Language Literacy: Journal of Linguistics, Literature, and Language Teaching
e-ISSN: 2580-9962 | p-ISSN: 2580-8672 DOI PREFIX (By Crossref): 10.30743/ Language Literacy: Journal of Linguistics, Literature and Language Teaching is a blind peer-reviewed international journal biannually published by the Faculty of Literature, Universitas Islam Sumatera Utara (UISU), Medan, Indonesia. This journal issues publication in June and December with its first issue released in December 2017. It has been indexed in DOAJ since 27 June 2018. The journal is nationally accredited with Grade 3 (SINTA 3) by the Ministry of Research Technology and Higher Education of Republic Indonesia based on the Decree Number: 72/E/KPT/2024 dated 1 April 2024. This accreditation is effective from Volume 6 Number 2, 2022 to Volume 11 Number 1, 2027. Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals. Manuscripts should follow the style of the journal and are subject to both review and editing processes. The journal's scope includes, but not limited to, the fields of linguistics, literature and language teaching with all submissions written in English. <a title="DOAJ" href="https://doaj.org/toc/2580-9962?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222580-8672%22%2C%222580-9962%22%5D%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%7D" target="_blank">
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TRANSLATION ERRORS IN UNDERGRADUATE SCIENTIFIC WRITINGS: A CORPUS-BASED STUDY
This study investigates translation errors found in 100 undergraduate thesis abstracts sourced from five Indonesian universities, with particular attention to syntactic, semantic, and miscellaneous error types. The data were collected from institutional online repositories, and all identifying information related to the authors was removed to ensure anonymity. Only the main bodies of the abstracts were used as the corpus for analysis. The findings reveal that the majority of errors fall under the syntactic category, including incorrect use of tenses, prepositions, and punctuation. Semantic errors, such as literal translations, meaning deviations, and unnecessary additions, were also frequently observed. These errors largely stem from students’ limited understanding of English grammar and translation strategies. The study highlights the importance of strengthening translation competence in undergraduate curricula. By systematically identifying and analyzing these common errors, the research provides valuable insights for improving the teaching of academic translation and suggests the integration of targeted translation materials in English language instruction at the tertiary level.
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A SOCIOLINGUISTIC STUDY OF GENDERED LANGUAGE IN JAMAICA KINCAID’S ‘GIRL’ USING SPEECH ACT THEORY AND DEFICIT MODEL
This paper examines gendered language in Jamaica Kincaid’s (born 1949) short story ‘Girl’ through J. L. Austin’s Speech Act Theory and Robin Lakoff’s Deficit Model. Structured as a monologue of maternal instructions, the narrative provides a lens to analyze language’s performative function in reinforcing authority, dependency, and gender norms. Applying Speech Act Theory, the study explores how directives, warnings, and illocutionary acts preserve traditional femininity and power relations. Simultaneously, it engages with the Deficit Model to demonstrate how women’s language is positioned as less assertive, shaping the daughter’s social identity. Using qualitative content analysis, the study examines linguistic features and speech acts to identify patterns of gendered language and power dynamics. Findings reveal that the mother’s speech acts, particularly commands and warnings, function as tools of linguistic control, reinforcing patriarchal ideologies and expectations. The paper highlights the role of language in shaping female identity through authoritative discourse, demonstrating how speech acts contribute to sustaining social hierarchies. By offering a nuanced exploration of gendered linguistic structures, this research contributes to sociolinguistic and literary discourse, deepening the understanding of power, identity, and representation in literary texts. The work underscores how language encodes and perpetuates gendered ideologies, adding to broader discussions on discourse, power relations, and identity formation in literature.
NARRATIVE STUDY OF FULBRIGHT FLTAS’ EXPERIENCES AT A U.S. UNIVERSITY
Transnational mobility programs, such as Fulbright scholarships, offer unique opportunities for academics to engage in scholarly collaboration and gain insights into diverse cultural perspectives. In recent years, more attention has been directed towards the internationalization of education, prompting educators to develop competencies needed to skillfully navigate culturally diverse learning environments. This research is a qualitative inquiry into the multifaceted experiences of nine (9) Fulbright scholars from the 2022-2023 cohort during their Foreign Language Teaching Assistantship (FLTA) at a private university in the United States of America. Data were collected through semi-structured interviews conducted over video teleconferencing, wherein participants narrated the rewarding and challenging aspects of their experiences during the programs. Transcripts were then subjected to thematic analysis to identify emergent patterns and themes among the participants’ experiences. The findings reveal that the participants viewed student engagement and success, a renewed sense of nationalism, enhanced pedagogical skills, professional growth and impact, and heightened intercultural competence as the rewarding aspects of their experience abroad. However, the participants identified role ambiguity, restricted access to the host university’s resources, and culture shock as the challenges they experienced throughout the duration of the program. These findings emphasize the need for mobility program coordinators and host institutions to strengthen support systems and improve program structures to enhance the quality of international academic experiences. Addressing these issues would allow mobility participants to have more meaningful and impactful engagements, thereby reinforcing the success and ensuring the continuity of transnational academic programs.
