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PRESUPPOSITIONS IN JOSEPHINE’S UTTERANCES IN LOUISA MAY ALCOTT’S LITTLE WOMEN Lubis, Sazidah; Suhadi, Jumino; Ezir, Ely
JOURNAL OF LANGUAGE Vol 7, No 2: November 2025
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/jol.v7i2.12257

This research explores the use of presuppositions by Josephine March, the main character in Little Women, a novel written by Louisa May Alcott. The objectives of this study are to describe the types of presuppositions employed by Josephine and to interpret the implied meanings within her utterances throughout the novel. This study adopts a descriptive qualitative method and applies George Yule’s classification of presuppositions, which includes six types: existential, factive, lexical, structural, non-factive, and counterfactual. The data were collected from selected dialogues spoken by Josephine in the novel. All six types of presuppositions were identified, with the following distribution: existential (29%), factive (23%), lexical (14%), structural (17%), non-factive (8.5%), and counterfactual (8.5%). The findings indicate that existential and factive presuppositions are the most frequently used, reflecting Josephine’s dynamic environment, strong personality, emotional depth, and complex relationships with others. Her language reveals her values, inner conflicts, and character development. This study demonstrates that presuppositions play a vital role in literary character portrayal and deepen the reader’s understanding of the narrative. The implied meanings within Josephine’s utterances are interpreted through contextual analysis, as context is a crucial element in pragmatic studies. The conversational context in Little Women is analyzed based on four key factors: (1) participants, (2) setting or social context, (3) topic of conversation, and (4) function of the interaction.

Discourse Criticism in Social Media: A Critical Discourse Analysis of Youth Identity Representation on Instagram Rosalina, Afni; Suhadi, Jumino; Pratiwy, Devi
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1644

This study aims to examine how youth identities are represented within social media discourse, particularly on the Instagram platform. Employing Critical Discourse Analysis (CDA) based on Norman Fairclough’s framework, this research explores the relationship between language, power, and ideology in the production and consumption of digital content. The data were collected from Instagram posts and captions that depict Indonesian youths’ lifestyle, self-expression, and social image. The findings reveal that youth identity representations on Instagram are often constructed through consumptive symbols, visual aesthetics, and narratives of freedom and authenticity. However, beneath these narratives lie the hegemonic influence of popular culture and social pressure to perform an idealized self-image. The study concludes that social media functions not merely as a space for self-expression but as an arena of discursive struggle where meanings and power relations shape youth identities. This research contributes to critical discussions on how digital media mediates the construction of identity in contemporary society.

Reading Comprehension as Critical Practice: Empowering Students through CDA Based Learning Baihaqi, Baihaqi; Suhadi, Jumino; Pratiwy, Devi
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7164

This study aimed to empower students reading comprehension at MTs MIM Langsa through CDA based learning. Teaching reading should not merely focus on sentence structure and memorizing new vocabulary items. Teachers should encourage students to read through the content. CDA based learning in critical practice to reading comprehension Will empower students skill in reading practice. The method used is quantitative research by applying questionnaire and interview with the respondents. The participants consisted 20 students from eighth-grade students selected as primary source of data from which the researcher observed their difficulties and the factors of causing the students difficulties in reading comprehension. The result find 12 students (60%) face dificulty in reading comprehension, 7 students (35%) obtains difficulty in identifying main idea, 14 students (70%) face difficulty in making inferences, 8 students (40%) face difficulty in identifying supporting details and 9 students faces dificulty in understanding correct vocabulary. It was concluded that CDA based learning empower students comprehension and make the students read based on the discourse aspects: social, discursive and textual, hopefully can help the students as readers enjoying their reading and make reading as a habit.

