Journal of Language and Literature Studies
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203 research outputs found
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Developing English Learning Materials Integrated with Problem-Based Learning for Vocational Fashion Schools Students: An ESP Context
No full textThis research relates to how the English materials are developed for fashion students of SMK based on Problem Based Learning Approach. This research aims to develop the English materials by applied the ESP based on need analysis of the students. It is done in order to fulfill the needs of fashion students of SMK Negeri 6 PadangResearch and development (R&D) by Borg and Gall, which comprises ten research processes, is the methodology used in this article. Pre-development, development, validation, revision, and product testing are the five primary cycles in which those phases are altered in this study. Questionnaires and document analysis are the methods used to acquire data. The students, the English instructor, the head of the fashion department, the fashion students' alumni, the education and ESP specialist, and the current syllabus and materials are the sources of the data. Students' grades increase as a result of testing the content. In the pre-test, the students' average score was 52.6. Meanwhile, the average student post test score was 64.8. There were 20 students who passed the standard minimum whereas previously only 8 students passed the standard minimum. After being given a post-test, several students were also asked for their comments about the new reading material. Everyone agreed and said that this new reading material was more interesting and suited to students’ needs. It means that using PBL approach and need analysis in developing English material can increase the students’ achievement in learning English
The Transformative Power of the Sea in Circe: An Ecocritical Reading Using Bate’s Framework
No full textThis study explores the role of the sea as a force of transformation in Circe, a novel by Madeline Miller, through an ecocritical approach grounded in Jonathan Bate’s theoretical framework. The aim of this research is to examine how the sea is portrayed not merely as a natural element, but as an active agent of psychological and spiritual change for the protagonist. Employing a qualitative approach and a narrative methodology, this study analyzes how Bate’s concepts of dwelling and inform Circe’s encounters with the sea and shape her journey toward self-discovery and independence. The data are drawn from close textual readings of key narrative moments in the novel where the sea functions as a site of refuge, challenge, and inner reflection. The findings reveal that the sea serves as a symbolic landscape representing transformation, emotional tension, and eventual empowerment. This transformation is deeply rooted in her intimate relationship with nature, emphasizing the idea that the natural world is not a passive backdrop but a dynamic force within the narrative. Ultimately, this study contributes to the broader discourse of ecocriticism by highlighting the importance of ecological symbolism and nature-driven character arcs in shaping both narrative structure and environmental awareness in contemporary literature
Rewriting the End: Narrative Reclamation and Posthuman Hope in MaddAddam
No full textThis article explores how Margaret Atwood’s MaddAddam (2013), the concluding volume of her speculative fiction trilogy, reconfigures post-apocalyptic narrative through storytelling, posthuman ethics, and interspecies kinship. Departing from the dystopian tone of Oryx and Crake and The Year of the Flood, MaddAddam turns toward cultural reconstruction and narrative continuity in the wake of ecological and societal collapse. The study adopts a qualitative, interpretive methodology rooted in close textual analysis, guided by posthumanist theory, feminist ecocriticism, and narrative theory. Particular attention is given to Toby’s reluctant but evolving role as storyteller, the Crakers’ reinterpretation of human memory into myth, and the novel’s depiction of interspecies alliances. The findings demonstrate that Atwood reframes survival not as individual endurance or technological mastery, but as a collective process of narrative reclamation. Storytelling emerges as an adaptive cultural practice that allows trauma to be processed, memory to be shared, and new ethical frameworks to be negotiated across human and nonhuman communities. The novel challenges anthropocentric hierarchies and patriarchal models of resilience, foregrounding instead relationality, care, and interdependence. It also illustrates how myth-making, far from being regressive, becomes a generative mode of continuity that sustains both human survivors and posthuman beings like the Crakers. Ultimately, MaddAddam refuses narrative closure, offering instead a vision of speculative regeneration in which memory, myth, and storytelling constitute the most enduring legacies of humanity. In doing so, Atwood positions narrative itself as a vital resource for imagining livable futures in the aftermath of catastrophe
Using TikTok for English Language Learning in Indonesian Formal Education: A Systematic Literature Review
No full textThis study aims to synthesize findings on the uses, benefits, and challenges of using TikTok for English language learning in the Indonesian formal education context through a systematic literature review. Following the PRISMA guidelines, relevant studies published between 2021-2025 were systematically retrieved from Google Scholar and SINTA. Studies were screened by title and abstract, and full texts were assessed for eligibility. In total, 39 articles met the criteria for review. The review found that TikTok was frequently used as a source of learning materials, a medium for creating learner-generated videos, and a reference for tasks. The use of features such as duet and save facilitated interaction, engagement, and review. Key benefits included improvements in speaking, vocabulary, motivation, confidence, and a more enjoyable learning environment, along with other reported benefits related to the skills and engagement outcomes. However, challenges included distractions from entertainment content, difficulties with features, irrelevant or low-quality content, limited internet access, and video creation difficulties, in addition to other less frequent technical and pedagogical issues. Despite challenges, these highlight the importance of content quality, effective facilitation, and purposeful platform integration to ensure meaningful and engaging learning experiences. Therefore, these findings provide practical implications for the management and integration of TikTok in English language learning within Indonesia’s formal education system.
