Metathesis: Journal of English Language, Literature, and Teaching
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Rain as Emotion and Renewal: Exploring Symbolism in Ten Modern Poems
Full text linkThis paper explores the multifaceted symbolism of rain in ten modern poems, examining its role as a vehicle for emotional comfort amid the struggles of human existence. Drawing on works by poets such as Mary Oliver, Langston Hughes, Pablo Neruda, and Edgar Allan Poe, the analysis reveals how rain operates as both a metaphor for melancholy and a catalyst for renewal. Using a comparative thematic approach grounded in close textual analysis, the study investigates how rain imagery reflects intersections between emotion, culture, and environment in modern poetic expression. The discussion highlights how rain imagery serves personal introspection, cultural identity, and collective healing, especially in contexts marked by historical hardship or environmental scarcity. The paper’s novel contribution lies in its synthesis of emotional and ecological readings of rain symbolism, demonstrating how this natural motif bridges inner psychological states and broader cultural narratives. By tracing the dual nature of rain—as a source of sadness and as a rejuvenating force—the paper underscores its enduring thematic relevance in modern poetry
Transitivity Analysis of The Main Character in Front Desk: Linguistic Portraits of Racial Dynamics in Young Adult Fiction
Full text linkThis article applies Systemic Functional Linguistics (SFL) to conduct a transitivity study of racial prejudice depiction in Kelly Yang\u27s young adult fiction novel "Front Desk." The study dives into the linguistic representation of racial dynamics utilizing SFL\u27s transitivity paradigm, focusing on the experiences of Mia, the main character of the novel dealing with racial prejudice in the United States. Beginning with a review of relevant literature on racial bias in literary works, the study offers a conceptual framework, stressing dominant groups\u27 property claims. The analysis deconstructs Mia\u27s experiences through material, verbal, relational, mental, and behavioral processes, exposing how linguistic choices generate systemic hurdles and social biases. The findings highlight Mia\u27s frequent physical actions, emotional responses to racial discrimination, and extensive verbal communication, all of which demonstrate the pervasiveness of systemic hurdles in her life. The study contrasts Mia\u27s experiences with characters from other literary works to interpret racial relations. The study examines the language of race in "Front Desk," emphasizing the novel\u27s dual importance in showing immigrant problems and promoting critical observations on racial concerns. The conclusion states that the novel\u27s linguistic portrayals play a critical role in influencing readers\u27 understanding of racial dynamics, emphasizing language\u27s ability not just to reflect but also to question existing conventions
The Male Gaze in Indonesian Teen Cinema: A Case Study of Di Bawah Umur (2020)
Full text linkIndonesian teen films play a significant role in shaping youth perspectives on identity, sexuality, and agency. While recent teen films such as Dua Garis Biru (2019), Yuni (2021), and Like & Share (2022) have explored progressive themes of teenage sexuality, many other Indonesian teen films continue to amplify gendered ideologies, both through their visual and narrative strategies. This paper examines Di Bawah Umur (2020) using Mulvey’s theory of the male gaze to analyze how cinematography, framing, and character representation contribute to the objectification of female characters. The findings show that although Di Bawah Umur presents itself as advocating adolescent reproductive health, it paradoxically sustains male-centric perspectives that undermine female agency. By foregrounding how patriarchal ideologies are subtly reproduced in youth-oriented cinema, this paper extends discussions in Indonesian film studies and gender representation. The result of this study offers a critical lens for scholars, educators, and filmmakers to interrogate how teen films construct gendered meanings and why such representations matter for young audiences in Indonesian society nowadays
Developing A Collaborative Learning-Based English for Artificial Intelligence Textbook for ESP Instruction
Full text linkNon-native English speakers often face challenges in navigating the complex and specialized language used in AI literature. This study reports on the development of a textbook titled English for Artificial Intelligence, designed to address these challenges through a collaborative learning approach. This book is designed to bridge the gap by providing targeted language instruction tailored to the needs of AI professionals. Employing a Research and Development (R&D) methodology, the study followed the ADDIE model. Data were collected through simple random sampling involving 76 Informatics students, 2 ESP lecturers, a content and a layout expert during the needs analysis phase. The textbook primarily focuses on reading comprehension with supplementary activities in writing and speaking on the exercises. The validation stage, involving 20 students, ESP lectures, and subject matter experts, evaluated the textbook. Results showed that this textbook is Very Feasible to use for ESP teaching and learning. The feasibility aspects can also be seen from the scores given by students and experts, with 4.69 and 4.68 on average, respectively. The feasibility aspects cover content feasibility, presentation feasibility, language use, and graphic feasibility. The acceptance level for this book is 88% and 84% by the experts and students, respectively. These findings confirm that the textbook is both pedagogically sound and contextually appropriate, offering a practical solution for improving English proficiency among AI learners and contributing to more inclusive participation in the global AI discourse
