Paratext: Journal of Language and Literature
Paratext: Journal of Language and Literature is a peer-reviewed, open-access journal dedicated to exploring the diverse fields of language and literature. The journal publishes original research, critical analyses, and innovative studies focusing on literary works, linguistic phenomena, cultural narratives, and interdisciplinary approaches to the study of language and literature. Paratext is managed by the English Literature Program, Faculty of Humanities, Universitas Sam Ratulangi, Indonesia. It serves as a platform for scholars, researchers, and practitioners to share their insights, promote academic discourse, and contribute to the advancement of knowledge in the humanities. Scope of the Journal Paratext: International Journal of Language and Literature publishes high-quality research and critical studies across a wide range of topics, including but not limited to: Language: Studies on language structures, usage, and functions in various contexts. Literature: Analysis and interpretation of literary works, genres, and movements. Cultural Studies: Exploration of cultural narratives, identities, and their intersections with society. Applied Linguistics: Research on language teaching, learning, and practical applications of linguistic theories. Linguistics: Examination of phonology, morphology, syntax, semantics, and sociolinguistics. Collective Memory: Studies on shared memories and their role in shaping communities and identities. Children’s Literature: Analysis of literary works aimed at young readers and their cultural impact. Oral Tradition: Research on storytelling, folklore, and the preservation of oral narratives. Oral History: Studies on personal and collective accounts of historical events through oral testimonies. British and American Studies: Critical studies on the literature, culture, and history of Britain and America. This broad scope aims to foster interdisciplinary dialogue and contribute to advancements in language, literature, and cultural studies.
Articles
15 Documents
<![CDATA[REVISITING SISTERHOOD: LESSONS FROM THE DOLL’S HOUSE FOR WOMEN TODAY ]]>
<![CDATA[Dewi Suryanti]]>
<![CDATA[ Paratext: International Journal of Language and Literature Vol 2 No 1 (2026): Paratext: Journal of Language and Literature ]]>
Publisher : <![CDATA[Universitas Sam Ratulangi ]]>
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DOI: 10.35796/pj.v2i1.61294
<![CDATA[This paper explores the urgency of sisterhood in the context of women's lives in the digital era, particularly amidst the growing vulnerability of women to cyberbullying. In such conditions, women need a safe spaces that enable mutual support and the building of solidarity. However, the phenomenon shows that such solidarity often fails to materialize, and is instead replaced by acts of hostility among women, which in feminist discourse is known as twisted sisterhood. This research employs a feminist literary criticism approach, grounded in sisterhood theory, to analyze Katherine Mansfield’s short story The Doll’s House as the primary data, and connects the literary analysis with social phenomena through an intertextual approach. Secondary data, including studies on twisted sisterhood and media reports on cyberbullying among women, are utilized to establish the link between literary texts and social realities. Thus, this study not only analyzes literary texts as aesthetic works but also emphasizes the relevance of literature in interpreting the social issues faced by women today. The dynamics of sisterhood and twisted sisterhood are clearly reflected in the short story The Doll’s House by Katherine Mansfield. The story portrays the relationships among female characters that are laden with social class tensions, prejudice, and the failure to foster solidarity, elements that can be reflected in contemporary social realities. This literary work serves as a mirror for readers, especially women, to reevaluate how women can either empower or hinder one another in their shared struggle against discrimination.]]>
<![CDATA[ANALYSIS OF INCREASED STUDENT MOTIVATION IN THE PROCESS OF LEARNING ENGLISH PRONUNCIATION ]]>
<![CDATA[Sharon Ribka Berikang]]>;
<![CDATA[Maya Pinkan Warouw]]>;
<![CDATA[Muh. Hasan Basri]]>
<![CDATA[ Paratext: International Journal of Language and Literature Vol 2 No 1 (2026): Paratext: Journal of Language and Literature ]]>
Publisher : <![CDATA[Universitas Sam Ratulangi ]]>
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DOI: 10.35796/pj.v2i1.66423
<![CDATA[This research is entitled “Analysis of Student Motivation Improvement in the English Pronunciation Learning Process.” This study aims to explore, analyze, and describe motivation in improving English pronunciation and the strategies used by English majors in improving English pronunciation. This study uses the concepts of Deci and Ryan (1980) and the Macrotheory of Deci and Ryan (2008). This type of research is descriptive research with a qualitative approach. In data collection, a semi-structured interview method was used. The results of the study show that: The factors that influence the increase in motivation of English major students in learning English pronunciation consist of two types of motivation, namely intrinsic and extrinsic motivation, such as: 1) intrinsic factors that influence the increase in student motivation, such as self-confidence, personal interests and goals, and self-motivation in learning English pronunciation. Then 2) extrinsic factors that influence the increase in student motivation, such as social and professional demands, peer influence, and support and encouragement from lecturers. Based on the results of the analysis of increased student motivation in the process of learning English pronunciation, several students emphasized that successful learning can occur due to motivating factors that arise from within themselves.]]>
