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Wanastra: Jurnal Bahasa dan Sastra
Published by Universitas Bina Sarana Informatika
ISSN : 20866151     EISSN : 25793438     DOI : https://doi.org/10.31294/wanastra
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Wanastra: Jurnal Bahasa dan Sastra appreciates and supports researchers in English studies as part of its commitment to disseminating scientific knowledge and community service. The journal provides free access to all published articles for national and international audiences. The editorial board welcomes original and innovative manuscripts in the following areas: Linguistics Literature English Language Teaching English for Specific Purposes (ESP) Submitted manuscripts must be original, properly cited, and not previously published in print or online. All submissions will be screened for plagiarism using Turnitin. Manuscripts found to contain significant plagiarism will be automatically rejected.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 9 Documents
 1 
Search results for , issue "Vol. 18 No. 1 (2026): March" : 9 Documents clear
Integrating Reflective, Cognitive, and Technological Dimensions in Early-Stage Translation: Systematic Literature Review Simbolon, Wulandari; Sitompul, Yesa Mutiara; Hutajulu, Yuli Audyani; Refika Andriani; Derin, Tatum
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.11962

Abstract

This study aims to analyze the multifaceted factors that enable novice translators to achieve professional excellence. Using a thematic synthesis approach, the research explores how early translational stages lay the foundation for career growth. The findings reveal that translation is not merely a linguistic function, but a reflective and recursive process influenced by ethical awareness and metacognitive strategies. Recent studies demonstrate that while technological aids like CAT tools and AI-powered systems assist the workflow, they cannot replace human ethical judgment and cognitive abilities. Furthermore, the integration of human-AI synergy is identified as a core professional competence. The study concludes that translation remains a human-focused pursuit that safeguards intellectual integrity amid technological progress. These results advocate for translator curricula that prioritize reflective practices and ethical accountability to prepare emerging practitioners for the evolving digital landscape.
Stimulating Critical Literacy through Extensive Reading: A Qualitative Study in an EFL Classroom at Universitas Bina Sarana Informatika Buansari, Istihayyu; Maulani Pangestu; Fiza Asri Fauziah Habibah
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12129

Abstract

In many EFL classrooms, reading instruction still focuses heavily on linguistic comprehension, often leaving little room for students to question texts or reflect on the social values found in them. As a result, students may understand what a text says but rarely explore what it means beyond the surface. This study aims to explore how Extensive Reading (ER), implemented as an additional reading activity, can support the development of students’ critical literacy. Using a descriptive qualitative design, the research was conducted in an English Prose Analysis class with 38 students at the Faculty of English Literature, Universitas Bina Sarana Informatika. Data were collected through questionnaires and follow-up in-depth interviews. Although all students completed the questionnaire, three volunteered to participate in the interviews, and their insights served as the primary data for deeper analysis. The data were analyzed using Miles and Huberman’s interactive model, involving data reduction, data display, and conclusion drawing. The findings show that when ER is combined with critical questioning, it encourages students to challenge assumptions, relate texts to broader social and global issues, and develop greater awareness of perspectives such as gender, environmental concerns, and human rights. These results suggest that ER can go beyond improving reading fluency and serve as a meaningful strategy for fostering critical literacy in EFL classrooms. This study adds to the existing discussion on extensive reading by showing how ER activities can also encourage the development of students’ critical literacy in an EFL classroom, a perspective that has not been widely explored in previous studies. The findings also suggest that incorporating critical questions into extensive reading activities can help lecturers guide students to read more reflectively and connect texts with broader social issues.
Politeness and Indirectness: When Sexism Hides Behind Advice in Workplace Statements Romadloni, Annisa; Wanti, Linda Perdana; Sari, Laura
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12140

