JURNAL BASIS

THE USE OF DIGITAL STORYTELLING-BASED VISUAL PROMPTS IN SUPPORTING SPEAKING FLUENCY IN TENTH GRADE ENGLISH CLASSROOM AT SMAN 1 WELAHAN

Ulfa Fauziyah Widyawati, Zulfa Sakhiyya — Thu, 30 Apr 2026 00:00:00 +0000

Speaking fluency remains a major challenge for EFL learners in Indonesian senior high schools, particularly due to hesitation, low confidence, and difficulty in generating ideas during speaking activities. Therefore, this study aims to investigate the use of digital storytelling-based visual prompts in supporting speaking fluency among tenth-grade students at SMAN 1 Welahan. This research is grounded in the theory of speaking fluency proposed by Lopez et al. (2021), which emphasizes continuity of speech and reduced hesitation as key indicators, and is supported by dual coding theory by Paivio as discussed in Fatima (2023), which highlights the role of visual and verbal integration in enhancing language learning. This study employed a qualitative descriptive research design following Colorafi and Evans (2021) and Sandelowski (2021), focusing on classroom-based phenomena. Data were collected through classroom observation, students’ speaking performance, and questionnaires adapted from Asmawati (2023). The data were analyzed using descriptive qualitative techniques, including data reduction, categorization, and interpretation of patterns, as suggested by Sandelowski (2021). The research results were reported in both quantitative and qualitative forms, where students’ scores and questionnaire responses were presented in tables and percentages, while observational data were described narratively to explain students’ speaking behavior. The findings indicate that the use of digital storytelling-based visual prompts significantly supports students’ speaking fluency by reducing hesitation, improving confidence, and enhancing the continuity of speech. In addition, students showed positive perceptions toward the learning method, as it increased their motivation, participation, and engagement in speaking activities.

FEEL MY SWORD! LOCALIZATION STRATEGIES AND QUALITY ASSESSMENT IN SKILL DESCRIPTION IN TORAM ONLINE MMORPG

Ryo Adi Buwono, Robith Khoiril Umam — Thu, 30 Apr 2026 00:00:00 +0000

This research investigates the localization strategies and quality of combat skill descriptions in Toram Online MMORPG from English to Bahasa Indonesia. The goals of the study are to reveal the type of description performed by Toram Online MMORPG in describing the combat skills and to reveal the localization strategies and its quality in translating the skill description in Toram Online MMORPG. The study employed a descriptive qualitative method, collecting textual and visual data from the game. The analysis utilizes Gardner’s (1983) theory for description types, alongside Purnomo’s (2019, 2025) frameworks for spatialization strategies and Ludic Localization Quality Assessment (LQA). The findings reveal that Faithful Description (161 data) is the dominant type, indicating a priority on technical accuracy. Regarding strategies, the translator predominantly employed Mediation (226 data) and Retention (138 data) to balance clarity with gaming terminology. Consequently, the localization quality is classified as "Tends to be Good" (average score 2.95), with 421 data points rated as "Good." The study concludes that Toram Online’s localization successfully mediates complex mechanics without compromising information, effectively supporting the strategic optimization culture of its player base.

PRONUNCIATION LEARNING STRATEGY RELATIONSHIP WITH PRONUNCIATION PERFORMANCE

Toni Indrayadi — Thu, 30 Apr 2026 00:00:00 +0000

This study aims to investigate the pronunciation learning strategies (PLS) and pronunciation performance of Indonesian EFL students and to examine their correlation. A correlation design, adapting questionnaires of Tseng et al (2006) vocabulary learning strategies, which were developed from Eckstein (2007) and test was employed in this study. 68 students from the English department at one higher education institution in Jambi, Indonesia, were recruited using convenience sampling. Descriptive statistical analysis was run to analyze the level of students PLS and pronunciation performances. While inferential statistics of Pearson product-moment to examine the relationship between the two variables. The results revealed that the undergraduate students were at a medium level in using PLS, but cognitive is the highest among the strategies. The participants also performed well in terms of accuracy and intelligibility. The Significant correlation was found between PLS and both accuracy and intelligibility, and pronunciation performances. This study has a positive impact on pronunciation learning as it can be a foundation for lectures and students.

AN ANALYSIS OF TUTOR’S STRATEGIES AND CHALLENGES IN TEACHING ENGLISH SPEAKING SKILLS: A STUDY OF THE BRITISH ENGLISH COURSE (BEC) CAMP

Yoni Yoni, Yelni — Thu, 30 Apr 2026 00:00:00 +0000

This study aims to analyze the strategies and challenges faced by tutors in teaching English speaking skills at the British English Course (BEC) Camp in Sungai Penuh, Kerinci. A descriptive qualitative method was employed, with data collected through observations, semi-structured interviews, and documentation. The participants were two experienced tutors who have been teaching for a minimum of three years. Data were analyzed using thematic analysis to identify key patterns and themes. The findings revealed that tutors employed strategies such as mouth movement training for pronunciation and the implementation of an immersive "English Area" environment. Tutors also adapted their teaching methods based on students’ abilities and personalities. The challenges encountered included internal factors like anxiety and lack of confidence, and external factors such as local language interference and limited fluency. The study emphasizes the importance of a personalized and flexible approach to teaching speaking skills to support students' language development effectively.

