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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 103 Documents
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STUDENTS' PERCEPTION OF USING PAPERPAL AI AS AN AUTOMATED WRITING EVALUATION (AWE) TOOL ON WRITING GRAMMATICAL FEEDBACK Yun Afifah, Nabila; Dewi, Utami
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.v6i2.5009

Abstract

This study aims to explore university students’ perceptions of using Paperpal AI as an Automated Writing Evaluation (AWE) tool in providing grammatical feedback during the academic writing process. Grounded in the Technology Acceptance Model and Self- Regulated Learning Theory, this research addresses the gap in understanding how students critically engage with AI-driven feedback in English as a Foreign Language (EFL) contexts. A qualitative case study design was employed, involving 30 EFL university students majoring in English Education who had prior experience using Paperpal AI. Data were gathered through questionnaires and in-depth interviews. Questionnaire responses were analyzed descriptively using percentage analysis, while interview data were examined through Thematic Content Analysis (TCA). Findings revealed that students perceived Paperpal AI as beneficial for improving grammatical accuracy, sentence clarity, and editing efficiency. They appreciated the tool’s user-friendly interface and real-time feedback, particularly for grammar and transitions. However, concerns were raised regarding the general nature of suggestions, occasional contextual inaccuracy, and limited support for creativity. These insights suggest that while Paperpal AI enhances surface-level writing skills, it should be complemented with human feedback and critical reflection to support deeper writing development in academic settings.
TEACHERS' ENGLISH-TEACHING STRATEGIES FOR SPECIAL NEEDS STUDENTS: A CASE STUDY AT A HOMESCHOOLING IN MEDAN Putri Sandara Butar Butar, Winda; Sukma Dara Damanik, Emeliya
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.v6i2.5015

Abstract

Students with special needs often face challenges in learning English effectively, highlighting the importance of teachers’ strategies in supporting their educational success. This study aimed to explore the strategies used by teachers in teaching English to students with special needs at Cadika Homeschooling (a pseudonym). Employing a qualitative case study design, data were collected from three English teachers (two females and one male) through criterion sampling. The instruments used included direct classroom observations, documentation of therapists’ psychological notes, and interviews conducted via WhatsApp voice recordings. Data were analysed thematically. The findings revealed that teachers implemented various strategies for students with Autism Spectrum Disorder (ASD), such as multimedia visual strategies and the use of images, videos, and colour-based materials. Additionally, they adopted structured learning approaches involving digital aids and role-play activities. For slow learners, teachers applied direct practice methods through engaging activities and relationship-building approaches to foster motivation and confidence. These strategies enabled teachers to create a comfortable and emotionally supportive learning environment, facilitating better language acquisition. The study recommends that teachers integrate adaptive media, structured approaches, and relationship-focused methods to enhance the learning experiences and outcomes of students with special needs.
TEACHERS' EXPERIENCES ON THE BLOOKET APPLICATION AS A LEARNING TOOL IN THE ENGLISH LANGUAGE Nasyifa, Nazry; Safithri Armin, Diah
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.v6i2.5029

Abstract

This study aimed to explore English teachers’ perspectives on using the Blooket application as a digital learning tool in a junior high school context in Medan, Indonesia. In response to the growing emphasis on gamification in education, particularly in language learning, the study sought to understand how game-based platforms such as Blooket are implemented and perceived by educators. Using a qualitative case study approach, data were collected through semi-structured interviews with three English teachers whose teaching experience ranged from two to ten years. Thematic analysis was employed to examine the data. The findings revealed that teachers were primarily motivated to use Blooket due to its perceived ability to increase student engagement and improve vocabulary acquisition. Additionally, the platform positively influenced classroom dynamics by encouraging active participation and fostering a more inclusive learning environment. Despite these benefits, teachers also reported several challenges, such as unstable internet connectivity and the difficulty of aligning gamified content with curriculum objectives. These experiences reflect the need for thoughtful integration of gamification strategies alongside pedagogical goals. Grounded in principles of constructivist and behaviourist learning theories, the study highlights the potential of Blooket as a supplementary instructional tool when supported by sufficient technological infrastructure and reflective teaching practices. However, as a small-scale study, these findings are context-specific and should be interpreted with caution. Future research is recommended to include a broader participant sample and to compare the use of different gamified platforms across varied educational settings to further assess their impact on language learning.
IMPOLITENESS IN TV SERIES EUPHORIA: A GENDER-BASED SOCIOPRAGMATIC ANALYSIS Elok Duhita, Meira; Nababan, Mangatur; Djatmika, Djatmika
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: 10.47701/8cyp2r50

