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Aris Hiadayatulloh
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Frasa: English Education and Literature Journal
Published by Universitas Duta Bangsa Surakarta
ISSN : -     EISSN : 28078195     DOI : 10.47701
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Frasa: English Education and Literature Journal is a journal of English education, literature, and linguistics. This journal must be written in English. Each issue contains essays on a wide range of authors and literary texts in English, aimed at readers within schools, universities, and colleges. This journal is presented in a lively and engaging style and published twice a year in March and September. The scope of the journal are: - Applied Linguistic in Teaching - Teaching English for Young, Adult, and Foreign Learners, - Language Acquisition - British and American Literature studies - Translation Studies; - Applied Linguistics; - Pragmatics - Morphology - Semantics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 120 Documents
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INVESTIGATING THE RELATIONSHIP BETWEEN STUDENTS’ SPEAKING CONFIDENCE AND FOREIGN LANGUAGE CLASSROOM ANXIETY IN INDONESIAN UNIVERSITY EFL SETTINGS Riyadh Ahsanul Arifin; Eva Meidi Kulsum; Revi Nur Ridwan; Rina Mutiarawati
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 1 (2026): Vol7 No.1 March 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i1.5696

Abstract

This study examines the relationship between students’ speaking confidence and Foreign Language Classroom Anxiety (FLCA) among Indonesian university EFL learners. While previous studies have often investigated confidence and anxiety separately, limited research has explored their relationship at the tertiary level in the Indonesian context using a mixed-methods approach. To address this gap, the study employed a sequential explanatory mixed-methods design (QUAN ? qual). The participants were 24 English Education students selected through purposive sampling. Quantitative data were collected using a speaking confidence questionnaire and the Foreign Language Classroom Anxiety Scale (FLCAS), which demonstrated acceptable to excellent reliability (? = .704 for the FLCAS and ? = .933 for the confidence scale). Descriptive statistics and Pearson correlation analysis were conducted, followed by semi-structured interviews to confirm the questionnaire results. The findings showed that most students reported high speaking confidence while experiencing moderate classroom anxiety. Correlation analysis revealed a strong and significant negative relationship between confidence and anxiety (r = –0.657, p < .05), indicating that higher confidence was associated with lower anxiety levels. Interview data were consistent with the quantitative findings and confirmed students’ self-reported levels of confidence and anxiety. These results suggest that confidence and anxiety coexist in EFL speaking contexts rather than functioning as opposing states. Pedagogically, the study underscores the need for confidence-building speaking tasks and supportive classroom practices to help learners manage anxiety and sustain oral communication.
AN ANALYSIS OF EDUCATIONAL VALUES IN THE NUN FILM Agnes Larasati; Ana Shofiana Jamilah; Marginingsih Marginingsih
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 2 No. 1 (2021): Vol. 2, No.1 March 2021
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v2i1.2058

Abstract

The purpose of this study is to find out what education values are in the Nun film. The author explain the discussion of educational values in literary works. This form of education can be observed from the psychological side and daily actions. This can also be developed in literary works as teaching to understand and find positive values analyzed by the author. This study findsd that the educational values taken from analyzing of several roles and dialogues in the film such as courage, religion, self- confidence, responsibility, sacrifice, determination, helpfull, and emotional control.
VOICES OF THE SUBALTERN: DECODING RESISTANCE THROUGH SEMIOTICS IN COLLINS’THE BALLAD OF SONGBIRDS AND SNAKES Callista Aulia Nugraha; Rahayu Puji Haryanti
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5067

Abstract

This article examines the forms of symbolic resistance posed by subaltern groups in Suzanne Collins' novel, The Ballad of the Songbirds and the Snakes (2020), through the application of Roland Barthes' semiotic theory and Gayatri Spivak's concept of subalternity. The narrative is set in the dystopian realm of Panem, characterized by a hierarchical system in which power is concentrated in the capital while the districts face systematic marginalization. The focus of this study is on how characters engage in symbolic acts of defiance through the mediums of song, performance, and myth. By employing a qualitative textual analysis, the research interprets significant symbols such as the mockingjay, snakes, and folk songs as complex sign systems that articulate resistance against hegemonic power. Each of these symbols is explored through denotative, connotative, and mythical lenses to reveal how they operate within the storyline to echo the genuine, albeit subtle, resistance efforts of marginalized groups. The findings indicate that, despite the constraints imposed by oppressive systems, subaltern individuals are capable of asserting their agency via coded language, emotional influence, and acts of performative subversion. By integrating semiotic analysis with postcolonial critique, this study illustrates the capacity of literature to serve as a platform for expressing subaltern challenges and resilience through symbolic expression.
EFL STUDENTS’ KAHOOT! EXPERIENCE: PERSPECTIVES FROM INDONESIAN SECONDARY SCHOOL STUDENTS IN LANGUAGE LEARNING Meita Dwi Putri Angelita; Nabilla Purnama Asri; Afida Annisa; Wendi Kusriandi; Nunung Nurjannah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 1 (2026): Vol7 No.1 March 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i1.5120

