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Pioneer: Journal of Language and Literature
Published by Universitas Abdurachman Saleh Situbondo
ISSN : 23385243     EISSN : 26558718     DOI : https://doi.org/10.36841/pioneer.v11i2
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 180 Documents
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Defense mechanism as a response to trauma in “Take a Break” from Arash Buana Logic Mess album Sylvia Rizky; Hana Farida
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.6977

Abstract

This research explores the expression of psychological trauma in “Take a Break”, one of the songs in the debut album by Indonesian singer-songwriter Arash Buana, Logic Mess (2022). The song presents a personal narrative shaped by emotional distress, inner conflict, traumatic experiences, and the journey to deal with them. Using Sigmund Freudian view on defense mechanisms, this study discuses how trauma is portrayed and processed throughout the song lyrics. The methodology used in this research is a qualitative descriptive analysis. The finding shows that the trauma experienced by the song character is resolved through various defense mechanisms such as denial, sublimation, rationalization, regression, and displacement which also confirms the relevance of Freud’s theory in interpreting the inner dynamics of an individual.
Using Western movies to enhance cross-cultural understanding among English literature students Budi Purnomo
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.7073

Abstract

This study investigates how Western movies facilitate students’ cross-cultural understanding in a Cross-Cultural Understanding (CCU) course within an English Literature program in Indonesia. Using a qualitative descriptive design, data were collected over four instructional weeks through classroom observations, audio-video recordings of role-plays, and reflective journals. The findings show a clear progression in students’ intercultural learning. Initially, students experienced cultural dissonance when encountering unfamiliar pragmatic features such as direct refusals, sarcasm, and informal teacher-student interaction. With guided scaffolding, they began to reinterpret these behaviours and develop emerging cultural awareness. By the third week, students engaged in comparative reasoning between Western and Indonesian/Javanese norms, which later evolved into perspective-taking in the final week. Reflective journals reveal increased confidence, pragmatic sensitivity, and deeper cultural insight. Overall, the study concludes that Western movies are effective multimodal input for intercultural learning, but their pedagogical value is maximized when paired with structured discussions and reflective tasks.
Childhood trauma and its effect on adult relationships in It Ends with Us Zefanya Aurora Magdalena Simatupang; Thohiriyah Thohiriyah
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.6412

Abstract

It Ends with Us by Colleen Hoover is a novel inspired by the author’s personal experience witnessing her mother endure domestic violence. The story follows Lily Bloom, a woman who grew up in an abusive household and later faces similar patterns in her adult romantic relationship. This study analyzes Lily’s psychological development using Anna Freud’s psychoanalytic theory, particularly focusing on defense mechanisms. The objective is to explore how Lily’s unresolved childhood trauma influences her thought processes and decision-making in adulthood. Through a qualitative method, the study examines narrative passages and character dialogues from the novel to identify psychological patterns. The analysis focuses on five of Anna Freud’s defense mechanisms: repression, denial, rationalization, displacement, and suppression, highlighting how Lily both consciously and unconsciously relies on these strategies to cope with trauma. The findings reveal that Lily’s exposure to domestic violence as a child profoundly impacts her adult emotional responses, making it difficult for her to confront abuse, assert boundaries, or think rationally in her relationship. Ultimately, the study emphasizes how defense mechanisms serve as psychological tools to shield individuals from the lasting effects of childhood trauma, as reflected in Lily’s behavior and emotional struggles throughout the novel.
Dialect variation and social identity Alfiyatus Sa'adah; Shinta Nur Kumala; Sony Sukmawan; Roosi Rusmawati
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.7226

