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 : 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 )
SELF DISCOVERIES IN THE LITTLE PRINCE BY ANTOINE DE EXUPERY : JUNGIAN ANALYSIS
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.
Self-discoveries, Individuation process, Archetypes, Carl Jung, Little Prince
Copyright (c) 2026 Shaheila Raihani, Hana Farida https://creativecommons.org/licenses/by/4.0
THE CORRELATION OF ARTISTIC EXPERIENCE IN ENGLISH SPEAKING SELF-CONFIDENCE AMONG PERFORMING ART STUDENTS
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.
Copyright (c) 2026 Agustin Anggraeni, Rilis Zulyen Anggraeni, Ahlan Hanan Wijaya https://creativecommons.org/licenses/by/4.0
FROM SHORT STORY TO SHORT FILM: LOCALIZING A TEMPORARY MATTER IN INTERLUDE AND THE LOTTERY IN BLACK BOX
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.
Copyright (c) 2026 Muhammad Rizal, Tarangga Widyadhana, Yasmin Hasna Dzakiyyah, Isnan Waluyo https://creativecommons.org/licenses/by/4.0
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
INVESTIGATING THE RELATIONSHIP BETWEEN STUDENTS’ SPEAKING CONFIDENCE AND FOREIGN LANGUAGE CLASSROOM ANXIETY IN INDONESIAN UNIVERSITY EFL SETTINGS
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.
Copyright (c) 2026 Riyadh Ahsanul Arifin, Eva Meidi Kulsum, Revi Nur Ridwan, Rina Mutiarawati https://creativecommons.org/licenses/by/4.0
THE IMPLEMENTATION OF EXPEDITIONARY LEARNING INTEGRATED WITH MULTIPLE INTELLIGENCES AND LOCAL WISDOM
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.
Copyright (c) 2026 Muhammad Reza Ainun Najib, Yan Imam Santoso, Madya Giri Aditama, Saiful Risqi, Sintia Oktaviani https://creativecommons.org/licenses/by/4.0
INVISIBLE BARRIERS OF CLASS IN EMMA MOVIE BY AUTUMN DE WILDE
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.
Copyright (c) 2026 Fitriya Nur Azizah, Dewi Candraningrum https://creativecommons.org/licenses/by/4.0
DECODING FEAR: SEMIOTIC INTERPRETATION OF CHILD IMAGERY IN INDONESIAN HORROR FILM POSTERS
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.
Copyright (c) 2026 Dini Anggraheni, Sahid Teguh Widodo, Mahendra Wijaya, Deny Tri Ardianto https://creativecommons.org/licenses/by/4.0
THE IMPLEMENTATION OF CYBER LITERATURE MICRO/MACRO-FICTION IN NARRATIVE DISCOURSE’S STUDENTS
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.
Copyright (c) 2026 Hidayatul Nurjanah, Wanda Andres Saputra, Vanessa Agustin 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
MICROTEACHING AS A PLATFORM FOR PROMOTING EFL PRESERVICE TEACHER AS A REFLECTIVE PRACTITIONER
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.
Copyright (c) 2026 Khofifatudzikriyah Khofifatudzikriyah, Nabilah Nabilah, Turini Erawati, Ratna Prasasti Suminar https://creativecommons.org/licenses/by/4.0
EFL STUDENTS’ KAHOOT! EXPERIENCE: PERSPECTIVES FROM INDONESIAN SECONDARY SCHOOL STUDENTS IN LANGUAGE LEARNING
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.
Copyright (c) 2026 Meita Dwi Putri Angelita, Nabilla Purnama Asri, Afida Annisa, Wendi Kusriandi, Nunung Nurjannah 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
MAXIMIZING JUNIOR HIGH EFL SPEAKING: THE IMPACT OF ROLE PLAY ON CLASSROOM COMMUNICATION ACHIEVEMENT
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.
Copyright (c) 2026 Sulistyahadi Sulistyahadi 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