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Global Expert: Jurnal Bahasa dan Sastra
Published by Universitas Indo Global Mandiri
ISSN : 24773794     EISSN : 24773794     DOI : 10.36982/jge.v10i1.2166
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Jurnal Bahasa dan Sastra contains research manuscripts related to the broad areas of Linguistics and Language Teaching. The journal is published twice a year July and December by the English Education Study Program, Faculty of Teacher Training and Education, Universitas Indo Global Mandiri. It is nationally and internationally reviewed by the journal editorial board as well as other academic experts.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol. 13 No. 2 (2025): December" : 6 Documents clear
Lost Identity: Analyzing The Psychological Struggles of Marco in The Movie "The Childe" (2023) yanti, cita; sari, intan
Global Expert: Jurnal Bahasa dan Sastra Vol. 13 No. 2 (2025): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v13i2.6119

Abstract

This study explores the psychological struggles and identity crisis of Marco, the main character in The Childe (2023). It aims to identify the psychological factors contributing to Marco’s identity conflict and examine how these struggles influence his character development throughout the film. By describing phenomena and social conditions as well as the content analysis in the movie, the study analyzes key scenes, dialogues, and symbols reflecting Marco’s inner turmoil. The findings reveal that Marco’s loss of identity is rooted in repressed trauma, emotional instability, and a breakdown in the balance between the id, ego, and superego. His fragmented memory, impulsive behavior, and denial of his familial identity reflect classic Freudian defense mechanisms. Analyzing the Psychological Struggles, such as repression and displacement. These symptoms demonstrate a fractured ego struggling to mediate between unconscious desires and social reality. Furthermore, Marco’s identity confusion aligns with Erikson’s psychosocial stage of identity vs. role confusion, wherein unresolved trauma prevents a coherent self-concept. The film portrays his psychological journey not as a linear recovery, but as a cyclical confrontation with suppressed truths. Through cinematic expressions—such as physical violence, symbolic imagery, and emotional breakdowns— the film illustrates how trauma shapes identity and behavior. This research highlights the relevance of psychoanalytic theory in analyzing cinematic narratives and offers interdisciplinary insights into trauma, masculinity, and psychological resilience. Keywords: Identity crisis, Marco, Psychoanalytic theory, Repressed trauma, Sigmund Freud, The Childe (2023)
Semantic Perspectives on Connotative Meaning in Robert Frost’s Poem "A Cliff Dwelling" Firma Pradesta Amanah; Lianasari; Oktodila, Hasbi Thaufik; Syafrizal Azzali
Global Expert: Jurnal Bahasa dan Sastra Vol. 13 No. 2 (2025): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v13i2.6200

Abstract

Poetry, as a form of literary art, embodies the author’s imaginative expression and conceals layers of implied meaning beneath its surface. Its linguistic and stylistic complexity demands in-depth analysis to uncover the richness of its content. This study focuses on Robert Frost’s poem A Cliff Dwelling, which encapsulates profound and intricate connotative meanings. Previous studies on Frost’s works have predominantly explored thematic, stylistic, or symbolic aspects, yet few have investigated the semantic dimension of connotative meaning within his poetry, particularly in A Cliff Dwelling. This limited attention leaves a gap in understanding how semantic analysis can uncover deeper layers of interpretation in Frost’s linguistic choices and artistic expression. Investigating the connotative meanings in this poem is significant because they reveal how Frost uses language to portray the relationship between humanity and nature, the endurance of early civilization, and the transience of human existence—central themes that define his poetic vision. Employing a semantic approach, this research aims to identify and interpret the connotative meanings embedded in the poem and to uncover the multiple layers of interpretation it conveys. Leech’s (1981) theory of connotative meaning and aspects of meaning serve as the theoretical foundation of this study. Using a qualitative descriptive method, the analysis presents data in the form of words and interpretive descriptions. The findings indicate that connotative meaning encompasses the associative and emotional dimensions of words, shaped by the cultural perceptions and psychological responses of both the writer and the reader. These meanings, as reflected in Frost’s poem, portray human experiences and existential struggles expressed through poetic imagery. This study contributes to a deeper understanding of the semantic richness of Frost’s poetry and offers insights into his worldview and artistic vision. Keywords: A Cliff Dwelling, Connotative Meaning, Poetry Analysis, Robert Frost, Semantic Analysis
Internalization Of Students’ Moral Values Through the Hidden Curriculum: Lickona's Perspective Maudia, Mefta; Sarah Gunawan, Aurellia; Kamila Safithri, Najma; Hindun
Global Expert: Jurnal Bahasa dan Sastra Vol. 13 No. 2 (2025): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v13i2.6216