Abstract

Impoliteness in language reflects complex social dynamics, especially in audiovisual media where characters perform identity, power, and gender roles through dialogue. However, few studies have explored how gender-based impoliteness unfolds in fictional narratives, creating a gap between theory and media representations. This study investigates impoliteness strategies and gendered linguistic features in Season 1 of the TV series Euphoria. Using a qualitative descriptive method, the study analyzes 50 impolite utterances through Culpeper’s (2011) framework of impoliteness and gender theories from Lakoff (1973) and Coates (2013). Findings show that both male and female characters most frequently use the Bald on Record strategy, but female characters employ impoliteness more often. Taboo words emerge as the dominant linguistic feature across genders, with higher intensity among females. These results challenge conventional views of women as more polite or indirect speakers. In Euphoria, female characters use language typically associated with masculine speech, aggressive, explicit, and confrontational, indicating a shift in gendered communication patterns. This research highlights the urgency of viewing fictional media as a sociopragmatic lens to understand how language, gender, and power interact. It offers new insight into how media narratives can subvert traditional gender norms and reflect evolving linguistic behaviors.
THE UTILIZATION OF YOUTUBE FOR EXTENSIVE LISTENING: VOICES FROM THE LECTURERS AND STUDENTS Farhan Sila, Sava; Handi Gunawan, Muhammad
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.v6i2.5040

Abstract

The English language continues to be the most used language in the world. Learning it involves four crucial skills, with listening being one of the most vital. In the past, listening was commonly taught with conventional media such as CDs or audio cassettes. While valuable, these materials lacked interactivity, diversity, and adaptability to students’ needs. With the rise of online platforms, YouTube has emerged as a widely accessible and engaging medium for enhancing listening skills through extensive listening (EL) practices. Despite its growing use, existing studies mostly explored students’ perceptions, with few including lecturer perspectives. Therefore, this study aims to explore the views of students and a lecturer regarding the use of YouTube in EL to gain a deeper understanding of its implementation. A qualitative design with a case study approach was employed at a public university in Bandung, Indonesia. Participants included twenty-eight final-semester English Education students and a listening course lecturer. An open-ended questionnaire was used to obtain data on participants’ experiences using YouTube in EL. The data were analysed using NVivo, which helped organize and find recurring themes related to their perceptions. The results showed that both students and the lecturer had positive views of YouTube in EL. Participants praised its accessibility, content diversity, flexibility, and features that supported their learning needs. However, students also faced challenges such as internet issues, advertisements, and difficulty understanding unfamiliar accents. Despite this, they devised strategies to overcome these obstacles. The lecturer meanwhile, reported having minimal difficulty in recommending YouTube content for EL practice. These findings offer insights into YouTube’s role as a tool in extensive listening.
PUZZLE BASED LEARNING THROUGH FIGGERITS APPLICATION TO ENRICH EFL STUDENT VOCABULARY: STUDENTS’ PERCEPTIONS Ahmad Alqawwiy, Thareq; Salmiah, Maryati
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.v6i2.5044

Abstract

Vocabulary acquisition remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly in higher education settings where traditional methods often fail to engage students or promote long-term retention. In response, mobile puzzle-based learning tools such as the Figgerits application offer an alternative that integrates contextual learning and cognitive engagement. This study explores EFL university students’ perceptions of using Figgerits for vocabulary enrichment within an Indonesian tertiary context. Using a qualitative case study design, 25 English Education students from a university in Medan participated in the study over a 2–4-week period. Participants were selected purposively and provided informed consent. Data were collected through structured questionnaires and follow-up in-depth interviews, then analysed using thematic analysis. Findings indicate that most students perceived Figgerits as effective across five interrelated dimensions: vocabulary breadth, depth, contextual understanding, retention and usage, and metalinguistic awareness. Students reported increased motivation and exposure to unfamiliar vocabulary through clues embedded in meaningful contexts, which encouraged repeated encounters and deeper word processing. Despite occasional difficulty with unfamiliar logic-based tasks, learners expressed strong preference for the app’s interactive and autonomous nature. These findings highlight the potential of puzzle-based, mobile-assisted tools to enhance vocabulary learning in EFL environments. Future studies should explore long-term impacts and adaptation across diverse learner profiles.
ANALYSIS OF PERSONIFICATION IN JUSTIN BIEBER’S ALBUM “PURPOSE” Indah Fitriani, Annisaa; Ayiz, Abdul; Khadifa Abdul Rozzaq Wijaya, Rahmaditya
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.v6i1.4105

Abstract

This study investigates the role of personification in Justin Bieber’s 2015 album Purpose, with a particular focus on how this figurative device enhances the album’s thematic and emotional dimensions. While previous studies on song lyrics have predominantly examined general themes or metaphorical expressions, limited scholarly attention has been given to the systematic use of personification in contemporary pop music. Employing a qualitative content analysis, this research examines all selected lyrics from the Purpose album, identifying and categorizing instances of personification and analyzing their functions in shaping meaning and listener engagement. The analysis reveals that Bieber frequently personifies abstract concepts such as time, love, memory, and freedom, as well as natural elements like wind and night, transforming them into active agents within the lyrical narrative. These personifications serve multiple functions, including emotional engagement, conceptual clarification, narrative enhancement, and thematic development. The findings suggest that personification is not merely a stylistic embellishment, but rather a fundamental narrative strategy that enriches the listener’s interpretive experience and deepens the affective resonance of the album. By demonstrating how figurative language elevates lyrical expression beyond entertainment, this study contributes to a broader understanding of the significance of personification in popular music and its role in mediating self-reflection, relational complexity, and existential themes.
THE MODERN SOCRATIC METHOD: A STRATEGY TO ENHANCE INDONESIAN POLYTECHNIC STUDENTS’ ACTIVE LEARNING IN ENGLISH SPEAKING COURSE Telaumbanua, Yohannes; Yalmiadi, Yalmiadi; Kotrini, Kotrini
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.v6i2.4996

