Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Litera Kultura Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Nurkumaila, Farah
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Inner Conflict and Shadow Self in Estella’s Identity in Cruella (2021): A Jungian Literary Film Analysis Nurkumaila, Farah
LITERA KULTURA : Journal of Literary and Cultural Studies Vol. 13 No. 3 (2025): December
Publisher : Universitas Negeri Surabaya

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Abstract

The film Cruella (2021) portrays the main character Estella as she navigates an inner conflict in her quest for identity. This research aims to analyze Estella’s identity struggle and transformation into Cruella through Carl Jung’s theory of the Shadow Self. Using a descriptive qualitative method, this study examines selected scenes and dialogues from the film as primary data. The findings reveal that Estella initially rejects her clever and ambitious side, but later embraces it as an integral part of her identity. This study contributes to a deeper understanding of how accepting one’s shadow can lead to personal power and narrative complexity.
Systematic Literature Review on Speaking Assessment Practices in EFL Contexts Nurkumaila, Farah; Salma, Zian; Husnullah, Azifah Hafizha; Dewi, Ratna Sari; Maulidya, Reza Anis
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.7247

Abstract

Speaking assessment is essential for evaluating EFL learners’ communicative competence, yet it remains challenging due to issues of validity, reliability, and authenticity. This study conducts a Systematic Literature Review (SLR) of empirical research on speaking assessment practices in EFL contexts from 2015 to 2025, using the SALSA framework for methodological rigor. Fourteen studies were analysed thematically. The findings show that performance-based and technology-integrated assessments are the most dominant approaches, while rater bias, limited assessment literacy, and learner anxiety remain key challenges. The review highlights the importance of balancing fairness, practicality, and authenticity in evaluating speaking performance. It also emphasizes the potential of formative and technology-supported assessments to enhance feedback and learner engagement. The results also provide valuable insights for EFL teachers and policymakers in developing more effective and equitable speaking assessment practices. Pedagogically, the review underscores the need to strengthen teachers’ assessment literacy so that they can design and apply rubrics, provide formative feedback, and interpret speaking scores accurately. Theoretically, this study contributes to the understanding of how various assessment practices interact within the broader EFL teaching-learning process. Future studies are encouraged to explore longitudinal evidence of how integrated assessment frameworks influence EFL learners sustained speaking improvement, motivation, and classroom participation.
Co-Authors Husnullah, Azifah Hafizha Maulidya, Reza Anis Ratna Sari Dewi Salma, Zian