Abstract

This study examines how dialect variation among Javanese speakers in a multicultural community functions as a resource for identity negotiation, social positioning, and group solidarity. Grounded in sociolinguistic and sociocultural perspectives, it investigates how speakers shift between ngoko, madya, and krama in everyday interaction. Using a qualitative case study design involving three participants (n = 3), data were collected through semi-structured interviews and participatory observation. The findings indicate that dialect choice reflects age, social status, and relational proximity, and operates as a symbolic marker of belonging and identity performance. Participants also demonstrate metapragmatic awareness in adapting their speech in intercultural encounters. However, a generational decline in the use of krama reveals tensions between language maintenance and sociocultural change. This study highlights the practical importance of dialect awareness for fostering mutual understanding in multicultural settings and contributes to the discussion of intra-language translingualism, understood as strategic shifting across varieties within a single language to negotiate social meaning and identity.
Empowering rural students through digital literacy in English language teaching Sujariati Sujariati; Herlina Daddi; Risman Wanci
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.7282

Abstract

Based on the problem rural students often face limited opportunities to develop English proficiency due to restricted access to digital resources, low digital confidence, and teacher-centered instructional practices, this study aimed to explore how integrating digital literacy into English Language Teaching (ELT) can empower rural students by improving their English abilities, particularly in speaking, writing, and communication. The study employed a Classroom Action Research (CAR) design conducted in two cycles of planning, action, observation, and reflection. Participants consisted of one English teacher and approximately twenty students at SMA Negeri 1 Parigi, Gowa. Data were collected through pre- and post-tests, classroom observations, student and teacher interviews, and observation checklists. The findings indicate notable improvements in students’ digital literacy, learner autonomy, creativity, collaboration, and confidence in using English. Digital storytelling and vlogging activities encouraged students to express ideas, practice spoken English, and develop cultural pride, while online collaborative tasks strengthened teamwork and communication skills. Despite challenges such as limited devices, uneven participation, and unstable internet access, students became more engaged and less dependent on teacher guidance over time. Overall, the study demonstrates that context-sensitive digital literacy practices can transform rural ELT classrooms into more participatory, meaningful, and equitable learning environments.
Code-switching practices and language preferences among multilingual learners in the English classroom Karisma Putri; Poppy Rachman; Zainuddin Zainuddin
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.7070

Abstract

This study examines the use of code-switching in English classroom instruction at Sekolah Indonesia Kuala Lumpur (SIKL), a transnational Indonesian school where English, Malay, and Indonesian are routinely used. Employing a qualitative descriptive research design, data were collected through four weeks of classroom observations, semi-structured interviews with three English teachers and selected students (Grades 10–12), and analysis of instructional documents and school language policies. The findings indicate that code-switching serves three main functions: pedagogical, social, and managerial. Pedagogically, it is used to clarify instructions, explain unfamiliar concepts, and support students’ comprehension. Socially, code-switching facilitates classroom interaction and encourages student participation. Managerially, it assists teachers in managing classroom routines and transitions. These findings suggest that code-switching functions as a strategic communicative resource in multilingual classrooms rather than as an indicator of linguistic deficiency. The study contributes to discussions on multilingual pedagogy by highlighting how code-switching supports instructional effectiveness in overseas Indonesian school contexts.
Accidental impoliteness and digital deference Celiacika Gustisiwi Puteri; Moh. Ruzin; Pedja Rifki Azizi
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.7194

Abstract

In an increasingly globalized academic landscape, understanding the pragmatic dynamics of EFL classroom interactions in culturally nuanced contexts like Indonesia is essential. This study offers an exploration of the interplay between politeness and impoliteness strategies within the hierarchical and communal culture of an Indonesian higher education setting. Using a qualitative case study design, the research was conducted at a public university in East Java, involving one lecturer and 50 first-year students. Data were collected through video recordings of classroom interactions, followed by transcription and coding using a framework based on Brown and Levinson’s politeness theory and Culpeper’s model of impoliteness. Findings indicate that while positive politeness predominates to foster a collaborative atmosphere, a unique pattern of accidental impoliteness emerges among freshmen. This lack of pragmatic awareness suggests that impoliteness in this context is not a tool for social friction, but a byproduct of the transitional struggle between secondary school norms and university expectations. These findings imply that EFL pedagogy in Indonesia must go beyond linguistic accuracy to include explicit pragmatic instruction. Specifically, there is a need for curriculum adjustments that help students navigate the socio-cultural expectations of higher education to prevent unintentional communication breakdowns in the classroom.
Potrayal of women in language Santje Iroth; Muhammad Ilham Ali
Pioneer: Journal of Language and Literature Vol 18 No 1 (2026)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v18i1.6300

