ ACTIVE LEARNING IN ENGLISH SPEAKING COURSE
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.
Active Learning; English Speaking Course; Polytechnic Students; Modern Socratic Method
Copyright (c) 2025 Yohannes Telaumbanua, Yalmiadi Yalmiadi, Kotrini Kotrini https://creativecommons.org/licenses/by/4.0
PRE-SERVICE TEACHERS' PERCEPTIONS OF THE USE OF GENAI AND TRADITIONAL GRAMMAR-CHECKING TOOLS FOR ENGLISH WRITING
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.
Copyright (c) 2025 Tiara Putri, Rahmah Fithriani https://creativecommons.org/licenses/by/4.0
ANALYSIS OF STUDENT’S LANGUAGE STYLE USING MARTIN JOOS THEORY AT ENGLISH EDUCATION DEPARTMENT
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.
Copyright (c) 2025 Maharani Illiyyin Zahra, Aridah, Ventje Jany Kalukar, Maria Teodora Ping, Iwan Setiawan https://creativecommons.org/licenses/by/4.0
EXPLORING PRE-SERVICE TEACHERS’ EXPERIENCES WITH PLOTAGON IN EFL DIGITAL STORYTELLING
This research explores the experience of ten fifth-semester EFL pre-service teachers from Universitas Mulawarman who employed Plotagon to create digital storytelling projects in a Digital Literacy course. Adopting a qualitative research design, data were collected from participants' written reflections and examined thematically. The findings emphasize five broad themes: integration of local culture, in this case folklore from East Kalimantan, into EFL courseware; technological challenges and creative coping with additional tools; creativity and collaboration through cooperative production; attitudes towards usefulness and usability that impacted technology appropriation; and redefinition of learner and teacher roles as learners took on teller and media producer roles. These findings tell us that in spite of extensive use of culture as objects, greater digital literacy levels, and greater practice on the part of learners, the subjects were affected by the presence of limited functionality of Plotagon, faulty hardware, and inconsistent group participation, thereby requiring the necessity of having institutional backing as well as training. This study contributes to fresh understanding regarding the enabling of technology flexibility, cultural awareness, and learning autonomy through the use of digital storytelling tools like Plotagon in pre-service teacher education and illustrates not only their ability to produce language and digital literacy but also their ability to improve the competence of pre-service teachers in teaching innovative, forward thinking, and culture-sensitive.
Copyright (c) 2025 Fazah Nadia, Aridah Aridah, Effendi Limbong, Istanti Hermagustiana, A.K. Amarullah https://creativecommons.org/licenses/by/4.0
THE IMPACT OF VOCABULARY KNOWLEDGE AND GRAMMAR MASTERY ON STUDENTS' READING COMPREHENSION IN NARRATIVE TEXTS OF UNIVERSITY ENTRANCE EXAMS
This study aims to analyze and test the truth of the hypothesis regarding the influence of Vocabulary and Grammar Mastery on Students' Reading Comprehension in Narrative Texts. The research hypotheses tested include: 1) The influence of Vocabulary and Grammar Mastery together on Reading Comprehension in Narrative Texts. 2) The influence of Vocabulary Mastery on Reading Comprehension in Narrative Texts. 3) The influence of Grammar on Reading Comprehension in Narrative Texts. The study was conducted using a survey method. The population was grade XI students of State Senior High Schools in Bandung City with a sample size of 60 students, with the sampling technique used being random sampling. The research instrument used was a multiple-choice test with 30 options that had been tested for normality with a sig. 0.200 > 0.05. Data analysis used multiple linear regression analysis. The results of the hypothesis testing obtained the following conclusions: 1) There is a significant influence of vocabulary and grammar mastery together on students' reading comprehension in narrative texts. This is evidenced by Fcount = 150.500 and Sig. 0.001 < 0.05. 2) There is a significant influence of vocabulary mastery on students' reading comprehension in narrative texts, this is evidenced by tcount = 8.517 and Sig. 0.001 <0.05. 3) There is a significant influence of grammar on students' reading comprehension in narrative texts, this is evidenced by tcount = 6.059 and Sig. 0.003 <0.05. The results of this study are useful for improving the quality of vocabulary mastery and improving English grammar at the high school level.
