Journal of Language and Literature Studies
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203 research outputs found
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Maxim of Politeness in Wicked Movie (2024): A Pragmatic Analysis of Character Interaction and Social Dynamics
No full textThis study investigates the realization of Leech’s (1983) Politeness Principle in the film Wicked (2024), focusing on how dialogue reflects the six maxims of politeness: Tact, Generosity, Approbation, Modesty, Agreement, and Sympathy. Employing a descriptive qualitative design, data were collected through documentation and note-taking techniques by repeatedly viewing the film and identifying utterances that exemplify the maxims. Each utterance was analyzed contextually to determine how politeness strategies function within character interactions and contribute to narrative development. The findings reveal that all six maxims occur in the dialogue, though with varying frequencies. The Approbation Maxim dominates with seven instances (35%), followed by the Sympathy Maxim with five instances (25%), indicating that praise and empathy are the most salient strategies used by characters. Generosity (15%), Agreement (10%), and Tact (10%) appear less frequently, while Modesty is the least observed at only 5%. Character-specific patterns also emerge: Elphaba often employs modesty to highlight humility, Glinda frequently uses sympathy and generosity to build solidarity, and Madame Morrible strategically exploits approbation to manipulate others. These patterns suggest that politeness functions not only as a means of maintaining social harmony but also as a device for asserting power, fostering empathy, and shaping interpersonal relationships. Theoretically, the study extends pragmatic analysis by demonstrating how politeness maxims operate in cinematic discourse as tools for identity construction and ideological representation. Practically, it highlights the pedagogical potential of film dialogue as an accessible medium for teaching pragmatics, intercultural communication, and critical literacy
Intersectional Identity and Representation of a Young Girl in Elemental of Force of Nature (2023): A Contemporary Literary Analysis
No full textThis study analyzes the representation of intersectional identity in the character Ember Lumen from Pixar’s film Elemental (2023), which expresses the complexity of race, gender, and social class dimensions in the life of a minority girl within an immigrant family. The background of this research highlights the significance of children’s films as a narrative arena capable of illustrating and reproducing the dynamics of social patriarchy and structural discrimination that restrict the freedom and self-identity construction of young women. The objective of this study is to describe how Ember’s character embodies acts of resistance against social and cultural pressures through the lens of Kimberlé Crenshaw’s intersectionality theory. A qualitative descriptive approach is employed using the critical film study method to analyze symbols, characters, and narrative elements in the film, focusing on their interactions within socio-cultural contexts. The findings reveal that Ember Lumen successfully resists familial patriarchy and socio-economic constraints to create personal agency and achieve identity transformation. This transformative process signifies a struggle for liberation from traditional norms and socially constructed gender roles within both family and society. The conclusion emphasizes that children’s films can function as a space for social critique and as a medium for gender emancipation among minority women. The implications of this research open new opportunities for developing studies on gender representation and intersectionality in popular media while enriching contemporary literary and children’s film theory
A Barthesian Semiotic Analysis of Domination and Opression Myths in Osama Hajjaj’s Israel-Palestine Caricatures on Instagram
No full textPolitical cartoons play a significant role in shaping public meaning because they can convery social criticism and ideology through brief yet powerful visual symbols. As a form of visual discourse, cartoons challenge dominant media narratives and open spaces for interpretation of political events. This study examines how Osama Hajjaj’s cartoons represent the Israel-Palestine conflict, focusing on the myth of Israel domination and oppression. Altough this conflict receives extensive coverage in international media, there remains a gap in understanding the contribution of visual media particularly political cartoons in shaping public perception and ideology. This research employs Roland Barthes’ semiotic theory to analyze Osama Hajjaj’s cartoons on the Israel-Palestine conflict, uploaded on Instagram between July 2024 and February 2025, with reports from The Guardian used a contextual data to interpret visual responses to ongoing discourse. The purpose of this study is to analyze Hajjaj’s cartoons using Barthes’ semiotics to uncover layers of denotative, connotative, and mythological meaning. The findings indicate consistent visual patterns at the denotative, connotative, and myth levels, revealing how the cartoons to empirical media coverage. In doing so, the cartoons are understood not only as symbolic representations but also as critical responses to international media narratives. The study concludes that Hajjaj’s cartoons fuction as a form of visual resistance to media hegemony and hold educational potential in enhancing visual media literacy and critical awareness of the ideologies embedded in digital political representation.
