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Feminism Reflected in The Main Character in The Movie Little Women 2019 by Louisa May Alcott Rorintulus, Olga A.; Rahmat, Subhan; Nurmaisyah, Nurmaisyah; Fitra, Muh. Al Fachrizah
Journal of English Culture, Language, Literature and Education Vol. 12 No. 1 (2024): 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/eclue.v12i1.4600

Feminism is an enduring social issue, persisting from ancient times to the present. The struggles of early feminists resonate today, with patriarchy still evident in modern media, such as Greta Gerwig's adaptation of Little Women. This research examines how Little Women portrays the social issues of feminism, focusing on the experiences of the main character. Utilizing Sugihastuti's feminist approach, which defines feminism as a movement advocating for equality between men and women across political, economic, educational, and social spheres, the study explores the film's depiction of these themes. Additionally, Betty Friedan's feminist theory is employed to delve deeper into the feminist issues presented. The findings highlight several key feminist themes, including the societal expectation that women must marry to secure their future, the notion that women's roles are confined to homemaking, and the resistance to these norms by characters who choose their paths. The film illustrates the tension between traditional expectations and the characters' desires for independence, revealing the complexities of feminism and its relevance in contemporary society. Through this analysis, the research underscores how Little Women reflects ongoing feminist struggles and challenges the persistent patriarchal norms, offering a nuanced portrayal of women's autonomy and empowerment

Transforming Writing Education: An Investigation of Students' Experiences with Project-Based Learning in Teaching Writing: English Ratu, Donal Matheos; Nurhayati , Nurhayati; Ratni, Ni Putu; Nurmaisyah, Nurmaisyah; Rantung, Ruly; Kojongian, Prilimercy Lingkan; Tatipang, Devilito Prasetyo
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v7i1.25037

In response to the pedagogical shift toward more authentic and student-centered learning in higher education, this study investigates the integration of Project-Based Learning (PjBL) in teaching academic writing to English education students in Indonesia. While PjBL has been recognized for fostering collaboration and critical thinking, limited research has explored how students behaviorally, emotionally, and cognitively respond to its implementation in writing instruction. Addressing this gap, a qualitative case study was conducted involving twenty university students who participated in a semester-long PjBL-based writing course. Drawing on data from observations, interviews, and document analysis involving twenty English education students, this study reveals three key findings. Behaviorally, students demonstrated active participation, leadership, and collaborative responsibility, supported by structured peer roles and group accountability mechanisms, although a few exhibited passive involvements due to unequal workload distribution. Emotionally, most students experienced enthusiasm and a sense of accomplishment, particularly during topic selection and final submission, but some expressed anxiety related to public presentation and frustration over imbalanced team contributions. Cognitively, students showed marked improvements in brainstorming, organizing arguments, and revising drafts, guided by visual tools, feedback, and reflective journaling, which enhanced their critical thinking and writing cohesion. These findings highlight PjBL as a transformative pedagogy that fosters technical skills, autonomy, emotional resilience, and cognitive engagement. By offering an integrated view of students’ experiences, the study advocates for strategies that support collaboration, emotional support, and metacognitive awareness in academic writing, with broader implications for advancing student-centered learning in higher education.

EXPLORING CULTURAL AND INTERCULTURAL DIMENSIONS IN ENGLISH LANGUAGE TEACHING: A SYSTEMATIC REVIEW OF TEACHER AND LEARNER PERSPECTIVES Nurmaisyah, Nurmaisyah
SIGEH ELT : Journal of Literature and Linguistics Vol 5, No 2 (2025)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/sigeh.v5i2.3810