Copyright (c) 2025 Revi Nur Ridwan https://creativecommons.org/licenses/by/4.0
PROTEST AGAINST STEREOTYPE THREATS REFLECTED IN TONI MORRISON’S THE BLUEST EYE NOVEL
This study explores the stereotype threats portrayed in Toni Morrison’s The Bluest Eye, focusing on how racial identity and societal norms shape the lived experiences of Black characters. This study projects three main issues, namely (1) Exploring the historical background of the novel, (2) Identifying Toni Morrison’s protests against negative stereotypes, and (3) Deciphering the author's concerns about stereotype threats. This study applied qualitative data to document analysis from The Bluest Eye Novel and used a note-taking techniques. The study showed that Morrison depicted the black family conflicts emerged as a result of a lack of welfare, social discrimination, and cultural discord from his novel. She appeared in some protests against the negative stereotypes, 1) Fighting for women’s existence by calling for the right to freedom and legal protection; 2) Raising the role of the black family; 3) Claiming that black has its beauty; 4) Opposing the white-racial doctrine of educational literacy. In realistic threats, Morrison criticized life inequality, moral damage, and lack of legal protection. Meanwhile, in symbolic threats, Morrison deflected the white beauty standards and opposed literacy books that raised racial differences. Thus, Morrison explored the racial conflict by showing her empathic protest.
Copyright (c) 2025 Ahmad Imam Muzaqi https://creativecommons.org/licenses/by/4.0
FEMALE STUDENTS PERCEPTION ON CHALLENGES AND OPPORTUNITIES FOR THEIR GENDER IN ENGINEERING TECHNOLOGY STUDIES AND THE PROFESSION
The field of engineering technology has been historically dominated by male students, resulting in a significant gender disparity in many countries. Female students pursuing engineering technology courses face unique challenges that can hinder their success and participation in the field. This research aims to explore the challenges faced by female students in engineering technology courses and present mitigating strategies to address the issues. A combination of basic quantitative survey was undertaken on a sampling of third year female students at a private engineering technology university. A qualitative interview was also conducted on a senior female academic staff who had extensive work experience in the field prior to become an academic. This served as a triangulation to the responses obtained from the surveyed respondents. Findings from the study shows that the challenges faced by the female students in engineering technology courses can be categorized into three main areas namely social and cultural barriers, academic obstacles, and lack of representation and support. As a whole, the female students have a positive perception on engineering technology as a tertiary study option and also as a career choice that they will continue to pursue. In addressing the challenges faced by female students in engineering technology courses, a multi-faceted approach is needed. The approach must also addressing social and cultural barriers and provide adequate academic support to empowers female students to thrive in engineering technology and contribute to the nation.
Copyright (c) 2025 Alia Zahirah Zakaria, Muhammad Faiz Mohd Farrid, Muhammad Syadi Zakhwan Serkawi, Norkhairi Ahmad, Mohd Hanafia Huridi https://creativecommons.org/licenses/by/4.0
UTILIZING LOCAL ENVIRONMENT EXPLORATION METHOD FOR JUNIOR HIGH SCHOOL IN ELT
This study explored the implementation of the Local Environment Exploration Method in English Language Teaching (ELT) at SMP Negeri 1 Weleri, examining its impact on student engagement, contextual relevance, cultural awareness, and teacher adaptation. Using a qualitative phenomenological approach, data were collected through interviews, classroom observations, and document analysis with teachers and students. The findings reveal that integrating local environmental contexts into ELT enhances language learning by making lessons more meaningful and relatable, increasing students' motivation and active participation. Moreover, the method promotes environmental stewardship and cultural identity by connecting language acquisition with local traditions and natural surroundings. Teachers reported improved pedagogical skills through innovative lesson planning and experiential learning activities, although challenges related to resource limitations and scheduling were identified. This study highlights the dual benefit of this method, which fosters linguistic competence while enriching cultural awareness, thus offering a holistic approach to ELT. The findings contribute to the growing body of literature on contextualized learning and provide practical insights for educators seeking to integrate culturally relevant and place-based teaching methods. Future research should investigate the long-term effects of this method on language proficiency and cultural preservation in diverse educational contexts.