UNDERSTANDING LEARNERS’ INCONSISTENCIES WITH THE ‘O’ VOWEL AND ‘O-KAR’ IN BANGLA LANGUAGE
Bangla, an Indo-Aryan language of the Indo-European family, employs an orthographic system where vowels are represented both as independent letters and diacritical marks. This dual representation introduces inconsistency and complexity in spelling and reading, particularly for young learners acquiring foundational literacy skills. A persistent challenge arises from the use of the O-Kar diacritic, which modifies consonants to produce the vowel /o/ sound, but is often omitted in certain lexical contexts, leading to inconsistencies in Bangla pronunciation and spelling. This study investigates the difficulties faced by native Bangla-speaking children in spelling and pronouncing words containing the inherent consonant O, especially when the O-Kar diacritic is absent. Data were collected through written assessments and structured interviews with 52 native Bangla-speaking children aged 8–11 from Berhampore, West Bengal. Three separate sets of word—each with 15 target words featuring inherent O consonant—were presented both with and without the O-Kar diacritic in the initial, medial, and final positions. Findings reveal significant spelling inconsistency when the diacritic was omitted, with learners frequently deviating from standard orthographic conventions. Conversely, words including the diacritical were consistently spelled and pronounced more accurately. This inconsistency persisted across all word positions, suggesting that the optional application of O-Kar impedes overall reading and writing fluency. The study highlights the need for standardized pedagogical approaches to mitigate spelling inconsistencies and improve literacy outcomes in Bangla. These findings have broader implications for Bangla phonological and orthographic conventions and are practically relevant to lexicographers, language education policymakers, and teachers.
IMPROVING JAPANESE SPEAKING SKILLS DURING PROSPECTIVE INTERNS: PICTURE AND PICTURE LEARNING MODEL
This study analyzes the speaking ability in Japanese by nurses who are engaged in prospective interns provided for them who will work in Japan through the EPA (Economic Partnership Agreement) program. The study involves 49 participants following the program and uses quantitative method as proposed by Brown & Rodgers (2002). Being conducted with a training time of 15 hours for five days through classroom action, this study starts with planning, implementation, observation, and evaluation. Data collection methods include interviews, observations, pre-tests and post-tests. Written tests apply to see their ability to master Japanese grammar, and oral tests to measure Japanese speaking ability. The Picture and Picture learning model is aimed at improving the nurses’ mastery of Japanese vocabulary. To obtain such mastery the questions are formulated as the followings: how can an action plan improve participants’ speaking skills and what pedagogical implications are obtained by them? The results show that the action plan improves the participants’ speaking ability in Japanese. The pre-test results show that 15 of them (31%) are able to speak with some stuttering with an average score of 64.38 and the post-test results indicate an increase to 39 participants (79.6%) with an average score of 77.1. It is concluded that participants can construct ideas and thoughts orally; thus, the effective vocabulary of pictures and their interests implicate their pedagogical development to a better condition, so they are claimed to be ready to work in Japan.
CHARACTER ANALYSIS THROUGH DIALOGUE IN ENOLA HOLMES (2020): A STUDY USING M.H ABRAM’S THEORY
This study examines the characterization of the film Enola Holmes (2020), focusing on the emotional, intellectual, and moral aspects of the characters as revealed through dialogue. By employing qualitative analysis, the research explores how character’s self-reliance, resilience, and rejection of social norms through dialogue. Using M.H. Abram’s theory of characterization and Schachter-Singer’s two-factor theory of emotion, the study provides a deeper understanding of how emotions, cognitive processes, and physiological reactions are intertwined in shaping the characters’ traits. While previous studies focused more on gender representation in films, this study fills the void by highlighting the role of dialog in shaping character identity. This study has found that dialog not only functions as an expositional tool, but also as a primary means to convey thematic depth and character complexity. This study contributes to the discourse of film analysis by showing how dialog serves as a narrative device that engages the audience and reinforces the portrayal of characters as multidimensional.