Abstract

Sexism in workplaces is often framed as ordinary guidance or evaluation rather than as overt hostility, which can cause sentiment and toxicity filters to miss it. A corpus analysis was conducted using the Sexist Workplace Statements dataset (1,142 statements; 627 labeled sexist). A pragmatics-informed operationalization was applied to classify sexist statements as benevolent or hostile and to label each statement’s primary speech act as advice, evaluation, insult, joke, or complaint. Benevolent sexism was estimated to constitute 73.8% of sexist statements, while hostile sexism constituted 26.2%. Benevolent sexism was concentrated in evaluation and advice, whereas hostile sexism was concentrated in insults. A sentiment-or-profanity toxicity proxy achieved high precision but low recall for sexism, capturing most hostile sexism while missing most benevolent sexism. A supervised baseline (TF–IDF plus logistic regression) performed well on the binary label but still showed false negatives dominated by benevolent evaluations. The findings were interpreted through ambivalent sexism theory, speech act theory, and politeness theory, highlighting how indirectness and face-work enable discriminatory norms to be advanced under the guise of help.  These results make explicit that sexism detection systems should incorporate pragmatics- and speech-act-aware features to reliably identify benevolent, “helpful”-framed workplace sexism that standard sentiment/toxicity signals systematically overlook.
Needs Analysis of English for Specific Purposes for Occupational Health and Safety Students in Higher Education Nuraini, Eka Indah; Rokhaniyah, Hesti; Al-Fikry, Muhammad Faiz
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12169

Abstract

This study aims to identify the English for Specific Purposes (ESP) learning needs of students majoring in Occupational, Health, and Safety (OHS) in order to design relevant teaching materials. This study employed a survey design involving 30 OHS students and an ESP instructor at Darussalam Gontor University. Data was collected through questionnaires and semi-structured interviews, then analyzed using descriptive statistics and qualitative analysis. The findings indicate that students strongly prefer communication-oriented learning, particularly speaking skills for workplace interactions, and emphasize the importance of mastering vocabulary related to OHS. However, current ESP teaching materials are considered inadequate due to their limited relevance to the specific OHS context. Students also expressed a need for contextualized teaching materials that incorporate real-life tasks, international safety standards, and performance-based assessments. In summary, this study highlights the need to develop context-specific, task-based ESP teaching materials aligned with the demands of professional communication in the OHS field. These findings provide an empirical foundation for designing an English for Occupational Health and Safety (EOHS) textbook that better supports students’ readiness to communicate in global workplaces.
Cultural Representation and Desire in Junichiro Tanizaki’s Diary of a Mad Old Man: Mimetic Criticism Cahyani, Fibria; Priastuti, Dyah Nugraheny
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12172

Abstract

This study examines the representation of Japanese cultural-historical values not only as a reflection of social reality but also as a selective strategy for interpreting cultural tradition and the aging process in Junichiro Tanizaki’s Diary of a Mad Old Man through the lens of mimetic criticism. Employing a descriptive qualitative method with contextual analysis, the primary data consist of written documents from the novel; secondary data include relevant books and journal articles. These findings expose tensions between cultural tradition and individual desire, manifested in: (1) Kabuki and Agemaki are symbol of aesthetic obsession; (2) Geisha is firmly as a legitimizing structure of patriarchy, desire, and masculinity; (3) Kimono depicts as an expression of the tradition materiality; and (4) Seasonal festivals are the representation of cultural transition between traditional Japanese values and postwar modernity. These findings show that the author uses elements of cultural tradition to express Japan’s social and cultural reality through his character’s life experiences. Consequently, this study offers insights into literary and cultural studies by exploring how mimetic representation relates to cultural tradition, material practices, and individual desire in Tanizaki’s depiction of postwar Japanese society.
Exploring Pre-Service English Teachers’ Prior Knowledge and Technology Acceptance through AI-Powered Digital Storytelling Training Isnawati, Ida; Ningsih, Fitria; Nikmah, Lailatul
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12174

