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All Journal Jurnal Bahasa dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture English Education Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Language Literacy: Journal of Linguistics, Literature, and Language Teaching Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Adabiyyat: Jurnal Bahasa dan Sastra Aptisi Transactions on Technopreneurship (ATT) Rainbow : Journal of Literature, Linguistics and Cultural Studies PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya Acuity : Journal of English Language Pedagogy, Literature and Culture Tonil, Jurnal Kajian Sastra, Teater dan Sinema Abdimas Universal Jurnal Ilmiah Bina Bahasa Journal of Environmental Science and Sustainable Development TRANS-KATA: Journal of Language, Literature, Culture, and Education EPIGRAM (e-journal) Journal of Office Administration : Education and Practice Fikrah: Jurnal Ilmu Aqidah dan Studi Keagamaan Cendekia: Jurnal Kependidikan dan Kemasyarakatan Studies in English Language and Education UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Metathesis: Journal of English Language, Literature, and Teaching EduInovasi: Journal of Basic Educational Studies English Education Journal Journal of English Language Teaching and Literature (JELITA) Rainbow : Journal of Literature, Linguistics and Culture Studies Research Journal on Teacher Professional Development Journal of Computer Science and Technology Application English Review: Journal of English Education
Rahayu Puji Haryanti
Universitas Negeri Semarang
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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GENDER PERFORMATIVITY AND MANIPULATION IN GILLIAN FLYNN’S GONE GIRL Michelle Arletta; Rahayu Puji Haryanti
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13515

Abstract

This research analyzes Gillian Flynn’s Gone Girl (2012) to explore the construction of gender identity through manipulation in modern marriage. Marriage is presented not merely as a personal relationship, but as an institution shaped by social expectations and gender norms. This study examines manipulation not only as a behavioral tendency, but also as a form of gender performativity through which femininity may be strategically enacted within a patriarchal context. The research employs a qualitative method using two types of data: primary and secondary. The primary data source is Flynn’s novel, while the secondary data consist of journals, articles, and other relevant references. Drawing on Judith Butler’s theory of gender performativity, the study suggests that gender performance can function as a means of negotiating power within intimate relationships rather than merely as a repeated social practice. The findings reveal that marriage in the novel frequently operates as a social performance, in which maintaining appearances becomes more important than the relationship itself. When this performance can no longer be sustained, conflict emerges, and manipulation becomes a strategic mechanism for negotiating control and public legitimacy. Thus, manipulation is effective because gender performance has already been socially accepted and normalized. Furthermore, the findings indicate that modern marriage can be understood as a space in which gender identity is continuously shaped and negotiated through social expectations and relational dynamics, suggesting that women are not merely passive participants, but also possess agency to influence and control the direction of the relationship.
NAVIGATING PROBLEM-BASED LEARNING CHALLENGES IN PEKALONGAN SECONDARY EFL READING CLASSROOMS Munazihah Munazihah; Rahayu Puji Haryanti
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.12879

Abstract

This study investigates the systemic and pedagogical challenges faced by English teachers in implementing Problem-Based Learning (PBL) under the Kurikulum Merdeka. Grounded in a qualitative design, data were collected from nine EFL teachers in Pekalongan Regency through interviews, observations, and pedagogical audits. The analysis employed Miles and Saldaña’s (2018) interactive model and Fullan’s (2015) theory of educational change. The findings reveal two interrelated barriers: chronic resource deprivation and a prevalent state of 'False Clarity.' This conceptual ambiguity occurs when teachers adopt the PBL label without its analytical substance. Consequently, these constraints compel teachers to revert from facilitators of inquiry to translators of content. This shift effectively pushes learners into a 'Zone of Frustration' where linguistic barriers stifle critical engagement. The study highlights the urgent need for contextually grounded teacher training and equitable infrastructure investment to foster sustainable educational reform.
TEACHING LITERATURE TO ADOLESCENTS: FROM TEXT TO MULTILITERACIES AND DIGITAL MEDIA Dila Charisma; Rahayu Puji Haryanti; Azran Azmee Kafia
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/b9a1h009

