Journal of Humanities and Sociocultural Studies
Journal Title : Journal of Humanities and Sociocultural Studies Initials : JHSS Frequency : January-Juni and July-December E-ISSN : in process Chief Editor : Prof. Dr. Ismail Suardi Wekke Publisher : Giri Prapanca Loka
Learning Analytics-Supported Flipped Classroom and EFL Students' Mastery of Conditional Sentence Writing: Evidence from a Senior High School in Indonesia
Conditional sentences remain one of the most persistent sources of difficulty for EFL learners, and conventional grammar instruction rarely gives teachers a way to intervene before that difficulty hardens into error. This study tested whether pairing a flipped classroom model with learning analytics drawn from Google Classroom could raise senior high school students' mastery of conditional sentence writing beyond what conventional instruction produces. Using a quasi-experimental, unequal control-group design, two intact eleventh-grade classes at SMAN 1 Bangsal, Indonesia (n = 36 each) were assigned to an experimental group taught through a Learning Analytics-Supported Flipped Classroom (LASFC) model and a control group taught conventionally, across an eight-week intervention. Writing ability was measured through a pre-test and post-test scored on four dimensions: grammatical accuracy, contextual appropriateness, structural complexity, and unity in writing. Welch's t-test showed a statistically significant post-test advantage for the experimental group, M = 83.33 (SD = 8.91), over the control group, M = 79.22 (SD = 3.32), t(44.554) = 2.595, p = .013, with a medium effect size (Cohen's d = 0.61). A secondary analysis of normalized gain produced an apparently contradictory result: the experimental group's gain (⟨g⟩ = 0.16) was lower than the control group's (⟨g⟩ = 0.53). This study argues that the discrepancy is best explained by a ceiling effect tied to the experimental group's markedly higher pre-test score (M = 80.22 versus M = 56.22), not by any weakness in the intervention. The findings support the use of learning-analytics data—material-access records, quiz scores, and assignment-completion timestamps—as a diagnostic layer within flipped instruction, and they caution against relying on normalized gain alone when comparing groups with unequal starting points.
Copyright (c) 2026 Journal of Humanities and Sociocultural Studies
Correlation between Happy Puzzle Hands-On Media, Student Motivation, and Writing Skills: Evidence from Vocational High School EFL Learners
Writing remains one of the most difficult productive skills for EFL learners in Indonesian vocational high schools, yet the classroom variables associated with it are rarely examined together. This study examined the correlation between students’ perceptions of Happy Puzzle Hands-On Media, student motivation, and writing skills among Grade X students at SMKN 1 Mojoanyar, East Java. Using a quantitative correlational design, data were collected from 108 students through two Likert-scale questionnaires and a picture-based narrative writing test scored using the analytic rubric of Jacobs et al., then analyzed with multiple linear regression using IBM SPSS Statistics version 27. The simultaneous test showed that Happy Puzzle Hands-On Media and student motivation together had a statistically significant relationship with writing skills, F (2, 105) = 3.823, p = .025, R² = .068. The partial test showed a more varied picture: the hands-on media variable retained a significant relationship with writing performance (t = 2.158, p = .033, β = .203), while motivation did not (t = 1.747, p = .083, β = .165). These results indicate that motivation’s contribution to writing performance in this context only becomes statistically meaningful when it operates alongside concrete learning media, rather than functioning as a standalone predictor. This article argues that this pattern repositions the media-motivation relationship as complementary rather than additive, with practical implications for how English teachers in vocational schools can sequence motivational and material scaffolding in writing instruction
THE EFFECTIVENESS OF GAMIFIED THINK-PAIR-SHARE THROUGH COLORFUL PLANE MEDIA ON STUDENTS’ WRITING SKILLS
Writing is one of the productive skills that Indonesian vocational high school students still find challenging, especially when composing narrative texts that require content, organization, vocabulary, grammar, and mechanics. This study investigated the effectiveness of Gamified Think-Pair-Share (TPS) through Colorful Plane Media in enhancing the narrative writing skills of tenth-grade students at SMKN 1 Mojoanyar. A quantitative approach using a pre-experimental One-Group Pretest-Posttest Design was applied, involving 72 students selected through purposive sampling from two classes. Students’ writing was assessed analytically across five aspects: content, organization, grammar, vocabulary, and mechanics. The data were analyzed using descriptive statistics, the Kolmogorov-Smirnov normality test, a paired-sample t-test, and Cohen’s d. The mean score increased from 59.62 in the pretest to 80.87 in the posttest, representing an average gain of 23.25 points. The paired-sample t-test revealed a statistically significant difference between the two scores, t(71) = -25.375, p < .001, while the effect size was d = 2.99, which was categorized as large. These findings suggest that combining a structured cooperative strategy with a simple game-based medium can provide meaningful support for narrative writing instruction in vocational classrooms. However, because the study did not include a control group, the findings should be interpreted as evidence of within-group improvement rather than proof of superiority over other instructional methods.
