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All Journal English Review: Journal of English Education BASIS (BAHASA DAN SASTRA INGGRIS) Journal of Education, Humaniora and Social Sciences (JEHSS) JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA JOURNAL OF LANGUAGE Journal of English Language and Education International Journal of English and Applied Linguistics (IJEAL) International Journal of Educational Research Excellence (IJERE) TELL - US JOURNAL EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Efendi Barus, Efendi
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Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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UNMASKING THE ANTAGONIST: A PSYCHOLOGICAL ANALYSIS OF PSYCHOPATHY IN JAMES PATTERSON’S FEAR NO EVIL Barus, Efendi; Wardana, Fitra Andira; Purwarno, Purwarno
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.v7i2.12040

Abstract

This study explores the psychological dimensions of antagonism in James Patterson’s novel Fear No Evil, focusing on the construction of the antagonist Matthew Butler as a psychopath. Employing a qualitative descriptive approach and drawing upon Robert Hare’s Psychopathy Checklist-Revised (PCL-R), the analysis identifies how Butler exhibits core psychopathic traits such as lack of empathy, manipulativeness, impulsivity, and emotional shallowness. Data were collected through close reading and textual analysis, emphasizing the antagonist’s actions, dialogue, and interactions with other characters. The findings reveal that Butler’s characterization is deeply rooted in psychopathic tendencies that serve not only as a narrative device but also as a reflection of broader psychological realities in crime fiction. By integrating psychological theory with literary analysis, this research contributes to the field of literary psychology, offering insights into how contemporary thrillers represent mental disorders and how antagonistic characters function to intensify narrative conflict. The study further underscores the significance of interdisciplinary approaches in understanding the intersection of literature, psychology, and criminology, particularly in examining how fictional psychopaths are constructed in popular culture.
PSYCHOLOGICAL CONFLICTS BETWEEN KEY CHARACTERS IN GILLIAN FLYNN’S GONE GIRL Amalia, Suci; Barus, Efendi; Pawiro, Muhammad Ali
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.v7i2.12258

Abstract

Gone Girl, a novel by Gillian Flynn, explores the intense psychological and emotional conflict between a married couple, Amy and Nick Dunne. Amy desires love and loyalty but is devastated by Nick’s betrayal. Meanwhile, Nick, who is obsessed with emulating his father, fails to express love to Amy and instead engages in an affair, leading to suspicion when Amy suddenly disappears. Amy’s uncontrollable ego drives her to fake her own death and frame Nick for murder as a form of social punishment. The story unfolds through public suspicion, legal investigation, and emotional turmoil. This study applies Cascio’s theory of conflict to examine the types and dynamics of internal and external conflicts experienced by the main characters. The study also aims to identify the negative impacts resulting from these conflicts. Using a qualitative descriptive method, the research analyzes how internal conflict (man versus self) and external conflict (man versus man, society, and fate) shape the narrative. Amy’s psychological need for validation and her manipulative actions lead her to deep guilt and emotional suffering. Nick, on the other hand, experiences social rejection, emotional stress, and job loss after being falsely accused. These conflicts result in significant behavioral changes and deteriorating mental, physical, and social well-being. The novel reveals how unresolved personal and relational conflicts can escalate into destructive outcomes.
KARO DIALECTAL VARIATION IN TANAH KARO: A LEXICAL AND PHONOLOGICAL SOCIOLINGUISTIC ANALYSIS Br Sembiring, Sukutenta; Barus, Efendi; 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.v7i2.12287

Abstract

Language holds the memory of a community and shapes how people understand themselves, their landscape, and their cultural belonging. This study investigates dialectal variation in the Karo language of Tanah Karo, North Sumatra, through a lexical and phonological sociolinguistic framework. Using a descriptive qualitative design supported by dialectological procedures, the research analyzes 200 Swadesh-based lexical items and natural speech data collected from six native speakers representing three major dialect regions: Julu (Tigapanah), Teruh Deleng (Tiganderket), and Singalor Lau (Tigabinanga). Structured interviews, direct observation, and audio-recorded elicitation sessions formed the basis of the dataset. Findings show that while the dialects remain mutually intelligible, they exhibit systematic micro-variations in vowel realization, lexical selection, and morphophonemic structure. Tigabinanga displays the most consistent vowel fronting and several unique lexical items, whereas Tigapanah and Tiganderket share closer phonological and lexical affinities. These patterns reflect the influence of geographical separation, inter-village communication, and long-standing cultural identity. The study contributes to the documentation of Indonesia’s regional languages and underscores the importance of preserving dialectal diversity. Further research using acoustic phonetics or quantitative dialectometry is recommended to deepen the understanding of phonological distance within the Karo speech community.
Female Agency in Popular Music: Desire and Self-control in Selena Gomez’s Song “Can’t Keep My Hands to Myself” Syarifah, Syarifah; Manugeren, M.; Barus, Efendi
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.v10i6.1654