Designing English Speaking Materials Based on EFL Students’ Learning Needs: A Needs Analysis at Vocational Schools
No full textThe English Day program is an extracurricular program and an alternative process to improve students ability on speaking. English day able to amuse students and teacher to learn English. The objectives of this research were to describe the students’ need for speaking materials and to design a Syllabus For the English Day Program at SMK Negeri 1 Satuatap. The researchers used qualitative research design by using some instruments like questionnaires, observation, and interviews. The data of this study are information from these instruments; in other words, sources of data are the result of interviews, questionnaires, and observation. The research respondents or sample of this study were 10 students, 10 teachers who guided the English Day Program, and 1 English Supervisor from the Education Department at Nias Barat to validate the syllabus design for the English Day Program. The findings showed that the students needed materials for speaking that were attractive and interesting, with a score 2,6 on the scale 1-4, and based on their daily and social life context, most students need speaking practice. The product of this study was a syllabus and supplementary speaking materials for the English Day Program. The contextual teaching and learning supplementary book consisted of three units. The result of the data computation of the book evaluation from the expert showed that the developed contextual teaching and learning speaking materials were categorized as good. The implication of this study, the English teacher must add more speaking practice in the English day materials
Pathways to Mastery of East Asian Languages: Case of Japanese, Korean, and Chinese Self-Directed Learners
No full textThe research aims to explore the journey through which learners of East Asian Languages, i.e., Japanese, Korean, and Chinese, learn the languages independently. Specifically, it investigates the motivations that drive their learning, the materials from which they source the learning, and the techniques they utilize to improve different language skills. The participants were comprised of two learners of Japanese, two learners of Korean, and two of Chinese, all of whom were students aged 19 to 21 years old. Semi-structured interviews were conducted with the participants, along with observations on their use of learning media. Findings revealed that cultural interest and career aspirations were their primary motivations, except for Chinese learners, whose heritage as Chinese descendants played a significant role in the motivation. Diverse learning resources were utilized, with platforms like Duolingo popular for learners at the initial stages, while authentic materials such as YouTube and social media proved effective for more advanced learning. Participants employed various strategies for their language skill development, often integrating listening, reading, and speaking. Authentic materials across different media, such as videos, songs, social media platforms, or comics, were widely favored for their contextual learning opportunities. These results suggest that language educators can enhance learning by incorporating gamification, fostering social interaction, and utilizing authentic materials in their curriculum
A Pragmatic Analysis of English Teachers’ Speech Acts in Language Teaching: A Case Study at Smart Mataram Private Course
No full textEffective classroom communication is a key component in successful language teaching, particularly in EFL contexts where teachers must navigate both linguistic and pedagogical goals. This study investigates the use of speech acts in classroom interactions, with a specific focus on an English teacher at Smart Mataram Private Course. The primary aim was to identify the types, frequency, and pedagogical functions of speech acts employed during instructional activities. Adopting a descriptive qualitative research design, the data were gathered through direct classroom observation, supplemented by audio and video recordings to ensure accuracy and depth of analysis. The collected data were analyzed using Searle’s taxonomy of speech acts, which categorizes language use into five types: directives, representatives, expressives, commissives, and declaratives. The findings revealed that directive speech acts dominated classroom interactions, comprising 43% of all utterances, followed by representatives (30%), expressives (17%), commissives (7%), and declaratives (3%). This distribution highlights the teacher’s reliance on directives for classroom control and instructional delivery, while representatives and expressives played important roles in conveying content and fostering student engagement. The study concludes that speech acts, particularly directives, are central to classroom discourse and serve distinct pedagogical purposes. It also suggests that enhancing teachers’ pragmatic awareness and communicative strategies can improve interactional effectiveness and learning outcomes. These findings have practical implications for teacher training programs, especially in private language institutions, by underlining the importance of speech act competence in supporting interactive and communicative language teaching
Exploring English Teachers’ Voices: Challenges in Integrating AI-Based Tools into Classroom Practices at Senior High Schools
