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All Journal ELS Journal On Interdisciplinary Studies in Humanities Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan ELITERATE : Journal of English Linguistics and Literature Studies Journal of English Literature and Linguistic Studies (JELLS) Jurnal Inovasi dan Teknologi Pendidikan Axiology INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Teaching and Learning (INJOTEL) Indonesian Journal of Education (INJOE) Lingeduca: Journal of Language and Education Studies International Journal of Language and Ubiquitous Learning
Rizki Fauzi
Universitas Negeri Makassar
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Tekstual Terhadap Narasi Perempuan dalam Sastra Indonesia Modern Rizki Fauzi; Suci Pole Mappaita; Nur Mutmainna Halim
Jurnal Inovasi dan Teknologi Pendidikan Vol. 5 No. 2 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v5i2.298

Abstract

Textual analysis of women’s narratives in modern Indonesian literature is a crucial field for understanding gender constructions, power dynamics, and representations of identity. This study employs feminist literary criticism, discourse analysis, and cultural studies to uncover the portrayal, positioning, and voicing of women, critique implicit patriarchal ideologies, and celebrate women’s agency within the discourse of gender equality in Indonesia. The research aims to conduct an in-depth textual analysis of women’s narratives in modern Indonesian literature, focusing on power dynamics and the construction of subjectivity; to map the contrasts in the representation of women as objects and as agents in selected novels; to analyze the narrative-linguistic strategies used to construct subject-object positions; and to examine how intersectional factors such as class and culture influence the power dynamics and agency of female characters. The methodology employs a Systematic Literature Review (SLR), a systematic and structured approach to identifying, evaluating, and synthesizing relevant empirical evidence from the scientific literature. The SLR addresses research questions using a transparent, replicable method that minimizes subjective bias in literature selection and analysis, and produces comprehensive conclusions based on the synthesis of existing evidence. The discussion covers four categories: binary oppositions and power imbalances that reveal patriarchal structures positioning women as passive Others, objects, or figures subject to systemic discrimination that reflects and reinforces skewed gender hierarchies; agency, subjectivity, and resistance that identify strategies of personal-emotional resistance, solidarity, education, and the creative transformation of traditional myths; intersectionality and marginalized voices, which consider the intersection of women’s identities with social class, labor status, and specific political contexts to document the complex experiences of various social strata; and violence and trauma, which delve into representations of physical, psychological, and structural violence as a central theme, reflecting collective fears and questioning the normalization of gender-based violence. This study concludes that many modern literary texts reproduce patriarchal structures by positioning women as passive objects, thereby reinforcing gender power imbalances; literature also serves as a space for affirming women’s agency, showcasing strategies of resistance and the reclamation of subjectivity; women’s experiences are complex and layered, requiring an intersectional approach that considers the intersection of gender with class and political context; furthermore, narratives of violence constitute a profound exploration of victimization and trauma that function as a social critique of the normalization of gender-based violence
From Thought to Text: A Psycholinguistic Study of Students’ Language Processing in Creative Writing Class Fitriyani Bakri; Mardiyanah Nasta; Nur Mutmainna Halim; Rizki Fauzi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.47916

Abstract

Writing is a complicated psycholinguistic task that changes thoughts inside your head into ordered words. In EFL situations, this process necessitates meticulous coordination of cognitive and linguistic resources, frequently resulting in challenges in lexical retrieval, grammatical encoding, and idea development. This study examines the cognitive processing of language by students when they create imaginative texts inspired by visual stimuli. The study, based on Levelt’s (1999) Model of Language Production, examines the processes of conceptualization, formulation, articulation, and self-monitoring in students’ writing. Thirty-five English Literature students from class B 2022 at Universitas Negeri Makassar took part in the creative writing exercise. Five students with the fewest errors and five students with the most errors were chosen for in-depth semi-structured interviews. The results show that students who do well have better conceptual planning and self-monitoring skills, while those who do poorly have trouble with formulation, especially with choosing words and structuring sentences. The study underscores the significance of psycholinguistic awareness in enhancing EFL creative writing training, focusing on tactics that bolster cognitive control and linguistic accuracy.
BEYOND “HE” AND “SHE”: A CRITICAL DISCOURSE ANALYSIS OF LINGUISTIC EQUITY AND NON-BINARY GENDER REPRESENTATION IN EFL TEXTBOOKS Rizki Fauzi; Miku Fujita; Emily Thompson
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i3.2647

