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All Journal Journal Compound : Improving the Quality of English Education EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Saputri, Tiara Dwi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ANALYZING THE ADVANTAGES, CHALLENGES, AND PEDAGOGICAL IMPLICATIONS OF E-BOOKS IN ELEMENTARY ENGLISH LEARNING: A LITERATURE REVIEW Saputri, Tiara Dwi; Misrita, Misrita; Putri, Librina Tria
Journal Compound: Improving the Quality of English Education Vol. 12 No. 2 (2024): December 2024: Journal Compound
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jcp.v12i2.2828

Abstract

This study analyzes the advantages, challenges, and pedagogical implications of using e-books to enhance English language learning among elementary school students. As technology advances and becomes increasingly integrated into education, e-books have emerged as interactive resources that combine text, images, audio, video, and animations to support vocabulary development, reading comprehension, and student motivation. This literature review synthesizes findings from academic journal articles published between 2019 and 2024, focusing on how e-books contribute to effective English instruction in elementary contexts. The results indicate that e-books offer adaptive learning experiences tailored to diverse learning styles, significantly enhancing students’ engagement and language acquisition. Additionally, the review identifies challenges such as screen fatigue and digital inequality, which must be addressed to ensure equitable access and sustainability. Pedagogically, e-books encourage multimodal and constructivist learning, supporting individualized and collaborative classroom experiences. The findings highlight the importance of strategic implementation and teacher preparedness in maximizing the benefits of digital tools. This study aims to serve as a valuable reference for the design and development of innovative and inclusive e-book-based learning in elementary English education.
Character Analysis in The Movie Inside Out Base in Vladimir Propp's Theory Mujiarni, Umi; Sintia, Dilla; Saputri, Tiara Dwi; Misrita
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.v10i1.3038

Abstract

This study analyses the characters and narrative structure of the animated film Inside Out (2015) through the lens of Vladimir Propp’s Morphology of the Folktale. While Propp’s theory, originally developed for Russian folktales, identifies thirty-one narrative functions and seven spheres of action in traditional storytelling, this research investigates its applicability to a modern psychological animated film featuring emotion-based characters. The study employs qualitative narrative analysis to map Inside Out’s characters such as Joy, Sadness, Bing Bong, and others, into Propp’s character roles such as hero, helper, donor, and villain, and to identify how the film’s plot aligns with Propp’s narrative functions. Findings reveal that despite the absence of a conventional villain and the abstract nature of its characters, Inside Out effectively mirrors many of Propp’s narrative structures, with Joy’s emotional journey serving as the heroic quest. The study highlights how internal emotional conflicts and symbolic characters can fulfil classical narrative roles, thereby extending Propp’s theory beyond its folkloric origins to contemporary animated storytelling. This study recommends that future research apply Propp’s framework to a broader range of modern films and conduct comparative analyses across traditional folktales and contemporary media to further examine the adaptability of classical narrative models. Additionally, the study suggests the pedagogical use of animated films as effective tools for teaching narrative theory and developing students’ critical analytical skills.
Co-Authors Misrita Misrita, Misrita Mujiarni, Umi Putri, Librina Tria Sintia, Dilla