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INDONESIA
ELite Journal: International Journal of Education, Language and Literature
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 26218127     DOI : //doi.org/10.26740
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The scope includes theory and practice in Education, Language Teaching and Learning, Linguistics and Literature, language teachers training, teaching English as a second and foreign language
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 123 Documents
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GENDERED OPPRESSION IN THE FILM MAI (2024): AN ANALYSIS OF RESISTANCE STRATEGIES THROUGH YOUNG'S FIVE FACES OF OPPRESSION Anggraeni, Ines Vike Nur
ELite Journal : International Journal of Education, Language and Literature ELite Journal (Volume 6 Number 1, January 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n1.p31-39

Abstract

Throughout history, women have persistently encountered inequity within patriarchal cultures. This study examines gender oppression portrayed in the Vietnamese film Mai (2024), directed by Trấn Thành. Employing Iris Marion Young's Five Faces of Oppression theory (1990), this research analyzes Mai's experiences of gender oppression as a woman in a patriarchal culture, particularly in her role as a widow. The study identifies three of the five forms of oppression encountered by Mai: exploitation, marginalization, and violence, as outlined in Young's oppression theory. Through a visual narrative approach, the findings demonstrate that women who experience gender oppression do not remain passive. Through Mai's character, this research establishes that oppressed women possess the capacity to voice resistance through initiating new romantic relationships, severing toxic family ties, and opening new chapters in their lives by pursuing their aspirations as independent women.
FROM PRINCESS TO VILLAIN: A MONOMYTHIC ANALYSIS OF SOPHIE'S TRANSFORMATION IN CHAINANI'S THE SCHOOL FOR GOOD AND EVIL Putri, Nadhilah Ghassani
ELite Journal : International Journal of Education, Language and Literature ELite Journal (Volume 6 Number 1, January 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n1.p40-49

Abstract

This article examines the narrative arc of Sophie, a central character in Soman Chainani's The School for Good and Evil (2013), by mapping her transformation into a villain through the lens of Joseph Campbell's Hero's Journey framework, also known as the Monomyth. Though traditionally reserved for protagonists, this model is applied here to explore how Sophie's development mirrors the structural path of a hero. Through close literary analysis of the novel, this study identifies thirteen out of Campbell's seventeen hero's journey stages reflected in Sophie's journey. These stages include the Call to Adventure, Refusal of the Call, Crossing the First Threshold, Belly of the Whale, Road of Trials, Meeting with the Goddess, Woman as Temptress, Atonement with the Father, Apotheosis, the Ultimate Boon, Magic Flight, Rescue from Without, and Crossing the Return Threshold. The analysis reveals that Sophie's arc is not merely a descent into evil but a transformative process that reconfigures the conventional hero-villain dynamic. Unlike the static villain figures often portrayed in traditional fantasy narratives, Sophie undergoes a complex emotional and psychological transformation shaped by rejection, internal conflict, and ultimately self-awareness. Her journey demonstrates that antagonists, like heroes, can experience meaningful character development structured around recognizable narrative patterns. This reframing invites a broader reconsideration of character roles in fantasy narratives, highlighting how antagonists, too, may undergo meaningful growth that parallels heroic transformation while ultimately serving different thematic functions.
A PEIRCEAN SEMIOTIC ANALYSIS OF VISUAL LANGUAGE REPLACEMENT IN TIKTOK COMMENT SECTIONS Fadhillah, M. Adhib; Hartono, Arli Ocha Putri; Baldina, Raiza Wahda; Herawati, Cindy Audylia; Zulkhaeriyah
ELite Journal : International Journal of Education, Language and Literature ELite Journal (Volume 6 Number 1, January 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n1.p99-106

Abstract

This study investigates the utilization of visual stickers as communicative instruments in TikTok comment sections, with particular focus on audience responses to a public figure's clarification video. Adopting a descriptive qualitative methodology, the research examines data collected from three TikTok videos published by Indonesian media outlets in November 2024. The analytical framework is established upon Charles Sanders Peirce's triadic semiotic model alongside Danesi's theoretical perspective on visual language replacement in digital communication. Findings indicate that commenters predominantly select stickers conveying mockery and anger, thereby generating collective patterns of distrust and frustration regarding the video content. Sticker selection additionally operates as a social marker facilitating users' identity expression, whether projecting critical, humorous, or skeptical personas within the interaction. These visual components extend beyond mere emotional expression, serving to establish users' discursive positioning within the broader conversation. The study substantiates that TikTok stickers constitute multimodal semiotic resources that fundamentally influence how individuals articulate attitudes, formulate interpretations, and engage in digital platform interactions. This phenomenon represents a significant transition from text-based communication toward visually-mediated expression in contemporary online discourse.

Page 13 of 13 | Total Record : 123

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