Abstract

Popular music stands as a cultural space where emotion, identity, and power intertwine. Within this realm, female voices often perform the delicate balance between desire and restraint. Yet, few studies have examined how mainstream pop songs articulate female desire beyond objectification, particularly in the work of Selena Gomez, whose music navigates intimacy and autonomy with subtle complexity. This study examines Selena Gomez’s “Can’t Keep My Hands to Myself” to explore how female agency emerges through the negotiation of longing and self-control. Employing a feminist literary lens and Freud’s psychoanalytic framework of the id, ego, and superego, the analysis reveals how sensual impulse and conscious regulation coexist in lyrical expression. In dialogue with Cann (2021) and Jansson (2021), the study interprets the song as a declaration of embodied autonomy, where sensuality becomes self-possession rather than submission. Through qualitative content analysis, the findings affirm that pop music offers a stage for reimagining female identity—where emotion, restraint, and power converge in a harmony of self-aware desire.
Language, Power, and Identity: A Sociolinguistic Study of The Alas Language Hasrul, Saddam; Barus, Efendi; Manugeren
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3318

Abstract

This study investigates Mekhadat, a ritual speech performed in Alas wedding ceremonies, from a sociolinguistic perspective focusing on language, power, and identity. Using qualitative methods, including participant observation and interviews with community elders, the study explores how Mekhadat embodies ecological metaphors, symbolic authority, and cultural identity. The findings reveal that natural and agricultural imagery, such as rice and water, is central to the discourse, reflecting the Alas community's ecological worldview and their emphasis on fertility, harmony, and prosperity. The study also highlights the power dimension, where only elders or traditional leaders are authorized to deliver Mekhadat, thus legitimizing authority through language in line with Bourdieu's notion of symbolic power. Furthermore, Mekhadat functions as a cultural marker, strengthening collective identity and transmitting values ​​across generations. These findings suggest that Mekhadat is not simply a ritual performance but also a place where ecological wisdom, social hierarchy, and cultural identity converge. This study contributes to broader discussions in sociolinguistics by demonstrating how ritual discourse in minority languages ​​functions as a medium for cultural continuity and symbolic negotiation
The Concept of Collective Knowledge in President AS 'Speeches (2000-2025): A Social Epistemological Perspective Sembiring, Elita Modesta Br; Manugeren, M; Barus, Efendi
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.v10i6.1842

Abstract

This study examines the concept of collective knowledge in President A.S.’s speeches through the lens of social epistemology, focusing on the period from 2015 to 2020 within the broader temporal frame of 2000–2025. Departing from traditional individualistic accounts of knowledge, the research treats political discourse as a site where knowledge is socially constructed, authorized, and normatively deployed. Presidential speeches are approached not merely as rhetorical instruments but as epistemic practices that shape shared understanding and collective identity. Adopting a qualitative, philosophy-oriented methodology informed by a Systematic Literature Review (SLR) and conceptual discourse analysis, the study analyzes official speeches to identify how collective knowledge is linguistically and philosophically framed. The findings reveal that collective knowledge is articulated through multiple forms, including experiential knowledge grounded in shared social experience, historical knowledge rooted in national memory, and institutional or expert-based knowledge that confers epistemic authority. These forms are strategically mobilized to legitimize political decisions, unify the audience, and guide collective action. From a social epistemological perspective, the study highlights significant tensions between epistemic authority and democratic inclusion. While appeals to collective knowledge foster cohesion and legitimacy, they also risk suppressing epistemic plurality and marginalizing dissenting perspectives. By situating presidential discourse within debates on collective intentionality, epistemic authority, and power, this research contributes to philosophical discussions on the ethical and political dimensions of collective knowing. It demonstrates the relevance of social epistemology for understanding how knowledge functions in contemporary political life.
Enhancing Vocabulary Through Simpler Digital Applications: An Epistemological Approach to Language Learning Baihaqi, Baihaqi; Manugeren, M. Manugeren; Barus, Efendi
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.v10i6.1634

