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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 75 Documents
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ANALYSIS OF STUDENT’S LANGUAGE STYLE USING MARTIN JOOS THEORY AT ENGLISH EDUCATION DEPARTMENT Maharani Illiyyin Zahra; Aridah; Ventje Jany Kalukar; Teodora Ping, Maria; Setiawan, Iwan
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: 10.47701/0xhphj94

Abstract

In human society, the need for interpersonal connection has given rise to the emergence of language. Beyond serving as a medium of communication, language functions as a vehicle for articulating emotions and conveying thoughts, with its use shaped by contextual and situational factors. This research seeks to examine the language styles engaged by students of the English Education Department at Mulawarman University, using Martin Joos’ (1976) theory and Holmes (2013) as sociolinguistic theory. The study investigates the categories of language styles used in students' speech and the factors influencing their choice of style. A qualitative method was applied, utilizing data from a recorded video interview and follow-up semi-structured interviews with two selected participants. Data analysis was undertaken using thematic analysis guided by Braun and Clarke (2006) framework. The findings reveal that three out of five language styles formulated by Joos—consultative, casual, and intimate—were used by the participants, with consultative style being the most dominant. Language style occurred primarily in academic contexts, especially when interacting with instructors or unfamiliar individuals. Factors influencing language style include the speaker, setting, topic, and function, in alignment with Holmes’ (1992) sociolinguistic theory. Furthermore, although participants often identified their style as “formal,” triangulation with Joos’ and Braund and Clarke theory revealed that their usage aligned as consultative features. These findings provide valuable insights into how language styles function in educational settings and highlight the importance of context in language use.
CAUSATIVE CONSTRUCTION IN ACEHNESE LANGUAGE: X-BAR THEORY ANALYSIS Juliana; Mulyadi
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/rdtzmj42

Abstract

Causative Constructions are central to understanding how languages encode cause-and-effect relationships. In Austronesian languages, they exhibit diverse strategies ranging from affixation to periphrastic structures. This research investigates causative constructions in Acehnese language with the aim of identifying their main types and analysing their structures through X-Bar Theory. Data were collected from native Acehnese speakers via field observations, semi-structured interviews, and supported with written texts, and were analysed using a qualitative descriptive approach. The findings reveal two structural patterns: mono-clause (single-clause) and bi-clause (two-clause) constructions. Within these, three causative types emerge: (1) morphological causatives, formed with prefixes such as peu- and seu- that increase a verb’s argument structure (valency); (2) paraphrastic causatives, employing auxiliary verbs such as geu-yue and peu-gèt in bi-clause constructions; and (3) semantic causatives, where verbs like geu-plén inherently encode causative meaning without structural modification. Morphological and semantic causatives are generally mono-clause, while paraphrastic causatives are typically bi-clause. Applying X-Bar Theory enables a formal representation of how the causer (initiator), cause (event), and causee (affected participant) are hierarchically organized in Acehnese syntax, revealing systematic patterns of valency shift and clause complexity. Unlike most previous studies, which have largely offered descriptive accounts, this research demonstrates how X-Bar Theory—rarely applied to Acehnese language—can capture the interaction between morphology, semantics, and syntax in a formal model. In short, this research not only enriches the description of Acehnese language causatives but also fills a theoretical gap by contributing a formal syntactic representation of Acehnese language causatives through X-bar theory, an approach rarely explored in previous researches and contributed to broader discussions of syntactic theory in Austronesian languages.
ARTIFICIAL INTELLIGENCE (AI)-BASED ASSESSMENT: A TRANSFORMATIVE ENGLISH EDUCATION CURRICULUM Ichsanda Rahman Hz, Benni; Ammamiarihta, Ammamiarihta
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/s16xpm86