Development of Google Sites Featuring Jombang Legends as a Teaching Media for Indonesian Language
No full textThis development research aims to examine the feasibility of the Google Sites based instructional media as a learning tool for narrating the Legend of Jombang. The Google Sites learning media can be accessed through each student’s device. Through validation tests involving media experts, content experts, and peer reviewers, as well as individual, small group, and large group trials, this Google Sites learning media is expected to serve as an effective educational innovation for 21st century learning. This study employs a Research and Development (R&D) approach using the ADDIE development model. The research subjects were fifth grade students at elementary schools. The results of the media expert validation showed an average feasibility score of 91.6%, while the material expert validation obtained an average of 90.9%. Peer evaluation yielded an average score of 90%, followed by individual trials with an average of 85%, small group trials with 88.5%, and large group trials with 91.16%. Based on the results of the validation and trials, the Google Sites media developed is very feasible and relevant in today's digital era, serving as an implementation of the Merdeka Curriculum
Innovative Learning of Fiction Writing through an E-Module Integrating Local Wisdom “Andum Alpukat”
No full textThe use of E-Modules is not new for educators; however, there remains a limited number of studies that specifically develop Flipbook-based interactive modules integrating local cultural values to enhance elementary students’ fiction writing skills. This study aims to evaluate the feasibility of the interactive E-Module “Andum Alpukat” as a learning medium, employing a research and development (R&D) design that combines qualitative and quantitative approaches. The development process involved validation by material experts, module design experts, peer reviewers, and trials conducted individually, in small groups, and in large groups with fifth-grade students at SD Negeri Pulosari 1 Bareng Jombang. The findings reveal that the module received a feasibility score of 75% from material experts, 93.75% from design experts, 97.5% from peer reviewers, and 89.99% based on student responses. These results indicate that the “Andum Alpukat” interactive E-Module is both feasible and effective in improving students’ fiction writing skills. The study concludes that a modified Flipbook aligned with students’ learning needs can produce a high-quality and engaging instructional medium. The implications of this study suggest that similar modules have strong potential for broader implementation within Merdeka Curriculum–oriented classrooms and for fostering culturally grounded creativity in fiction writing to strengthen meaningful learning experiences
Analysis of Michael Riffaterre's Semiotics in the Poem “Syaiun Sayabqa Bainana” by Faruq Juwaidah
No full textPoetry is different from other genres of literature, such as prose and drama. The difference lies in the language used in poetry, which is usually multi-interpretive, metaphorical, and ambiguous. This ambiguity of poetry creates different interpretations, if read and perceived by different readers. Therefore, this study aims to describe Michael Riffaterre’s semiotics to the poem “Syaiun Sayabqa Bainana” by Faruq Juwaidah. This research methode is descriptive qualitative which the data and studies are based on various sources, then analyzed using Riffaterre’s theory by looking at the indirecyness of xcpressions, reading heuristic and hermeneutic, models, variants, matrices, and hypogram, which revealed that the holistic meaning of this poem. The research findings show that the poem Syaiun Sayabqa Bainana means longing, namely longing for the tranquility of life in a world full of sadness and suffering. Then through models and variants in the form of words, phrases, and sentences, the matrix is found to be the search for tranquility, through doubts and beliefs and a world full of suffering and materialism, although in the end everything is ephemeral. The potential hypogram of this poem is Faruq Juwaidah's criticism of the social and political upheaval in Egypt. And the actual hypogram is the poem “Ila Habibti” by Nizar Qabbani
Exploring Intersectionality in Induk Gajah Season 2: A Literary Perspective on Gender, Culture, and Family Pressure
