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All Journal Pedagogy : Journal of English Language Teaching Excellence Journal of Humanities Research Sustainability
Khasanah, Wirdatul
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ L2 Motivation Shift in Two-Year Access Microscholarship Program Khasanah, Wirdatul
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1137

Abstract

This study investigates the changes in English learning motivation among Indonesian university students participating in the US-sponsored English Access Microsholarship program. Using Dornyei’s L2 Motivational Sels system as a framewrok, the research examines students’ motivation before and after the program. Using semi-structured interview as the main data collection, this study found that students joining Access program in Jember experienced motivational changes after 2 years. They shifted from local oriented into more internationally driven motivation to learn English. The findings also found that positive learning experiences and cultural exposures can transform learner’s goals and attitudes.
Reading Tim Blake Nelson’s O Adapting and Obfuscating Othello’s Blackness Umayfa, Suyanti Fatma; Khasanah, Wirdatul; Imaduddin, Muhammad
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1157

Abstract

This study analyzes Tim Blake Nelson’s “O” (2001) as a modern film adaptation of William Shakespeare’s “Othello”, with particular attention to the representation of Blackness and how it is reshaped or obscured in the cinematic form. Using a qualitative, interpretative textual analysis method, the research explores how racial identity, which is central in the original play, becomes muted or recontextualized in the film adaptation. The study applies adaptation theory, semiotic analysis, and critical race theory to examine both narrative and visual elements of the film—including dialogue, characterization, cinematography, and symbolism. Through a comparative framework, the analysis identifies key thematic shifts, such as the movement from overt racial tension in “Othello” to internal psychological conflict in “O”. Visual aids and a comparative table support the findings, illustrating the adaptation’s emphasis on personal trauma over racial discourse. The results reveal how the film strategically downplays racial markers, offering a layered yet potentially problematic reading of race in contemporary adaptation. This research contributes to broader discussions of race, identity, and representation in Shakespearean film adaptations.
Reconstructing EFL Students’ Speaking Flow Disruptions through Idea-Chunking Rehearsals and Partner Listening Journals Stevani, Margaret; Martiningsih, Evi; Rais, Rinovian; Khasanah, Wirdatul
Jurnal Pedagogy Vol 13 No 2 (2025): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v13i2.11100

Abstract

Speaking fluency remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly at the secondary school level, where students often experience disruptions in speech flow due to difficulties in transforming conceptual intentions into coherent spoken output. These disruptions not only affect linguistic accuracy but also hinder real-time communication and discourse coherence. This study aimed to investigate how targeted pedagogical interventions, specifically idea chunking rehearsals and partner listening journals, could reconstruct speaking flow disruptions and enhance fluency and coherence among Indonesian high school EFL students. Adopting a process-oriented qualitative research approach grounded in theories of cognitive fluency and discourse organization, the study analyzed students’ spoken performance before and after the interventions. Data were collected through audio-recorded spontaneous and integrated speaking tasks administered during classroom activities. Qualitative discourse analysis was employed to identify recurring types of speaking disruptions, including hesitation clustering, disconnected nominal references, and collapsed verb chains. The findings indicated that students were able to internalize the targeted strategies, leading to improved real-time message planning, monitoring, and delivery. Pedagogically, the findings suggest that integrating process-based fluency interventions into speaking instruction can help learners manage cognitive load during speech production. These results offer practical implications for EFL teachers and curriculum designers seeking to address fluency development through cognitively informed and classroom-applicable strategies.
The Post-Human Author: Deconstructing Narrative Identity And Creativity In Ai-Generated Literary Works Khasanah, Wirdatul; Wei, Li; Rustiyana, Rustiyana
Journal of Humanities Research Sustainability Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v2i6.2652

Abstract

Background. The emergence of artificial intelligence as a creative agent has fundamentally disrupted the human-centered paradigm of authorship in literary production. Recent advances in generative models such as GPT and other neural language systems have blurred the boundaries between human intention, machine output, and narrative authenticity. Purpose. This study aims to deconstruct the notion of the “post-human author” by examining how AI-generated literary works redefine narrative identity, creativity, and the ontology of authorship. Employing a qualitative meta-analytical method combined with post-structuralist textual analysis, the research synthesizes existing literature and conducts interpretive readings of selected AI-generated texts. Through Derridean deconstruction and Foucault’s concept of the “author-function,” this study explores how algorithmic creativity challenges the metaphysics of originality and intentionality. Method. Employing a qualitative meta-analytical method combined with post-structuralist textual analysis, the research synthesizes existing literature and conducts interpretive readings of selected AI-generated texts. Through Derridean deconstruction and Foucault’s concept of the “author-function,” this study explores how algorithmic creativity challenges the metaphysics of originality and intentionality. Results. The findings reveal that AI-generated literature destabilizes the humanist framework of creative agency , producing hybrid narratives where authorship becomes distributed, contingent, and collaborative between human and machine. However, this post-human creativity also exposes ethical and philosophical tensions related to authorship, ownership, and meaning-making. Conclusion. The study concludes that literary creation in the age of AI demands a reconfiguration of aesthetic and epistemic assumptions about what it means to “create,” inviting a new hermeneutics of reading that acknowledges the co-agency of the artificial and the human.
Co-Authors Li Wei Margaret Stevani Martiningsih, Evi Muhammad Imaduddin Rais, Rinovian Rustiyana, Rustiyana Umayfa, Suyanti Fatma