ENHANCING STUDENTS’ READING COMPREHENSION OF HORTATORY EXPOSITION TEXTS THROUGH THE THINK-PAIR-SHARE METHOD: A CLASSROOM RESEARCH STUDY
This study explores the effectiveness of the Think-Pair-Share (TPS) method in improving students' reading comprehension of hortatory exposition texts. Conducted with 32 grade XI social studies students at SMA PGRI 2 Bandung, the research employed a quantitative approach using a survey design and purposive sampling. Data were collected through a validated questionnaire with 16 items rated on a five-point Likert scale. The TPS method was implemented over two cycles, and results showed significant improvements in students' reading comprehension and motivation. The average perception score was 3.78, with 65.6% of students agreeing or strongly agreeing that TPS facilitated their understanding of the text. Additionally, student motivation increased, with an average score of 3.81, reflecting enhanced engagement and active participation in learning activities. Reliability testing of the instrument yielded a Cronbach's Alpha value of 0.914, indicating high internal consistency. The study also highlighted the TPS method's ability to foster collaboration and critical thinking, as paired discussions enabled students to analyze arguments effectively and connect ideas within the text. These findings suggest that TPS is an effective strategy for improving comprehension and engagement in reading hortatory exposition texts, offering valuable insights for educators in creating interactive and collaborative learning environments.
LITERACY CONCEPT PERSPECTIVES IN ENGLISH LANGUAGE LEARNING WITHIN THE EMANCIPATED CURRICULUM
Indonesia’s literacy rate is low, ranking 61st in the PISA survey, 60th in the OECD’s 2016 survey, and 45th in PIRLS 2011. To address this, a Merdeka Belajar curriculum focusing on literacy activities is being implemented. Thus, it is necessary to conduct research related to teachers’ and students’ perspectives of literacy through reading activities in emancipated learning because it can reflect how they understand and experience it. The qualitative case study is used as the research method and involved an English teacher and a 7th-grade student in a junior high school in Tasikmalaya. Data was collected through semi-structured interviews and analyzed using Braun and Clarke (2006) thematic analysis approach. The findings indicate that teachers perceive literacy in English learning as multifaceted, emphasizing reading and writing activities to enhance knowledge. They advocate for literacy skills development through diverse activities, promote independent learning strategies, and employ multimodal approaches, aligning their practices with the principles of the Emancipated Curriculum to empower students. Therefore, further research should explore the impact of English reading literacy activities on students’; English language skills, specifically the four skills, using a quantitative experimental approach to investigate the effects of literacy through reading activities.
INTERPERSONAL METAFUNCTION IN PRESCHOOL ENROLLMENT BROCHURES: A SFL ANALYSIS IN LANGSA
This study explores how interpersonal meaning is conveyed in preschool enrollment brochures through the lens of Systemic Functional Linguistics (SFL). Using a qualitative method to analyze 139 clauses, the research identifies a dominant use of statements (98.6%) over commands (2.2%), suggesting a preference for informative over directive communication. These results highlight the importance of interpersonal communication in promoting the school in order to make the parents read first, that is, the services provided by schools through various programs and their advantages. The language design is something important and interesting to discuss. The meaning conveyed by the presenter builds the interpersonal idea to be communicated. Brochures, as one of the visual media that consists of so many clauses, have their own way of sharing the information with the readers. The brochures of Pre-School Enrollment have their purpose of catching the parents' attention, making them intrigued to apply their children to the promoted schools. The researchers explore the written speech in the brochures by using the interpersonal metafunction of Systemic Functional Linguistics (SFL) by Halliday. The brochures were selected from some preschools in Langsa and ethical approval was also informed the days before to the institutions.
RHETORICAL MOVES IN INTRODUCTIONS: PROMPT-BASED WRITING TRIAL RESULTS
This study investigates the role of writing prompts to create appropriate introduction section in research article. The study analyzes three texts generated from ChatGPT by using three distinct prompts formulated based on the writing prompt model proposed by Kroll & Reid, and Chapman. Using a qualitative descriptive approach, the resulting texts were analyzed at the macro level to determine the realization of rhetorical moves. The findings indicate that prompt design significantly affects the quality and rhetorical completeness of the Introductions. Prompt 3, which contained more explicit instructions regarding gap identification and research significance, produced a text most closely aligned with all three moves of the CARS model. In contrast, the more general prompts led to partial or less structured realizations of the rhetorical elements. These results suggest that structured and genre-sensitive prompts can effectively guide writers when they seek Artificial Intelligence (like ChatGPT) assistance in writing research article. This study also highlights the pedagogical potential of prompt-based writing as a strategy to support academic writing instruction in higher education especially with the combination of newest technology.