Multimodal Discourses of Power and Identity in Roblox User-Generated Worlds: A Critical Discourse Analysis Maulina, Intan; Suhadi, Jumino; Pratiwy, Devi
International Journal of Multidisciplinary Sciences and Arts Vol. 5 No. 1 (2026): International Journal of Multidisciplinary Sciences and Arts, Article January 2
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijmdsa.v5i1.7632

Roblox has emerged as one of the most influential user-generated digital ecosystems, in which multimodal resources visual design, spatial organization, avatar customization, interface affordances, and linguistic interaction play a central role in the construction of identity and the negotiation of power. This study examines how power relations and identity positions are discursively produced across three highly popular Roblox user-generated worlds: Brookhaven RP, Adopt Me, and Bloxburg. Drawing on Multimodal Critical Discourse Analysis (MCDA), informed by social semiotics and critical discourse theory, the study analyzes screenshots, spatial configurations, and in-game chat interactions to uncover ideological meanings embedded in these environments. The findings demonstrate that hierarchical relations are reproduced through spatial zoning, access restrictions, monetized affordances, and avatar aesthetics that index wealth, status, and social legitimacy. Linguistic interactions further reinforce symbolic domination through gatekeeping, commands, and exclusionary practices. Collectively, these multimodal resources construct narratives of consumerism, meritocracy, and social stratification that shape how young users understand agency, belonging, and value in digital spaces. This article contributes to English Studies by conceptualizing Roblox worlds as multimodal texts requiring critical literacy, and to Information Technology by foregrounding how platform affordances structure discourse production and social relations.

Power and Ideology in Online News: A Sociology-Cognitive Critical Discourse Analysis of Misty Copeland’s Representation in CNN Dewi, Ratna; Suhadi, Jumino; Pratiwy, Devi
Edulitics (Education, Literature, and Linguistics) Journal Vol 10 No 2 (2025): Juni - December 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i2.11232

This study examines how power and ideology operate in CNN’s online news representation of Misty Copeland, using Teun A. van Dijk’s Socio-Cognitive Critical Discourse Analysis (SCA) framework. The research explores how linguistic choices and discursive strategies simultaneously empower and constrain the portrayal of race, gender, and success within liberal media narratives. Data were drawn from selected CNN articles covering Copeland’s achievements and analyzed through textual, cognitive, and social dimensions to reveal how language, cognition, and ideology interact in shaping media representation. The findings indicate that CNN constructs Copeland’s identity through a discourse of “contained empowerment,” which outwardly celebrates diversity while subtly reproducing liberal and post-feminist ideologies. Linguistically, terms such as “trailblazer,” “breaking barriers,” and “making history” elevate Copeland as an exceptional figure. Cognitively, these expressions activate shared mental models grounded in meritocracy, reinforcing beliefs that upward mobility stems primarily from individual effort. Ideologically, the coverage depoliticizes issues of race and gender by transforming structural inequalities into narratives of personal perseverance. The study concludes that CNN’s portrayal of Copeland naturalizes inequality through celebratory empowerment discourse. While promoting diversity, the narrative obscures institutional power and social asymmetry. This research contributes to Critical Discourse Studies by integrating socio-cognitive and intersectional perspectives, highlighting the need for critical media literacy in understanding how digital news both emancipates and regulates meaning in contemporary culture.

Power and Ideology in Online News: A Sociology-Cognitive Critical Discourse Analysis of Misty Copeland’s Representation in CNN Dewi, Ratna; Suhadi, Jumino; Pratiwy, Devi
Edulitics (Education, Literature, and Linguistics) Journal Vol 10 No 2 (2025): Juni - December 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i2.11232

This study examines how power and ideology operate in CNN’s online news representation of Misty Copeland, using Teun A. van Dijk’s Socio-Cognitive Critical Discourse Analysis (SCA) framework. The research explores how linguistic choices and discursive strategies simultaneously empower and constrain the portrayal of race, gender, and success within liberal media narratives. Data were drawn from selected CNN articles covering Copeland’s achievements and analyzed through textual, cognitive, and social dimensions to reveal how language, cognition, and ideology interact in shaping media representation. The findings indicate that CNN constructs Copeland’s identity through a discourse of “contained empowerment,” which outwardly celebrates diversity while subtly reproducing liberal and post-feminist ideologies. Linguistically, terms such as “trailblazer,” “breaking barriers,” and “making history” elevate Copeland as an exceptional figure. Cognitively, these expressions activate shared mental models grounded in meritocracy, reinforcing beliefs that upward mobility stems primarily from individual effort. Ideologically, the coverage depoliticizes issues of race and gender by transforming structural inequalities into narratives of personal perseverance. The study concludes that CNN’s portrayal of Copeland naturalizes inequality through celebratory empowerment discourse. While promoting diversity, the narrative obscures institutional power and social asymmetry. This research contributes to Critical Discourse Studies by integrating socio-cognitive and intersectional perspectives, highlighting the need for critical media literacy in understanding how digital news both emancipates and regulates meaning in contemporary culture.

