Pioneer: Journal of Language and Literature
Pioneer is a journal of language and literature which provides academics and practitioners with the opportunities to put out their ideas, theoretical applications, data analyses, discourses, and literary criticisms. This journal is managed by Faculty of Letters, University of Abdurachman Saleh Situbondo, and published periodically in June and December.
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<![CDATA[Gender and Translation ]]>
<![CDATA[Khotimah, Emy Rahmawati Isfatin]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.5459
<![CDATA[This study explores the ideological influences of gender on translation practices by examining how male and female translators approach and translate texts differently. Through qualitative analysis of translated works and interviews with the translators, the writer investigates the underlying beliefs, cultural contexts, and personal experiences that shape their translation choices. The findings reveal distinct patterns in handling nuances, tone, and stylistic elements, highlighting how gender may inform translators’ ideologies and the resulting implications for fidelity and creativity in translation. Ultimately, this research contributes to a deeper understanding of the intersection between gender and translation, suggesting that awareness of these ideological factors can enhance translation studies and practices.]]>
<![CDATA[Students' Perceptions of the Role of Electronic Media in Enhancing English Language Learning ]]>
<![CDATA[Hasby, Nazar]]>;
<![CDATA[Perdana, Indra]]>;
<![CDATA[Karani, Elanneri]]>;
<![CDATA[Nurhasanah, Nurhasanah]]>;
<![CDATA[Kodriyah, Lailatul]]>;
<![CDATA[Islamiah, Neneng]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.6305
<![CDATA[This research aimed to explore the role of electronic media in enhancing English language learning among high school students in Banjarmasin, Indonesia. The research focused on students’ perceptions and their experiences with digital platforms, apps, and social media. The rapid advancement of technology has made electronic media essential tools in Education, offering students flexible, engaging, and interactive learning opportunities. Despite these benefits, challenges such as limited internet access, insufficient digital skills, and lack of direct teacher interaction were also noted. The findings revealed that students found electronic media motivating and enjoyable, particularly in developing listening and speaking skills. They appreciated the easy access to learning materials and the flexibility to learn anytime and anywhere. However, the lack of in-depth teacher explanations and the dependency on a stable internet connection remained significant barriers. The research suggested that while electronic media could significantly enhance language learning, their full potential could only be realized by addressing technological challenges and promoting digital literacy.]]>
<![CDATA[Genre-based and Process-based on Writing Skill ]]>
<![CDATA[Musdalifah, Musdalifah]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.6396
<![CDATA[The ability to write a text is important for students to develop. However, not everyone can carry out and make this skill an easy and popular activity. Various groups of students who study at university are important to make this writing activity a pleasure, as it will aim to convey ideas more broadly. Not only that, but they will also compile their final project or thesis as students. In this case, it is important to be carried out, especially in sharpening thinking patterns, conveying ideas, and providing new experiences in learning English, especially in writing activities. This research covers an implementation of learning writing through a genre-based and process-based approach. It uses a research method with a type of comparison that distinguishes between two independent variables. The result of this study, based on the significance of a t-test score, is 0.887, which is higher than 0.05, meaning that there is no significant difference between learning by using a process-based approach and a genre-based approach on writing skill. The researcher used a sample by dividing the class into two groups using a post-test score.]]>
<![CDATA[Rhetorical Structure in Indonesian Research Article Introductions Using Loi’s Framework ]]>
<![CDATA[Rahman, Yenni Arif]]>;
<![CDATA[Fitriyeni, Fitriyeni]]>;
<![CDATA[Apriyanti, Fitri]]>;
<![CDATA[Habibah, Fiza Asri Fauziah]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.6310
<![CDATA[This study explores the rhetorical structure of Indonesian research article (RA) introductions by examining how they align with or diverge from Swales’ Create-A-Research-Space (CARS) model, as interpreted through Loi’s contrastive rhetoric framework. Using a qualitative genre analysis of 30 RA introductions from SINTA tier 1-3 Indonesian journals in linguistics and education, published between 2022-2024, the research identifies the presence and realization of the three CARS moves. Findings show that while Move 1 (establishing a territory) and Move 3 (occupying the niche) appear in all texts, and Move 2 (establishing a niche) in most, their rhetorical realization diverges from conventional Anglophone patterns. Indonesian authors tend to expand Move 1 with philosophical or policy-based narratives, express Move 2 indirectly without explicit critique, and delay or repeat Move 3 in a recursive fashion. These patterns reveal dominant cultural-rhetorical strategies such as indirectness, collective voice, and contextual elaboration. The findings underscore the influence of local discourse traditions on academic writing and call for more culturally responsive genre models in English for Academic Purposes (EAP) pedagogy.]]>
<![CDATA[Demystifying the Social Pathology in the Animated Movie ‘Barbie as the Princess and the Pauper (2004)’ Through Literary Sociology Theory ]]>
<![CDATA[Hayati, Kemala Diah Tri]]>;
<![CDATA[Nurhayati, Sulasih]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.6325
<![CDATA[The animated movie Barbie as the Princess and the Pauper (2004) shows a conflict between characters who demonstrate inappropriate behaviour and are contrary to social norms. The article aims to demystify the representation of several social pathology acts and the impact of these actions using a qualitative method through a Sociology of Literature approach by Alan Swingewood. Furthermore, this article also employs a cinematography theory approach (mise-en-scene) to identify elements of social pathology based on camera movements, character expressions, costumes, and location settings in the movie. The article finds several forms of social pathologies, such as theft, extortion, animal abuse, and abduction, which lead to the kingdom’s bankruptcy, the mistreatment of animals, restrictions on rights, and anxiety among the families of those affected. It can be concluded that the animated movie provides an overview of social pathology forms using the sociology of literature theory, making it suitable for education and self-awareness among a wider audience about real-life criminality.]]>