Correlation between Writing Anxiety and Writing Ability in Report Text Writing among Eleventh-Grade EFL Students
Writing anxiety is often regarded as an affective barrier that can influence how well EFL students perform in writing tasks, particularly in report text, a genre that demands formal structure, factual accuracy, and objective language. This study investigated the correlation between writing anxiety and writing ability in report text among Grade XI students at a public senior high school in Mojokerto Regency, Indonesia. A quantitative correlational design was applied to 108 students selected through convenience sampling from a population of 432 Grade XI students. Data were collected using an adapted Second Language Writing Anxiety Inventory (SLWAI) and a report text writing test scored with a five-aspect analytical rubric, both validated through expert judgment, pilot testing, item validity analysis, and reliability testing. The Kolmogorov-Smirnov test, a linearity test, and Pearson Product-Moment correlation were used to analyze the correlation of the data. Findings showed that students' writing anxiety was in the moderate category (M = 66.13, SD = 12.32) and was dominated by cognitive anxiety, while their writing ability was in the good category (M = 67.38, SD = 8.90), with grammar as the weakest-scored aspect. A statistically significant negative correlation was found between writing anxiety and writing ability (r = -0.280, p = 0.003), although the relationship was weak, explaining only 7.84% of the variance. These results suggest that lowering evaluative pressure during writing instruction may help improve students' writing outcomes.
The Effectiveness of Educaplay as a Mobile-Assisted Language Learning (MALL) on Students' Reading Skills at Senior High Schools in Dawarblandong
This study examines whether Educaplay as a mobile language learning platform (MALL) is effective in improving high school students' reading skills. The study used a quantitative quasi-experimental design with an unequal pretest-posttest control group model. The study participants consisted of 68 11th-grade students of SMAN 1 Dawarblandong, divided into two groups: an experimental group of 34 students and a control group of 34 students. The experimental group was taught reading using Educaplay, while the control group was taught using the usual method. Data were collected through a reading comprehension test and analyzed using descriptive statistics and an independent sample t-test. The results showed a statistically significant difference between the two groups, with the experimental group having a higher post-test score (t = 3.838, df = 66, Sig. < 0.001). These findings indicate that the use of Educaplay as a MALL-based learning medium has a positive and significant impact on students' reading skills. Therefore, Educaplay can be considered an effective alternative to improve the reading learning process in the EFL (English as a Foreign Language) context at the upper secondary level.
