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All Journal CONCEPT Frasa: English Education and Literature Journal DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA
Rahayu Puji Haryanti
State University of Semarang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Interweaving Indonesian Local Wisdoms and Synchronized Virtual Learning: Students’ Experience in ESP Melania Wiannastiti; Januarius Mujiyanto; Rahayu Puji Haryanti
DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA Vol. 10 No. 2 (2023): Desember
Publisher : Prodi Sastra Inggris UKI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/dia.v10i2.5414

Abstract

The research delves into integrating Indonesian local wisdom, specifically Pancasila, within synchronized virtual learning for English for Specific Purposes (ESP), aiming to unveil students' experiences and assess the impact on presentation skill development. Thirty students participated in a 13-session Business English presentation course, with Pancasila embedded in the virtual learning mode. Data encompassed closed questionnaires and pretest/post-test scores, analyzed qualitatively and quantitatively. The findings underscore the intervention's efficacy, notably enhancing students' comprehension of Pancasila's cultural significance and augmenting their presentation skills. Notably, improvements were observed in structure, delivery, and gesture, affirming the approach's success in deepening cultural understanding while refining practical abilities. Quantitative analysis revealed shifts in presentation skill scores pre and post-intervention. While medium scores declined, low and high score categories exhibited marked changes, indicative of substantial advancements in presentation proficiency across skill domains. In conclusion, merging Pancasila into synchronized virtual learning yielded notable benefits, aligning cultural content with skill-focused education. This integration not only enriched cultural appreciation but also honed crucial presentation skills. These outcomes accentuate the potential of targeted educational strategies in harmonizing cultural knowledge and skill development within higher education settings, fostering holistic learning experiences. The study advocates for continued exploration and implementation of similar integrative approaches, emphasizing their value in enhancing both cultural understanding and practical skill acquisition among students in specialized learning contexts.
VOICES OF THE SUBALTERN: DECODING RESISTANCE THROUGH SEMIOTICS IN COLLINS’THE BALLAD OF SONGBIRDS AND SNAKES Callista Aulia Nugraha; Rahayu Puji Haryanti
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5067

Abstract

This article examines the forms of symbolic resistance posed by subaltern groups in Suzanne Collins' novel, The Ballad of the Songbirds and the Snakes (2020), through the application of Roland Barthes' semiotic theory and Gayatri Spivak's concept of subalternity. The narrative is set in the dystopian realm of Panem, characterized by a hierarchical system in which power is concentrated in the capital while the districts face systematic marginalization. The focus of this study is on how characters engage in symbolic acts of defiance through the mediums of song, performance, and myth. By employing a qualitative textual analysis, the research interprets significant symbols such as the mockingjay, snakes, and folk songs as complex sign systems that articulate resistance against hegemonic power. Each of these symbols is explored through denotative, connotative, and mythical lenses to reveal how they operate within the storyline to echo the genuine, albeit subtle, resistance efforts of marginalized groups. The findings indicate that, despite the constraints imposed by oppressive systems, subaltern individuals are capable of asserting their agency via coded language, emotional influence, and acts of performative subversion. By integrating semiotic analysis with postcolonial critique, this study illustrates the capacity of literature to serve as a platform for expressing subaltern challenges and resilience through symbolic expression.
Poetry as emotional pedagogy: Investigating the affective impact of creative writing on EFL students Fujiono Fujiono; Rahayu Puji Haryanti; Yuliana Trisanti
Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 2 (2025): December 2025
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v11i2.7587

Abstract

Learning English as a foreign language (EFL) requires a pedagogical approach that addresses not only cognitive development but also affective dimensions of learning. Creative poetry writing has been widely reported to enhance emotional engagement, reduce linguistic anxiety, and support students’ self-expression; however, the specific mechanisms through which poetry functions as an affective catalyst in EFL contexts remain underexplored. This study employs a systematic review with a qualitative approach, analyzing 21 Scopus-indexed journal articles that examine the affective impact of creative poetry writing in EFL learning. Study selection followed the PRISMA 2020 protocol, with quality appraisal conducted using the Critical Appraisal Skills Programme (CASP) and the Newcastle–Ottawa Scale. Data were analyzed thematically and synthesized through meta-qualitative techniques. The findings indicate that creative poetry writing positively influences three core affective dimensions in EFL learning: emotion regulation, self-expression, and reduction of linguistic anxiety. Instructional strategies such as prosing poetry, mindfulness-based activities, and technology-mediated platforms (e.g., WhatsApp) were found to enhance intrinsic motivation and learner confidence. Additionally, cultural background and language proficiency level emerged as key moderating variables affecting the effectiveness of poetry-based interventions. The interaction among affective variables generates positive feedback that supports holistic language learning. These findings suggest that poetry can function as an effective form of emotional pedagogy in EFL classrooms. Teachers and curriculum developers are encouraged to integrate poetry-based activities while considering learners’ cultural contexts and affective needs. Future research should develop longitudinal and cross-cultural instruments to assess affective outcomes more comprehensively.   Keywords: Creative poetry; affective pedagogy; EFL learning; Linguistic anxiety; Emotional expression
Co-Authors Callista Aulia Nugraha Fujiono Fujiono Januarius Mujiyanto Melania Wiannastiti Yuliana Trisanti