Abstract

Language functions not only as a tool of communication but also as a means of constructing identity and reflecting cultural values, including gender roles. This study explores how the character Soe Dal Mi in the Korean drama Start-Up (2020) represents gender equality through language. The research questions examine how Soe Dal Mi’s language challenges patriarchal structures and what gender ideologies her discourse reveals. The objective is to analyze linguistic strategies that reflect resistance to traditional gender expectations in workplace contexts. Using Critical Discourse Analysis (CDA) by Fairclough (1992), this research analyzes Soe Dal Mi’s dialogues across three dimensions: text (lexical choices, grammar, language style), discourse practices (interactions and situational contexts), and social practices (gender ideologies and cultural norms). Data comprise dialogue excerpts from 16 episodes, collected through textual observation and script documentation. Findings reveal that Soe Dal Mi employs assertive language, direct communication, and professional terminology that challenge gender stereotypes, particularly in entrepreneurial settings. However, her discourse also demonstrates negotiation with traditional expectations through strategic code-switching. This study underscores media’s role in reshaping gender perceptions and contributes to discussions on gender representation in popular culture, with implications for understanding how Korean dramas influence Indonesian audiences’ views on women’s empowerment and workplace equality.
Using impromptu role-playing as an instructional technique to improve senior high school students' speaking skills in EFL context Ni'matuzzakiyah Ni'matuzzakiyah; Taqiyuddin Taqiyuddin; Fadhila Yonata; Muslena Layla
Pioneer: Journal of Language and Literature Vol 18 No 1 (2026)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v18i1.7050

Abstract

Students’ speaking problems include limited vocabulary mastery and insufficient opportunities for classroom practice. Previous studies have shown that impromptu role-play is an effective technique for improving speaking skills. This study aims to investigate the effect of the impromptu role-play technique on the English-speaking ability of eleventh-grade English Literature students at a senior high school in Tanjungpinang. This research employed a pre-experimental one-group pre-test and post-test design. The instrument was a two-minute speaking test performed in front of the class. The sample consisted of 30 students selected through purposive sampling. The data were analyzed using SPSS version 26. The result of the paired-sample t-test revealed a significance value of 0.000, which was lower than 0.05, indicating that the alternative hypothesis was accepted and the null hypothesis was rejected. This finding shows that the implementation of impromptu role-play significantly improved students’ speaking skills. The study implies that impromptu role-play can be used as an effective technique to promote students’ speaking performance and confidence through simulated real-life communication.
Exposure, motivation, and self-efficacy as determinants of English proficiency Siti Masluha; Nadia Putri Widiana
Pioneer: Journal of Language and Literature Vol 18 No 1 (2026)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v18i1.6573

Abstract

In this research, the researchers investigated the key factors that enabled college students outside the English major to enhance their speaking and writing abilities after completing an English course. The study employed a purposeful sample of 90 college students through a cross-sectional quantitative approach. The researchers utilized self-report surveys to assess English Exposure (X1), Learning Motivation (X2), and Self-Efficacy (X3). The researchers also applied a standard English language test alongside a self-assessment tool to gather data on English Language Proficiency (Y). The researchers adopted PLS-SEM, or Partial Least Squares Structural Equation Modeling, to examine the collected data. The findings revealed that all three independent variables significantly and positively influenced English Language Proficiency. Learning motivation emerged as the strongest predictor, with self-efficacy and English exposure following in that order. These results highlight the crucial role of students’ interest in English, their internal and external motivations, and their confidence in language abilities for proficiency improvement. Ultimately, the study concludes that educators must foster these psychological and practical elements to help non-English major students advance their language skills.

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