The effect of gamified e-quiz on EFL vocational students' reading comprehension achievement
This study investigated the comparative effects of gamified and conventional electronic quizzes on the reading comprehension achievement of Indonesian EFL vocational students. Employing a quasi-experimental nonequivalent control group pretest–posttest design, the study involved 72 tenth-grade students from a public vocational high school in East Java, Indonesia. The experimental group (n = 36) was assessed using a gamified e-quiz platform (Quizizz), while the control group (n = 36) used a conventional e-quiz platform (ProProfs). Both groups received identical instructional materials and reading comprehension instruction focusing on descriptive texts over a six-week intervention period. Data were collected through a validated 30-item multiple-choice reading comprehension test administered as both pretest and posttest. Statistical analysis using independent samples t-test revealed a statistically significant difference in posttest scores between the two groups (p < .05), with the control group outperforming the experimental group. The effect size was large (Cohen’s d = −1.56), indicating a substantial practical difference favoring the conventional e-quiz platform. The findings suggest that, for cognitively demanding tasks such as EFL reading comprehension, conventional e-quiz formats with minimal extraneous features may support deeper cognitive processing more effectively than highly gamified assessments. This study contributes to the growing body of research on technology-enhanced assessment by highlighting the importance of aligning digital assessment design with cognitive task demands, particularly in vocational EFL contexts.
Examining Parasocial Interactions within BTS ARMY: A Netnographic Approach through NVivo and MAXQDA Software
Parasocial interaction between fans and public figures has become a significant phenomenon in digital culture. This study focuses on the dynamics of parasocial interactions within the BTS ARMY community in virtual spaces. Using a netnography approach, qualitative data from social media were analyzed using NVivo and MAXQDA software. Thematic analysis reveals that parasocial interactions not only establish one-sided emotional connections but also enhance perceptions of intimacy, emotional bonds, and collective connectedness among fans. The findings indicate that social media plays a pivotal role in mediating these relationships, enabling fans to shape both individual and collective identities within online communities. This study contributes theoretically to the field of digital social interaction by highlighting the complexity of parasocial interactions and their implications for social dynamics in the digital media era.
The Effect of Podcast Use on EFL Students' Listening Skills and Contextual Vocabulary Mastery
Listening comprehension and contextual vocabulary mastery remain persistent challenges for EFL learners exposed mainly to simplified classroom materials rather than authentic spoken English, as reflected in a diagnostic test at SMAS Islam Diponegoro (mean = 61.4), below the school's minimum criterion of 75. This study examined the effect of BBC Learning English - Real Easy English podcast-based instruction on Grade XI EFL students' listening skills and contextual vocabulary mastery using a quasi-experimental non-equivalent control group pretest-posttest design. Seventy-two students were purposively assigned to an experimental group (n = 36, podcast-based instruction) and a control group (n = 36, researcher-made audio-based instruction) across five sessions. Data were collected using validated listening and vocabulary tests (Cronbach's Alpha = .79 and .84) and analyzed with the Mann-Whitney U and Wilcoxon Signed-Rank tests. The experimental group showed significantly greater improvement in listening skills (Z = -3.499, p < .001) and contextual vocabulary mastery (Z = -4.257, p < .001), with medium-to-large effect sizes (r = .41-.50), and significantly outperformed the control group on both posttests (p = .006; p = .011). These findings indicate that podcast-based instruction is more effective than conventional instruction, supporting its integration into senior high school EFL teaching
The Effectiveness of Self-Regulated Learning-Based Instruction on the Speaking Ability of Seventh-Grade Students at MTs Sunan Ampel Jatirejo
This study aims to describe the English speaking ability of seventh-grade students at MTs Sunan Ampel Jatirejo, Mojokerto, before and after the implementation of Self-Regulated Learning (SRL)-based instruction. The approach used was quantitative with a one-group pretest-posttest pre-experimental design involving eight students selected through purposive sampling from a population of 30 seventh-grade students. The treatment was administered over four meetings using three supporting instruments, namely the Target Score Matrix, the SRL Focus Monitoring Sheet, and the Self-Reflective Log, each representing the forethought, performance, and self-reflection stages of the SRL cycle. Students' speaking ability was assessed through an oral monologue task covering five components: pronunciation, grammar, vocabulary, fluency, and comprehension, with a score range of 1–5 per component. The results of the analysis showed that the mean score increased from 15.38 at pretest to 19.88 at posttest, a mean difference of 4.50 points. A paired-samples t-test showed a significant difference, t(7) = -11.906, p < .001, while Cohen's dz of 4.21 indicated a very large within-group change. The greatest improvement was found in the fluency component. Because this study involved only eight students without a comparison group, the findings only describe the change within the group studied and cannot be broadly generalized.