THE USE OF SWEAR WORDS IN ONLINE COMMUNICATION: A GENDER-BASED STUDY AMONG UNIVERSITY STUDENTS

Ni Ketut Putri Nila Sudewi, Komang Satria Wirasa — Thu, 30 Apr 2026 00:00:00 +0000

This study investigated gender differences in the use of swear words in online communication among university students. The research focused on identifying differences in frequency, context, types, and language choice of swear word usage between male and female students. The study employed a mixed-method approach. Quantitative data were collected through questionnaires to 40 students from the English Literature Department at Universitas Bumigora. Meanwhile, qualitative data from open-ended responses and follow-up interviews were analyzed using thematic analysis. The findings revealed that male students used swear words more frequently and in a wider range of contexts, particularly in joking and social interaction. In contrast, female students used swear words less frequently and tended to use them mainly to express surprise or emotions in more controlled or modified forms. The study also found that both groups used multilingual expressions, although female students showed a stronger preference for mixed-language usage. These findings indicated that gender differences in language use were still evident but were becoming more flexible in digital communication.

WOMEN’S LANGUAGE POLITENESS IN FACEBOOK STATUS UPDATES A CRITICAL DISCOURSE ANALYSIS OF GENDERED DISCURSIVE PRACTICES

Elita Modesta Sembiring, Rahmah Fithriani, Pardi Pardi — Thu, 30 Apr 2026 00:00:00 +0000

This study uses Critical Discourse Analysis (CDA) to examine women's language politeness in Facebook status updates. Fewer studies have looked at how politeness functions as a gendered discursive practice in digital communication, despite the fact that it has historically been studied as a pragmatic strategy for reducing face-threatening acts. Drawing on Brown and Levinson’s politeness theory and Fairclough’s three-dimensional model of CDA, this qualitative study analyzes 50 Facebook status updates posted by female users. The findings reveal that women predominantly employ positive politeness, negative politeness, and off-record strategies to maintain social harmony, manage face, and negotiate public self-presentation. At the discursive level, politeness functions as a normative expectation shaping women’s online identities, while at the socio cultural level, it operates as an ideological resource that reproduces gendered norms of emotional labor, relational responsibility, and self-regulation. This study contributes to pragmatics and critical discourse studies by reconceptualizing politeness not merely as an interpersonal strategy but as a socially embedded and ideologically loaded practice in digital discourse.

Keywords: politeness, women’s language, Facebook status updates, gender, critical discourse analysis, digital discourse

IDEOLOGICAL MOTHERHOOD AND THE POETICS OF WAITING IN LYORA BY FENTY EFFENDY

Syarifah Chaniago, Saiful Anwar Matondang, M. Manugeren M. Manugeren — Thu, 30 Apr 2026 00:00:00 +0000

This study examines the representation of ideological motherhood and waiting in Lyora by Fenty Effendy. Its significance lies in revealing how maternal trauma is constructed and normalised through literary language within ideological expectations of motherhood. The object of the study is the novel’s representation of motherhood, analysed through a literary stylistics framework informed by trauma theory (Vickroy), feminist motherhood (O’Reilly), and Baraitser’s concept of waiting. This qualitative study employs close reading as the method of data collection, focusing on narrative passages that depict waiting, silence, and emotional restraint. Data are analysed stylistically through lexical choice, narrative tone, and patterns of emotional expression, and reported descriptively to demonstrate how meaning is constructed. The analysis shows that maternal experience is shaped through waiting, silence, restraint, and endurance rather than open emotional expression. Motherhood is framed as a moral responsibility rather than personal choice. Loss and disappointment are conveyed in controlled language, while anger and frustration are softened or omitted. Waiting functions as a narrative strategy regulating time, emotion, and the female body. These findings indicate that maternal trauma is normalised through patience and acceptance, while silence is reinforced as a socially acceptable response to suffering.

FIGURATIVE SPEECH ANALYSIS IN HELENA NATASHA’S POETRY “DREAMS SPELLED IN POETRY”

Ratna Sari Dewi, Saiful Anwar Matondang, M Manugeren — Thu, 30 Apr 2026 00:00:00 +0000

Poetry, as a form of literary expression, plays a significant role in conveying complex emotions and abstract ideas through imaginative language. This study aims to analyze the use of figurative speech in Helena Natasha’s poetry collection Dreams Spelled in Poetry, which explores themes of dreams, identity, and personal aspirations. The research is significant in providing a deeper understanding of how figurative language contributes to meaning-making and emotional expression in contemporary poetry. This study employs a qualitative descriptive approach as proposed. The data were collected through documentation techniques focusing on poetic lines containing figurative expressions. The analysis is based on theory of figurative speech, which classifies twelve types of figurative language. The data were analyzed using the interactive model, including data condensation, data display, and conclusion drawing. The findings reveal that 402 instances of figurative language were identified, with metaphor (68%) and personification (14%) as the most dominant types. These results indicate that Helena Natasha predominantly employs metaphorical and humanizing expressions to convey emotional depth and abstract meaning. The study concludes that figurative language plays a central role in enhancing the aesthetic and interpretative value of poetry.