Abstract

Scholarship has long critiqued gender imbalance in English Language Teaching (EFL) materials, yet a significant gap persists regarding identities outside the gender binary. Textbooks often reinforce a cisnormative worldview, failing to reflect contemporary linguistic and social realities. This study critically analyzes the discursive practices constructing gender representation, focusing on the exclusion of non-binary identities and the status of linguistic equity in widely-used EFL textbooks. A Critical Discourse Analysis (CDA) was employed, examining a corpus of three major, globally-distributed EFL textbook series. The analysis integrated quantitative pronoun frequency counts (“he”, “she”, singular “they”) with qualitative and semiotic analysis. Findings reveal a systemic “binary-only entrenchment.” Despite quantitative parity between “he” and “she”, there was a zero-occurrence of the singular “they” for human reference. This erasure is actively maintained through discursive avoidance (e.g., “he or she”) and reinforced by stereotypes, amounting to symbolic annihilation. The analyzed textbooks are not merely outdated but actively perpetuate a hegemonic, binary-exclusive ideology. This failure in linguistic equity misprepares learners and constitutes a significant ethical and pedagogical lapse in the ELT industry.
Cross-Cultural Communication and Language Learning: Leveraging Ubiquitous Learning Platforms to Enhance Global Competency Rizki Fauzi; Chandra Arie Widiyoko; Aries Purwanto
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3671

Abstract

Background. In today’s globalized world, cross-cultural communication and language proficiency are essential for fostering international collaboration and understanding. Ubiquitous learning platforms, leveraging mobile and cloud-based technologies, have the potential to enhance language learning by providing learners with immersive, interactive, and culturally relevant experiences. These technologies bridge the gap between language learning and real-world applications, offering students opportunities to engage with authentic language use and cultural contexts. Despite their potential, the effectiveness of these platforms in promoting global competency remains underexplored. Purpose. This study aims to explore how ubiquitous learning platforms can be leveraged to improve language learning outcomes and enhance cross-cultural communication. The research examines the impact of these platforms on learners' global competency, language proficiency, and intercultural awareness. Method. A mixed-methods approach was used, combining quantitative assessments of language proficiency with qualitative interviews to understand learners' perceptions of cross-cultural communication and the role of technology in their learning experiences. Data were collected from 200 language learners across diverse cultural backgrounds. Results. The findings reveal significant improvements in language proficiency, cultural understanding, and cross-cultural communication skills. Learners reported increased engagement and motivation, with many stating that the interactive, real-world contexts provided by the platforms helped them better understand and apply language in diverse settings. Conclusion. Ubiquitous learning platforms offer a powerful tool for enhancing language learning and global competency. By integrating cultural immersion with language education, these platforms can foster more effective and meaningful language acquisition in multicultural contexts.
Co-Authors Abdul Halim Ahmad Rizal Abdullah Ahmad Thalib Al-Amin Andi Aeyni Yuniar Pekasi Andi Rasty Syafitri Aries Purwanto Chandra Arie Widiyoko Dwi Putra Nur Muhammad Emily Thompson Erlangga Candra Arosokhi Gulo Firqa Aqila Noir Darias Fitra Amelia Nursyam Fitriyani Bakri Ismi Izzatul Azizah Kevin Marcello Ladjiji Lika Syafana Pasya Mansyur Mardiyanah Nasta Miku Fujita Muftihaturrahmah Burhamzah Muh. Hasbi Muhammad Rifqi Syamsuddin Nadia Nurmeutya Zahrani Najwa Aulia Rahman Novianti Sisilia Nur Mutmainna Halim Nur Mutmainnna Halim Nuralisyah Sari Mutyara Saleh Savina Anindya Melanie Siti Aisyah Nurinsani Auliyah Burhan Suci Pole Mappaita Suhari Suhari Winda Karunia Nurmutia Ningsih Zulvia Trinova