Developing Nias Culture-Based English Textbook to Enrich 21st Century Skills for Vocational High School Students
Full text linkThis study focuses on the development of a Nias culture-based English textbook designed to enrich 21st century skills in vocational high school students. The problem underlying this study is the low relevance of the teaching materials used to the local cultural context making it difficult for them to understand the material in depth. Using a Research and Development (R&D) approach with the ADDIE model, the textbook was designed, developed, implemented, and evaluated in terms of feasibility, practicality, and effectiveness. The effectiveness of the product is tested using a quasi-experimental method with a nonequivalent control group posttest-only design. The research sample was determined using cluster sampling to represent students in different class groups. Research subjects included an experimental class, control class and an additional school as the dissemination class. Data is collected through expert validation, implementation, questionnaires, and learning outcome tests. The validation results showed high feasibility scores from four experts (100% culture and material, 95.55% language, 85.71% design). The developed book was also found to be practical and effective in enhancing students’ 21st-century skills, particularly in communication, collaboration, critical thinking, and creativity. The posttest results revealed clear improvements in students’ learning outcomes compared to the control class. Moreover, both teachers and students responded positively, emphasizing the textbook’s relevance to local culture and its usefulness in the learning process. Therefore, the Nias culture-based English textbook can be concluded as a feasible, practical, and effective learning resource that integrates local wisdom, strengthens students’ cultural identity, and fosters essential 21st-century competencies
Exploring the Use of Integrating Quora Social Media and Canva: A Sequential Explanatory Study in Secondary School
Full text linkThe integration of ICT has positive effects on current education in secondary schools, especially in teaching Analytical Exposition text writing by using Quora social media and Canva applications. The objectives of this study were to examine students\u27 Analytical Exposition text writing performance and to determine the students’ perceptions of the integration of the applications. A survey questionnaire was collected to gain in-depth information about the integration of applications. By using a sequential explanatory mixed-methods design, the data were collected both quantitative and qualitative. The sample was 36 students of eleventh graders of social programs which was divided into the experimental and control groups. The data collection included giving a pretest and a posttest, followed by a survey questionnaire. The findings indicated that participants in the experimental group achieved a statistically significantly higher score in the writing posttest (70), p < .000 compared to the control group. The questionnaire were obtained applying the Unified Theory of Acceptance and Use of Technology (UTAUT) to assess students’ views on technology use: performance expectations, effort expectations, social influences, and facilitating conditions. The results revealed that the integration applications have positively effects on performance expectations, efforts expectations, social influences and facilitating conditions. The facilitating condition was the highest influence (74.3%) on the students’ perceptions of the learning writing performance, followed by social influence (61.12%), effort expectations (60.19%) and performance expectation (58.33%). The applications facilitated the students’ critical thinking, constructing the ideas and creativity in the writing performance. Furthermore, it also made the students more creative and interactive in the classroom
Digital Translation Literacy of Undergraduate EFL Students
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Literacy is the representation of language competency, individual skill in reading, writing, speaking, and managing. In digital era, literacy can be represented through the use of Google translation tool as one of the most popular tools among EFL students, either for their translation assignment or improve foreign language skills. This study aimed to explore undergraduate EFL student’s digital literacy by using Google translate as a tool to do translation. Qualitative descriptive method is used to present the data comprehensively. The data collection begin from problem identification, field observation, interview, and study the document related to their assignment. This research used purposive sampling which involved 31 EFL undergraduate students of Muhammadiyah Tangerang University. This research shows that EFL undergraduate students are able to operate and use Google translate effectively in assisting assignment. Google translate tool can eliminate the learning’s gap among different level of student’s English competency especially in vocabulary mastery and time management, the research also shows student’s digital literacy through Google translate not only for written translation, but also orally and can be used in diversity functions, such as translating the language in sentence form and learning how to pronounce English words.