No full textThis study explores the challenges faced by English teachers in integrating artificial intelligence (AI)-based tools—such as Grammarly and conversational chatbots—into classroom practices at senior high schools. Employing a qualitative case study design, data were collected through semi-structured interviews with 15 teachers to examine institutional, technical, and socio-cultural barriers that shape AI adoption. The findings highlight three central themes. First, technical limitations emerge as a critical barrier, encompassing unstable internet connectivity, outdated hardware, and limited access to supporting infrastructure. Second, pedagogical gaps reflect teachers’ insufficient training in adapting AI tools to localized curricular demands, resulting in underutilization of available technologies. Third, cultural resistance stems from entrenched traditional teaching norms and skepticism toward technology-driven approaches, which often conflict with established classroom practices. These findings mirror broader global disparities in educational technology adoption, where systemic inequities continue to constrain digital transformation in under-resourced regions. The study emphasizes the urgency of implementing targeted interventions, including government-supported professional development programs and policy initiatives to modernize rural ICT infrastructure. By centering teacher perspectives, this research contributes to a deeper understanding of adaptation dynamics in low-resource educational contexts. Furthermore, it provides actionable insights for policymakers and practitioners seeking to reduce the urban-rural digital divide and foster more equitable integration of AI in education
Syndetic Coordination of Compound Sentence in CoinDesk Articles
No full textThis study analyzes the syndetic coordination of compound sentences found in CoinDesk articles. It aims to identify the types of coordinating conjunctions used and explain how they connect independent clauses to form clear and cohesive sentence structures in financial news writing. This study applies a descriptive qualitative method, utilizing documentation techniques to collect data. Data sources consist of selected articles published on the official CoinDesk website during May and June 2025. Data were analyzed by identifying sentences containing syndetic coordination, classifying them by conjunction type, and describing their syntactic structures using tree diagram analysis. The syntactic framework of Quirk (1985) and Kroeger (2005) was used to analyze the function and structure of the compound sentences. The findings reveal that the coordinating conjunction and appears most frequently, indicating its dominant role in linking related ideas, followed by but, or, and so. The analysis demonstrates that syndetic coordination enhances clarity and cohesion in complex informational texts by organizing multiple propositions into integrated statements. This study advances understanding of compound sentence structures in professional discourse and emphasizes the importance of syntactic awareness in journalism, where linguistic precision directly influences readability and credibility. By illustrating the practical impact of coordination in media texts, the findings contribute to both syntactic theory and the development of effective strategies for news writing
The Integration of Digital Tools in EFL Grammar Instruction in Indonesia’s Digital Age: Prospects and Challenges
No full textDigital technologies are transforming grammar instruction within English as a Foreign Language (EFL) programs. However, limited knowledge exists regarding their implementation in Indonesian higher education, where access disparities and varying levels of instructor preparedness pose significant challenges. This research endeavours to bridge that gap by examining the opportunities and obstacles associated with digital grammar teaching across three undergraduate English education curricula. Employing a sequential explanatory mixed?methods approach, the study surveyed 180 undergraduate students (S1) to gather insights on their interactions with mobile grammar applications, artificial intelligence-based grammar checkers, and online quizzes. Subsequently, semi?structured interviews were conducted with ten English faculty members to contextualize the quantitative findings. The results indicate that 72?% of students experienced increased motivation when engaging with digital tools for grammar learning, 69?% reported greater autonomy in their practice, and 65?% perceived enhancements in accuracy. Nonetheless, 31?% of students relied on instructors to interpret automated feedback, and 41?% accepted corrections uncritically, reflecting an overdependence on technological solutions. The qualitative interviews revealed that while digital tools fostered greater engagement and facilitated differentiated assignments, concerns persisted regarding feedback reliability, unequal access to devices, and the necessity for instructor oversight. These findings imply that digital tools have the potential to bolster motivation, autonomy, and precision in Indonesian EFL grammar education when thoughtfully integrated within supportive infrastructural and professional development frameworks. The study underscores the critical need for equitable access, comprehensive instructor training, and deliberate curricular integration to maximize the benefits of digital grammar instruction
Exploring the Effectivenss of Critical Thinking Skills in Speaking Skills: Insights from a Vocational School Context
No full textThis study explores the impact of the Talking Chips strategy on enhancing critical thinking during English speaking tasks among vocational students. While these students often excel in practical skills, they struggle with critical thinking in English, leading to a skills gap in English as a Foreign Language (EFL) education. Using a quasi-experimental design, two eleventh-grade classes from a Tourism and Travel Business program at vocational schools participated in a pretest-posttest speaking assessment. The experimental group (n = 25) used the Talking Chips strategy, while the control group (n = 25) followed conventional methods. The speaking assessments were evaluated using an analytic rubric, with high inter-rater reliability (0.87). Mann-Whitney U analysis revealed a significant treatment effect (U = [insert value], p = .001, r = [insert effect size]), indicating that the Talking Chips strategy effectively improved students’ analytical reasoning and reflective responses. These findings suggest that cooperative learning strategies, like Talking Chips, can enhance higher-order thinking skills in EFL speaking classrooms. The study concludes that incorporating turn-taking structures in speaking tasks helps foster deeper reasoning and encourages more purposeful argumentation, recommending that teachers use such techniques to promote critical thinking in vocational EFL settings