Abstract

This study aimed to enhance of vocabulary mastery at junior high school students level through simpler digital application. Vocabulary is a fundamental aspect of English learning, yet many junior high school students struggle to acquire sufficient vocabulary, which hinders their ability to develop other language skills. To address this issue, the simpler application was introduced as a digital learning medium that provides simple, interactive, and accessible vocabulary practice. This research argues that digital applications can serve as epistemic mediators, allowing learners to build vocabulary through meaningful interaction and autonomous learning. Quantitative approach used with a pre-experimental design, specifically a one group pre-test and post-test model. The participants consisted of 23 students selected through purposive sampling. A vocabulary test was administered before and after five sessions of treatment using the Simpler application. The collected data were analyzed using descriptive and inferential statistics, including a paired sample t-test. The results showed that the students’ post-test mean score was significantly higher than the pre-test mean score. The obtained t-value (6.247) exceeded the critical value of the t-table (2.074) at the 5% significance level, confirming that the improvement was statistically significant. These findings indicate that the simpler application is enhance in improving students’ vocabulary mastery with epistemological principles of meaningful learning.
Local Wisdom in Language Learning: The Role of Translated Langsa Folklore in Improving Students’ English Competence Chairuddin, Chairuddin; Mukminin, Amirul; Barus, Efendi; Nuzwaty, Nuzwaty
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.v5i3.7287

Abstract

This study aims to analyze the effectiveness of using Langsa City folklore, translated from Indonesian into English, in enhancing children’s English learning outcomes. The research background stems from students’ low motivation and limited English proficiency, as well as the need for contextual and culturally relevant learning media. The study employed a quasi-experimental design involving two groups: the experimental group (n=30), which received instruction using translated folklore, and the control group (n=30), which followed conventional learning methods. Data were collected through pre- and post-tests of English competence, learning motivation questionnaires, and interviews with teachers and students. The findings indicate a significant improvement in the experimental group compared to the control group, both in English proficiency (p < 0.001) and learning motivation (? = +0.9). Qualitative analysis revealed that students were more enthusiastic and engaged with the material due to its familiar cultural values. The main challenges included limited time and difficulty in translating certain cultural vocabulary directly. Overall, the study concludes that translated Langsa folklore is an effective medium to enhance students’ learning outcomes and motivation in English language education. The implications emphasize the importance of developing local wisdom-based teaching materials to support foreign language learning in secondary schools.
The Dynamics of Translation Teaching in the Era of Machine Translation: Challenges, Ethics, and Learning Strategies Siregar, Roswani; Subagiharti, Heni; Handayani, Diah Syafitri; Barus, Efendi; Lubis, Aisyah; Humaira, Rafiqah
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1629

Abstract

The development of automatic translation (machine translation/MT) technologies, such as Google Translate and DeepL, as well as applications based on generative artificial intelligence (AI), has brought significant changes to translation practice. While TM facilitates access to cross-language texts, it also presents new challenges in teaching translation. This article aims to examine the challenges and strategies for teaching translation in the era of automation through a literature review. The method used is a literature review of journal articles, books, and conference proceedings published between 2015 and 2025 that are relevant to translation pedagogy, student perceptions, and the ethical implications of using TM. The review identifies seven key challenges: declining student motivation to learn manual translation, the changing role of lecturers to evaluators and post-editors, difficulties in assessing the authenticity of student work, issues of ethics and academic integrity, the need for curriculum adaptation, differences in the quality of TM across languages, and resistance to and over-reliance on TM. Strategies proposed include integrating post-editing into the curriculum, process-based assessment, ethical education in the use of TM, critical learning by comparing human and machine translation results, and translation training for low-resource languages. This article concludes that lecturers play a role not only as teachers of translation techniques but also as facilitators of digital literacy and academic ethics. Recommendations are provided for further empirical research to validate this strategy in the local context of higher education.
Co-Authors Aisyah Aisyah Aisyah Lubis, Aisyah Amirul Mukminin Bincar Nasution Br Sembiring, Sukutenta Chairani, Sri Chairuddin Chairuddin Ekalestari, Susi Elita Modesta Br. Sembiring Erwina, Emmy Ezir, Ely Fadli, Izhar Handayani, Diah Syafitri Hasibuan, Derliana Hasrul, Saddam Heni Subagiharti Humaira, Rafiqah Jumino Suhadi, Jumino Kalsum, Eka Umi Lasyuli Simbolon, Lasyuli M. Manugeren, M. Manugeren Manugeren, M Manugeren, M. Manugeren Maulana, Cecep Nuzwaty, Nuzwaty Pawiro, Muhammad Ali Purwarno, Purwarno Risnawaty Risnawaty Risnawaty Saiful Anwar Matondang SIPAYUNG, ROHDEARNI WATI Siregar, Elvi Fauziah Siregar, Roswani Siwi, Purwanto Suci Amalia Surbakti, Syamsul Bahri Syarifah Syarifah, Syarifah Wardana, Fitra Andira