Environment Exploration Method, Junior High School, ELT
Copyright (c) 2025 Muhammad Reza Ainun Najib, Madya Giri Aditama, Maila Huda Shofyana, Rosalidya Putri https://creativecommons.org/licenses/by/4.0
INTEGRATION AND ASSIMILATION AS THE IMPACTS OF DIASPORA EXPERIENCE REFLECTED IN THE WANG FAMILY IN THE FAREWELL (2019) MOVIE
This study analyzes The Farewell movie by focusing on the impacts of diaspora experience perceived by the Wang family using Berry's theory. Data of this study is obtained through dialogue and monologue from the movie script. This study is qualitative research through the process of collecting data qualitatively and reporting it descriptively. This study shows how diaspora issues related to integration and assimilation as the impacts of diaspora experience are reflected in The Farewell movie. The results of this study show that the first-generation diaspora experienced cultural integration while the second-generation diaspora experienced cultural assimilation.
Copyright (c) 2025 Rahmadila Wulandari, Afina Murtiningrum https://creativecommons.org/licenses/by/4.0
DECONSTRUCTION IN THE SHORT STORY BURUNG KECIL DAN HUJAN BY YANUSA NUGROHO
This study explores the concept of deconstruction within the short story Burung Kecil dan Hujan by Yanusa Nugroho, applying poststructuralist theory to uncover how binary oppositions, decentering, and differance are utilized to challenge established meanings and hierarchies. Deconstruction, a method pioneered by Derrida, questions fixed values, revealing the fluidity and instability of meaning within texts. By identifying binary oppositions and analyzing how they are dismantled, this research examines the displacement of traditional centers of power in the narrative. Through the concept of differance, the analysis highlights how meanings in the text remain open to multiple interpretations, destabilizing conventional understandings. This qualitative study aims to deepen the appreciation of poststructuralist methods in literature, demonstrating how Burung Kecil dan Hujan resists fixed interpretations and presents a space for new readings of cultural narratives.
Copyright (c) 2025 Winarti Winarti, Mira Erlinawati https://creativecommons.org/licenses/by/4.0
THE POST-TRAUMATIC GROWTH OF VIOLET MARKEY AFTER EXPERIENCING POST-TRAUMATIC STRESS DISORDER IN ALL THE BRIGHT PLACES NOVEL
Traumatic events that pose a threat to one's life can cause PTSD. Positive changes that a person experiences after going through trauma are referred as PTG. Violet Markey, as the main character in All the Bright Places Novel, experienced post-traumatic stress disorder. This study aims to analyze the domains of post-traumatic growth that were achieved after successfully going through PTSD symptoms. This study applies post-traumatic stress disorder theory by Gleen R. Schiraldi and Richard Tedeschi and Lawrence Calhoun’s post-traumatic growth theory. This study analyzed the data which included dialogue, sentences, and phrases using qualitative research method. The process of collecting data involves multiple steps, such as reading the novel, identifying, classifying, and reducing the data. The findings of this study portrayed that the symptoms of PTSD in Violet Markey are re-experiencing, arousal, and avoidance. Furthermore, Violet experienced personal strength, relating to other, new possibilities, appreciation of life, and spiritual change as a result of post-traumatic growth. It can be concluded that a person can achieve post-traumatic growth after dealing with the symptoms of PTSD.