The integration of culture and intercultural communicative competence (ICC) into English language teaching (ELT) has become an essential focus in language education, particularly within English as a Foreign Language (EFL) contexts. This systematic review synthesizes findings from 23 empirical studies conducted across diverse geographical and educational settings. The review research question is (1) How do English language teachers perceive and implement ICC in EFL/ESL classrooms across different cultural contexts. The analysis reveals that teachersâ€™ perceptions of ICC are generally positive, but actual classroom practices often depend on contextual factors such as institutional support, training, and cultural familiarity. A significant gap remains between theoretical recognition of ICC and its practical application. Key challenges include insufficient pedagogical guidance, limited resources, and lack of assessment strategies. Conversely, studies highlight opportunities in using culturally relevant materials, narrative texts, and experiential learning to foster intercultural understanding. The review further finds that embedding cultural content in ELT can enhance learner motivation, promote autonomy, and improve intercultural sensitivity. This review underscores the importance of equipping educators with the skills and frameworks necessary to teach culture effectively. It also calls for future research focused on longitudinal impacts, student perspectives, and the development of context-sensitive ICC pedagogies. Keywords: intercultural communicative competence, cultural awareness, English language teaching, intercultural sensitivity, systematic review.

Challenges Faced by EFL Teachers in Setting Learning Objectives for Writing Materials in the Senior High School Context G, Hasriani; Nurmaisyah, Nurmaisyah; Nur, Sahril
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (2025): 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/eclue.v13i2.12736

This study investigates the challenges encountered by English as a Foreign Language (EFL) teachers in setting learning objectives for writing instruction in Indonesian senior high schools. Using a qualitative phenomenological design, data were collected through questionnaires and semi-structured interviews with 20 EFL teachers across various schools in Makassar, followed by thematic analysis to identify shared patterns of experience. The findings reveal five major themes: challenges in curriculum interpretation, constraints from student-related factors, instructional design limitations, adaptive strategies for objective setting, and institutional and professional needs. Teachers reported difficulty translating the broad competencies of Kurikulum 2013 into measurable classroom objectives due to limited training in curriculum interpretation and instructional design. They also faced learner heterogeneity, low motivation, and writing anxiety, which necessitated process-based and differentiated goals. Despite these barriers, teachers demonstrated pedagogical agency through adaptive strategies such as backward design, pre-assessment, authentic writing tasks, and technology-assisted feedback to enhance coherence and engagement. The study highlights the need for sustained, practical, and context-specific professional development that connects curriculum theory with classroom practice. Institutional mentoring and professional learning communities are recommended to strengthen teachers’ ability to design realistic, measurable, and contextually relevant objectives for EFL writing instruction. The research contributes to the broader understanding of teacher cognition and curriculum enactment, illustrating how educational policy, pedagogical decision-making, and local realities interact to shape the quality of writing instruction in Indonesia.

Feminism Reflected in The Main Character in The Movie Little Women 2019 by Louisa May Alcott Rorintulus, Olga A.; Rahmat, Subhan; Nurmaisyah, Nurmaisyah; Fitra, Muh. Al Fachrizah
Journal of English Culture, Language, Literature and Education Vol. 12 No. 1 (2024): 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/eclue.v12i1.4600

Feminism is an enduring social issue, persisting from ancient times to the present. The struggles of early feminists resonate today, with patriarchy still evident in modern media, such as Greta Gerwig's adaptation of Little Women. This research examines how Little Women portrays the social issues of feminism, focusing on the experiences of the main character. Utilizing Sugihastuti's feminist approach, which defines feminism as a movement advocating for equality between men and women across political, economic, educational, and social spheres, the study explores the film's depiction of these themes. Additionally, Betty Friedan's feminist theory is employed to delve deeper into the feminist issues presented. The findings highlight several key feminist themes, including the societal expectation that women must marry to secure their future, the notion that women's roles are confined to homemaking, and the resistance to these norms by characters who choose their paths. The film illustrates the tension between traditional expectations and the characters' desires for independence, revealing the complexities of feminism and its relevance in contemporary society. Through this analysis, the research underscores how Little Women reflects ongoing feminist struggles and challenges the persistent patriarchal norms, offering a nuanced portrayal of women's autonomy and empowerment

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