Abstract

This analysis investigates the implementation of the hidden curriculum and its contribution to cultivating moral values in students of the Indonesian Language and Literature Education Study Program. The research is motivated by the limited exploration of how character formation occurs outside formal instruction, particularly regarding the alignment of hidden practices with Lickona’s character education framework. The main problem addressed is the gap between the formally planned curriculum and the moral values implicitly shaped through daily interactions, institutional culture, and lecturer-student relations. This qualitative descriptive study collects data through in-depth interviews with experienced lecturers and a review of relevant literature. Findings show that the hidden curriculum significantly supports the development of moral values emphasized in Lickona’s framework, namely moral knowing, moral feeling, and moral action through modeling, classroom routines, implicit norms, and lecturers’ interpersonal approaches. More concretely, students demonstrate increased discipline, responsibility, empathy, and respect as outcomes of these hidden curricular practices. These results indicate that the hidden curriculum functions as an essential complement to the formal curriculum, contributing to students’ holistic character formation. Keywords:  Character Education, Curriculum, Hidden Curriculum, Lickona’s Framework, Moral Values
Lecturers’ Strategy in Teaching English for Specific Purposes to Islamic Banking Students Kurniawan, Yuda Septian; Permana, Dio Resta
Global Expert: Jurnal Bahasa dan Sastra Vol. 13 No. 2 (2025): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v13i2.6214

Abstract

This study aimed to identify and analyze the strategies used by lecturers in teaching English for Specific Purposes (ESP). The object of the study was English lecturers teaching English Banking courses to 6th semester students of the Islamic Banking study program at the Nahdlatul Ulama College of Sharia Economics, Bengkulu. This study employed descriptive qualitative research that explores learning models, methods, and materials that suit the needs of students in the field of Islamic banking. The data collection techniques were observation, in-depth interviews, and documentation. The research findings showed that lecturers tended to adapt various teaching strategies that integrate communicative approaches, task-based learning, and the use of authentic materials relevant to the world of Islamic banking. In addition, collaborative approaches such as group discussions, simulations of banking service practices, and real case studies were also implemented to increase students' active participation. This teaching model was not only oriented to the mastery of language structures, but also to professional communication competencies that were in accordance with the work context and industry needs. The results showed that context-based learning, problem-based learning, and collaborative methods were the most effective strategies. Integration of Islamic banking content in English materials increases student participation and understanding. This study also recommends the development of an ESP curriculum that is more integrated with the expertise competencies of the study program, as well as continuous training for lecturers who teach the course to enable them to manage innovative, contextual, and responsive learning that meets the needs of the times. Keywords: English for Specific Purpose, Islamic Banking Students, Lecturer's Teaching Strategy
Breaking the Rules: An Analysis of Flouting Maxim in "Joker" (2019) Tunliu, Dian; Agustin, Laila Winda; Noor, Syamsiah; Permana, Helmy Septian; Nike Dwi Adisty; Suhayati, Lisa
Global Expert: Jurnal Bahasa dan Sastra Vol. 13 No. 2 (2025): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v13i2.6305

Abstract

This study examines the flouting of conversational maxims in the film Joker (2019) using Grice’s Cooperative Principle. Pragmatics highlights that speakers do not always communicate meaning directly, and maxim flouting becomes a strategy to express hidden intentions, emotional states, or social criticism. Although several studies have explored maxim flouting in various films, limited research focuses on how linguistic flouting in Joker reflects psychological instability and social conflict. This research uses a mixed-method descriptive qualitative method by analyzing selected utterances from the Joker transcript that demonstrate deliberate flouting of the Maxims of Quantity, Quality, Relation, and Manner. Each utterance was examined based on context and the type of maxim flouted to uncover its pragmatic implications. The findings show that the Maxim of Relation is the most frequently flouted (43.5%), followed by Quantity (22.6%), Quality (19.4%), and Manner (14.5%). These patterns indicate that characters often respond irrelevantly or shift topics, suggesting avoidance, emotional distancing, or attempts to challenge social norms. The maxim flouting reflects Arthur’s psychological tension, expresses sarcasm or concealed messages, highlights power relations between characters, and strengthens the film’s social critique. By violating expected conversational norms, Arthur and other characters communicate meanings that cannot be expressed directly, such as frustration, resistance, or emotional pain. In conclusion, flouting maxims in Joker functions as a narrative device that conveys character development and thematic depth. The study contributes to pragmatic research by showing how linguistic strategies in film dialogue reveal complex psychological and social dimensions. Keywords: Flouting Maxim, Maxim, Linguistics, Joker (2019), Pragmatics
Teachers' Perspectives on Academic Ability Test Implementation concerning National Education Regulations Iryanti, Nurlista; Sari, Novita
Global Expert: Jurnal Bahasa dan Sastra Vol. 13 No. 2 (2025): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v13i2.6510

Abstract

The Academic Ability Test (Tes Kemampuan Akademik/TKA), mandated by Regulation of the Ministry of Education and Culture Number 045/H/AN/2025, aims to standardize academic assessment in Indonesian senior high and vocational schools. This study examines teachers’ perspectives on TKA implementation, focusing on teachers’ understanding of the regulation, students’ readiness, and students’ attitudes toward the test. Using a descriptive qualitative design, data were collected from four senior high school teachers in Palembang through a structured 20-item Likert-scale questionnaire. The results indicate varying levels of teacher understanding, despite general procedural compliance through try-outs and dress rehearsals. Students’ readiness was perceived as moderate, with psychological pressure and difficulties in higher-order thinking tasks identified as key challenges. Overall, students demonstrated positive attitudes toward the TKA, though some showed low motivation. The study highlights that successful TKA implementation requires strengthened teacher assessment literacy, student psychological support, and instructional alignment with assessment demands. Keywords: Academic Ability Test, Educational Assessment, Students' Readiness, Teachers’ Perspectives

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