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E-Structural
Published by Universitas Dian Nuswantoro
ISSN : 26218844     EISSN : 26219395     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Languange, Linguistic, Communication & Media Social Sciences
E-Structural is a scientific journal that is managed and published by the English Department of Universitas Dian Nuswantoro, Semarang, Indonesia. It is committed to publishing studies in the areas of English linguistics, literature, translation, and culture. E-Structural is published twice a year, in June and December. The articles published in E-Structural undergo a peer-review process by local and international reviewers
Arjuna Subject : -
Articles 4 Documents
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Search results for , issue "Vol. 8 No. 02 (2025): December 2025" : 4 Documents clear
Benefits and Challenges in Mastering Speaking Skills through Animated Movies: Students’ Perspective Wijayanto, Dimas; Mulyadi, Dodi; Wijayatinningsih, Testiana Deni
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 8 No. 02 (2025): December 2025
Publisher : Universitas Dian Nuswantoro

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Abstract

This research investigates the perspectives of eighth-grade students at SMPN 2 Semarang on the benefits and challenges of mastering English-speaking skills through animated movies. A mixed-method approach was employed in this study, integrating both qualitative and quantitative techniques. Data were collected through closed- and open-ended questionnaires and semi-structured interviews. The questionnaire was distributed to 108 eighth-grade students, while nine students were selected for in-depth interviews. The quantitative data from the questionnaires were analyzed using SPSS to identify statistical trends. At the same time, the qualitative responses from interviews were examined using NVivo software to code and categorize students’ perspectives. This combination provided comprehensive insights into the benefits and challenges of using animated movies in mastering English-speaking skills. The findings revealed that animated movies provided substantial benefits, particularly in enhancing vocabulary acquisition, increasing motivation, improving pronunciation, and boosting students’ self-confidence. Most students expressed that the visual and auditory nature of animated movies made it easier for them to understand and remember new vocabulary, learn correct pronunciation, and practice speaking more enjoyably. Nevertheless, some challenges remained, particularly in mastering grammar and overcoming anxiety when speaking in front of others. Despite these challenges, the study concludes that animated movies are effective and engaging tools for developing speaking skills and recommends their use in the English language learning process. The study's results provide insights for teachers, learners, and educational institutions in selecting appropriate media to support English instruction.  
A Comparative Study on the Reception of AI-Generated and Human-Written Flash Fiction by the Students of the English Literature Study Program Dewi, Maya Kurnia; Nurjanah, Ratih Laily; Saptanto, Deswandito Dwi; Fahrezi, Adam Zidan; Margaretha, Irene Sharon
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 8 No. 02 (2025): December 2025
Publisher : Universitas Dian Nuswantoro

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Abstract

The emergence of generative artificial intelligence (AI) fundamentally challenges traditional literary paradigms that burden the modern reader with authenticating the text's source. This study empirically investigates the reception of AI-generated flash fiction (Text A) and human-written flash fiction (Text B) by 16 4th Semester English Literature students at Universitas Ngudi Waluyo. The research utilizes a mixed-methods approach grounded in Hans Robert Jauss’s reception theory, particularly the concept of the horizon of expectations. The core research methodology employs a "mirrored prompt" approach to ensure high internal validity, giving the human and AI authors the same core narrative and emotional task. The questionnaire analyzed the students' literary experience, Technological Horizons, and Interpretative Horizons. The results show a consistent and significant preference for Text B (Human-written) across all measured dimensions of the Interpretative Horizon, particularly in terms of emotion and stylistics, compared to Text A. Eleven out of 16 students (68.75%) accurately identified Text A as AI-generated and Text B as human-written. Qualitative data reveal that students critique text A for its lack of affective resonance, while text B has a "natural and flowing style”. This finding empirically validates that the reader’s interpretative horizon, particularly the expectation for deep emotion and unique style, is the primary factor in determining the perceived authenticity of a text, thus updating Jauss's theory to include the challenge of algorithmic works. The accuracy rate (68.75%) is significantly higher than previously reported research, suggesting that academic literary competence may increase the ability to discern AI-generated fiction.
Shame, Honor Culture: Women's Resistance and Double Surveillance in Short Stories by Abdullah and Jarrar Evania Alya Camila; Djohar, Hasnul Insani
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 8 No. 02 (2025): December 2025
Publisher : Universitas Dian Nuswantoro

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Abstract

This research discusses how female characters in short stories by Shaila Abdullah and Randa Jarrar experience shame and honor culture, double surveillance, and women’s resistance. This study aims to explore how honor and shame operate as mechanisms of patriarchal control, and how women navigate social pressures both in local and diasporic contexts. Using a qualitative method, this research analyzes textual elements, including dialogue and narration to examine these issues. Patriarchy Theory by Sylvia Walby, Intersectionality Theory by Kimberlé Crenshaw, and Postcolonial Subaltern Theory by Antonio Gramsci are applied to explain how gender, culture, and social expectations shape women’s experiences. The results show that the main characters face double surveillance from family and society, creating psychological and social constraints, yet they enact subtle forms of resistance to assert autonomy and identity. In conclusion, this research highlights the persistence of honor culture as a social control mechanism and the strategies women employ to reclaim freedom and dignity.
EFL Student-Generated Symbolism towards “God Sees the Truth but Waits” Dwiana, Nadya; Indawan , Syahri; Anggraini, Dita Rizki
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 8 No. 02 (2025): December 2025
Publisher : Universitas Dian Nuswantoro

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Abstract

This study investigates EFL learners’ student-generated symbolism in responding to the short story “God Sees the Truth but Waits” by Leo Tolstoy. Employing a qualitative descriptive design, the participants were 20 sixth-semester students enrolled in a Literary Appreciation course in an English Education study program. After guided classroom discussions on symbolism as a reader-response strategy, the students were asked to create their own symbolic representations of the text and provide written explanations of their interpretations. The data, consisting of students’ symbolism and written responses, were analyzed thematically. The findings showed that student-generated symbolism enabled learners to engage in personal, critical, and multimodal meaning-making, revealing higher-order interpretive thinking in response to the literary text. The study suggests that student-generated symbolism may function effectively as a multimodal reader response that can be meaningfully integrated into EFL literature classes.  

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