The Effect of Prompt Engineering on Critical Thinking and Writing Skill Quality of High School Students in SMAN 1 Dawarblandong
This quasi-experimental research examines the influence of prompt engineering on eleventh-grade students critical thinking abilities and narrative writing quality at SMAN 1 Dawarblandong. Utilizing a pre-test and post-test non-equivalent group design, the study involved 36 students from two intact classes who were assigned to two experimental groups based on their attendance numbers. Group A (n = 18) interacted with ChatGPT using self-constructed prompts, whereas Group B (n+ 18) engaged in narrative writing task using structured prompts developed by the teacher, data were obtained through narrative writing tests assessed with an analytic rubric encompassing five components, content development, organization, vocabulary use, grammatical accuracy, and mechanics. Elements of critical thinking were integrated into the rubric through indicators such as idea originality, logical progression of events, and the relevance of conveyed moral values. The data were analysed using an Independent Sample t-test, which revealed a statistically significant difference in post-test writing performance between the two groups (t = -25.180, 34. P< .001). Students in Group B achieved a higher mean score (M = 82.89) than those in Group A (M = 66.89), indicating a mean difference of 16 points. These results suggest that teacher-designed prompts provide more effective instructional scaffolding than self-generated prompts in AI-assisted writing contexts, underscoring the necessity of explicit instruction in prompt design to enhance EFL student’ writing quality and critical thinking skills. This study offers empirical support for integrating prompt engineering as a structured literacy component in Indonesian secondary education and emphasizes the pivotal role of teacher expertise in facilitating meaningful students’ engagement with generative AI technologies.
Gendered Oppression in the Film Mai (2024)
Historically, women have persistently encountered inequity within a patriarchal culture. This study examines gender oppression portrayed in the Vietnamese film Mai (2024), directed by Trấn Thành. This research employs Iris Marion Young's Five Faces of Oppression theory (1990) to examine Mai's experiences of gender oppression as a woman in a patriarchal culture, particularly in her role as a widow, as shown in Mai (2024). This study identifies three of the five forms of oppression encountered by Mai: exploitation, marginalization, and violence, as outlined in Young's oppression theory. Through a visual narrative approach, the findings show that women who experience gender oppression are not always passive and take things for granted. Through Mai's character, this research proves that oppressed women have the potential to voice resistance such as starting new love, breaking toxic family ties, and opening new chapter of life by pursuing her dreams as an independent woman.
Copyright (c) 2025 Prapanca International Journal of Humanities and Social Studies
M's Self-Actualization Journey in 'How to Make Millions Before Grandma Dies' (2024)
How to Make Millions Before Grandma Dies (2024) is a Thai film that depicts a young man's journey toward self-actualization amid complex family conflicts. This study analyzes how M's self-actualization shows and the influence of other family members in this process. Applying Abraham Maslow's concept of self-actualization, adapted by Kaufman into the Characteristic of Self-Actualization Scale (CSAS), this study explores M's characteristic development through content analysis, utilizing dialogue and visual elements to reveal the family's influence such as family support (informational and financial), family expectation, and family values and beliefs on M's growth. Findings highlight the vital role of each character as a catalyst and barrier of family Influence factors (including financial and informational support, expectations, and values or beliefs) in triggering M's characteristics, such as acceptance, authenticity, purpose, humanitarianism, and efficient perception of reality. This study concludes that family influence significantly impacts an individual's self-actualization and emotional maturity journey.