Abstract

In an era when adolescents are immersed in digital spaces, traditional practices of teaching literature in class fail to address their multimodal beings. Multiliteracies pedagogy is growing to be known, yet it has not been extensively developed in tertiary EFL settings, especially in Southeast Asia. There has been little investigation into how undergraduate students make sense of traditional texts in digital spaces. This study investigates the integration of online poster creation and character monologue video production in the teaching of traditional short stories to adolescent EFL students for enhanced literary comprehension and personal identification. With a classroom qualitative design, 24 Indonesian fourth-semester English Education students from Muhammadiyah University in West Java reviewed two stories, Araby and Mademoiselle Fifi, through Canva-based posters and performative video monologues. Student work and interview data were examined thematically to look for engagement and interpretation trends. The results indicate that the students not only accessed deeper symbolic meaning and empathic understanding but also enacted and represented personal and cultural identities through the visual and performative modes. The multimodal tasks enabled critical reading of themes such as disillusionment, gender, and nationalism, and transformed the students into active readers of literature. This research establishes the pedagogic worth of digital technology in teaching literature. By leveraging the digital literacy of adolescent students, instructors can facilitate more sophisticated literary consciousness and construct critical, creative readers in EFL environments.
NATURE AS SIGN AND THREAT: AN ECOCRITICAL-SEMIOTIC ANALYSIS OF AND THEN THERE WERE NONE Ghefira Nur Fatimah; Rahayu Puji Haryanti
Jurnal Ilmiah Bina Bahasa Vol 19 No 1 (2026): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/dhbb8f03

Abstract

Nature has been widely discussed in crime fiction studies, especially as a setting to support the atmosphere. However, no study specifically examines how nature actively constructs mystery in the story. This article analyzes how nature operates as both a sign and an ecological threat in And Then There Were None. This study uses qualitative close reading. Estok's ecophobia and Buell’s environmental imagination are applied to examine nature’s threatening role in the narrative, while Peirce's semiotics is used to understand how natural elements function as signs that deepen the mystery. The findings reveal that the mystery is represented by the absence of the host, U.N. Owen, and the nursery rhyme "Ten Little Soldiers" as predictors of death. Nature functions as an active mechanism of mystery through the island's geographical isolation, the depiction of nature as a cause of death in the rhyme, and the storm that closes off any possibility of rescue. As a result, the characters experience helplessness, all paths to resolution are closed, and the inescapable fear drives the narrative toward its inevitable conclusion. This article contributes to ecocritical perspectives on detective fiction by showing that nature can be more than a passive backdrop, but rather an active narrative agent working towards both suspense and structural inevitability.
Princess power: Deconstructing the influence of popular culture on local traditions in a novel Muhammad Nasir; Rahayu Puji Haryanti; Desri Maria Sumbayak
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.35411

Abstract

The study employed a descriptive methodology with a cultural perspective, with a key focus on dissecting the novel Princess: A True Story of Life Behind the Veil in Saudi Arabia by Jean Sasson published in 1993 to explore the impact of popular culture on the identity of Saudi women, focusing on the princesses within the royal palace. The cultural environment of Saudi Arabia presents a complex scenario for women as they reconcile traditional Islamic values with pervasive Westernized influences. This inquiry scrutinized how popular culture, introduced through migration and media exposure, molded Saudi womens attitudes and actions, particularly those of the royal lineage. This novel is the source of data for the research. The analysis focused on themes, representations, and cultural significance. It examined language, imagery, and narratives to uncover meanings and relate them to broader societal issues, ultimately revealing how popular culture reflects or challenges prevailing ideologies. The findings revealed Sultanas struggle to balance her Saudi princess identity with Western influences, revealing the complexities of cultural exchange, marriage practices, and societal expectations in both Western and Islamic contexts. Sassons narrative highlights how global influences, particularly Western culture, shape perceptions and interactions, enriching yet complicating societal norms. Vivid depictions of gender roles, sensory experiences, and emotional responses underline the ongoing struggles women face in patriarchal societies. These stories provide an understanding of the intersections of culture, gender, and identity, reflecting personal journeys while echoing broader themes of empowerment, resistance, and evolving cultural identities in a globalized world.
The Implementation of Project-Based Learning in Teaching Descriptive Writing Based on Local Wisdom at MAN 3 Cirebon Aghitsni Maulaya; Rahayu Puji Haryanti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10751