Politeness As a Discursive Practice in The Film Dear John a Critical Discourse Analysis: English Sembiring, Elita Modesta; Jumino Suhadi; Devi Pratiwy
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i1.48-56

Politeness is not merely a pragmatic strategy in interpersonal communication but also a discursive practice shaped by power relations, ideology, and social context. This study examines politeness as a discursive practice in the film “Dear John” (2010) using a Critical Discourse Analysis (CDA) framework. The goal of the study is to reveal how politeness strategies are constructed, negotiated, and contested through language in intimate relationships portrayed in the film. Employing a qualitative descriptive method, the data consist of selected dialogues between the main characters, John and Savannah, which contain politeness-related expressions. The analysis integrates Brown and Levinson’s politeness theory with Fairclough’s three-dimensional model of CDA: textual analysis, discursive practice, and social practice. The findings show that politeness strategies in “Dear John” function not only to maintain interpersonal harmony but also to reflect unequal emotional power, moral positioning, and ideological assumptions about love, sacrifice, and gender roles. Positive politeness dominates the interactions, while negative politeness and off-record strategies emerge in moments of conflict and emotional distance. The novelty of this study lies in its integration of politeness theory and CDA to demonstrate how politeness operates as an ideological and discursive resource within romantic narratives. This study contributes to discourse studies, pragmatics, and literary discourse analysis.

EXAMINING THE RELATIONSHIP BETWEEN PERCEIVED DIFFICULTY, READING SELF-EFFICACY, AND DISCUSSION TEXT COMPREHENSION OF GRADE XII EFL STUDENTS marpaung, syafaruddin; Manugeren, M; Suhadi, Jumino; Siwi, Purwanto
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.2208

This study investigates Grade XII EFL students' perceived reading difficulty, reading self-efficacy, and comprehension of discussion texts from the government textbook Life Today. Guided by Cognitive Load Theory (to interpret perceived difficulty), Bandura’s self-efficacy framework (to examine confidence and persistence), and Barrett’s taxonomy (to structure literal, inferential, and evaluative comprehension), the study addresses three research questions: (1) What features of the Life Today discussion texts do students perceive as most difficult? (2) How do students describe their reading self-efficacy when engaging with these texts? and (3) How is comprehension demonstrated across literal, inferential, and evaluative levels? A qualitative descriptive design was employed at SMA Negeri 2 Kota Tanjungbalai, Indonesia. Thirty-six Grade XII students completed Written Comprehension Responses (WCR) aligned with Barrett’s levels, and fifteen students were purposively selected through maximum variation sampling for in-depth Think-Aloud Protocol (TAP) sessions and Semi-Structured Interviews (SSI). Data were collected sequentially (TAP–WCR–SSI) and analyzed using thematic analysis with directed coding supported by a transparent codebook and intercoder agreement procedures. Findings indicate that perceived difficulty clusters around tracking pro–contra arguments, processing academic vocabulary, interpreting contrastive cohesion markers, and generating inferences when conclusions are implicit. Students’ self-efficacy was relatively strong in persistence but weaker in evaluating arguments and justifying judgments with textual evidence. Comprehension patterns revealed stable literal understanding, whereas inferential and evaluative performance frequently weakened when students struggled to integrate claims, reasons, and evidence across paragraphs. The study highlights the importance of psychologically informed scaffolding such as argument mapping, explicit cohesion instruction, and mastery-oriented feedback to strengthen higher-order comprehension and reading confidence in textbook-based argumentative tasks.

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