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All Journal English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan Yupa: Historical Studies Journal BASIS (BAHASA DAN SASTRA INGGRIS) Edulitics (Education, Literature, and Linguistics) Journal Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal JETL (Journal Of Education, Teaching and Learning) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra English Language Teaching Prima Journal (ELT) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) JOURNAL OF LANGUAGE Journal of English Language and Education Sibatik Journal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Journal of Education Research JOEY : Journal of English Ibrahimy TELL - US JOURNAL Education & Learning Jurnal Ragam Pengabdian
Saiful Anwar Matondang
Universitas Islam Sumatera Utara, Medan
Aerospace Engineering Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Physics Social Sciences Other

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Bahasa Inggris Syarifah Chaniago; Saiful Anwar Matondang; M. Manugeren M. Manugeren
BASIS (Bahasa dan Sastra Inggris) Vol 13 No 1 (2026): JURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v13i1.11465

Abstract

This study examines the representation of ideological motherhood and waiting in Lyora by Fenty Effendy. Its significance lies in revealing how maternal trauma is constructed and normalised through literary language within ideological expectations of motherhood. The object of the study is the novel’s representation of motherhood, analysed through a literary stylistics framework informed by trauma theory (Vickroy), feminist motherhood (O’Reilly), and Baraitser’s concept of waiting. This qualitative study employs close reading as the method of data collection, focusing on narrative passages that depict waiting, silence, and emotional restraint. Data are analysed stylistically through lexical choice, narrative tone, and patterns of emotional expression, and reported descriptively to demonstrate how meaning is constructed. The analysis shows that maternal experience is shaped through waiting, silence, restraint, and endurance rather than open emotional expression. Motherhood is framed as a moral responsibility rather than personal choice. Loss and disappointment are conveyed in controlled language, while anger and frustration are softened or omitted. Waiting functions as a narrative strategy regulating time, emotion, and the female body. These findings indicate that maternal trauma is normalised through patience and acceptance, while silence is reinforced as a socially acceptable response to suffering.
Independent Reading as Critical Practice: Bridging Autonomy with Literary Theory and Criticism: - Baihaqi Baihaqi; Saiful Anwar Matondang; M Manugeren
Journal of Education Research Vol. 7 No. 1 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i1.3124

Abstract

This study aimed to implement independent reading as a form of critical practice through the lens of literary theory and criticism among 30 eleventh-grade students at SMA Negeri 1 Langsa. The research sought to introduce independent reading not merely as a leisure activity but as a reflective and critical engagement with texts. Employing a qualitative case study design grounded in reader-response theory, the study examined a group of students, a reading program, and a classroom context where independent reading was practiced as critical literacy. Data were collected through classroom observations, semi-structured interviews, and document analysis, including students’ reading responses and assessment results. The findings indicate a measurable improvement in students’ reading performance, with pretest scores ranging from 45–80 (M = 61) and posttest scores ranging from 50–85 (M = 69). More importantly, the integration of literary theory within independent reading encouraged students to engage with texts from multiple perspectives, consider cultural contexts, and develop empathetic and interpretive awareness. These outcomes suggest that independent reading, when supported by literary theory and guided reflection, can function as an effective pedagogical strategy for fostering critical literacy in EFL classrooms. The study contributes theoretically by positioning independent reading as a critical-literary practice and pedagogically by demonstrating its potential to enhance students’ interpretive competence and engagement with literary texts.
WATTPAD’S ROLE IN NARRATIVE WRITING BY INFORMATICS STUDENTS AT ASAHAN UNIVERSITY Derliana Hasibuan; Rahma Fithriani; Saiful Anwar Matondang; Amirul Mukminin
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9776

Abstract

This case study examines the role of Wattpad in enhancing the narrative writing skills of fourth-semester students at the University of Asahan. In the digital age, platforms like Wattpad have become an essential tool in modern education, providing an interactive space for students to engage in creative writing. The study aims to explore how Wattpad motivates students, improves their writing fluency, and offers a platform for feedback and community interaction. Data were gathered through surveys and interviews with students enrolled in narrative writing courses, revealing their experiences using Wattpad as a tool for both academic and personal writing development. The findings indicate that Wattpad serves not only as a motivational resource but also helps students refine their storytelling techniques, expand their vocabulary, and develop their unique writing voices. The study concludes that incorporating Wattpad into the curriculum could significantly enhance narrative writing skills among university students, offering a dynamic and engaging platform for skill development.
Co-Authors Afni Rosalina Ahmad Laut Hasibuan Amirul Mukminin Amirul Mukminin Amirul Mukminin Amirul Mukminin Arafah, Burhanuddin Arnifelis Gulo Baihaqi Baihaqi Basri, Teuku Hasan Bincar Nasution Chairani, Sri Chairuddin Chairuddin Cindi Rasta Br Ginting Derliana Hasibuan Devi Devi Alvionita Alindra Efendi Barus Efendi Barus, Efendi Ekalestari, Susi Elita Modesta Br. Sembiring Fitriani, Rahmah Intan Maulina Laksono Trisnantoro Liesna Andriany Linarti Manurung M Manugeren M. Manugeren M. Manugeren M. Manugeren M. Manugeren, M. Manugeren, M Mardiansyah Mardiansyah Mohamad Yunus Laia Muhammad Ali Pawiro Muhammad Ricky Hardiansyah Mustofa Mustofa Purwanto Siwi Purwarno, Purwarno Rachmatsyah Rachmatsyah Rahma Fithriani Rahmah Fithriani Rahmah Fithriani Ratna Sari Dewi Rosalina, Afni Rosmawati Harahap Safitri Hariani Sri Wulan SURYA AYMANDA NABABAN Syafaruddin Marpaung Syahlan Syahlan Syarifah Chaniago Yanti Kristina Sinaga Zayed Hussein Saleh Al-Mudhafar