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All Journal Journal of English Teaching, Literature, and Applied Linguistics Interference: Journal of Language, Literature, and Linguistics
Sanjaya, Paschalis Kurniawan
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring The Teachers' Identity in Sakae Tsuboi's Twenty-Four Eyes Sanjaya, Paschalis Kurniawan; Bram, Barli
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.8867

Abstract

Teachers play an essential role in the field of education. Their identities are crucial to the teaching profession. In the wide range of literary works, especially books or novels, teachers often appear as a character. This research was conducted to explore the identity of the teacher depicted in Japan's legendary novel Twenty-Four Eyes by Sakae Tsuboi which was translated by Akira Miura. This novel tells the story of a young teacher's journey in a remote area of Japan during World War II. One research question was raised, “how is the teacher identity depicted in the Sakae Tsuboi: Twenty-Four Eyes?” Qualitative research, specifically document analysis was used to explore the teacher identity in this novel. The researchers also implemented a close reading method to gain a deeper understanding about the related topic. The data was carefully analyzed using thematic analysis. The use of a Social Role Theory (SRT) helps the researchers to interpret the text. It showed that social relations happening will affect feelings, thoughts, and behaviors. Based on the text, the researchers concluded three themes appeared as the identity from the teacher; teacher as an educator, as an inspirator, as a challenger, and as oppressed. It is hoped that through the result of the research, teachers, educators, or even scholars can gain meaningful insight related to identity.
Analyzing Speech Acts in School Communication: A Study of Abbott Elementary Series Sanjaya, Paschalis Kurniawan; Lumintang, Sheline Feranda; Ena, F.X. Ouda Teda
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 1 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i1.69559

Abstract

Abstract. To understand how individuals convey meaning or information, manage relationships with others, and navigate power dynamics in communication, one needs to know the meaning and types of speech acts especially. This study aims to analyze school communication in the Abbott Elementary series through the lens of speech act theory, focusing on how different types of illocutionary acts are used to shape classroom interactions. This research provides a novel contribution to the linguistic field by analyzing speech acts specifically in the educational setting. This study uses a qualitative approach to explore communication dynamics by using discourse analysis to identify and categorize the illocutionary acts present in the three episodes in the first series to answer the first problem. Then, the data obtained will also be calculated and analyzed to answer the second research question, namely the type of speech acts that appear most often. As a result, this study found that the series includes all five types of speech acts in its communication, and the representative type has the highest intensity of occurrence in the three episodes of the first series that was studied. This finding can provide valuable insight into the role of language, especially in the educational environment Keywords: Abbott Elementary, School Communication, Speech Act
Co-Authors Bram, Barli Lumintang, Sheline Feranda Ouda Teda Ena