Abstract

There is a concern with the rapid rise of Artificial Intelligence (AI) and the actual readiness of future teachers to use it in their classrooms. Although AI technologies are increasingly discussed in educational contexts, many pre-service teachers still have limited opportunities to gain practical experience in integrating AI-supported tools into classroom teaching. The research-focused report from a larger 2024 research project examines pre-service English teachers’ prior knowledge of AI tools and their perceptions before and after participating in AI-powered digital storytelling training. Using a mixed-methods action research design with a pre–post intervention, the study involved 90 sixth-semester pre-service English teachers enrolled at an Indonesian university. The intervention involved structured training in creating AI-powered digital storytelling materials using tools such as ChatGPT, Canva, and AI Audio Maker. Data were collected using a questionnaire adapted from previous TAM studies that measured key constructs, including Perceived Usefulness, Perceived Ease of Use, Behavioral Intention, Attitude, Trust, and Actual System Use. By comparing mean scores from pre-test and post-test responses, the results show a consistent upward trend in participants’ perceptions of AI tools. The results indicate consistent increases across all TAM constructs, including perceived usefulness (3.79→4.10), perceived ease of use (3.65→3.99), behavioral intention (3.74→4.10), actual system use (3.47→3.95), attitude (3.86→4.03), and trust (3.73→4.14). The findings suggest that hands-on AI-powered digital storytelling projects can effectively enhance pre-service teachers’ confidence and readiness to integrate AI technologies into English language teaching. This study highlights the importance of structured AI training in teacher education programs and provides empirical evidence supporting the integration of AI-assisted digital storytelling as a pedagogical strategy in Indonesian EFL contexts.
Artificial Intelligence in English Teaching at an Islamic University Language Center Fajari, Alka; Truna, Dody; Kusnawan, Aep; Fatimah, Siti
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12206

Abstract

This study aims to describe the use of Artificial Intelligence (AI) in English language teaching at the Language Center of UIN Sunan Gunung Djati Bandung. The development of AI has brought changes in language learning practices, particularly in the preparation of materials, providing feedback, and developing students' writing skills. However, its implementation also raises challenges related to academic integrity and the potential for student dependence on technology. This study uses a qualitative descriptive approach involving three Language Center instructors as participants. Data were obtained through interviews, observations, and data analysis. The results show that AI helps the language learning process at the Language Center of UIN Sunan Gunung Djati Bandung and that AI does not overhaul teaching pedagogy, but rather strengthens existing pedagogical orientations. Although it provides the benefits of efficiency and flexibility, the use of AI still requires ethical guidelines and pedagogical oversight. This study concludes that AI has the potential to improve the quality of English language teaching if it is integrated responsibly in the context of higher education
Decoding the 'Bad Guy': Implementing the V.O.I.C.E. Framework in Analyzing Contemporary English Song Lyrics Putra, Octa Pratama; Abdulkadir, Zubairu Sani; Anggraini, Sri Dewi
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12280

Abstract

The rapid evolution of contemporary popular music has transformed songs into complex multimodal texts that often pose challenges for traditional linguistic and literary analysis. This study introduces the V.O.I.C.E framework a simplified, analytical tool to decode the multi-layered meanings of Billie Eilish’s global hit, ‘Bad Guy’. Utilizing a qualitative descriptive method grounded in Multimodal Discourse Analysis (MDA), the research examines the song through five interconnected pillars: Vocal performance, production Originality, Identity construction, Cultural circulation, and Emotional resonance. The findings reveal that ‘Bad Guy’ achieves its subversive impact by deconstructing traditional pop tropes through ASMR-like whispered vocals, minimalist ‘bedroom’ production aesthetics, and the construction of an ‘anti-hero’ persona that challenges conventional gender roles. Furthermore, the study demonstrates that the V.O.I.C.E strategy effectively bridges the gap between complex semiotic theories and practical interpretation, providing a structured yet flexible roadmap for researchers and educators. Ultimately, this research highlights a shift toward ‘New Authenticity’ in English discourse, where sonic textures and digital cultural circulation are as significant as textual content in shaping contemporary identity and global resonance.
Protagonist Agency in Epistolary Fiction: Lady Susan by Jane Austen Syarifah; Rahmah Fithriani; Pardi
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12184

Abstract

Agency in literary studies is commonly approached as a moral or psychological quality of a character. However, such perspectives often overlook how agency is shaped by narrative form. This study addresses this gap by examining how the protagonist’s agency in Lady Susan is narratively constructed through epistolary mediation. This study examines the construction of the protagonist’s agency in Lady Susan, an epistolary novella in which action and intention are mediated through letters. Rather than treating agency as an ethical attribute, the study approaches agency as a product of textual mediation. Using a qualitative literary approach, the analysis employs close reading of selected letters to examine decision-making, narrative voice, and narrative consequences. This focus is significant because it clarifies how agency in epistolary fiction operates as a strategic and negotiated textual process rather than merely a reflection of character autonomy. The findings demonstrate that the protagonist’s agency is not represented as moral autonomy but as a strategic capacity negotiated through voice and social relations. Within the epistolary structure, agency emerges as a dynamic and textually constructed process.

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