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All Journal Lentera : Jurnal Kajian Bidang Pendidikan dan Pembelajaran E-CLUE Journal of English Culture, Language, Literature and Education
Sudirman, Sahrun
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring Gender-Based Violence through Critical Discourse Analysis in Drama for Enhancing Literary-Based Learning Perspectives Ahmad, Mahdi; Sudirman, Sahrun
Lentera : Jurnal Kajian Bidang Pendidikan dan Pembelajaran Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/lentera.v5i1.3504

Abstract

This study explores gender-based violence through critical discourse analysis of dramatic texts, aiming to enhance literary-based learning. By examining how language constructs and perpetuates GBV within dramatic narratives, the research seeks to deepen understanding of power dynamics, social norms, and the impact of gender-based violence on individuals and society. This study employs a descriptive qualitative method. This study aims to identify the forms of violence experienced by the main female characters in the play A Streetcar Named Desire, as well as the factors behind them. The research data consists of dialogues between characters that reflect the objectives of the study. Data analysis in this research involves three stages: data reduction, data presentation, and drawing conclusions. The findings reveal show that there are three forms of violence depicted by the author in the drama Streetcar Named Desire: physical violence, verbal violence, and sexual violence. All forms of violence are fundamentally rooted in the patriarchal culture that is deeply ingrained in American society, which has shaped social cognition with the view that women are inferior to men. The practical implication exploring gender-based violence through critical discourse analysis in drama can significantly enhance literary-based learning by fostering critical thinking, promoting awareness of social inequalities, and empowering students to challenge harmful norms.
Collaborative Learning and Its Effect on Critical Reading Development in EFL Classes Rizal, Awaludin; Ridayani, Ridayani; Ais, Amirudin; Hasyim, Irmawaty; Sudirman, Sahrun
Journal of English Culture, Language, Literature and Education Vol. 14 No. 1 (2026): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/0kxjem09

Abstract

This study investigates the impact of collaborative learning on the development of critical reading skills in English as a Foreign Language (EFL) class. Thirty-four students in the experimental group were engaged in collaborative learning activities, while thirty-four students in the control group received conventional instruction. Both groups completed pre-tests and post-tests assessing their critical reading abilities. The results demonstrated a significant improvement in the experimental group, with mean scores rising from 65.53 (SD = 5.91) in the pre-test to 89.00 (SD = 4.78) in the post-test. In contrast, the control group exhibited only a modest increase, from a pre-test mean of 64.71 (SD = 5.97) to a post-test mean of 68.62 (SD = 6.12). Statistical analyses, including independent and paired samples t-tests, confirmed that the improvement in the experimental group was significantly greater than in the control group (p < 0.001). These findings suggest that collaborative learning strategies are highly effective in enhancing critical reading skills among EFL learners. The study highlights the importance of interactive and student-centered approaches in language education to foster deeper comprehension and critical thinking in reading
Co-Authors Ahmad, Mahdi Ais, Amirudin Hasyim, Irmawaty Ridayani, Ridayani Rizal, Awaludin