Journal of Language and Literature Studies
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203 research outputs found
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Morpho-Syntactic Errors in EFL Students’ Writing: A Lesson from Language Education Institutions
No full textMany students struggle with writing in English due to linguistic challenges such as morphology and syntax. This research aimed at discovering the morpho-syntactic errors that EFL students did and the most dominant error in the fifth-semester students in the English Education Study Program at Tadulako University. The researcher used descriptive quantitative method as the design of the research to analyze common morpho-syntactic error in on the students’ writings and to discover the errors and the most dominant errors made by students. The participants of this research were 145 students which chosen using simple random sampling where the researcher picked sample members from a population at random, without worrying about different groups or layers within that population. Data for this study were gathered through tests and the researcher analyzed using Dulay’s linguistic category taxonomy. The results of the study showed that errors are found at both morphological and syntactical levels. The morphological level included pronoun error, quantifier error, and inflectional error. Meanwhile, the syntactical level included tense error, infinitive error, auxiliary verb error and subject-verb agreement error. However, from all those errors, the most dominant error was pronoun error with the total number of errors was 504 in frequency. It implied that students lacked of understanding the use of pronouns in sentences. The research findings have important implications for both pedagogical approach and linguistic competence. For pedagogical approach, the insights help students understand and correct common grammar errors, improving their writing skills and boosting their confidence. In terms of linguistic competence, the findings highlight EFL students' development in morphology and syntax, enabling them to construct grammatically correct sentences and master complex language structures
Zainichi Identity and American Ideology in Pachinko (2022): A Narratological Study of Literature Analysis
No full textPachinko (2022) is an American series produced and aired by Apple TV+ portraying generations of Zainichi trying to settle in Japan after their displacement from Japan-Occupied Korea that at the same time shows how American ideology as colonial contagion spread within the people. The act of mimicry displayed in the film’s narratology, production process, and additional intrinsic elements that differ from its novel version, Pachinko (2017), makes this series tend to become something ambivalent and lack a definite position—as if it gets recolonized after being free on its own. Other than that, dynamics during the Japanese occupation, whose practices are primarily inspired by the U.S., can be seen as setting the standard for ongoing life. By observing the series with film narratology including Verstraten’s (2009) mise en scene and focalization linked with theories surrounding the topic of postcolonialism, diaspora from forced migration, and the tendency to imitate or mimic, how the image of the U.S. wants to be built throughout the series can be identified. Moreover, focus on the theory of Bhabha’s (1994) mimicry will help to see how the production tries to make Zainichi seems to ‘put effort’ to be as similar as American. This series, as one of modern media platforms delivered into a private area, acts as the contagion transmitter with having the narrative form sick and infect the contagion within it towards the audience. With that, this research aims to analyze these forms of ‘contagion’ and the attempt at recolonization done by Americans which makes the contribution to the postcolonial discourse is to dissect this ‘new way’ of recolonization. Therefore, this research argues that forms of colonial contagion persist into the postcolonial era, perpetuated due to the obsession with gaining American recognition as a global center
Developing Scrapbook as a Medium to Improve EFL Students’ Vocabulary Mastery: A Lesson from Elementary Schools
No full textThis study was conducted to examine the feasibility of scrapbook media as a tool to enhance vocabulary mastery among elementary school students, specifically evaluating its validity, practicality, and effectiveness. The research was carried out using a Research and Development (R&D) approach, adopting the 4-D development model which includes the stages of Define, Design, Develop, and Disseminate. The participants in this study were fifth-grade students of elementary schools. Data were collected using several instruments, including validation sheets to assess content and media quality, practicality questionnaires to evaluate usability, and vocabulary mastery tests to measure learning outcomes. The validation process showed that scrapbook media is highly valid, with content validation reaching 91.11% and media validation at 90%, indicating strong alignment with learning objectives and media standards. Furthermore, the media demonstrated practical applicability in classroom settings and showed effectiveness in improving students’ vocabulary acquisition, as evidenced by an effectiveness rate of 69.83%. These results support the conclusion that scrapbook media is a feasible and impactful tool for vocabulary instruction in elementary schools. Its creative and engaging format offers an alternative learning medium that can motivate students and support language learning. The implication of this study suggests that educators and curriculum developers should consider incorporating scrapbook-based learning media as part of innovative teaching strategies, particularly for language subjects in early education
The Power of Female Rage: Challenging the Feminine Mystique
