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All Journal Humaniora Lakon : Jurnal Kajian Sastra dan Budaya International Journal of Language Teaching and Education
Destari, Herlin Putri Indah
English Study Program, Universitas Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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On the Orientalism and Neo-Orientalism in Ayad Akhtar’s Disgraced: Analysis on the Dynamics of Amir and Emily’s Relationship Alyssa Syahmina Putri; Herlin Putri Indah Destari
Humaniora Vol 31, No 3 (2019)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (990.582 KB) | DOI: 10.22146/jh.39065

Abstract

This study analyses the three essential elements of the interracial relationship between Amir and Emily in Ayad Akhtar’s Pulitzer Prize-winning play, Disgraced. They are: Emily’s painting of Amir, her husband, in the style of Portrait of Juan de Pareja by Diego Velázquez; Emily’s White Saviour Complex; and the violence she suffered in the hands of Amir. The first two parts of the analysis will utilise the combination of Identity Construction theory by Stuart Hall, Edward Said’s Orientalism, and the post 9/11 discourse of neo-Orientalism. The last part of the analysis will foreground the entire elements by utilising Stuart Hall’s theory of Articulation. It will be proved that Amir’s violence is an act of retaliation towards Emily’s domination over the production of his identity through representation and her influence in his crucial decisions concerning his relationship with his family. Emily’s victimisation and the emphasis on Amir’s ‘tribalistic bond’ risk a reductionist neo-Orientalist reading of the text. By acknowledging Emily’s White Saviour Complex, the text can be read as a re-articulation of the neo-Orientalist stereotypes of ‘barbaric brown man’ and ‘free white woman.’
The Odds are Never in Their Favor: Finnick, Haymitch, and Child Commodification in The Hunger Games Series Cenreng, Ratnasari; Destari, Herlin Putri Indah
Lakon : Jurnal Kajian Sastra dan Budaya Vol. 14 No. 2 (2025): JURNAL LAKON
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/lakon.v14i2.80102

Abstract

The increase in young adult speculative fiction raises the issue of child characters being treated as expendable commodities by those in power. One work in which this issue is prominent is Suzanne Collins’ The Hunger Games series. Using the conceptual definition of commodification according to Mosco’s (2009) political economy of communication theory and DeJaeghere, McCleary, and Josić’s (2016) concept of youth agency, this textual analysis on The Hunger Games series aims to understand how child commodification is represented in the side characters and how it affects their agency in adulthood. Child commodification in The Hunger Games serves two main purposes: entertainment, as seen in Finnick Odair, and government control, as seen in Haymitch Abernathy. Finnick remains a victim of commodification as an adult, which limits his agency. Meanwhile, the adult Haymitch becomes an agent of commodification, thus his agency is unrestricted.
Between Informal Engagement and Classroom Passivity:: Understanding EFL Investment in Indonesian Islamic Boarding Schools Destari, Herlin Putri Indah
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56696

Abstract

This study explores the challenges influencing students’ investment in Indonesian Islamic boarding schools (pesantren), and how students negotiate these challenges. Drawing on Darvin and Norton’s (2015) model of investment, it examines qualitative data from focus group discussions with 29 students and semi-structured interviews with three English teachers from three pesantren schools in West Java. The findings reveal a discrepancy between learners’ high informal engagement with English and their limited classroom participation, which cannot be explained simply by low motivation or limited proficiency. In this context, learners’ investment is influenced by institutional regulations, pedagogical constraints, examination priorities, and moral discourses that frame English as both opportunity and ethical risk. Some cases show how learners may remain highly invested in English while strategically limiting their classroom participation when existing forms of engagement did not align with their aspirations or values. These cases suggest that classroom passivity may reflect a calculated negotiation rather than a lack of interest in the language. Theoretically, the findings add depth to existing investment theory by demonstrating how both teachers and learners in religious educational settings negotiate the perceived benefits of English against moral legitimacy. Pedagogically, the findings call for more dialogic approaches that recognise learners’ informal English experiences while remaining respectful to the moral boundaries. While serving as pedagogical filters to ensure the propriety of learning content, EFL teachers can design low-stakes communicative activities that encourage active communication and reflection for critical language awareness.
Co-Authors Alyssa Syahmina Putri Cenreng, Ratnasari