Journal of Language and Literature Studies
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The Effectiveness of QAR Strategy in Improving Junior High School Learners’ Reading Comprehension: A Lesson of Deep Reading Processes
No full textReading comprehension is a crucial skill for students, yet many face challenges due to limited vocabulary and ineffective reading strategies. This study investigates the effectiveness of the Question-Answer Relationship (QAR) strategy in enhancing reading comprehension among eighth-grade students at SMP Negeri 15 Sigi. Utilizing a quasi-experimental design, the research involved an experimental group receiving QAR-based instruction and a control group following conventional methods. Data were gathered through pre-tests and post-tests and analyzed using SPSS version 22. The results revealed that the experimental group achieved a significantly higher post-test mean score (69.57) compared to the control group (58.83), with an independent sample t-test value of 0.018 (p < 0.05). These findings confirm that the QAR strategy effectively improves reading comprehension by assisting students in categorizing and responding to questions more accurately. The strategy not only enhances comprehension but also fosters critical thinking and increases student engagement during reading activities. Consequently, teachers are encouraged to incorporate the QAR strategy into their reading instruction to promote deeper understanding and improve academic outcomes. By integrating QAR, educators can support students in developing more effective reading strategies, ultimately leading to improved literacy skills and learning success
Strengthening Multimodal Literacy through Digital Literary Text Learning: Enhancing Students’ Achievement in the Age of Disruption
No full textThe rapid advancement of digital technology necessitates a transformative approach to literary education that extends beyond verbal literacy to embrace multimodal competencies (visual, auditory, interactive). This study aims to analyze the potential of digital literary texts as a medium for enhancing multimodal literacy amidst the challenges of the disruptive era, while identifying the enabling and constraining factors in its implementation within Indonesian educational contexts. Employing a descriptive qualitative approach, data were collected through case studies of literature instruction in three urban-based senior high schools, participatory observation of digital platforms (interactive e-books, literary webtoons, and short-story podcasts), and in-depth interviews with teachers and students. The analysis utilized Kress & van Leeuwen’s multimodal literacy theory and Paul Gilster’s digital pedagogy framework. Findings reveal that integrating multimodal elements—such as animated illustrations in poetry, hyperlinks in interactive narratives, and dramatic audio effects—significantly enhances students’ critical deconstruction of textual meanings and fosters learning motivation. However, disparities in digital infrastructure access and teachers’ limited technological proficiency emerge as primary barriers. The study recommends training programs for teachers in designing digital literature lessons using accessible tools (e.g., Canva, Book Creator) and fostering school-community partnerships with digital literacy initiatives. This research contributes to developing disruption-responsive literacy strategies and enriches Indonesian literary heritage through digital adaptation
Challenging Misconceptions about Islam through Islamic English: An Assertive Speech Act Approach in Interfaith Dialogue
No full textResearch has shown that interfaith dialogue is essential for fostering mutual understanding and peace among different religious communities, yet misconceptions and stereotypes, particularly about Islam, continue to hinder productive communication. The role of language, especially Islamic English, in bridging these gaps and facilitating accurate representations of Islam remains underexplored in the context of interfaith dialogue. This study investigates the role of Islamic English in addressing these misconceptions by analyzing its use through the framework of assertive speech acts. Adopting a mixed-methods approach, the study examines a publicly available YouTube video of an interfaith dialogue conference titled "Islam, Judaism, and Christianity – A Conversation", hosted by SMAADallas. A total of 135 occurrences of Islamic English terms were identified and analyzed based on their frequency, meanings, and pragmatic functions. The qualitative phase applies assertive speech act analysis to explore how these terms reinforce Islamic identity, clarify religious concepts, and establish common ground with other faiths. The findings reveal that the Muslim speaker strategically employs Islamic English through assertive acts such as asserting, stating, denying, describing, and explaining to challenge stereotypes, correct misunderstandings, and assert Islamic theological and historical truths. The study highlights how Islamic English serves as a discursive strategy in interfaith communication, ensuring linguistic and theological accuracy while fostering mutual respect. Ultimately Islamic educators and interfaith dialogue practitioners can incorporate Islamic English strategically to clarify Islamic identity, correct misconceptions, engage diverse audiences, and promote mutual respect and peaceful coexistence in educational and interfaith settings
A Marxist Feminist Reading of Patriarchy and Capitalism in Joe Wright’s Pride and Prejudice (2005): A Feminist Literature Analysis