COLONIAL DOMINATION AND INDIGENOUS RESISTANCE IN AVATAR (2009): A POSTCOLONIAL ANALYSIS

Izhar Fadli, M. Manugeren M. Manugeren, Burhanuddin Arafah, Saiful Matondang — Thu, 30 Apr 2026 00:00:00 +0000

Abstract

This study examined the representation of colonial power and indigenous resistance in James Cameron’s Avatar through a postcolonial perspective. The film depicted the conflict between human colonizers and the Na’vi, the indigenous inhabitants of Pandora, reflecting patterns of historical colonial expansion and resource exploitation. The research applied postcolonial theories proposed by Edward Said, Homi K. Bhabha, and Gayatri Chakravorty Spivak to analyze the ideological structures within the film. A qualitative descriptive method was used, focusing on narrative elements, character representation, dialogue, and visual symbolism. The analysis showed that the human corporation represented colonial domination, economic exploitation, and cultural imperialism, while the Na’vi embodied indigenous identity, ecological harmony, and collective resistance. The character of Jake Sully illustrated the concept of hybridity, as his transformation from a colonial agent into a member of the indigenous community challenged the binary opposition between colonizer and colonized. The study concluded that Avatar functioned as a postcolonial narrative that criticized imperialist ideology and highlighted the importance of indigenous resistance, cultural identity, and environmental balance in the face of colonial and neo-colonial practices.

Keywords: postcolonialism, colonial power, indigenous resistance, hybridity, film analysis

THE REPRESENTATION OF THE VATICAN THROUGH THE LENS OF AMERICAN IDEOLOGY IN THE FILM CONCLAVE (2024)

Nurhaeni Sulastri, Krisna Sujiwa — Thu, 30 Apr 2026 00:00:00 +0000

This article examined how the Vatican was represented through the lens of American ideology in the film Conclave (2024) by using Stuart Hall’s theory of representation, specifically the intentional approach. The study employed a qualitative method through textual analysis of narrative structure, characters, dialogue, and visual symbols such as closed spaces, the sealing of red candles, black and white smoke, and the technological isolation procedures during the conclave to identify ideological meaning patterns embedded in the film. The analysis showed that the film deliberately constructed the Vatican as a sacred institution that also functioned as a political arena marked by secrecy, intrigue, and conflict between progressive and conservative factions, so that religious practice was shifted into a power drama in line with the typical suspicion of American ideology toward closed institutions. Characters such as Cardinal Tremblay and Joshua Adeyemi were represented as symbols of corruption, hypocrisy, and political ambition, while Cardinal Lawrence and Vincent Benitez were used to insert liberal American values such as moral individualism, transparency, inclusivity, and reform, including through the figure of an intersex Pope as a metaphor of a “new purity.” The article concluded that Conclave not only presented the Vatican as the spiritual center of Catholicism, but also intentionally projected and negotiated the hegemony of American values within the image of a transnational institution, thereby influencing how global audiences understood the relationship between sacredness, power, and ideology in cinematic representation.

THE CONCEPT OF MORAL RESPONSIBILITY IN KANT PHILOSOPHY AND ITS RELEVANCE TO TEACHER PROFESSIONAL ETHICS

Afni Rosalina, M Manugeren, Efendi Barus — Thu, 30 Apr 2026 00:00:00 +0000

This study aims to examine the concept of moral responsibility in the moral philosophy of Immanuel Kant and its relevance to teacher professional ethics. Kant’s ethical theory emphasizes that the moral value of an action is determined by intention and adherence to duty rather than consequences. This research employs a qualitative descriptive approach using library research. The data sources include Kant’s primary philosophical texts and relevant literature on educational ethics. Data are collected through document analysis and analyzed using interpretative and thematic analysis to identify key ethical principles and their application in teaching practice. The findings show that the categorical imperative encourages teachers to treat students as ends in themselves, promoting fairness, respect, and integrity in classroom interactions. Teachers are positioned as moral agents responsible not only for knowledge transmission but also for students’ character development and dignity. However, challenges such as administrative pressures, curriculum demands, and social changes may hinder the consistent application of Kantian ethics in practice.mIn conclusion, integrating Kant’s moral philosophy into teacher professionalism supports a more humanistic and morally grounded educational environment, while highlighting the need for reflective practice and institutional support.