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All Journal Jurnal Pembelajaran Bahasa dan Sastra
Susanto
Prodi Pendidikan Bahasa Inggris, Universitas Pekalongan, Jawa Tengah, Indonesia
Education Languange, Linguistic, Communication & Media Other

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Female Representation in the Amazon Lily Arc of One Piece: A Beauvoirian Feminist Analysis Aisyah Achmad Ubayya; Susanto
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1519

Abstract

This study analyzes the representation of women in the Amazon Lily arc of One Piece (Episodes 408–421) using Simone de Beauvoir’s existentialist feminist framework, particularly the concept of women as “the Other.” The study employed a descriptive qualitative method with a textual and discourse-oriented approach. The data consisted of dialogues, character interactions, narrative structures, and visual elements from the selected episodes. Data were collected through close observation, scene documentation, and selective transcription, then analyzed using the qualitative analysis model of Miles, Huberman, and Saldaña, including data reduction, data display, interpretation, and conclusion drawing. The findings reveal that women’s representation operates through three interrelated dimensions: structural authority, relational identity, and symbolic subordination. At the structural level, women are portrayed as politically and militarily dominant within Kuja society. However, at the relational level, female subjectivity is shaped through emotional dependence and narrative alignment with Monkey D. Luffy. At the symbolic level, visual framing and emotional coding reinforce gendered expectations of femininity. The study concludes that female empowerment in the Amazon Lily arc is conditional rather than absolute because institutional authority coexists with relational and ideological limitations. These findings contribute to feminist media studies and critical media literacy by demonstrating how anime narratives simultaneously construct and destabilize gender-based power relations.
High School Students’ Interpretations of Bullying Themes in Gareth Emery’s Saving Light Music Video: A Reader Response Study Adelia Putri; Susanto
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1520

Abstract

This study aims to investigate how high school EFL students interpret bullying representation and construct reflective and future-oriented expectations through Gareth Emery’s Saving Light music video as a multimodal text by integrating Reader-Response Theory and Hope Theory. The study was conducted at MAN 1 Kota Pekalongan during the 2025/2026 academic year. The participants consisted of 32 eleventh-grade students, with 8 selected participants involved in semi-structured interviews. The instruments used were open-ended questionnaires and semi-structured interviews. The data were analyzed using thematic analysis based on Braun and Clarke’s framework. The findings reveal that students interpreted bullying as emotional and social violence represented through symbolic visual narration. The music video encouraged empathy, personal reflection, and critical responses shaped by students’ prior experiences. Furthermore, students expressed future-oriented expectations regarding counseling support, teacher involvement, anti-bullying education, and safer classroom environments. These findings suggest that multimodal media texts may support reflective learning, critical media literacy, and student-centered meaning construction in EFL classrooms.
Gendered Perspectives: Ibuism in Indonesian English Education Textbooks Susanto; Dwi Aryo Fajar; Difa Amini
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 5 (2026): September 2026 | inprogress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i5.1813

Abstract

This study examines how Ibuism ideology influences gender representation in Indonesian primary school English textbooks. Ibuism, an ideology that emerged during Indonesia’s New Order era, promotes traditional, domestic roles for women under male authority, limiting their societal roles to caregivers and mothers. Despite ongoing social developments, Ibuism remains influential, reinforced by state programs such as the PKK (Family Welfare Empowerment). Content analysis was employed to explore how textbooks for Grades 1 through 4 depict women and men in gendered roles, with findings indicating that female characters are frequently portrayed in domestic, nurturing roles, while male characters are depicted as providers and authority figures. The analysis strongly supports the notion that Ibuism ideology permeates educational content, reinforcing traditional gender roles and limiting women's representation by emphasizing their value through domestic contributions and positioning them in supportive roles subordinate to men. These findings highlight the critical role of educational materials in transmitting cultural and political ideologies, perpetuating systemic gender inequalities with significant global implications. The study underscores the universal challenge of addressing ideological bias in curricula and calls for international efforts to promote gender-sensitive curriculum development to foster equity. By revealing how deeply embedded ideologies shape societal norms through education, this research contributes to discussions on gender representation in educational resources and provides valuable insights for educators, policymakers, and researchers working toward inclusive and equitable education systems
Co-Authors Adelia Putri Aisyah Achmad Ubayya Difa Amini Dwi Aryo Fajar