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All Journal Prosiding Seminar Biologi Acta Pharmaciae Indonesia : Acta Pharm Indo ELS Journal on Interdisciplinary Studies in Humanities Proceeding Biology Education Conference Language Circle : Journal of Language and Literature
Citra Andini
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Medicine & Pharmacology Public Health Social Sciences

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Evolution of Emotions from the Movie Matilda 1996 to the Movie Matilda 2022 (Comparative Analysis Study) Dwi Cahyani, Adinda; Nahdhiyah, Nahdhiyah; Taufik, Muhammad; Andini, Citra
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44797

Abstract

This research aims to compare the emotions depicted in the main character in the 1996 movie Matilda to the movie Matilda in 2022. This research investigates the emotional evolution that occurs from the movie Matilda 1996 to the movie Matilda 2022. This research is comparative diachronic research by Zepetnek theory and uses a character psychology approach in literary works. In obtaining data, this research was analyzed using Elizabeth B. Hurlok's theory of children's emotions and applying qualitative descriptive methods with notetaking as a research instrument. The results of this research show that there are types of emotions children get from the character Matilda: emotions of anger, joy or happiness, grief, curiosity, fear and affection. Therefore, the researchers concluded that the emotions that occur in the character Matilda from the 1996 movie Matilda to the movie Matilda 2022 show that Matilda 2022 is more aggressive, more expressive, and braver than the movie Matilda 1996. Overall, this research reveals evolution of emotions that are influenced by the author's mindset towards children's characters related to current developments.
The Art of Derivation: Noun-to-Verb Transformations in Student-Written Sentences Andini, Citra; Bochari, Siska; Marhum, Muchtar; Darmawan
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21584

Abstract

The study investigates the use of affixes in the derivation process from nouns to verbs in sentences produced by EFL students at Tadulako University. This research employed a descriptive quantitative method, with data collected through written tests and questionnaires from 136 fifth-semester students. The data were analyzed using frequency distribution and descriptive statistics. From the written test, a total of 1.370 affixation errors were identified across seven targeted affixes. The prefix de- had the highest number of errors, accounting for 25% of the total. The questionnaire consisted of 50 items and was designed to measure five key variables: semantic clarity, parsing ability, affix frequency, productivity, and pars ability. The responses indicated that 78% of students found affixation confusing due to a lack of semantic transparency, while 65% admitted difficulty in segmenting complex words into base and affix. The reliability test of the questionnaire showed a high Cronbach's Alpha score of 0.988, confirming its internal consistency. The findings revealed that the prefix de- was the most difficult affix for students, with the highest error rate in the noun-to-verb derivation process. Several factors influenced students' difficulties, including semantic aspects, affix frequency, the ability to analyze word structure, affix productivity, and the ease of breaking words into their morphemes. This study highlights the importance of enhancing morphological awareness among EFL students, particularly in applying the derivational process as part of more effective English language learning. This recommendation is based on the observation that students’ limited familiarity with certain affixes, combined with insufficient explicit instruction in morphology, directly impacts their writing proficiency. Therefore, integrating morphological instruction into ELT—through focused affix exercises, contextual application, and parsing training—can significantly enhance students’ vocabulary growth, grammatical accuracy, and confidence in academic writing.
Co-Authors Ainun, Hadhistia Nur Anjar Hermadi Saputro Atun Atsyania, Nissa Choiriah, Ika Putri Dahlan Dahlan Dalyan, M. Darmawan Dwi Cahyani, Adinda EDWI MAHAJOENO Erniningsih, Ni Ketut Fairuz Quzwain Fathu Rahman, Fakhriawan hasnia, Hasnia Hunaeni Hunaeni Jung, Shua Kyeong Jae, Park Maharani, Gita Putri Marhum, Muchtar MT, Muslimin Muh. Dzulhijjah, Azis MUHAMMAD TAUFIK Nahdhiyah Nahdhiyah, Nahdhiyah Nurul Rahmawati, Aryani Pangestu, Maryo Adjie Pasaribu, Romualdo RATNA SETYANINGSIH Siska Bochari Sosrohadi, Somadi Sukmawaty Sukmawaty, Sukmawaty Syahruni Junaid, Syahruni Tahir, M Dalyan Winni Nur Auli Yookyung, Ko Youngsun, Kwon Yunita, Nadia Rahma Zulfikariandi, Zulfikariandi