Conflicting Loyalties as Reflected in Ariel's Social Interaction in Rob Marshall's The Little Mermaid (2023)
People take on additional responsibilities by committing to multiple loyalties in order to adjust to society, which makes it challenging for them to maintain balance. Utilizing literary analysis, this thesis aims to examine how conflicting loyalties affect people's decisions. With a focus on four main characters who are suggested to be dealing with loyalty issues, the impact obtained is also examined in order to discover how each character make decisions in distinct ways. To detect conflicting loyalties, Parsons's (1993) ethical framework is used as a theory to further the analysis by examining character's decision-making, which is influenced by their conflicting loyalties. The outcome of this thesis demonstrates the shared loyalty conflicts between the character's organizational loyalty and their personal or relational loyalty. Each character's varied point of view (POV) results in a unique pattern of decision-making, which is developed step-by-step by Parsons (1993). By compiling the analysis using TEEL methods, the decision-making pattern includes clarifying values to identify loyalty in question, implementing principle when putting on acts, and deciding which loyalty should be prioritized at the end.
Traumatic Experiences in the Main Character of Blue Eye Samurai (2023)
This research examines the representation of traumatic experiences in the main character of the animation series Blue Eye Samurai (2023), with a focus on Cathy Caruth's ideas of belated trauma and the process of numbness. As one of the most popular animations at the end of 2023, this animation reveals the impact of trauma on the main character's behavior and life over time. This research used the close viewing method to analyze each episode's text and visual content in order to determine how narrative and visual structures portray unresolved trauma and the trauma's long-term behavioral effects on Mizu. The results show that Mizu's trauma is fragmented and occurs in nightmares and flashbacks. Mizu's behavior and life are also altered by the trauma, leading to emotional numbness and challenges with feeling, expressing, or accepting particular emotions. This research concludes by highlighting Blue Eye Samurai as an intriguing example of how modern animation might investigate themes of trauma, identity, and resiliency, adding a fresh perspective to literary studies.
Exploring Moral Values Toward Nature in Indonesian English Textbooks Through Language Appraisal
This study examines moral values toward nature in Indonesian senior high school English textbooks through Martin and White’s Appraisal Theory and Paul W. Taylor’s Biocentrism. The research is motivated by the growing urgency of global environmental problems such as global warming, pollution, and biodiversity loss that demand early character education to build ecological awareness. Using a qualitative discourse analysis approach, the study analyzes textbook excerpts related to environmental issues, focusing on three subsystems of the Appraisal framework: Attitude (Affect, Judgment, Appreciation), Engagement, and Graduation. The analysis reveals that textbooks convey values including Respect for Nature, Justice for Living Beings, Sustainability, Harmony with nature, Non-Maleficence, and Moral Responsibility, primarily through strong evaluative language in the Judgment and Appreciation categories. Nevertheless, certain key values such as Biotic Egalitarianism are absent, indicating that the materials often remain anthropocentric and do not fully embrace biocentric ethics, which recognize equal intrinsic worth for all living beings. These findings highlight the need for English textbooks to go beyond language instruction by integrating ecological ethics more thoroughly. The study offers recommendations for teachers, textbook authors, and policymakers to design materials that strengthen students’ environmental responsibility and foster a deeper, sustainable moral commitment to nature
Cultural Content Analysis of an English Textbook under the Merdeka Curriculum for EFL Learners
This study aims to analyze the cultural content in an English textbook entitled English: Work in Progress for Grade X SMA/SMK, based on the Merdeka Curriculum, and published by the Indonesian Ministry of Education and Culture in 2022. This study uses a qualitative descriptive method with a content analysis approach. First, the researcher thoroughly read the entire content. Second, identify and highlight sections. Third, analyze and identify. Fourth, describe the data. Fifth, draw conclusions. Lastly, validate the data using triangulation. Data were obtained from reading texts and images contained in the six chapters of the textbook. As the instrument, two theoretical frameworks were used in this study, that is, formulated by Cortazzi & Jin to identify types of culture (Source Culture, Target Culture, and International Culture) and Adaskou, Britten & Fahsi to analyze the sense of culture (Aesthetic, Sociological, Semantic, and Pragmatic sense). The analysis results show that Source Culture and International Culture both dominate with 22 items each (36.07%), while Target Culture appears only 17 times (27.87%). In terms of cultural sense, the Sociological and Pragmatic sense appear more frequently than the others, which are the Aesthetic Sense and the Semantic Sense.
