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All Journal Indonesian EFL Journal
Dahlia Husain
Universitas Muhammadiyah Gorontalo, Gorontalo, Indonesia
Languange, Linguistic, Communication & Media

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TRAUMA, DISSOCIATION, AND CINEMATIC AMPLIFICATION IN SPLIT: A HERMAN-INFORMED ANALYSIS OF KEVIN WENDELL CRUMB Bahar; Dahlia Husain; Ana Mariana
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.180

Abstract

This study examines how psychological trauma and dissociation are represented through Kevin Wendell Crumb in M. Night Shyamalan's Split using Judith Herman's trauma framework. Treating the film as a cultural text rather than a clinical case, it combines theory-driven thematic analysis with semiotic attention to selected scenes, dialogue, performance, and recurring visual cues. The analysis focuses on Herman's clusters of hyperarousal, intrusion, and constriction and on the film's use of childhood maltreatment as narrative explanation. The findings show that hyperarousal is constructed through vigilance, ritualised control, and aggression; intrusion through cue-triggered and fragmented returns of childhood memory; and constriction through affective narrowing, detachment, and rigid survival roles. Sustained childhood physical abuse is foregrounded as the dominant explanatory past, while other forms of maltreatment receive limited narrative space. The study argues that Split draws on recognisable trauma discourse but intensifies it through thriller-horror conventions, especially by converting defensive responses and dissociation into signs of danger and exceptional power. It therefore proposes a distinction between clinical recognisability and cinematic amplification as a concise framework for analysing trauma representation without treating fictional behaviour as diagnosis.
TEACHER-MEDIATED EMOTION REGULATION IN GENAI-ASSISTED EFL LEARNING: A MULTI-PERSPECTIVAL IPA STUDY IN INDONESIA Nirwanto Maruf; Dahlia Husain; Ummi Khaerati Syam
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.190

Abstract

Generative artificial intelligence (GenAI) is increasingly embedded in English as a foreign language (EFL) learning, creating new forms of support as well as emotional uncertainty. Although learner emotions during GenAI use are increasingly documented, how teachers interpret and mediate these emotions remains underexplored, particularly in Indonesian EFL higher education. This study examines students' GenAI-related emotional experiences, lecturers' mediation practices, and points of convergence or divergence across the two perspectives. Employing a multi-perspectival interpretative phenomenological analysis, data were gathered through critical-incident interviews with three lecturers and six undergraduate students across three Indonesian universities. The analysis indicates that GenAI could shift rather than simply reduce anxiety: students described authenticity-related guilt, imposter-like feelings, frustration, and algorithmic helplessness when AI output exceeded their confidence or contradicted classroom knowledge. Lecturer accounts showed extrinsic regulation through permission-giving, demonstrations of AI fallibility, reassurance, and cognitive reframing. Cross-perspectival comparison further showed that these forms of support were weakened when institutional guidance on acceptable GenAI use was experienced as ambiguous. Responsible GenAI integration therefore depends on teacher-mediated emotional scaffolding, critical AI evaluation, and clear institutional guidance that supports learner agency and academic integrity.
Co-Authors Ana Mariana Bahar Nirwanto Maruf Ummi Khaerati Syam