No full textThis study analyzes the representation and critique of domesticity through female rage in Rachel Yoder’s novel Nightbitch. The two primary topics of the study are (1) how domesticity is depicted in the novel and (2) how the female protagonist challenges traditional domestic roles through the expression of rage. This qualitative study employs textual analysis within a feminist literary framework, drawing on Judith Butler's theory of performativity and Betty Friedan's concept of the feminine mystique. This study is important as it examines the societal pressures on women in domestic roles and investigates how female rage serves as a means of resistance and identity reconstruction. The findings indicate that domesticity is represented as a socially constructed identity influenced by patriarchal norms, which limits the protagonist to the roles of mother and wife. The protagonist redefines womanhood and motherhood through symbolic acts, including naming herself “Nightbitch,” transforming into a dog, and expressing suppressed rage, thereby redefining the womanhood and motherhood on her own terms. These findings demonstrate that female rage functions not as a destructive force but as a catalyst for liberation and identity reconstruction. Beyond the novel itself, the study highlights how contemporary feminist literature reclaims women’s anger as a resource for challenging gender expectations and expanding the discourse on motherhood and femininity
The Effects of Quizizz on Students’ Reading Ability and Learning Motivation in Indonesian EFL Classrooms
No full textThis study explores the impact of Quizizz, a gamified learning platform, on students’ reading comprehension and learning motivation. The research focuses on ten reading subskills, including vocabulary, inference, and text structure, and investigates motivational outcomes through the lens of Self-Determination Theory, which encompasses autonomy, competence, and relatedness. Employing a quasi-experimental mixed-methods approach, the study involved 40 eleventh-grade students from SMA Muhammadiyah 11 Jakarta, equally assigned to experimental and control groups. Over a five-week period, the experimental group utilized Quizizz during instruction, while the control group received conventional teaching. Data were collected through reading comprehension tests and semi-structured interviews. Quantitative findings revealed a statistically significant improvement in the experimental group’s post-test scores, as measured by the Mann-Whitney U Test. Qualitative analysis indicated that Quizizz supported students’ autonomy through flexible learning, enhanced their competence via immediate feedback, and fostered relatedness through social interaction and friendly competition. These results suggest that integrating gamified tools like Quizizz can enhance both reading outcomes and student motivation in EFL classrooms. Implications for classroom practice highlight the potential for incorporating game-based learning into curriculum design to foster more engaging and effective literacy instruction
EFL Learners’ Perception of ChatGPT Integration in English Learning: Motivation, Skills, and Pedagogical Development
No full textThis research explores the integration of ChatGPT, a generative AI language model, into English language learning in higher education, emphasizing students’ perspectives on motivation, skill development, and pedagogical integration challenges. Drawing on interpretative qualitative data from semi-structured interviews with seven undergraduate students in Indonesia, the research identifies how ChatGPT enhances students’ autonomy, confidence, and engagement, especially in writing, grammar, and vocabulary development. While students report strong intrinsic motivation and reduced anxiety due to ChatGPT’s non-judgmental interface, they also acknowledge limitations in speaking and listening support. Thematic analysis reveals key themes including emotional responses, perceived usefulness, challenges in trust and overreliance, and expectations for institutional support in pedagogical integration. The findings highlight the importance of lecturer guidance and ethical AI literacy to ensure responsible use. This study contributes by providing empirical evidence on how AI integration can reshape language learning practices, offering clear directions for educators in designing effective instructional strategies and for policymakers in formulating guidelines that balance innovation with responsible use
Trends in Google Docs Application for Collaborative Academic Writing: A Bibliometric Analysis of Research Publications
No full textUsing Google Docs for collaborative writing has grown more important in many locations worldwide. Prior studies have demonstrated that classroom collaboration obstacles stem from team members having disparate proficiency levels with the required platform and challenges faced while implementing collective tasks. This study gathered data from the Scopus database to evaluate the scientific outcomes of articles about using Google Docs in collaborative writing. Scopus indexed a collection of data, A total of 173 selected publications have been collected during the inclusion phase, covering the last decade from 2012 to 2024. Starting at 10 publications in 2012, the number fluctuated slightly in the early years, reaching a low point of 5 in 2015. After 2016, the trend consistently increased, with notable growth after 2018. The publications rose sharply from 14 in 2019 to 25 in 2022, followed by a slight dip to 17 in 2023. In 2024, the number rebounded to 24 publications. Data sources in the form of conferences accounted for 29.49% and journal publications with a total of 70.51%. Overall, the data indicates growing research interest and academic engagement with Google Docs in collaborative writing over time, particularly in recent years. The quantitative study findings reveal a substantial rise in study results on using Google Docs in the United States over the last five years. A descriptive Scopus database and bibliometric review were conducted to find publishing patterns related to Google Docs in collaborative academic research. The entire average number of citations that have been published is calculated using Microsoft Excel technology. The trend of research collaboration utilizing Google Docs for collaborative writing is somewhat restricted, and the study subjects are significantly diverse. This study has several limitations, mainly that data were only selected and filtered from the Scopus database, making our analysis reliant purely on the reliability of the provided input source