Translation Techniques in Indonesian Short Stories: A Case Study of 'Tentang Seorang Pelukis' by Ragil Pamungkas Using Molina & Albir's Framework
Abstract Using a descriptive qualitative method with a case study approach, this research aims to analyze the translation process of short stories in a book called "Tentang Seorang Pelukis" by Ragil Pamungkas from Indonesian into English. The book is a collection of short stories about a normal person that feature various themes related to art, life, and the meaning behind paintings. The goal of this research is to identify the translation techniques applied and the challenges in translating cultural elements and artistic meanings into English without losing the essence of the stories. The findings show that the translator tends to use techniques like transposition, modulation, and equivalence to preserve the cultural meaning and distinctive language style. Additionally, a number of difficulties were discovered when translating art-related terms and cultural expressions that carry strong contextual meanings in Indonesian This study contributes to literary translation studies in the Indonesian context by emphasizing the practical application of communicative strategies in preserving cultural and artistic values.
Translation Strategies Idiom on Football: “Park the Bus”
Translating English football idioms such as "park the bus" into Indonesian involves complex linguistic and cultural problems. Adopting Mona Baker's (1992) idiom translation strategies of paraphrase, omission, equivalence, and literal translation, this study explains how the translation of such football idioms is conducted in Indonesian football media, including television commentaries, online news, and social media. Using a qualitative descriptive approach, the research determines paraphrasing as the most widespread approach, chosen to provide clarity and cultural appropriateness. The use of literal translations sporadically for humorous or stylistic reasons and omission for the sake of fluency is also identified. The research further calls upon theories of idiomaticity and sociolinguistic theory to emphasize the importance of culturally responsive translation practice. These results add to translation research and provide practical implications for translator education and sports media localization.
A Study of Idiomatic Expressions in the Song Eternally yours by Motionless in white
This study investigates idiomatic expressions in the song Eternally Yours by the metalcore band Motionless in White, focusing on how figurative language communicates emotional depth and symbolic meaning. Idioms are culturally bound expressions whose meanings extend beyond literal interpretation, often posing challenges for non-native speakers and learners. Through a qualitative descriptive method, this research analyzes idiomatic expressions in the song's lyrics to interpret their contextual meanings. The analysis identified 9 idioms, all of which illustrate complex emotional states such as self-sacrifice, emotional vulnerability, and dark romantic devotion. These idioms not only enrich the lyrical style but also serve as tools to express themes of love, transformation, and shared suffering. The findings suggest that idiomatic expressions in metalcore lyrics are not merely stylistic choices but essential narrative devices that convey deeper emotional truths. This study contributes to the broader understanding of idiom usage in music.
A Class and Gender Reading of Oscar Wilde's "The Importance of Being Earnest": Between Satire and Social Subversion in Translation Contexts
"The Importance of Being Earnest" merupakan mahakarya dramatis Oscar Wilde yang dipentaskan pertama kali pada 14 Februari 1895, di penghujung era Victoria. Drama ini mengisahkan Jack Worthing dan Algernon Moncrieff yang menciptakan identitas palsu bernama "Ernest" untuk melarikan diri dari kewajiban sosial mereka. Penelitian ini menganalisis bagaimana Wilde mengonstruksi kritik terhadap kelas sosial dan peran gender melalui pendekatan analisis tematik. Struktur tematik penelitian mengidentifikasi tiga bentuk kritik utama terhadap kelas sosial: (1) obsesi terhadap garis keturunan yang direpresentasikan melalui interogasi Lady Bracknell, (2) komodifikasi pernikahan sebagai transaksi ekonomi, dan (3) kemunafikan moral kelas atas melalui konsep "Bunburying." Analisis gender mengungkapkan perlawanan perempuan melalui karakter Gwendolen dan Cecily yang menunjukkan agensi dalam menentukan pilihan romantis mereka. Wilde menggunakan humor dan satire sebagai strategi untuk mengkritik konvensi sosial, khususnya melalui permainan kata "Ernest/earnest" yang menjadi tantangan utama dalam penerjemahan ke bahasa Indonesia. Penelitian ini menerapkan teori penerjemahan Venuti tentang domestikasi versus foreignisasi untuk menganalisis bagaimana pilihan strategi penerjemahan mempengaruhi representasi tema kelas dan gender. Temuan menunjukkan bahwa penerjemahan drama ini ke bahasa Indonesia memerlukan negosiasi kompleks antara mempertahankan spesifisitas budaya Victorian dan memastikan aksesibilitas makna bagi pembaca Indonesia.