EVALUATING THE STRENGTHS AND LIMITATIONS OF CHATGPT-GENERATED TRANSLATIONS IN ACADEMIC POST-EDITING WORKFLOWS
This study evaluates the strengths and limitations of ChatGPT-generated translations in academic post-editing workflows. The research highlights ChatGPT's ability to enhance translation efficiency by producing grammatically precise and structurally sound drafts, enabling post-editors to focus on higher-level refinements like coherence and contextual accuracy. While the tool demonstrates significant advantages in improving workflow efficiency and adapting texts to academic conventions, it faces challenges in addressing cultural nuances and idiomatic expressions, particularly in underrepresented languages such as Indonesian. The study suggests potential improvements, including expanding training datasets and incorporating advanced contextual understanding features, to maximize ChatGPT's utility. Ultimately, the findings emphasize the importance of combining AI capabilities with human expertise to ensure high-quality and culturally sensitive academic translations. Future research should focus on refining AI tools to meet the diverse needs of global academic communication.
TEACHERS AND STUDENTS’ PERCEPTION OF AI IN ACCOUNTING EDUCATION: A CASE STUDY
This study explores the perception of teachers and students at SMKN 1 Boyolali regarding the integration of Artificial Intelligence (AI) in accounting education. Using a qualitative case study approach, data were collected from three accounting teachers and three students through interviews and observations. The findings show that AI improves data analysis, personalizes learning, and provides instant feedback, aiding students in understanding complex accounting concepts. In addition, AI also contributes to the efficiency of administrative task management and the provision of more interactive teaching materials. However, obstacles such as limited infrastructure, inadequate internet connectivity, and lack of training for teachers and students hinder the optimal use of AI in the learning process. The study underscores the need for improved technology infrastructure, more comprehensive teacher training, and supporting policies that can encourage the effective use of AI in vocational accounting education. Thus, the results of this research are expected to provide insight for stakeholders in designing AI-based learning strategies that are more innovative and relevant to the latest technological developments.
HOW GENDER IS NAMED IN UNISEX PERFUMES: A SOCIO-ONOMASTIC APPROACH
Perfume has long been used as a body fragrance, but in today’s world, its role extends far beyond mere scent enhancement. It has evolved into a significant aspect of personal identity, self-expression, and lifestyle. In fact, perfume is often perceived as a symbolic presentation of one’s character, emotions, social status and even cultural identity. This article explored gender representation in unisex perfume names using a socio-onomastics approach. This study analyzed a dataset of 3,390 unisex perfume names from 2017-2024 sourced from Fragrantica. Sketch Engine toolkit was used to measure word frequency and concordance. Finally, the findings revealed five primary naming references: specific natural elements, inventors or manufacturers, places of origin, materials and identity-related and gender-stereotyped. Among the identified, material-based naming was the most dominant particularly through references to floral, fruity, and woody elements. Although no specific words explicitly indicated a unisex representation or any association, some findings disclosed that terms traditionally linked to either masculinity or femininity were not always intended exclusively for that particular gender. In short, this showed the effort to break traditional gender boundaries. Nonetheless, it was found that names referring to males had a higher frequency compared to names referring to females, meaning that gendered elements in naming unisex perfume names remain exist.
FORMAL CODE-SWITCHING IN EFL SPEAKING COURSE
This study aims at determining the types, functions, and frequency of formal code-switching use in EFL Speaking course classrooms by second-year students of English Language Education Study Program students at Universitas Katolik Indonesia Santu Paulus Ruteng. The researcher used Hoffman's theory to find the types of code-switching and Gumperz's theory to find the functions of code-switching. This research was done through the descriptive mix method, using observation, documentation, and recording to collect data. This research result showed five types of code-switching used by second year students, particularly in formal interaction setting speaking class. The use of those five types of code-switching has shown different percentages. 21% Intra-sentential switching has been used, 32% inter-sentential switching has been used. Moreover, 5% establish continuity with the previous speaker has been used. 37% emblematic switching was used, and a change in pronunciation features was only 5%. Furthermore, based on the data findings, the researchers found that students frequently used emblematic switching in formal interaction when speaking.