Abstract

Lack of engagement, weak critical thinking skills, disfluency, limited vocabulary, timidity, and a preference for individual learning often lead to inactive participation in English-speaking classes. This study investigated the qualitative impacts of the Modern Socratic Method (MSM) on Indonesian Polytechnic students’ active learning in an English-speaking course. Data were collected through complete participant observation and unstructured interviews, and analyzed using the Miles and Huberman interactive model. Credibility and transferability procedures ensured trustworthiness. The study was conducted over two semesters at Padang State Polytechnic with 54 students from two classes. Before the intervention, Class A and Class B obtained mean speaking performance scores of 50 and 60, respectively, both categorized as low. After the MSM was implemented, the means increased substantially to 85 (Class A) and 88 (Class B). The improvement was linked to MSM’s emphasis on continuous questioning, interactive discussion, logical argumentation, risk-taking in expressing opinions, and peer collaboration. These activities enhanced students’ fluency, expanded their vocabulary, strengthened critical thinking, built self-confidence, and fostered collaborative learning. The findings suggest that MSM can reduce reliance on lecture-based instruction in polytechnic English classes and improve students’ self-efficacy in managing speaking anxiety. This method holds promise for broader application in higher education contexts where active participation is essential.
EFL STUDENTS’ PERSPECTIVES ON THE USE OF SMALLTALK2ME TO ENHANCE SPEAKING SKILLS: A STUDY OF UNDERGRADUATE LEARNERS Rambe, Fadlan; Daulay, Ernita
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.v6i2.5047

Abstract

This research was initiated based on preliminary survey findings that highlighted the challenges faced by EFL students in speaking English, which subsequently guided the researcher’s focus. The primary objective of this study is to examine students’ perceptions of SmallTalk2Me as a digital tool for enhancing speaking proficiency. Employing a qualitative design, the study involved four students from a public institution in North Sumatra, who responded to open-ended questionnaires and participated in semi-structured interviews. Data were analyzed through thematic analysis, which revealed several significant themes: AI tools as scaffolding agents, confidence development in speaking, real-time feedback and error correction, social interaction with technology, and accessibility and flexibility of learning platforms. The findings indicated that SmallTalk2Me and similar AI-based applications were perceived as effective scaffolding agents, providing structured speaking practice, immediate feedback, and a supportive environment for trial and error. Participants reported noticeable improvements in pronunciation, fluency, confidence, and motivation. These results align with Vygotsky’s sociocultural theory, which underscores the role of scaffolding, mediation, and social interaction in second language acquisition. The selection of this theoretical framework was grounded in its relevance to the study’s objectives and its endorsement by the researcher’s advisor. Moreover, the study highlights that the integration of AI tools into language learning fosters learner autonomy and enhances speaking competence, particularly in contexts where interaction with native speakers is limited. The findings further emphasize the importance of emotional support and self-directed learning within digital speaking practice. Overall, SmallTalk2Me is shown to offer promising features that contribute to the development of students’ speaking abilities.
EXPLORING PRE-SERVICE TEACHERS’ EXPERIENCES WITH PLOTAGON IN EFL DIGITAL STORYTELLING Nadia, Fazah; Aridah, Aridah; Limbong, Effendi; Hermagustiana, Istanti; Amarullah, A.K.
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.v6i2.4976

Abstract

This research explores the experience of ten fifth-semester EFL pre-service teachers from Universitas Mulawarman who employed Plotagon to create digital storytelling projects in a Digital Literacy course. Adopting a qualitative research design, data were collected from participants' written reflections and examined thematically. The findings emphasize five broad themes: integration of local culture, in this case folklore from East Kalimantan, into EFL courseware; technological challenges and creative coping with additional tools; creativity and collaboration through cooperative production; attitudes towards usefulness and usability that impacted technology appropriation; and redefinition of learner and teacher roles as learners took on teller and media producer roles. These findings tell us that in spite of extensive use of culture as objects, greater digital literacy levels, and greater practice on the part of learners, the subjects were affected by the presence of limited functionality of Plotagon, faulty hardware, and inconsistent group participation, thereby requiring the necessity of having institutional backing as well as training. This study contributes to fresh understanding regarding the enabling of technology flexibility, cultural awareness, and learning autonomy through the use of digital storytelling tools like Plotagon in pre-service teacher education and illustrates not only their ability to produce language and digital literacy but also their ability to improve the competence of pre-service teachers in teaching innovative, forward thinking, and culture-sensitive.

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