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All Journal Randwick International of Education and Linguistics Jurnal Literasi Indonesia
Fatsah, Hassanuddin
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Arts Education Languange, Linguistic, Communication & Media Other

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Reconceptualizing Literary Theory Pedagogy: Bridging Abstract Epistemology and Contextual Interpretation Hasanah, Atiq Aqiqotul; Fatsah, Hassanuddin; Malik, Harto S.; Hinta, Ellyana
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 1 (2026): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i1.1283

Abstract

This study investigates the gap between students’ conceptual understanding of literary theory and their ability to apply theoretical frameworks in textual analysis in higher education. The research was conducted among students enrolled in a literary theory course at Universitas Muhammadiyah Gorontalo. It aims to reconceptualize literary theory pedagogy by integrating interpretative practice, collaborative learning, and digital mediation. This study employed a qualitative classroom-based research design through the implementation of a Problem-Based Learning (PBL) model integrated with an e-learning platform. Data were collected through classroom observations, student discussion records, reflective writings, and analysis of students’ interpretative assignments. The findings indicate that conventional lecture-centered approaches tend to present literary theory as abstract and declarative knowledge, which results in fragmented theoretical understanding and limited metatheoretical awareness among students. When learning activities were reorganized around interpretative problems derived from literary texts, students began to engage with theory as an analytical tool rather than as a static conceptual system. Collaborative discussions and peer feedback encouraged dialogic interpretation, while digital learning platforms extended reflective engagement beyond classroom time and enabled students to revise their analytical arguments. The study shows that integrating Problem-Based Learning with e-learning environments fosters a more reflective and contextual learning process, transforming literary theory into a practical framework for critical interpretation in higher education.
Analysis of Figurative Language in Anne Marie Songs Pandji, Nur' Ain; Lihawa, Kartin; Bouti, Suleman; Fatsah, Hassanuddin; Danial, Haris
⁠⁠Jurnal Literasi Indonesia Vol. 2 No. 8 (2025): Jurnal Literasi Indonesia
Publisher : Sekolah Tinggi Agama Islam Kuningan

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Abstract

This research investigates the types and meanings of figurative language in Anne-Marie’s songs Trainwreck and Kills Me to Love You. Figurative language plays a significant role in enriching lyrical content by conveying deeper emotional and symbolic meanings. The theoretical framework is based on Hurford et al. (2007) and Lord (1855), who classify figurative language into nine categories: metaphor, hyperbole, personification, idiom, metonymy, synecdoche, hypocrisy, apostrophe, and allegory. The findings reveal that only four types metaphor, hyperbole, personification, and idiom appear in the selected songs. Metaphor and hyperbole emerged as the most dominant, emphasizing emotional intensity and psychological depth. This research adopts a qualitative descriptive approach using library research to analyze the figurative expressions in the lyrics. The analysis shows that figurative language in Anne-Marie’s songs illustrates themes of toxic relationships, heartbreak, and emotional resilience. Expressions such as “I’m a trainwreck” and “It kills me to love you” demonstrate how figurative language is used to portray emotional turmoil and relational conflict in a relatable and poetic manner.
Co-Authors Bouti, Suleman Ellyana Hinta Haris Danial Hasanah, Atiq Aqiqotul Kartin Lihawa Malik, Harto S. Pandji, Nur' Ain