LANGUAGE IDENTITY AND CULTURAL INTEGRATION AMONG RURAL-TO-URBAN UNIVERSITY STUDENTS
This study examines how university students from rural backgrounds adapt linguistically and culturally after moving to the urban environment of Medan, Indonesia. As these students transition into city-based academic settings, they face the complex task of balancing their cultural roots with the demands of urban life. Guided by Berry’s (2001) Acculturation Theory, this research explores how students navigate issues of identity, language use, and cultural integration. Data were gathered through questionnaires completed by 22 students who had spent at least six semesters studying at a public university in Medan. Through thematic analysis, the study uncovered various adaptation strategies. Most students adopted an integration approach, successfully blending their native language and traditions with urban norms. Some displayed assimilation, especially in formal academic settings, while instances of marginalization were rare. These findings underscore the importance of university policies and support systems that are culturally responsive and inclusive—helping students negotiate their identities and adjust more smoothly to diverse academic environments.
EXPLORING TEACHER–STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL) LED BY A GEN Z TEACHER: A FIACS-BASED CASE STUDY IN INDONESIA
Effective classroom interaction significantly contributes to successful English language learning among young learners. Despite extensive research on classroom interactions, the impact of Generation Z (Gen Z) teachers’ distinct communication traits remains underexplored, particularly within the Indonesian context. Drawing from social constructivism and digital pedagogy frameworks, this study addresses this gap by focusing on verbal interactions in an EYL setting in Indonesia. The research aims to explore how a Gen Z teacher’s communication style influences classroom interaction patterns and what pedagogical implications arise for student engagement, autonomy, and emotional development. A qualitative case study design was employed, involving one Gen Z teacher and 28 third-grade students at a private primary school in Indonesia. Data were collected over three 55-minute sessions using video recordings and coded through Flanders’ Interaction Analysis Categories System (FIACS). Reliability procedures and ethical consent were ensured prior to data collection. Findings show that direct talk such as asking questions (56.8%) and giving directions (41.5%), is more prevalent in Gen Z teacher interactions than indirect talk, like using student ideas (14%) and offering praise (15.11%). The emphasis on directive and questioning approaches limited the potential for fostering student autonomy and collaborative dialogue. Student responses were frequent (66.3%), indicating active engagement, yet minimal student-initiated talk suggests limited learner autonomy. The study suggests a need for professional development that encourages Gen Z teachers to balance directive communication with emotional support and digital integration. Enhancing these communicative strategies could improve student engagement, autonomy, and collaborative learning in EYL settings.
TABOO EXPRESSIONS IN ASAHAN MALAY: AN ETHNOLINGUISTIC APPROACH
This research aims to classify taboo language expressions in Asahan Malay. The phenomenon of taboo language is important to study as an effort to maintain local wisdom. This research used a qualitative method with an ethnolinguistic approach. The location of this research is in Tanjungbalai, North Sumatera. The research data comes from the speech of native Asahan Malay speakers, research instruments in the form of interview guides, recordings and field notes. The data collection method is the field observation method. The results of the research show that there are two types of taboo expressions in Asahan Malay. The first one is general taboo, namely words that are lexically classified as taboo because they include words related to sex (15 data), bodily waste (7 data), cursing or cursing (9 data) as well as insults and demeaning (26 data), while the second one is special taboo, namely words that are not literally/lexically taboo but are considered taboo by Asahan Malay speakers because they are interpreted from a cultural perspective, namely consisting of words that are considered to bring harm (10 data) and are considered impolite (1 data).
FRAMING POLITICAL DYNASTIES IN KOREAN ONLINE NEWS OF INDONESIA’S ELECTION
Language choices are often used to reveal and reflect writers’ perspectives on certain issues, particularly constructed in online news media. Such language choices can affect readers’ stance in evaluating the issues being raised, leading to framing the news. This study aims to reveal the framing of Indonesia’s political dynasty during Indonesia’s regional election in 2024 in online Korean News. This study applied Pan and Kosicki’s framing analysis method to uncover the news construction in three Korean news: Seoul Economic Daily, Kyunghyang Shinmun, and Yonhap News, through syntactical, script, thematic, and rhetorical structures. The analysis results show that the syntactical structures on three news highlights 대규모 시위 (large-scale demonstration) as the main cause of the cancellation of the candidacy. Meanwhile, the script structures are structurally complete, holding all the 5W+1H elements. On the thematic structure, the three Korean news reports surrounded the same issue, the change of regional election law, also using the same pronouns: 장남 (first son) and 차남 (second son) to refer to the main figure being discussed. Lastly, the three news articles have distinctive styles in their rhetorical structures while delivering the information, but still attempt to shape audiences’ opinions through diction, character quotations, and narratives about the integrity or ambition of power. Based on these findings, this study recommends further research by applying a critical discourse analysis approach to unpack the interplay between language use and power relations, concerning with critical issues discussed in online news.