<![CDATA[Artificial Intelligence Integration in Second Language Pronunciation Training ]]>
<![CDATA[Sarwadi, Sarwadi]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.6329
<![CDATA[The increasing use of Artificial Intelligence (AI) in language learning has opened new opportunities for improving second language (L2) pronunciation skills. This study aims to evaluate the effectiveness of integrating artificial intelligence into second language pronunciation training by examining its impact on learners' outcomes through a mixed-methods approach. Quantitative results from 60 participants showed the AI group (M=4.89) significantly outperformed the control group (M=3.71) in post-tests (p=0.001), with an 85% vs 65% improvement rate. Qualitative interviews revealed three key findings: (1) real-time feedback enhanced engagement and self-confidence, (2) notable improvements in intonation and stress patterns, but (3) limitations in recognizing regional accents. The results demonstrate that AI-assisted pronunciation training offers clear advantages over traditional methods in enhancing L2 pronunciation. However, limitations in accent recognition highlight the need for further development of AI speech processing technologies. This study provides empirical support for integrating AI into language education, highlighting its potential and areas that require improvement.]]>
<![CDATA[Translation Techniques Used in Translating Cooperative Principle in the Speech of a Tourette Syndrome Character in Motherless Brooklyn ]]>
<![CDATA[Angraini, Melina]]>;
<![CDATA[Nababan, M. R.]]>;
<![CDATA[Yustanto, Henry]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.6413
<![CDATA[This study aims to analyze how the cooperative principle is translated in the response utterances of a character with Tourette syndrome in the novel Motherless Brooklyn. The research uses a descriptive qualitative method with a product-oriented focus. The data sources include the novel itself and raters who evaluate the translation. The data consist of linguistic features and aspects of translation. Data were collected through document analysis and Focus Group Discussions (FGD). The study applies an ethnographic approach, using Spradley’s method for data analysis. The findings reveal that the utterances influenced by Tourette syndrome result in noticeable shifts in translation. Two primary patterns of conversational maxim violations were identified. The first pattern is caused by the symptoms of Tourette syndrome, including echolalia, coprolalia, and palilalia, which disrupt typical patterns of speech. The second pattern involves deliberate maxim violations driven by specific communicative intentions. These findings highlight the complexity of translating neurodivergent speech and emphasize the importance of contextual and pragmatic awareness in maintaining the speaker’s original meaning and intent.]]>
<![CDATA[Harnessing Artificial Intelligence in Foreign Language Education ]]>
<![CDATA[Fanani, Achmad]]>;
<![CDATA[Maisarah, Maisarah]]>;
<![CDATA[Masrur, Mukhamad]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.6489
<![CDATA[This study examines the opportunities and challenges of integrating Artificial Intelligence (AI) into foreign language learning through a structured review of relevant literature. The findings show that AI can enhance personalized learning experiences, provide valuable teacher support, and improve access to language resources. However, challenges such as data privacy concerns, algorithmic bias, and the digital divide remain significant obstacles. The study emphasizes the need for ethical AI design, ongoing teacher training, and policies that ensure inclusivity. Additionally, it stresses the importance of continuous evaluation and collaboration among educators, technology developers, and policymakers. This research contributes to a comprehensive understanding of AI’s potential and limitations in transforming foreign language education, while advocating for balanced and responsible implementation.]]>
<![CDATA[Challenging Patriarchy and Redefining Women’s Roles ]]>
<![CDATA[Agustin, Dina]]>;
<![CDATA[Nurhayati, Sulasih]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.6115
<![CDATA[This research explores the representation of feminist themes in Chetan Bhagat’s novel One Indian Girl, focusing on the character of Radhika Mehta. Through the lens of Betty Friedan’s liberal feminist theory, the study examines how Radhika embodies feminist ideals by challenging traditional gender roles, pursuing a successful career, and asserting her autonomy. The analysis highlights Radhika’s struggle against societal expectations, her commitment to achieving professional success, and her quest for financial independence. The findings demonstrate that Radhika’s character is a powerful example of feminist empowerment, serving as an inspiration for women to pursue their ambitions and challenge patriarchal norms. This study underscores the importance of education, gender equality, and personal freedom in achieving true feminist empowerment.]]>
<![CDATA[Teachers' Challenges and Strategies of Project-Based Learning Due to Limited Time for Mentoring Speaking Ability ]]>
<![CDATA[Syahroni, Ali Imron]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v17i1.6099
<![CDATA[The Project-Based Learning (PjBL) is a learning approach that focuses on students, where students are given more freedom in completing projects. However, the implementation of this method provides mixed perceptions among teachers. Some teachers face challenges in the form of limited assistance to students during the project completion process. In contrast, others perceive the method as supportive or challenging. This research explores teachers’ challenges with the Istiqlal English Course (IEC) in Probolinggo and the strategies used in implementing Project-Based Learning (PjBL), especially in teaching speaking skills. This research uses a qualitative approach with a case study design, involving two main instruments: observation and one-on-one interviews. Moreover, the results state four challenges: Vocabulary limitations, students’ time, motivation, difficulty in assessing individuals, and intensive monitoring. The strategies are: building student courage, observing participation, setting time limits, using a detailed plan, and combining PjBL and traditional methods. Based on these findings, it is recommended that teacher training programs include practical guidance on time management and student assessment within a Project-Based Learning (PjBL) framework to support more effective implementation in speaking instruction in English as a foreign language (EFL) classrooms.]]>