Abstract

Previous research on project-based learning (PBL) in descriptive writing has largely examined writing outcomes or local-wisdom content within a single cultural setting. Less attention has been given to how PBL is implemented when students from different regional backgrounds use diverse local-wisdom topics to produce an authentic text-based product in an Indonesian Islamic senior high school. This qualitative case study investigated the implementation and challenges of local-wisdom-based PBL in a tenth-grade descriptive writing class at MAN 3 Cirebon. Participants were one English teacher and 33 students; 32 students participated in follow-up interviews. Data were obtained from four classroom observations, semi-structured interviews, lesson and project documents, students’ descriptive texts, and six tourism brochures. The data were analyzed thematically and compared across sources. The findings show that the project proceeded through orientation and topic selection, collaborative planning and information gathering, drafting and peer-supported revision, brochure design, presentation, and reflection. Student choice, division of roles, peer assistance, and culturally familiar topics supported active participation and helped students elaborate content, organize information, and attend to vocabulary and grammatical form. Local-wisdom topics also enabled students to connect English writing with cultural knowledge and representation. The main challenges were limited classroom time, uneven participation, restricted vocabulary and grammatical control, and difficulty expressing culturally specific meanings in English. The study indicates that culturally grounded PBL can provide a meaningful framework for descriptive writing when accompanied by explicit language scaffolding, structured group accountability, and realistic project scheduling
Integrating Adabul ‘Alim wal Muta’allim into EFL Teacher Professional Identity in the Indonesian Islamic University Context Nuskhan Abid; Rudi Hartono; Rahayu Puji Haryanti; Hendi Pratama; Siti Marpuah; Eko Widianto
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13101

Abstract

The integration of religious ethics within English as a Foreign Language (EFL) remains underdeveloped, often sidelined by an epistemological dichotomy between general and religious disciplines. This study investigates how the ethical dimensions of K.H. Hasyim Asy’ari’s classical text, Adabul ‘Alim wal Muta’allim, are integrated into the professional identity and pedagogical practices of English teachers at an Indonesian Islamic university. Employing a narrative inquiry, data were collected through in-depth interviews with five English teachers and observations. Findings indicate that the integration of adab is manifested in (1) intention and sincerity as part of teacher identity, (2) teachers as exemplary models of Islamic ethics, (3) Islamic ethics as non-discrimination and fairness pedagogy, and (4) harmonious relationships to foster an inclusive learning environment. Practical manifestations of adab integration in the teaching process include fair assessment practices and extraordinary patience with students' grammatical and pronunciation errors. This study contributes to Islamic education by providing a clear framework to bridge knowledge gaps and eliminate scientific dichotomies between secular language teaching and religious ethics, and offering an in-depth model for a holistic teacher identity. This study offers a model for updating the curriculum to integrate strong language skills with the development of religious ethics in teacher professional identity construction and pedagogical practices.
Modern Myth and Japanese Cultural Representation in Miyazaki’s Picture Book Spirited Away Mutiara Safitri; Rahayu Puji Haryanti
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 6 No. 1 (2025): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v6i1.162

Abstract

Modern myths remain highly relevant today as they are expressed through stories and symbols that shape cultural identity. Spirited Away is one such work, and while previous studies have examined it from the perspectives of culture, identity, hero’s journey, ecology, feminism, and postcolonialism, few have analyzed it specifically as a modern myth. To address this gap, this study applies Barthes’ semiotic theory to explore how the story constructs modern myths that reflect Japanese culture. The study aims to 1) identify representations of Japanese culture in Spirited Away; 2) analyze how modern myths are constructed using Barthes’ semiotic framework; and 3) explore the cultural implications of these myths in the story. Using a qualitative approach and Barthes’ semiotic framework, the research analyzes signs and symbols at both the denotative and connotative levels. Through this analysis, the findings show that cultural elements such as food, work, names, spirits, and love are transformed into modern myths that naturalize values of identity, togetherness, spirituality, and morality. Thus, Spirited Away not only reflects Japanese culture but also communicates ideological messages that influence how people perceive values and social life in Japan.
Exploring the Use of Integrating Quora Social Media and Canva: A Sequential Explanatory Study in Secondary School Dewi Sukmawati; Yuliati; Rahayu Puji Haryanti
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 1 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i1.2870