Representation of Violence Against Women in the Novel Rumah untuk Alie by Leen Liu (An Existentialist Study of Simone de Beauvoir)
No full textThis study examines the representation of violence against women in Leen Liu’s novel Rumah untuk Alie, which reflects the persistence of patriarchal domination and gender inequality in Indonesian society. The research aims to describe the forms of violence physical, emotional, and sexual, experienced by the female character and to analyze how these acts of violence position women as “the Other” through Simone de Beauvoir’s existentialist feminist perspective. The study employs a descriptive qualitative method with textual analysis and data triangulation to ensure the validity of the findings. The results reveal that the female protagonist, Alie, experiences various forms of violence both in domestic and public spheres, such as physical abuse by her father, emotional neglect by her family, and sexual harassment in her social environment. These acts of violence symbolize systemic patriarchal control that confines women to a state of immanence, limiting their autonomy and subjectivity. Through Beauvoir’s theoretical lens, the novel exposes the philosophical significance of such oppression, how women’s bodies and existence are reduced by male dominance while still yearning for transcendence and self-liberation. This study contributes to a deeper understanding of women’s existential struggle and emphasizes the importance of gender awareness in literature as a means of promoting equality. Moreover, the findings hold broader societal implications by highlighting the structural nature of gender-based violence and underscoring the practical significance of these results in promoting gender equality and fostering social awareness to combat systemic oppression
Gamification in Language Assessment: Challenges and Pedagogical Strategies Across Three Assessment Types in EFL Contexts
No full textGamification has become a popular learning strategy that incorporates game elements such as points, levels, and badges into learning activities to enhance learners' participation and motivation. It has recently been extended beyond instruction to the field of assessment, where it transforms traditional testing into more interactive and engaging experiences. However, integrating gamification into assessment presents unique challenges that differ from its use in teaching. This narrative review aims to examine the challenges in integrating gamification elements into Assessment for Learning (AfL), Assessment of Learning (AoL), and Assessment as Learning (AaL), and to explore pedagogical strategies for addressing these challenges in EFL contexts. The study analyzed ten peer-reviewed journal articles published from 2014 to 2024 from ScienceDirect and Taylor & Francis, selected based on their relevance to gamification in language assessment. Each study was reviewed to identify recurring challenges and pedagogical strategies for language assessment practices. The results reveal that while gamification can foster learner engagement, challenges remain in aligning game elements with learning objectives, adapting materials to learners’ proficiency levels, and ensuring content validity. Reported pedagogical strategies for improvement include ensuring the contextual relevance of game elements and assessment purposes, aligning gamification with instructional goals, combining traditional and gamified components, providing transparent feedback systems, and integrating teacher guidance in reflective tasks. The study suggests that effective implementation of gamified assessment requires teachers’ strong language assessment literacy and continuous reflection. These insights offer practical implications for EFL educators in designing assessments that are not only engaging but also pedagogically sound and valid
Investigating Early Vocabulary Acquisition on 18-24-Month-Old Child: A Study of Vocabulary Spurt and Function Words
No full textThis study investigates vocabulary acquisition and the phenomenon of vocabulary spurt in a 24-month-old child, focusing on the interplay of cognitive abilities, memory, and understanding of word functions. The research aims to answer two primary questions: How do cognitive abilities and memory influence the vocabulary spurt in a 24-month-old child’s vocabulary acquisition? And to what extent does understanding word functions contribute to vocabulary development in a 24-month-old child? Utilizing a single-subject case study design, observational sessions were conducted over four weeks, capturing the child's verbal interactions and spontaneous speech in a supportive home environment. Data analysis combined quantitative measures of new word acquisition and qualitative assessments of contextual word usage. Findings revealed a significant vocabulary spurt, with the child averaging 3.5 new words per week, characterized by peaks in word acquisition and a predominance of nouns, followed by verbs and adjectives. The child effectively utilized words for requests, labeling, and expressing emotions, demonstrating a growing understanding of syntax. Cognitive milestones, such as object permanence and categorization, alongside social influences from parent-child interactions, were pivotal in vocabulary growth. The study underscores the importance of rich, interactive environments for language development, highlighting how consistent exposure to language through routines and social engagement fosters vocabulary acquisition. These insights contribute to developmental linguistics by elucidating the cognitive and social processes that underpin early language development, emphasizing the need for supportive language-rich contexts in early childhood education