<![CDATA[CODE SWITCHING IN PUELLA YOUTUBE CHANNEL ]]>
<![CDATA[Bryan Kenny Macpal]]>;
<![CDATA[Andriyani Marentek]]>;
<![CDATA[Arter Jodi Senduk]]>
<![CDATA[ Paratext: International Journal of Language and Literature Vol 2 No 1 (2026): Paratext: Journal of Language and Literature ]]>
Publisher : <![CDATA[Universitas Sam Ratulangi ]]>
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DOI: 10.35796/pj.v2i1.66559
<![CDATA[This article, entitled “Code Switching in Puella YouTube Channel”, aims to identify, analyze, and describe the types of code switching and the reasons for their use in ten selected episodes of the Puella YouTube Channel. The study employs a descriptive qualitative method. Bullock and Toribio’s (2009) theory is used to classify types of code switching, while Holmes' (2013) theory is used to analyze the reasons. The findings show three types of code switching: 620 instances of intra-sentential switching, 392 instances of inter-sentential switching, and 131 instances of tag switching total of all is 1,143. The analysis of the reasons shows that 265 lines contain functions related to identity and relationships (50), status and formality (44), topic (49), quoting dialogue (19), affective function (46), rhetorical or metaphorical switching (42), and humor or playfulness (15). The results indicate that code switching in the Puella YouTube Channel is used not only for linguistic convenience but also to express social meaning and manage interpersonal communication.]]>
<![CDATA[THE ROLE OF WOMEN IN EDUCATION AS SEEN IN THE FILM MONA LISA SMILE DIRECTED ED BY MIKE NEWELL ]]>
<![CDATA[Delia Mamonto]]>;
<![CDATA[Stephani Johana Sigarlaki]]>;
<![CDATA[Arter J. Senduk]]>
<![CDATA[ Paratext: International Journal of Language and Literature Vol 2 No 1 (2026): Paratext: Journal of Language and Literature ]]>
Publisher : <![CDATA[Universitas Sam Ratulangi ]]>
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DOI: 10.35796/pj.v2i1.66898
<![CDATA[This research analyzes the role of women in education as represented in the film Mona Lisa Smile (2003) directed by Mike Newell. The study aims to identify the traditional roles imposed on women in the 1950s and to examine how these roles are constructed through cinematic representation. This research applies feminist theory, particularly Betty Friedan’s concept of The Feminine Mystique and Stephanie Coontz’s analysis of postwar domestic ideology, to explore how women’s education was directed toward marriage and domestic fulfillment rather than intellectual independence or professional careers. In addition, Mario Klarer’s film theory, especially the spatial and acoustic dimensions, is used to analyze how visual composition, classroom space, and sound elements reinforce gender expectations. This study employs a descriptive qualitative method, using dialogues and selected scenes as primary data supported by relevant academic sources. The findings reveal several traditional educational roles, including educated companion, intelligent homemaker, consumerism agent, pressure to abandon education for marriage, decline of professional ambition, and sex-directed curriculum. The research concludes that the film critiques restrictive gender norms while simultaneously presenting education as a potential space for women’s resistance, self-awareness, and empowerment.]]>
<![CDATA[CODE-SWITCHING IN INTERCULTURAL COMMUNICATION AMONG FORMER IISMA STUDENTS AT UC CHILE ( A SOCIOLINGUISTIC ANALYSIS) ]]>
<![CDATA[Rafael Dwi Putra Momongan]]>;
<![CDATA[Jultje Aneke Rattu]]>;
<![CDATA[F. Ari Anggriani Sebayang]]>
<![CDATA[ Paratext: International Journal of Language and Literature Vol 2 No 1 (2026): Paratext: Journal of Language and Literature ]]>
Publisher : <![CDATA[Universitas Sam Ratulangi ]]>
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DOI: 10.35796/pj.v2i1.67351
<![CDATA[This study examines the use of Indonesian–English–Spanish code-switching among former Indonesian International Student Mobility Awards (IISMA) students at the Pontificia Universidad Católica de Chile (UC Chile). It aims to identify the types of code-switching employed, analyze their communicative functions, and explain how such practices support intercultural communication and adaptation in a Spanish-speaking academic environment. This research adopts a qualitative approach within the framework of interactional sociolinguistics and intercultural communicative competence. The findings reveal that intra-sentential switching is the most dominant type, indicating a high level of multilingual competence among the participants. Code-switching serves several key functions, including clarification, solidarity and identity marking, and emphasis. Among these, clarification is the most frequent, reflecting the need to maintain mutual understanding in a multilingual environment. Furthermore, code-switching supports intercultural communication by facilitating interactional flexibility, enhancing cultural awareness, and enabling speakers to adapt to different communicative contexts. In conclusion, code-switching is not merely a linguistic phenomenon but a strategic communicative resource that plays a significant role in intercultural adaptation. This study contributes to sociolinguistic and intercultural communication research by highlighting the importance of trilingual code-switching in non-English-speaking academic settings.]]>