Abstract

The integration of ICT has positive effects on current education in secondary schools, especially in teaching Analytical Exposition text writing by using Quora social media and Canva applications. The objectives of this study were to examine students' Analytical Exposition text writing performance and to determine the students’ perceptions of the integration of the applications. A survey questionnaire was collected to gain in-depth information about the integration of applications. By using a sequential explanatory mixed-methods design, the data were collected both quantitative and qualitative. The sample was 36 students of eleventh graders of social programs which was divided into the experimental and control groups. The data collection included giving a pretest and a posttest, followed by a survey questionnaire. The findings indicated that participants in the experimental group achieved a statistically significantly higher score in the writing posttest (70), p < .000 compared to the control group. The questionnaire were obtained applying the Unified Theory of Acceptance and Use of Technology (UTAUT) to assess students’ views on technology use: performance expectations, effort expectations, social influences, and facilitating conditions. The results revealed that the integration applications have positively effects on performance expectations, efforts expectations, social influences and facilitating conditions. The facilitating condition was the highest influence (74.3%) on the students’ perceptions of the learning writing performance, followed by social influence (61.12%), effort expectations (60.19%) and performance expectation (58.33%). The applications facilitated the students’ critical thinking, constructing the ideas and creativity in the writing performance. Furthermore, it also made the students more creative and interactive in the classroom.
Beyond the 'Right Answer': A Synthesis of Process-Oriented and Authentic Assessment in English Language Education Dhanan Abimanto; Rahayu Puji Haryanti
Epigram Vol 22 No 2 (2025): Vol. 22 No. 2 Tahun 2025
Publisher : Politeknik Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32722/epi.v22i2.7988

Abstract

Assessment in English Language Teaching (ELT) is at a critical juncture, moving away from traditional, product-focused evaluation towards more holistic, learner-centered paradigms. This article synthesizes conceptual and empirical literature to argue for an integrated assessment framework grounded in sociocultural learning theory. Traditional assessment methods, often characterized by standardized tests and factual-recall questions, promote a narrow conception of learning, create negative washback effects, and can perpetuate systemic inequities. In response, this article examines an alternative paradigm rooted in Assessment for Learning (AfL), which emphasizes process-oriented, authentic, and performance-based approaches. A systematic review of the literature was conducted, focusing on key pillars of alternative assessment, including performance-based tasks, portfolio assessment, and the mediational roles of feedback, interaction, and scaffolding. The findings indicate that these alternative methods, when unified under a Vygotskian framework of the Zone of Proximal Development (ZPD), are more effective at fostering communicative competence, critical thinking, and learner autonomy. The discussion addresses the pedagogical implications of this framework across the four language skills, confronts the significant implementation challenges, including the need for enhanced teacher assessment literacy and the reality of standardized testing, and considers the ethical dimensions of assessment. The article concludes that a thoughtful integration of process and authentic assessment is not merely a pedagogical choice but a necessary step toward empowering students as confident, lifelong language learners.
Co-Authors Abdurrachman Faridi Abdurrazzaq, Ilham Bagas Abid, Nuskhan Abimanto, Dhanan Aghitsni Maulaya Al Hakim, Abdul Malik Asti Veto Mortini Ayuni Falhi, Qory Azran Azmee Kafia Azriel Akbar Faizal Bintang Priyanto Putri Candradewi Wahyu Anggraeni Desri Maria Sumbayak Dewi Sukmawati Dewi, Isna Rafika Dila Charisma Dwi Rukmini Eko Widianto Ergi Wian Septiandiko Fahrur Rozi Faridi, Abdurrachman Fatma Hetami Fernandi, Angga Brian Frimadhona Syafri Ghefira Nur Fatimah Hanivah, Nurul Hapsari, Christianti Tri Hariyadi Hariyadi Hartono, Rudi Hendi Pratama Henrikus Joko Yulianto Hermansyah Hermansyah Hermansyah Ira Mutiaraningrum Ismiyati Ismiyati Issy Yuliasri Jarot Tri Bowo Santoso Juan Carlos Rodriguez Lilis Suryani Mar'atus Sholikah Marta Rodriguez Michelle Arletta Miftahul Janah Mohammad Ali Yafi Muhammad Nasir Munazihah Munazihah Mutiara Safitri Nada Kamila Chairunisa Nur Azizah Dwi Safitri Nur Chayati Nur Chayati Nurlaely Hidayati Nuskhan Abid Oxa Ardyan Fathurozi Pradana Ajiasa, Mokhammad Pramana, Dennis Audria Purwaningtyas, Atika Puspitasari, Prima Rahmadany, Amanda Sekar Rengganis Siwi Amumpuni Rizky Anisah Rosyidi, Mohamad Ikhwan Rudi Hartono Ruly Indra Darmawan Sabrina Indah Kumala Salma, Sifa Sintia Ayu Ningsih Siti Marpuah Sri Wahyuni Sri Wuli Fitriati Susanto, Bambang Margo Syifa&#039; Zhafirah Yumna Thohiriyah, Thohiriyah Tusyanah Tusyanah W, Widhiyanto Wahyuni, Sri Widhiyanto Wijang Sakitri Wijoyokusumo, Basworo Yuliati Yuni Dwi Susanti zakky yavani