No full textThis study explores the role of intersectionality, as theorized by Crenshaw, in shaping gendered experiences within patriarchal cultures as represented in Induk Gajah Season 2. It focuses on how cultural norms, family expectations, and societal pressures intersect to impact women’s autonomy and well-being. The research drew on dialogues from selected scripted scenes in the series and employed qualitative, thematic analysis to examine how reproductive and familial expectations create specific pressures on women. The findings reveal that within the depicted patriarchal system, women’s choices are often marginalized in favor of family honor and cultural conformity, leading to the normalization of gender-based inequality. This pattern reflects a broader cultural issue where reproductive roles define women’s worth, limiting their freedom in decision-making and reinforcing systemic discrimination. The study concludes that intersectionality provides a crucial lens for understanding how overlapping social identities and cultural expectations create unique challenges for women. By applying an intersectional lens to a media text, the study contributes to gender and media studies by illustrating how traditional values are represented, negotiated, and potentially challenged in popular cultural narratives. It also highlights the need for further research into how traditional values and family structures shape women’s experiences, particularly in contexts where cultural pride and social reputation are placed above individual rights
Exploring the Role of Peer Feedback in Enhancing EFL Learners’ English Speaking Fluency and Accuracy
No full textThe ability to speak fluently and accurately in English remains a central goal for learners in English as a Foreign Language (EFL) contexts. However, limited classroom time and teacher-centered approaches often hinder opportunities for meaningful oral practice. This study investigates the impact of peer feedback as a pedagogical strategy to enhance fluency and accuracy in English speaking among EFL learners. The research aimed to examine not only linguistic development but also the broader cognitive and motivational effects of peer interaction. A mixed-methods design was employed, involving both quantitative and qualitative approaches. The participants were EFL learners who underwent a structured peer feedback intervention. Data were collected through pre- and post-tests, peer feedback forms, classroom observations, and semi-structured interviews. Quantitative analysis revealed statistically significant improvements in both fluency and accuracy after the intervention. Qualitative findings highlighted increased metacognitive awareness, motivation, and active engagement, as learners critically reflected on their performance and collaborated with peers. Notably, gender-based differences in feedback styles added depth to the peer learning dynamic. While the study was limited by its short duration and relatively homogeneous participant proficiency, the findings affirm the effectiveness of peer feedback in promoting oral communication skills. It is concluded that peer feedback fosters learner autonomy and supports linguistic and interpersonal growth. The study recommends incorporating peer feedback into EFL speaking curricula and suggests that future research explore its long-term impacts, involve diverse proficiency levels, and utilize technological tools to optimize feedback practices
HelloTalk’s Role in Enhancing English Speaking Skills: A Lesson from Technology-Assisted Language Learning
No full textThe use of technologies in language learning can improve EFL students’ learning outcomes. One of them is HelloTalk application. It has great potential to be a useful language learning tool. This is reinforced by the results of another study which found that interacting directly with native speakers is essential for improving language skills. Therefore, this study investigates the effectiveness of the HelloTalk application in improving English-speaking skills among fifth-semester students at State Islamic University of Mataram. Using a qualitative research approach, data were collected through observations and semi-structured interviews to explore students' experiences and progress in vocabulary acquisition, pronunciation accuracy, and fluency development. The findings indicate that HelloTalk significantly enhances students' lexical range, as frequent exposure to real-time conversations expands their vocabulary. Moreover, students reported improvements in pronunciation, particularly in distinguishing challenging phonemes, due to instant feedback from native speakers. Additionally, fluency increased as students became more confident in engaging in spontaneous dialogue with fewer pauses. However, several challenges were identified, including the high cost of premium features, internet connectivity issues, and complex app functionalities that hindered some students, particularly beginners. Despite these limitations, HelloTalk proves to be an effective tool for technology-assisted language learning, supporting real-world conversational practice. The study suggests that integrating HelloTalk into formal language courses could maximize its benefits while addressing its limitations through institutional support