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Aris Hiadayatulloh
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Fakultas Hukum dan Bisnis Untiversitas Duta Bangsa Surakarta Jl. Pinang No.47, Jati, Cemani, Kec. Grogol, Kabupaten Sukoharjo, Jawa Tengah 57552
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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 128 Documents
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EXPLORING STUDENTS’ PERCEPTIONS OF DIGITAL MEDIA INTEGRATION IN EFL CLASSROOMS Afritya Khairunisah; Titi Rokhayati; Abdul Ngafif
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.v7i2.6052

Abstract

This study examined how PowerPoint, YouTube, Canva, and Quizizz are used by an English teacher in face-to-face classroom instruction and how tenth-grade students perceive the impact of each platform on their interest, comprehension, motivation, and activeness in learning English. Drawing on Mayer's Cognitive Theory of Multimedia Learning and Self-Determination Theory, a descriptive qualitative design was employed, with data collected through classroom observations and semi-structured interviews involving eight purposively selected tenth-grade students at SMA Muhammadiyah Purworejo and SMA Muhammadiyah Kutoarjo, Purworejo Regency. Data were analyzed using the interactive model of Miles and Huberman through inductive coding and thematic analysis. The findings reveal that each platform served a distinct instructional function: PowerPoint for structured content delivery, YouTube for audiovisual input and pronunciation modeling, Canva for visual vocabulary instruction, and Quizizz as a gamified assessment tool. All eight students (8/8) reported increased interest and comprehension, seven of eight (7/8) reported motivational gains, and critical perceptions also emerged among four students (4/8) regarding internet disruption, alongside cognitive overload, time-pressure anxiety, and passive engagement during video viewing. The main contribution of this study is that the effectiveness of digital media integration depends on the alignment between platform affordances, pedagogical purpose, learner needs, and infrastructural support, not merely on the use of technology.
THE INTELLIGIBILITY OF THAI ENGLISH PRONUNCIATION AMONG THAI ENGLISH TEACHERS Siti Rahayu; Andi Syahputra; Sari Diana
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.v7i2.6068

Abstract

English has become a global language essential in education, diplomacy, and intercultural communication. Effective communication in English is increasingly dependent on intelligibility, the ease with which a listener can comprehend speech, rather than adhering to native-speaker norms. This study examines the intelligibility of Thai-accented English, focusing on four Thai English teachers at a kindergarten in Sadao, Thailand, as  perceived by four non-Thai listeners, specifically Indonesian student teachers participating in a teaching practicum (PPL). Data were collected from audio recordings of the teachers’ speech and semi-structured interviews with the listeners. Using a qualitative case study approach, the findings indicate that segmental features, such as the substitution of /r/ with /l/ (for example, rice pronounced as lice), and difficulties in reading passages were observed to lead to misunderstandings. Intelligibility was also influenced by both the speakers’ pronunciation and the listeners’ familiarity with Thai-accented English. This study contributes to the field of English as a Lingua Franca (ELF), highlighting that intelligibility rather than native-like pronunciation is key for effective intercultural communication.  
PSYCHOLOGICAL ASPECTS OF THE MAIN CHARACTER IN OPPENHEIMER (2023) MOVIE I Gusti Putra Kamayana; Komang Satria Wirasa
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.v7i2.5926

Abstract

The exploration of human psychological aspects is essential to understanding character development, particularly within cinematic narratives. Although previous psychological studies on film characters have extensively examined internal mental conflicts, they frequently overlook how these dimensions interact with broader narrative contexts, ethical dilemmas, and institutional power dynamics. To address this gap, this study aims to analyse the psychological aspects of the main character in Christopher Nolan's film Oppenheimer (2023) through the lens of Bernhardt's (1953) theory of human motivation. Employing a qualitative method with non-participant observation techniques, this research examines dialogues, scenes, non-verbal expressions, and actions based on five motivational classifications: appetites, wants, emotions, feelings and attitudes, and social motives. The analysis was validated through researcher triangulation during the data grouping and psychological interpretation stages. The findings reveal that while all classifications within Bernhardt’s framework are present, the emotional aspect emerges as the most dominant. This dominance directly reflects the intense inner conflict triggered by the moral pressure, scientific responsibility, and political power dynamics faced by the protagonist. In conclusion, these findings indicate that character development in films is profoundly driven by ongoing emotional struggles, thereby enriching literary and film psychology by integrating character analysis with complex historical and ethical contexts.
PERCEPTIONS AND EXPERIENCES OF SENIOR ENGLISH TEACHERS INTEGRATING ARTIFICIAL INTELLIGENCE INTO ELT PRACTICES Tsabitha Asfarina Putri; Yeny Prastiwi
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.v7i2.6036

Abstract

The world of English Language Teaching (ELT) is being transformed by Artificial Intelligence (AI) through the creation of language materials, automated feedback, and skills enhancement; however, the use of AI by senior educators has been under-researched. This qualitative descriptive case study, based on the Technology Acceptance Model (TAM), investigates senior English teachers’ perceptions of AI integration, especially with applications like ChatGPT and Grammarly, in secondary school English Language Teaching (ELT) practices. Four experienced English teachers were given open-ended questionnaires online, and the data were analyzed through theme analysis. The findings show five major themes: positive perceptions of AI as an adjunct tool; concerns over cheating, student reliance, and data security; average institutional readiness for AI-infused English Language Teaching (ELT), between 30% and 60% due to lack of digital literacy and infrastructure; needs for transparent, ELT-specific usage guidelines; and aspirations for the ethical and creative deployment of AI in educational contexts. The study concludes that focused professional development and policy support are key to addressing digital literacy disparities and fostering ethical AI adoption among senior teachers.  
LEXICAL AND CONTEXTUAL MEANINGS OF ALIENATION IN RADIOHEAD’S OK COMPUTER SONGS Sulistio Tri Widodo; Ismawati Ike Nugraeni; 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.v7i2.6041