No full textThis study investigates the types of oppression that women face, as represented in Pride and Prejudice (2005), with a particular emphasis on how patriarchal and capitalist systems prevent female autonomy. The analysis, which draws on Marxist Feminist theory by Heidi Hartmann, investigates how marriage, class, and gender norms function as mechanisms of structural control. Utilizing a documentation strategy that includes repeated film viewings and scene annotations, the study employs thematic qualitative analysis to discover repeating patterns of commodification, patriarchal control, and feminist resistance. Key sequences featuring Elizabeth Bennet, Charlotte Lucas, and Lady Catherine de Bourgh are studied critically to demonstrate varied female reactions to intersecting power structures. The findings reveal that female characters are systematically subjected to societal constraints founded in both patriarchy and capitalism, with many being positioned as commodities in a marriage market dominated by class and gender expectations. Notably, Elizabeth Bennet emerges as a symbol of resistance, confronting these overlapping forms of oppression with her assertiveness and rejection of transactional marriage. This study contributes to feminist film analysis by examining how period dramas reflect and replicate historical gender beliefs. Furthermore, it has instructional value in raising awareness of how contemporary forms of gender-based oppression may develop in subtler ways over time. As the media continues to impact public consciousness, understanding the linkages of patriarchy and capitalism in cultural texts fosters critical thinking and promotes gender justice through education
Authentic Materials Used by English Teachers in Students’ Vocabulary Mastery at the Junior High Schools
No full textAuthentic materials, whinch include resources such as images, photos, videos, and radio content like radio broadcasts are increasingly recognized for their effectivness in enhancing language learning, particularly vocabulary acquistion. This study aimed to explore the types of authentic materials used by English teachers in enhance students’ vocabulary and examine how these materials contribute to students’ vocabulary mastery. Employing a qualitative descriptive design, this research involved four English teachers at SMPI NW Mumbang as the respondents. Data were collected trought close-ended questionnaires and semi-structured interviews, which were transcribed and analysed using data reduction, data display, and conclusion drawing. The findings revealed three primary types of authentic materials used by teachers including magazine articles, using film and listening to songs. Meanwhile, these materials were found to contribute significantly to vocabulary development by fostering high level of enthusiasm, increased motivation, more relevant vocabulary and high engagement attention. The study concludes that integrating authentic materials into vocabulary instruction enhances student interest and supports more effective learning. These findings underscore the importance of incorporating real-world content into English language teaching practices to improve vocabulary acquisition
Exploring the Social Identity of Vanellope Von Schweetz Through Language Slang Used in Wreck-It Ralph Movie
No full textThis study investigates the role of slang in shaping the social identity of Vanellope Von Schweetz, a central character in the animated film Wreck-It Ralph. Slang, as a linguistic phenomenon, functions not only as informal speech but also as a symbolic tool to negotiate identity and establish position within a community. This research adopts a descriptive qualitative approach, with data collected through documentation of selected film scenes that capture Vanellope’s use of slang expressions. The analysis applies Tajfel and Turner’s (1986) Social Identity Theory, which emphasizes three interrelated processes: social categorization, social identification, and social comparison. Findings reveal that Vanellope’s slang is closely tied to the evolution of her social identity within her gaming environment. In the first stage, social categorization, Vanellope is stigmatized as a “glitch” and excluded by her peers, a label that defines her initial outsider status. During the stage of social identification, she begins to internalize and reclaim this marginalized identity, adopting the slang of her community as a marker of belonging. Finally, in the stage of social comparison, Vanellope utilizes slang creatively to highlight her uniqueness and assert her distinction from others, turning what was once a deficit into a source of empowerment. The study concludes that Vanellope’s use of slang extends beyond casual dialogue; it becomes a performative act through which she negotiates acceptance, challenges exclusion, and affirms her individuality. Thus, slang emerges as a critical linguistic strategy for constructing and expressing social identity within digital and communal contexts
An Imagery Analysis of the Short Film Black Mamba in the SM Culture Universe: An Aesthetic Feature of Films
No full textThis study examines the use of imagery in the short film Aespa Ep.01: Black Mamba within the SM Culture Universe, employing a qualitative descriptive method and a case study approach. Grounded in literary theory, the research conceptualizes imagery—visual, auditory, kinesthetic, organic, olfactory, gustatory, and tactile—as essential in constructing sensory and emotional meaning within a narrative. Drawing on the frameworks of Perrine, Klarer, and Abrams, the study treats film as a literary text capable of conveying complex messages through symbolic and sensory elements. Data were collected through repeated observation of the short film and analyzed by categorizing and interpreting the types of imagery. A total of 110 instances of imagery were identified. The findings reveal that visual imagery is the most dominant, contributing to the film’s futuristic and digital atmosphere. Kinesthetic and organic imagery enhance the narrative by illustrating physical action and internal emotion, while auditory imagery supports both the storyline and philosophical themes. Olfactory, gustatory, and tactile imagery were found to be minimal or absent. The study concludes that imagery in the film serves not only as an aesthetic feature but also as a medium for expressing deeper meanings related to digital identity, emotional experience, and the convergence of virtual and real worlds. These findings underscore the potential of visual storytelling as a literary tool in contemporary media. Future research is encouraged to explore visual semiotics, spatial symbolism, and comparative media analysis to further illuminate the dynamics of digital narratives