EFL TEACHERS’ WRITING STRATEGIES IN ACADEMIC WRITING WHILE PURSUING A MASTER’S DEGREE ABOARD
The use of English for adult L2 writers encountered significant challenges in an English-mediated environment. This phenomenon is experienced by EFL teachers while pursuing a Master’s degree abroad. The necessity of challenges and the lack of writing strategies may highlight the obstacles to writing productivity. Therefore, identifying the challenges and effective writing strategies is needed to achieve the goal of writing a thesis. This study used a qualitative narrative inquiry, with in-depth interviews, and focused on 3 Indonesian participants who studied abroad. The findings showed several challenges faced by participants, including academic and non-academic challenges. Academic challenge covers language and content challenge, including problems in grammar, academic style, vocabulary, finding a topic, and novelty, as well as non-academic challenge, including issues in supervisor relationship, time management, mental and emotional pressure. Also, four strategies are applied: cognitive, metacognitive, affective, and social. This research may guide future Master’s students on the importance of specific writing strategies in academic writing and may highlight effective English teaching and impact future international writing publications.
TRANSLATING TABOO SPEECH ACT IN THE OMAR SERIES: A PRAGMATIC AND TECHNIQUE-BASED ANALYSIS OF ARABIC-INDONESIAN SUBTITLES
Understanding the translation of taboo speech acts in audiovisual media is essential, particularly in contexts involving differing cultural norms and values. This study analyzes the translation strategies used to render taboo speech acts from Arabic into Indonesian in the Omar series. A descriptive qualitative approach was adopted using an embedded case study design. The data comprise 26 Arabic taboo utterances and their corresponding Indonesian subtitles. These utterances were categorized into nine types based on Jay’s (2009) typology, with the most frequent being insults related to perceived psychological, physical, or social deviations (19.2%). The translation techniques were examined using Molina and Albir’s (2002) framework, which revealed that reduction (25%) was the most applied strategy. A combination of single, double, and triple-technique applications was also observed across the dataset. These findings suggest that subtitles prioritize cultural acceptability over literal equivalence, employing strategies that mitigate potential offense while preserving the communicative intent of the source text.
NARRATIVE TRANSFORMATION IN BECAUSE OF WINN-DIXIE: A STRUCTURALIST APPROACH
This study aims to find the character Winn-Dixie’s narrative function in Kate DiCamillo’s Because of Winn-Dixie using A.J. Greimas’ actantial model. While previous research often focused on the novel’s emotional and psychological themes, this paper offers a structuralist approach to highlighting how narrative functions operate beneath the surface through the usage of actantial models and isotopes. The study uses descriptive qualitative method to examine narrative sequences to show how Winn-Dixie facilitates Opal’s movement from loneliness to connection, and from emotional fragmentation to relational wholeness. The findings demonstrate Winn-Dixie’s structural role as a helper actant and catalyst for the protagonist’s emotional transformation and that Winn-Dixie is not merely a symbolic or emotional figure but an essential structural force that shapes the novel’s progression and coherence. This research contributes an innovative perspective by applying classical structuralist theory to contemporary children’s literature, thereby enriching both narrative studies and literary criticism in the field.
THE DYNAMICS OF LACK AND DESIRE IN OLIVIA RODRIGO'S GUTS ALBUM
This research examines the dynamics of “lack” and “desire” in Olivia Rodrigo's Guts album through an expressive literary criticism approach based on Lacanian psychoanalysis. Using close reading, this study uncovers how the lyrics reflect the subject’s confrontation with existential emptiness (lack) and the pursuit of an unattainable objet petit a, shaped by the symbolic Other (language, social norms). Thematic patterns such as emotional vulnerability, self-doubt, and resistance to societal expectations demonstrate how desire arises not from personal will but through the mediation of external pressures. The lyrics portray a cycle where the subject’s yearning is constantly frustrated by the impossibility of fully attaining the desired object, highlighting the persistent experience of lack. This tension reveals the paradox of desire as both motivating and destabilizing, showing how identity is fragmented by conflicting demands of the self and the Other. By linking these thematic motifs to Lacanian concepts, the research concretely illustrates the psychological and social dynamics at play, offering new insights into contemporary youth identity in digital culture.
EMPOWERING EFL WRITING: TEACHERS’ VOICES ON CURRICULUM INNOVATION
This article explores the contribution of curriculum innovation in writing instruction in English as a Foreign Language (EFL) at junior high schools in Indonesia. Through a qualitative study design, employing semi-structured interviews with EFL teachers, the research investigates their beliefs, implementation models, and challenges encountered during curriculum changes. The findings reveal that teachers generally perceive curriculum innovation as beneficial and educative. However, the lack of resources, inadequate training, and limited institutional support are significant barriers that hinder the effective implementation of the innovations. Teachers reported that these constraints impede their ability to fully integrate and apply the new curriculum effectively in the classroom. In response, policy recommendations are made, emphasizing the importance of providing sufficient resources, ongoing professional development, and stronger institutional support. These actions would help bridge the gap between curriculum innovations and the practical realities of classroom teaching, enabling teachers to optimize the benefits of curriculum changes in EFL instruction.