Copyright (c) 2025 Annisa Ika Yuliana, Praptawati Destary https://creativecommons.org/licenses/by/4.0
THE PSYCHOLOGICAL IMPACT OF PUNISHMENT ON ANDREW NEIMAN IN THE WHIPLASH MOVIE: OPERANT CONDITIONING APPROACH
A person's behavior can be studied using the Operant Conditioning method with one of its main concepts, namely punishment. Giving punishment to individuals will cause a significant impact. This research examines the impact of punishment on Andrew Neiman's character in the Whiplash movie. The purpose of this research is to find out the concept of punishment and its impact contained in the Whiplash movie based on Andrew's experience. The theory used in this research is the theory of Operant Conditioning developed by B.F. Skinner. This research uses data in the form of dialogue and narrative sentences from the Whiplash movie script which are then analyzed using qualitative descriptive methods. The results of the analysis show that the impact of the punishment received by Andrew is the emergence of negative feelings, the emergence of anxiety and depression and the widespread impact. Therefore, it can be concluded that the application of punishment can affect individual behavior.
Copyright (c) 2025 Alfi Nur Kholilia https://creativecommons.org/licenses/by/4.0
INSTRUCTION OF VOCABULARY AT THE HIGHER SECONDARY LEVEL IN BANGLADESH: INTEGRATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) WITH VOCABULARY TASKS
The research aimed to enhance vocabulary instruction at the upper secondary level in Bangladesh by integrating Communicative Language Teaching with vocabulary activities. This study examined the common vocabulary tasks associated with Communicative Language Teaching (CLT) for grades 11-12, current vocabulary learning techniques and tasks, the challenges that impede the effective application of these methods, and the potential strategies for enhancing vocabulary acquisition, focusing on key factors that could improve students' English vocabulary. A mixed-methods approach was used for data collecting and analysis. The research included surveys from 100 students, interviews with 10 instructors, and classroom observations to gather data. The cluster random sampling approach was used to select samples for this research, focusing on a group of current (Higher Secondary Certificate) HSC-level students and instructors. The objective data acquired via questionnaires were statistically evaluated using descriptive statistics expressed as percentages, whereas the interview and classroom observation data were presented in narrative form via comments. The study's results suggested that the alignment of CLT and vocabulary activities significantly influenced the development of students' vocabulary. Research indicated that both vocabulary activities and the principles of CLT are extensively used by students and educators to enhance vocabulary acquisition. The research identified common issues in vocabulary acquisition and proposed many solutions to facilitate comprehensive vocabulary learning.
Integration, Effectiveness, Current practices, Vocabulary tasks, CLT.
Copyright (c) 2025 Sharmin Rahman Bipasha https://creativecommons.org/licenses/by/4.0
TEARY EYES: VALUE JUDGEMENTS IN THE CAPTIONS OF CELEBRITIES REGARDING ISRAEL-PALESTINE WAR
The Israeli-Palestinian conflict has gained significant global attention, with notable Hollywood celebrities expressing their support or disapproval via social media, particularly on Instagram. Despite Hollywood celebrities' evident influence on Instagram, their role in voicing their opinions concerning the Israeli-Palestinian conflict has not been extensively studied. This qualitative research examines how Hollywood celebrities employ Instagram posts to voice their opinions on the Israeli-Palestinian conflict. To achieve this aim, we employ the value judgments theory that Macagno propounded to reveal the value judgments in Hollywood celebrities' Instagram posts concerning the Israeli-Palestinian conflict. The value judgment theory identifies three strategies: habit, mentioning previous actions, and metaphor and comparison. Our research establishes that the value judgments expressed in Hollywood celebrities' Instagram posts mainly fall under the second strategy, which emphasizes the causal relationship between the historical underpinnings of the conflict and its current state. Nevertheless, the value judgments theory by Macagno is limited in revealing the exact meaning of profile pictures on Instagram. Thus, this study proposes using technoself theory as a guide to explore a new research area concerning the significance of profile pictures.
Israel-Palestine, Conflict, Instagram Post, Celebrities
Copyright (c) 2025 Qonita Qothrunnada, Nurrisda Hermin Oktavian, Nanda Shabrina Alisya, Eppi Intan Putri, Pravita Nur Fitriana, Fatimah Nur Amirah, Aisyah Nur Khoiriyah https://creativecommons.org/licenses/by/4.0