Abstract

Artificial Intelligence (AI) has been developing at a fast pace and is increasingly embedded in everyday human activities. In the realm of education AI serves as a transformative force, reshaping both teaching practices and learning processes. A key contribution of AI in this context lies in its capacity to deliver individualized and adaptive learning experiences. This study aims to develop an Artificial Intelligence (AI)-based English learning assessment system in the English Education program at the State Islamic University of North Sumatra, Medan. The study also seeks to measure the extent to which the AI-based assessment curriculum has effectively achieved the program's vision, mission, objectives, and graduate profile. A qualitative case study within purposive sampling approach was employed to select participants who had relevant experience and knowledge in English teaching and learning. The data collection methods included Focused Group Discussions (FGDs) with 20 lecturers and 100 students, as well as in-depth interviews with lecturers. The data from questionnaire were analyzed to identify patterns, trends, and differences in the responses of the respondents. The findings of this study indicate that the use of AI in assessing English proficiency among students has proven to be effective and efficient, not only in individual assessment but also in supporting the evaluation of academic program curricula. However, the findings also highlight the need for adequate technological readiness and training for both lecturer and student to optimize AI utilization.
BACHA POSH: PERPETUATION OF WOMEN’S OPPRESSION IN NADIA HASHIMI’S THE PEARL THAT BROKE ITS SHELL Zahirana Hanun, Fairuz; Susanti Wulandari, Rini
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/bptdpd19

Abstract

The oppression of women in patriarchal societies often disguises itself as empowerment through cultural practices that appear to offer temporary freedom. One such practice is bacha posh, a tradition in Afghanistan where girls are allowed to adopt the identity of boys to access mobility, education, and social privileges. While often regarded as an act of cultural adaptation or empowerment, this tradition remains underexplored in terms of how it perpetuates gender-based oppression. This study analyzes how bacha posh is portrayed in Nadia Hashimi’s The Pearl That Broke Its Shell, revealing how the practice, though appearing liberating, ultimately sustains patriarchal control. Using qualitative textual analysis, the study applies Iris Marion Young’s Five Faces of Oppression and Jacques Derrida’s Deconstruction theory to examine how the characters in the novel experience exploitation, marginalization, powerlessness, cultural imperialism, and violence. The findings show that the advantages girls receive while performing as boys are not rooted in equality but in submission to masculine norms. When they return to their female identities, these privileges are stripped away, exposing the illusion of empowerment. The study concludes that bacha posh, rather than resisting oppression towards women, perpetuates it by allowing only conditional access to power while keeping oppressive structures intact.
STORYTELLING FOR LITERATURE STUDENTS: NARRATIVE INNOVATION IN BUSINESS MODEL DESIGN Asiyah, Nur; Adila, Wildi; Rizal, Muhammad; Saputra, Arya; Irawan, Irawan
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.v6i2.5113

Abstract

Storytelling is a strategic tool that conveys meaning in literature and evokes emotional depth, cultural insight, and imaginative expression. In addition, storytelling also drives innovation in various fields such as business and entrepreneurship. However, many students of English literature are unaware that their strengths in narrative thinking can be developed into valuable entrepreneurial skills. This study addresses that gap by designing a storytelling-based Business Model Canvas (BMC) as a learning tool for the Literature and Entrepreneurship course. This study uses Fisher's Narrative Paradigm Theory, which explains Human beings as natural storytellers. Besides, it is supported by Osterwalder's BMC framework. Using a Research and Development (R&D) method adapted from Branch ADDIE, the research produced digital instructional media in the form of videos and an application designed through Canvanizer, Google Sites, and Kodular. These platforms were used to embed narrative thinking into each component of the BMC. The content expert and IT validate the Product. It was tested in a small and a large group trial. Findings show that integrating storytelling into the business modelling process significantly strengthens students' ability to construct and communicate ideas, especially aligning their creativity with practical entrepreneurial thinking. The final product was found to be pedagogically feasible and relevant, contributing to the development of literature students as creative digitalpreneurs. It concludes that narrative approaches can be effectively adapted to entrepreneurship education in the humanities. Therefore, further research suggested exploring cross-disciplinary applications of the model for the long-term impact.

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