STANDARDIZING BEAUTY THROUGH ADVERTISING: A CRITICAL DISCOURSE ANALYSIS OF GARNIER LIGHT COMPLETE SERUM CREAM – CHELSEA ISLAN EDITION
Garnier is one of the most famous international beauty products among women in Indonesia. Founded in France, Garnier is specialized in beauty products such as hair care, skincare, and hair color products. Among all the skincare products, Garnier Light Complete Serum Cream is one of the top sales in Indonesia. This paper is intended to analyze beauty product advertisements from Critical Discourse Analysis (CDA) perspective. This study applied qualitative research by using purposive sampling. Garnier’s advertisement does not only convince customers to buy their products but also plant their standard of beauty on women. The advertisement also standardizes the real beauty. The primary data were taken from the advertisement of Garnier Light Complete Serum Cream of Chelsea Islan Edition. This analysis is based on Fairclough’s 3-dimensional model of discourse. Fairclough’s 3-dimensional model discourse focuses on the standardization of real beauty of women through Garnier advertisement. The results show that the advertisements standardize the real beauty of women by using several linguistic devices, semiotics, and strategies. At the end, the Garnier advertisement establishes their ideology of “real beauty” in society.
STUDENTS’ DIFFICULTIES IN LEARNING SPEAKING AT THE UNIVERSITY LEVEL: AN ANALYSIS OF CONTRIBUTING FACTORS
Mastering speaking as a crucial ability for language learners seems to be challenging. Students had challenges in acquiring this ability. Teachers claimed that the challenges stemmed from students' apprehension or lack of desire. Teachers must identify the underlying issues that hinder learning to effectively address the problems they face. This qualitative research examined the main variables that prevent university students from developing English-speaking abilities. Data were assessed through classroom observation of one class of the first semester of university-level consisting of 42 students, and interviews with 12 chosen participants, focusing on five major characteristics of speaking: pronunciation, grammar, vocabulary, fluency, and comprehension. Research findings indicate that pronunciation errors, grammatical mistakes, limited vocabulary and expression, fluency and Speech Rhythm Issues, and Comprehension and Responsiveness Challenges were significant factors which contributed to the difficulties faced by students. Findings may inform pedagogical approaches to enhance speaking performance. Furthermore, the result of the data can be used by students and teachers to arrange some plans to overcome the difficulties.
SINO-KOREAN VOCABULARY LEARNING STRATEGIES AMONG INDONESIAN KOREAN LANGUAGE LEARNERS
This study investigates the vocabulary learning strategies employed by students at Universitas Indonesia in acquiring Sino-Korean vocabulary—an essential component of the Korean language derived from Chinese characters (Hanja). Given the prevalence of Sino-Korean words in university-level Korean language materials, understanding effective learning strategies is crucial. A quantitative research design was adopted, using questionnaires to gather data on students’ learning approaches and experiences. The data were analyzed using SPSS version 29.0, with mean (M) and standard deviation (SD) computed for each strategy. The results indicate that students predominantly rely on memory-based strategies, such as recalling vocabulary encountered in texts or song lyrics. Among the five strategy categories, metacognitive strategies were the least frequently used overall. However, one metacognitive approach—learning vocabulary through exposure to media (e.g., movies, news, and music)—emerged as the most commonly applied individual strategy. These findings provide meaningful implications for educators and curriculum developers aiming to enhance vocabulary instruction in Korean language programs, particularly in supporting the acquisition of Sino-Korean vocabulary.
STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK
This study investigates how EFL students perceive the use of PaperRater as an automated feedback tool in essay writing. Although Grammarly and ChatGPT have received significant attention, PaperRater remains underexplored. Using a qualitative narrative inquiry approach, three Indonesian undergraduate students shared their experiences via interviews and by submitting annotated drafts for analysis. The results show that PaperRater helped them improve grammar, vocabulary, and sentence structure by providing quick feedback that encouraged independent revision. However, they also faced several challenges, such as unclear suggestions, occasional inaccuracies, and the tool’s inability to address more complex writing aspects like argument development and coherence. Although some students initially found the interface confusing, they gradually became more comfortable using it. Overall, PaperRater was seen as a helpful tool for correcting surface-level errors, but it still needed to be combined with teacher feedback and other tools to support deeper writing improvement. This study emphasizes the importance of using automated tools thoughtfully and in balance with human guidance. Further research with a larger group of participants is recommended to explore long-term effects.