analysis, class, gender, Oscar Wilde, moral message, humor, translation strategies
Theoretical Praxis in Environmental Education within EFL Contexts
The intersection of environmental education (EE) and English as a Foreign Language (EFL) instruction presents a transformative opportunity to cultivate ecological literacy while enhancing linguistic competencies. This study explores emerging trends and theoretical praxis in integrating sustainability discourse into EFL curricula, highlighting the roles of ecological literacy, critical eco-pedagogy, and multiliteracies pedagogy. Through bibliometric and qualitative content analysis, we examine 50 years of research on EE in EFL contexts, identifying dominant theoretical frameworks, pedagogical approaches, and key research gaps. Findings reveal a growing global emphasis on sustainability in language education, driven by multiliteracies-based methodologies that incorporate digital media, critical discourse analysis, and experiential learning. Despite increasing recognition of EE’s role in EFL, challenges persist in pedagogical implementation, particularly in resource-limited contexts. This study argues that embedding EE in language instruction fosters not only communicative competence but also critical awareness of environmental issues, empowering learners to become agents of sustainable change. The findings contribute to a broader dialogue on integrating sustainability into education and align with global environmental and educational policy frameworks.
Literary Linguistics as a Basis for a Multipurpose Reading Model in English Language and Literature Department
The idea of integrating language and literature is always challenging. In the department of language and literature education context at the undergraduate level, it is necessary to have a frame accommodating these two fields within a particular course. This article discussed the possibility of literary linguistics as a lens or frame for a multipurpose model in teaching language and literature at the undergraduate level. Literary linguistics was utilized as a lens in reading-intensive literary works. In this discussion, not all forms of literary work can be viewed from a literary linguistics lens. Intensive reading in this discussion only included the possibility of a short story and bridge novel seen from a literary linguistics frame. The paper also covered the place of linguistic theory and literary theory in literary linguistics. The discussion also contained possible teaching models considered in intensive reading. Reading reciprocally and intensively literary works through literary linguistics was possible to understand language through literature and vice versa. Simultaneously, two significant benefits might hopefully be obtained: language awareness and literary competence.
literary linguistics, language, literature
Prophetic Structuralism: The Integration of Kuntowijoyo and Bourdieu in Literary Analysis
ASIA needs literary theory that is appropriate and grows with ASIAN culture, so far it still adopts non-ASIA thinking. Importantly, the underlying theoretical cultural background is completely different. The results of the study are forced to follow a way of thinking that is culturally different. This phenomenon, consciously or not, is a kind of omission, even though ASIAN thinkers are undoubtedly intellectual. Based on this phenomenon, this article is important as a new perspective on literary theory born from ASIAN culture. The concept of this theory is prophetic structuralism. This approach is an integration between Kuntowijoyo's literary theory concept of prophetic literature (ASIA) and Bourdieu's social structuralism approach (non-ASIA). Using this theoretical framework, this article offers a perspective on the strength of ASIAN culture through three main dimensions: 'amil', 'amal', and 'amul'. 'Amil' is a doer of good deeds, 'Amal' is a good deed, while 'amul' increases faith. This theoretical construction forms a cosmology derived from ASIAN culture, especially in relationships in society and personal relationships with God. This theoretical context focuses on religiosity, both in human relationships with each other (habluminannas) through the concepts of "amil" and "amal", as well as human relationships with the creator (hablumninalloh) through the concept of "amul.