Keywords: Literacy, translation, Google translate, EFL students, digital literac
The Correlation of Growth Mindset and Speaking Ability
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Growth mindset and students’ achievement have linearity in the previous studies. In EFL setting students’ achievement is related to English skills. Success in language learning is discovered by acquiring speaking ability. Thus this research aims to find out the correlation between students’ growth mindset and students’ speaking ability at the Second Semester Students of English Education Department of State Islamic University of Salatiga in t.rhe Academic Year 2021/2022. The methodology used in this study is quantitative method with correlational design. The techniques of collecting data are documentation and questionnaire. Data is analyzed in two ways. First, quantitative data was analyzed using statistical description and inferential descriptive. This study revealed that there is correlation between students’ growth mindset and students’ speaking ability. The value of Sig. (2-tailed) in the person correlation test is 0,027 which is bigger than 0,05 and it means that there is significant correlation between students’ growth mindset and students’ speaking ability. Meanwhile the correlation value is 0,27 that indicated the correlation is weak based on the degree of correlation table that correlation value between 0,21-0,40 is weak correlation. Further discussion is presented in this study
Developing Big Books to Improve Young Learners\u27 Vocabulary Acquisition
No full textTeaching vocabulary for EFL young learners always challenges the teacher. The researchers have investigated the condition of SD Islam Pojok 2 Kediri and found that the school only provided modules in the English class, so researchers aim to develop a medium called a big book. This study is research and development, adapted from Dick and Carey and modified by Sugiono into seven steps: need analysis, designing, expert validation, revision I, try-out, revision II, and evaluation. The researchers collected the data through observation, interview, and documentation, then analyzed it using content and narrative analysis techniques. The results of the study showed that there are four topics to assemble the big books, namely daily activity, jobs, tourism places, and food. The expert validation reveals that three big books have been eligible for use, and one needs to be revised. In the try-out process, it was found that the teacher and students liked the story and illustrations of the big books. It helps the students gain new vocabulary and strengthen their existing vocabulary. To sum up, developing big books to improve young learners’ vocabulary acquisition has been successful
Error Analysis in Translating Bahasa Indonesia into English
Full text linkInterlanguage is a transitional stage in language learning, where a person’s language ability moves from their first language (mother tongue) toward the other language. It is important to note that interlanguage is distinct from the mother tongue and the second/foreign language. This study examines the translation errors made by students when translating from Bahasa Indonesia to English during their interlanguage stage. The study aims to investigate (1) how students translate at this stage, (2) the types of errors they make, and (3) the most frequent errors. Using descriptive qualitative and content analysis methods, ten seventh-grade junior high school students participated in this study whose mother tongue is Bahasa Indonesia, and English is a foreign language/target language. For the instrument, this study uses an individual sentence translation test. The students were instructed to translate four unrelated sentences each, with a time limit of one minute per sentence. The researcher uses sources of error theory from Richard and Lott. The findings indicate that (1) most students tend to transfer the rules of their mother tongue into English. (2) Out of 40 sentences, it found 18 contained errors, leading to 26 mistakes: 8 interference errors (7.7% transfer of structure, 23% interlingual), and 18 intralingual errors (11.5% incomplete application of rules, 30.8% false concept hypothesized, and 27% overgeneralization). Meanwhile, (3) the most frequent error is false concept hypothesized, followed by overgeneralization, interlingual errors, incomplete application of rules, and transfer of structure errors