Abstract

The use of technology into English language learning is becoming more and more vital for keeping students interested and motivated. Kahoot! is a gamified learning platform that provides dynamic and enjoyable learning experiences across a range of technical instruments. Nonetheless, studies examining students' firsthand experiences with Kahoot! in EFL (English as a Foreign Language) classrooms in Indonesia are still scarce. This study seeks to investigate the experiences of intermediate-level EFL students utilising Kahoot! as a tool for English language acquisition and to ascertain how its characteristics enhance motivation, engagement, and comprehension of the educational content. A descriptive qualitative methodology was utilised, gathering data via questionnaires and semi-structured interviews with 21 Grade 11 students from a senior high school governed by the Ministry of Religious Affairs in Cirebon Regency. The results show that Kahoot! makes the classroom more fun and interactive, helps students stay focused, and helps them understand better. Also, gamification features like competition, awards, and rapid feedback really encourage kids to become involved. These findings indicate that Kahoot! can function as an efficacious technology-driven pedagogical approach that fosters student-centered education and encourages constructive learning dispositions within the Indonesian EFL setting.
ENHANCING DIGITAL LITERACY IN ENGLISH TEACHERS THROUGH EDUTECHNO-PRENEURSHIP IN ELT Maisa; Naufal Ahnaf Widiyana; Muhammad Indraha Sukmana; Muhammad Fikri Fanani; Mahmud
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.5218

Abstract

Education in the digital era requires English teachers, particularly pre-service teachers, to develop strong digital technology skills. This explorative case study investigates how digital literacy competence supports the development of edutechno-preneurship in English Language Teaching (ELT). The study involved four participants (two pre-service teachers and two in-service teachers) who had experience in conducting online English instruction. Data were obtained through triangulation of semi-structured interviews, digital literacy questionnaires, and classroom and platform observations. The data were analysed using thematic analysis, which generated six main themes: framing edutechno-preneurship, digital literacy competence, technology as a prime mover, personalized learning, flexibility and accessibility, and collaboration and partnership. The findings reveal that three out of four participants (75%) perceived edutechno-preneurship as the integration of education, technology, and entrepreneurship, while one participant emphasized professional self-development. All participants (100%) demonstrated good to very good levels of digital literacy competence. Observational data confirmed their effective use of various platforms, including Zoom, Google Classroom, TikTok, Canva, and YouTube, for both instructional and content-creation purposes. Most participants (75%) positioned technology as a primary driver of their teaching and entrepreneurial practices and implemented personalized and flexible learning approaches in digital environments. Collaboration was reflected through cross-platform engagement and interaction with wider learning communities. These findings indicate that digital literacy competence functions as a foundational enabler in fostering edutechno-preneurship among English teachers in the digital era.
THE IMPLEMENTATION OF CYBER LITERATURE MICRO/MACRO-FICTION IN NARRATIVE DISCOURSE’S STUDENTS Hidayatul Nurjanah; Wanda Andres Saputra; Vanessa Agustin
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 1 (2026): Vol7 No.1 March 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i1.5439

Abstract

Digital and technology have becoming inseparable and integral parts of humans and social life. In many aspects, the exertion of these has extensively spread, including literature. The adjustment of literature establishes cyber literature in the form of digitalized literary works or electronic literature such as e-novel, e-poetry, e-fiction, etc. This research aims at analysing the implementation of cyber literature (micro/macro-fiction) in Narrative Discourse’s students followed by 40 participants. This research employed cyber literature (micro/macro-fiction) theory by Conde & Lopez. This is descriptive qualitative research to describe the phenomenon and its characteristics integrated with digital humanities approach by Capurro. The data were collected using several instruments, i.e. questionnaires, interviews, and documentation. The results indicated that; first, there are four stages of implementation; brainstorming, peer-conference workshops, publication, and comments. These stages were conducted successfully which later continued to the production of cyber literature (micro/macro-fiction). Second, the digital platforms used by the participants are Wattpad (55%), Quora (10%), Twitter (7,5%), Tiktok (7,5%), Youtube (7,5%), Blogspot (5%), Facebook (2,5%). This means that percentage of macro-fiction users are dominant 95% compared to micro-fiction 5%. Third, overall, this implementation process achieved great results since the majority participants voted for 51,25% (agree), 39,1% (strongly agree), 8,3% (neutral), and 1,25% (disagree). Meanwhile, ways to increase reading interest are providing interesting headline/ theme, following trends, creating reading clubs, learning technological development, and building consistency while to gain literary criticism interest are starting to utilize digital literary works, avoiding plagiarism, and respecting the authorship and copyrights.
FROM SHORT STORY TO SHORT FILM: LOCALIZING A TEMPORARY MATTER IN INTERLUDE AND THE LOTTERY IN BLACK BOX Muhammad Rizal; Tarangga Widyadhana; Yasmin Hasna Dzakiyyah; Isnan Waluyo
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 1 (2026): Vol7 No.1 March 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i1.5755