Maintaining Social Harmony Through Leech’s Neg-Politeness: An Analysis of the Persuasion Movie Adaptation
No full textLanguage is used to convey message in digital platform such as movie. Persuasion movie is based on Jane Austen’s novel which is rich of polite language considering this movie take Regency-era as the background. In this era, social status, age, gender are become aspects the language use. This study aims to find the utterance which consist of maxim in Neg-Politeness by Leech (2014) that delivered by the characters in Persuasion movie 2022 version. This research uses qualitative research method with descriptive approach through an observation since analyzing the data of Neg-Politeness requires context of situation. Other than that, this approach can lead into a deeper analysis and explanation of the language use and chosen word by the speaker, then linking it to the background context through paragraph structure. The data collection arranged with library method and followed by observation while note-taking. The result shows that there are 18 utterances that consist of Neg-Politeness, they are 5 utterances of Tact Maxim, 3 utterances of Modesty Maxim, 7 utterances of Obligation Maxim, 2 utterances of Opinion Reticence Maxim, and 1 utterance of Feeling Reticence Maxim. In order to maintain the social harmony and maintain relationship among the society, Obligation maxim is the most used maxim which applied in the dialogue of Persuasion movie since the background setting of this movie is in Regency Era where the social class impacting the language use. Most of the characters applied this maxim because they can less burden of feeling uneasy while maintaining the social harmony
Attachment Transformation in Aloners (2021): A Psychoanalytic Exploration of Jina’s Isolation and Reconnection
No full textThe previous studies mostly focus on individuation archetype and role of attachment from the psychological perspective. This study examines the psychological journey of the character Jina in the film Aloners (2021) to explore how her attachment patterns evolve. The findings of this study reveal that Jina's rejecting and avoiding attachment style functions as a repressed “shadow,” which, when confronted through a series of external and emotional triggers, facilitates her psychological growth. The film portrays Jina's journey from an emotionally isolated figure to an individual who begins to confront the hidden sides of herself. This study aims to analyze how her psychological journey triggers changes in her attachment patterns and interactions with others. The author employs a literary psychological approach, incorporating John Bowlby’s Attachment Theory and Carl Jung’s Individuation Theory, with a particular focus on the shadow archetype, as well as Semiotics by Peirce and Film Study Theory by Boggs and Petrie. Using a qualitative descriptive method, it examines characters dialogue and visuals in the film. Analysis reveals a gradual transformation from emotional repression and isolation toward vulnerability and a desire to connect, marked by key scenes such as her emotional outburst with her father, her honest confession to a coworker, and symbolic actions like opening her window curtains. This study offers a new perspective in understanding character’s emotional development in modern cinema as well as social isolation, loneliness, attachment, and the process of individuation. This study will contribute to build empathy and encourage viewers to better understand themselves and others
A Critical Look into the Language Ideologies of Filipino ESL Teachers in Korean-run ESL Centers in the Philippines
No full textThis study delves into the language ideologies of Filipino teachers of English as a second language (ESL) who work at an ESL center for Korean students in the Philippines. Using a critical discourse analysis (CDA) framework, the research examines the teachers’ written accounts of their work experiences to uncover their core beliefs about English language proficiency. A key goal of the study is to identify the political and economic interests that shape their ideologies. The data analysis was structured around CDA's three-dimensional approach: description, interpretation, and explanation. The description phase focused on the linguistic features of the teachers’ written accounts, identifying the specific language choices that pointed to their underlying ideologies. The interpretation phase critically examined the broader social, political, and economic contexts of the teachers’ workplace to understand how these realities influenced their experiences and shaped their beliefs. Finally, the explanation phase explored how these ideologies reflect and reinforce existing practices and power dynamics within the field of ESL teaching. The findings of this study revealed three dominant language ideologies held by the teachers: grammar supremacy, non-native linguistic flexibility and autonomy, and language as economic and social capital. These ideologies are not isolated but are a direct result of the political forces present in Korean society, as well as the socio-economic conditions both within and outside the Philippines, and significantly influence the ESL teachers’ instructional orientation, self-valuation, their valuation of English language skills, and social positioning. Thus, the study recommends academic institutions and ESL centers around the world to actively counter inequalities in ESL teaching by formally recognizing and valuing the linguistic and cultural capital that non-native English-speaking teachers bring to the classroom