A SYNTACTIC ANALYSIS OF VERB PHRASES IN ELLE'S ARTICLES ON EXOSOME THERAPY AS A NEW BEAUTY TREND
Skincare has emerged as one of the most frequently discussed topics in both traditional and digital media. Among the latest advancements in aesthetic technology, exosome therapy has become a rising star, gaining significant attention in beauty journalism. With this growing popularity, there arises a need to better understand how information about exosome therapy is conveyed, particularly from a syntactic perspective. This study investigates the types of verb phrases used in three selected articles from ELLE magazine that discuss exosome therapy, aiming to gain a deeper insight into how language is used to inform and persuade readers. Employing a qualitative method and a syntactic approach, the study focuses on fifteen verb phrases found within the texts. The analysis reveals four categories of verb phrases: ditransitive, complex, prepositional, and transitive, with complex and prepositional verb types appearing most frequently. These findings highlight the persuasive and informative function of verb usage in conveying content about exosome therapy clearly and effectively.
MULTILINGUALISM IN PRACTICE: LANGUAGE CHOICE AND CODE-SWITCHING AMONG UNIVERSITY STUDENTS IN WEST ACEH
Multilingualism is a defining feature of higher education in West Aceh, where students navigate complex linguistic environments across academic and social domains. Understanding how these students manage language choice and code-switching offers insight into the dynamics of communication in multilingual contexts. This study aims to examine the code-switching practices and language preferences of multilingual students in a university setting. Employing a qualitative case study design, data were gathered from five English department students through semi-structured interviews and classroom observations. Thematic analysis was used to identify patterns in language behavior across different contexts. The analysis revealed that tag switching, particularly the insertion of Bahasa Indonesia phrases into English discourse, was the most frequent code-switching strategy during classroom interactions. Outside the classroom, Acehnese was predominantly used in domestic settings, while Bahasa Indonesia and English were commonly used in peer communication. Participants indicated that lecturers' use of code-switching between English and Bahasa Indonesia facilitated comprehension of complex academic content. These findings underscore the strategic and context-dependent use of multiple languages among students, reflecting the dynamic and adaptive nature of multilingual practices in West Aceh's higher education landscape.
ETHNIC OPPRESSION IN R.F. KUANG’S THE POPPY WAR BOOK
This study explores the representation of ethnic oppression in R.F. Kuang’s The Poppy War (2018) using a qualitative literary approach. It focuses on three main objectives: (1) identifying indicators of ethnic oppression within the novel; (2) analyzing how these forms of oppression are portrayed through literary elements such as characterization, setting, and plot; and (3) examining the motivations behind Kuang’s engagement with this theme. The primary data source is the novel itself, supported by secondary materials including academic journals, interviews, and historical texts. The analysis reveals three dominant indicators of ethnic oppression in the novel: systemic marginalization, cultural erasure, and institutional prejudice. These are conveyed through narrative elements and key events involving marginalized groups such as the Speerlies. The findings suggest that Kuang uses the fantasy setting of The Poppy War to reflect on historical injustices and process personal and familial trauma rooted in real-world events. Through this lens, the novel serves as both social critique and historical reflection.
ELT STUDENTS’ ETHICAL CHALLENGES THROUGH THE LENS OF SOCIAL EMOTIONAL LEARNING (SEL)
In increasingly multicultural English Language Teaching (ELT) settings, ethical concerns are not merely pedagogical but also emotional and interpersonal. The study here explores the ethical challenges for undergraduate ELT learners and looks at how Social Emotional Learning (SEL) abilities play a role in overcoming these challenges. Taking the qualitative case study approach, data were collected through semi-structured interviews, reflective journals, and observations of classrooms of 20 students of English Language Education Study Program Universitas Samudra. On the basis of thematic analysis, three broad categories of ethical issues academic integrity, group conflict, and cultural tensions were analysed through the framework of SEL including self-awareness, social awareness, relationship skills, and responsible decision-making. Results indicate that students possessing higher SEL abilities resolved moral dilemmas in more positive manners, while students without such abilities tended to use avoidance or feel emotional distress. The study highlights an urgent need to integrate SEL values into ELT instruction to create ethical consciousness and emotional resilience in students. Implications are reform in teacher preparation, course redesign, and ongoing cross cultural examination of ethics and emotional development in language learning contexts.