Abstract

World literature adaptation into short films by university students creates a reflective space for literary education and film production sensitive to local contexts. This study examines how students of the English Literature program at Universitas Islam Negeri Raden Mas Said Surakarta adapted two short stories, A Temporary Matter and The Lottery, into short films that embed Indonesian local wisdom. The research was conducted in the English Indie Movie Production course as a direct application of adaptation theory. A descriptive-analytical method was employed, with data collected through documentation, and textual and visual notes. The analysis draws on four sources: the original short stories, the short films uploaded on YouTube, Instagram posts used to promote local narratives, and audience responses. Linda Hutcheon’s adaptation theory (2013) is used to interpret the process of transferring texts into film. The study reveals creative and contextual adaptation practices by students and demonstrates how media production-based learning fosters active engagement. Findings show that students successfully reinterpret universal issues from classic short stories through the lens of local culture.
THE CORRELATION OF ARTISTIC EXPERIENCE IN ENGLISH SPEAKING SELF-CONFIDENCE AMONG PERFORMING ART STUDENTS Agustin Anggraeni; Rilis Anggraeni; Ahlan Wijaya
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 1 (2026): Vol7 No.1 March 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i1.5837

Abstract

This study aims to explore the role of artistic experience in shaping the English-speaking self-confidence of performing arts students. The research is based on the assumption that artistic experiences—such as performing on stage, singing, dancing, or acting—can foster self-expression that influences confidence in using English. In a global context, English-speaking ability is essential for performing arts students to express their work internationally. However, English learning approaches in art education settings rarely consider artistic experience as a psychological asset. Studies conducted previously related to self-confidence and English ability focus on either intervention of particular media or specifically empirical art experience only. This research brings novelty through the exploration of artistic experience in relation to English speaking confidence. The authors employed a mixed-method design with a sequential explanatory approach, beginning with quantitative data collection through a Likert-scale questionnaire to measure the level of English-speaking confidence, followed by qualitative data collection through semi-open questionnaires and interviews to explore artistic experiences in depth. The participants consisted of 33 purposively selected students from the Faculty of Performing Arts who had completed at least three semesters and had prior experience using English in various contexts. The findings indicate that the English-speaking confidence level of performing arts students is at a moderate level. Furthermore, the results of the Spearman correlation test show that students’ artistic experiences do not play a significant role in shaping their English-speaking confidence. This is due to the presence of more dominant factors affecting self-confidence, such as opportunities to practice English, vocabulary mastery, and other linguistic factors.
SELF DISCOVERIES IN THE LITTLE PRINCE BY ANTOINE DE EXUPERY : JUNGIAN ANALYSIS Shaheila Raihani; Hana Farida
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 1 (2026): Vol7 No.1 March 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i1.5920

Abstract

Self discovery or individuation is a lifelong process that leads one self into their true self by emerging different elements of their psyche as well as their conscious and unconscious state. Seen through Jungian archetypes, individuation leads to understanding of one self based on self exploration to aim for originality, inner harmony, and maturity. This understanding of the individuation process can be seen in The Little Prince by Antoine de Saint-Exupéry. To assist the young selves, this research focuses on the representation of self discoveries through the journey of the little prince. Through his journey, the little prince also showed self-exploration and understanding by meeting other characters in the story. Using the descriptive qualitative method, this study will focus on the representation of the individuation process in the story of The Little Prince novel. The purpose of this research is to help the young selves to understand the importance of understanding the true meaning of their lives through the representation in The Little Prince novel.
STUDENTS’ PERCEPTIONS OF WAYGROUND AI IN GAME-BASED LEARNING FOR ENHANCING ENGLISH VOCABULARY AT MAN PURWOREJO Lyra Sandra Mulia; Juita Triana; Zulia Chasanah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.6060

Abstract

The game-based learning tools have been widely used in educational settings. Limited research has examined students’ perceptions of AI-powered game-based learning platforms. This study aimed to investigate students’ perceptions of the use of Wayground AI in game-based learning for enhancing English vocabulary at MAN Purworejo, an Islamic senior high school in Indonesia. A descriptive quantitative survey design was employed involving 25 students selected through purposive sampling, after which data were collected using a 20-item questionnaire based on the Technology Acceptance Model (TAM), covering perceived ease of use, perceived usefulness, attitude toward use, behavioral intention, and learning engagement. The data were analyzed using descriptive statistics, particularly mean scores. The findings revealed generally neutral-to-positive perceptions toward the use of Wayground AI. Among the five constructs, only attitude toward use showed a positive perception (M = 3.51), indicating that students generally enjoyed learning with the platform. Meanwhile, perceived ease of use (M = 3.39), perceived usefulness (M = 3.18), behavioral intention (M = 2.90), and learning engagement (M = 3.29) remained within the neutral category. Item-level analysis showed relatively higher ratings for enjoyment and interest in learning activities, whereas vocabulary retention and intentions for regular future use received lower scores. These findings suggest that Wayground AI can contribute to positive learning experiences and classroom participation. However, its perceived effectiveness for long-term vocabulary retention and sustained independent use remains limited. The study highlights the importance of integrating AI-supported game-based learning with consistent instructional support and follow-up activities to maximize its educational potential.

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