Abstract

This study investigates how lexical and contextual meanings construct the theme of alienation in three songs from Radiohead's album OK Computer, namely ok, No Surprises, and Karma Police. The primary objective is to examine the interaction between lexical and contextual meanings in constructing alienation, an area that remains underexplored in semantic studies of song lyrics. A descriptive qualitative approach is employed, analyzing nine representative linguistic units, three from each song, selected from the lyrics. The analysis is guided by Kroeger's framework of lexical meaning and Feist's framework of contextual significance. The findings reveal that alienation is encoded through semantic domains such as emptiness, injury, waste, authority, technology, and identity. At the lexical level, expressions like 'emptiest,' 'landfill,' and 'karma' carry stable denotative meanings. However, within the album's thematic context, these meanings transform into symbolic representations of psychological detachment, emotional exhaustion, alienated labor, social surveillance, technological dehumanization, and identity fragmentation. The study concludes that alienation emerges implicitly through the interaction between lexical choice and discourse context, demonstrating that meaning in song lyrics is dynamic and context-dependent. These findings highlight the importance of integrating lexical and contextual perspectives in semantic analysis of contemporary musical texts.
HUMAN-AI CO-TEACHING: ENHANCING PEDAGOGICAL AGENCY OF PRE-SERVICE ENGLISH TEACHERS Ryan Purnomo; Nunung Suryati; Moh. Rif’attullah; Fadhl Mohammed Awadh Gharamah; Evi Mahsunah
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.v7i2.6074

Abstract

Generative AI in the education sector is quickly becoming a successful application, offering new opportunities but also challenges in teacher education, particularly within the English as a Foreign Language (EFL) context. One of the current popular technologies is ChatGPT, which has potential in assisting in teaching, reflection, and teacher professional development. However, a lack of research has focused on pre-service English teachers' perceptions of ChatGPT or how those perceptions may influence a teacher's perception of professional empowerment. An empirical qualitative research method will be used in this paper, analyzing Indonesian preservice higher education teachers' perceptions of ChatGPT in EFL teacher preparation programs, how they use ChatGPT, and how those perceptions may influence preservice teachers' perceptions of professional empowerment. Methods of research include conducting in-depth semi-structured interviews, analyzing findings through a thematic assessment. Findings also show how preservice teachers' perceptions of ChatGPT, an empowering cognitive/teaching tool, influence preservice teachers' perceptions of overall personal/professional teacher empowerment. Also identified are five increasingly interrelated perspectives of preservice teachers' perceptions of teacher empowerment, including identity, teaching competence, technological agency, teaching efficacy, and teaching innovation.
WHEN TRAUMA CANNOT SPEAK:  SILENCE AND DESTRUCTIVE PLASTICITY IN HAN KANG’S THE VEGETARIAN Sysilia Putri Agustin; Kholidah Uci Elly; Ningtyas Sulistya
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.v7i2.6077

Abstract

Structural violence and patriarchal domination remain significant threats to women’s existence, particularly within collective societies. This study examines Han Kang’s novel, The Vegetarian, to investigate the protagonist’s radical transformation as a response to systemic oppression. While existing research often focuses on psychological or feminist perspectives, there is a lack of analysis regarding how structural violence materially produces a new subjectivity through Catherine Malabou’s theory of destructive plasticity. This qualitative study employs a thematic approach to analyze the novel, complemented by a biographical approach to trace the author's life trajectory through secondary data, specifically published written interviews with Han Kang spanning from 2016 to 2024. The analysis suggests that Yeong-hye’s transformation constitutes an "ontological accident" triggered by latent childhood trauma and domestic objectification. This process produces a "New Wounded" subject who adopts a vegetal identity to achieve total detachment from a world perceived as inherently violent. Furthermore, the study posits that the erasure of Yeong-hye’s voice reflects South Korea's socio-legal and patriarchal structures, representing a strategic choice to highlight the subject’s alienation. Ultimately, this research concludes that becoming non-human constitutes a radical political act of extraction, allowing the subject to exist beyond the reach of patriarchal jurisdiction.
REPRESENTING BALI’S WASTE CRISIS ON THE BRITISH BROADCASTING CORPORATION PODCAST: A SPEAKING MODEL AND TEXTUAL ANALYSIS Ni Luh Sherin Prihantana; Ni Made Diana Erfiani; Yohanes Octovianus Lesu Awololon; Putu Chrisma Dewi
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.v7i2.6102

Abstract

Language is considered a vital instrument in shaping global public perception regarding environmental crises in the digital era. While communication studies are common, the exploration of global environmental issues in official news podcasts remains limited, particularly concerning the discrepancy between government rhetoric and international media representation. The objective of this study is to examine the representation of Bali’s waste crisis in the BBC podcast “Can Bali really go waste-free by 2027?”. A qualitative approach is employed, using the SPEAKING model to investigate the communication situation and Teun A. Van Dijk’s textual analysis to examine macrostructure, superstructure, and microstructure levels. Data are collected via non-participant observation and digital documentation. Through the SPEAKING model, it is evident that the BBC intentionally arranged the communication situation to contrast Bali’s iconic “paradise” image with systemic waste management failures, creating a serious and skeptical atmosphere. Furthermore, through textual analysis, the strategic use of critical lexicons such as “ambitious” and “pessimistic,” alongside powerful metaphors like “mountain of trash,” is identified to frame the crisis as a global emergency. These combined findings successfully demonstrate how a skeptical narrative is constructed toward government targets. It is concluded that the framing of environmental issues by international media significantly influences world perception in the digital era.

Page 13 of 13 | Total Record : 128

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