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All Journal IJEE (Indonesian Journal of English Education) Indonesian Journal of English Language Studies (IJELS) Journal of Language and Literature
Rahmat Setiawan
Universitas PGRI Adi Buana Surabaya, INDONESIA
Education Languange, Linguistic, Communication & Media

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Body, Violence, & Sexuality: Grotesque Aesthetics in Eka Kurniawan’s Novels Rahmat Setiawan; Budiyono Sunu Catur; Nurhidayah Sri
Journal of Language and Literature Vol. 26 No. 1 (2026): April
Publisher : English Letters Department, Faculty of Letters, Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v26i1.81

Abstract

This research examines how the aesthetics of the grotesque is represented in Eka Kurniawan’s novels. This research aims to re-read the discourse construction of these texts through the approaches of feminist body theory, trauma studies, and the concept of grotesque aesthetics. The type of this research is qualitative, with an approach of interpretative literary analysis within a deconstructive hermeneutic and critical cultural studies framework. The sources of the data are Kurniawan’s works: 1) Cantik Itu Luka (2015), 2) Lelaki Harimau (2004), and 3) Seperti Dendam, Rindu Harus Dibayar Tuntas (2014). The data are quotations [translated by the researcher] taken from the novels. The used data collection techniques are library study and documentation. The used technique of data analysis is thematic analysis within a deconstructive hermeneutic. The used data validity are semantic validity and expert judgement. The results reveal that grotesque aesthetics in Kurniawan’s novels are articulated through the representation of the body, violence, and sexuality as dynamic sites of resistance. The body emerges as a battlefield of power and resistance. Violation emerges trauma which operates as a collective and structural condition. Sexuality presents as a transgressive space deconstructing the normative gender and moral frameworks
MAPPING DEEP LEARNING TRAJECTORIES THROUGH CHILDREN'S LITERATURE IN CAMBRIDGE TEXTBOOKS Lubna Iasya; Rahmat Setiawan; Eliasanti Agustina
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50679

Abstract

In many English classrooms, textbook-based instruction prioritizes vocabulary retention and grammatical accuracy, often limiting opportunities for deeper cognitive engagement. Although children’s literature is increasingly integrated into English language textbooks, limited research has systematically examined how such materials facilitate the deep learning process, particularly within the framework of deep learning approaches proposed by Ference Marton and Roger Saljo (1976). This qualitative case study investigates how children’s literary texts and accompanying instructional tasks in twelve Cambridge English textbooks support deep learning in the Indonesian EFL context. Data were collected through document analysis of seventy literary texts and their instructional sequences, complemented by semi-structured interviews with teachers. The findings reveal a four-stage pedagogical trajectory consisting of contextual meaning-making, interpretative analysis, language application, and creative transfer. Teachers also perceived literature as an effective resource for supporting higher-order thinking and contextualized learning. By conceptualizing deep learning as a structured pedagogy trajectory rather than a static outcome, this study contributes to literature-based pedagogy research and offers implications for textbook design and instructional practice. 
Motivation in cross-cultural adaptation: The experience of non-Javanese EFL students Tirza Luan; Eliasanti Agustina; Rahmat Setiawan
Indonesian Journal of English Language Studies (IJELS) Vol. 12 No. 2 (2026): September 2026
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v12i2.1916

Abstract

This study investigated the motivational factors and lived experiences of minority English learners studying in East Java, Indonesia. Specifically, the research aimed at identifying the factors that motivated students from outside Java to learn English. The research employed a mixed-methods approach using a combination of a survey and an interview. The research involved a sample of 32 students from outside Java studying in East Java. Purposive sampling was employed to select three students for interviews. The results indicated that there were intrinsic and extrinsic factors that motivated the students. These intrinsic factors included growth, interest in the English language, and the desire to develop as individuals. Extrinsic factors, on the other hand, included education, career, and exposure to a new academic environment. Linguistic and cultural differences were associated with difficulties that students encountered in daily and academic life. However, these difficulties were not seen as barriers since students were able to show adaptability, resilience, socialization, and personal growth. The study found that the motivation of English minority learners was determined through the interplay of individual ambitions and sociocultural context within which the learning process occurred. These findings emphasized the importance of inclusive and culturally responsive educational environments that recognize students' diverse linguistic and cultural backgrounds.
Co-Authors Budiyono Sunu Catur Eliasanti Agustina Eliasanti Agustina Lubna Iasya Nurhidayah Sri Tirza Luan