Jurnal Penelitian Humaniora
Jurnal Penelitian Humaniora welcomes submissions that provide insights into current and key issues dealing with humanities, especially language, literature, teaching of language and literature, and cultural studies. The journal provides a venue for humanities researchers and practitioners to discuss, pursue and promote knowledge in emerging and developing areas in humanity studies. The language of the manuscript is English. There must be critical discussion of issues and new and significant contribution to the related field. Articles can be from any of the following areas: linguistics: phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, applied linguistics, literature: literary theory, literary history, literary criticism, comparative literature, interdisciplinary approaches in literature, language teaching: foreign language teaching, second language acquisition, mother tongue teaching, English for specific purposes, computer-assisted language learning, bilingual education, language teaching methodology, language assessment and testing literature teaching: creative writing, literary genre, literary analysis, literary appreciation, digital literature teaching, interactive literature teaching cultural studies: media and communication, gender and sexuality, race and ethnicity, postcolonialism, pop digital culture, consumption and materialism, globalization and transnationalism.
Articles
35 Documents
<![CDATA[COMPLICATIONS OF WILLIAM CHARACTER IN THE NOVEL "WILLIAM" BY RISA SARASWATI ]]>
<![CDATA[Laylatul Mukharohmah]]>;
<![CDATA[Anas Ahmadi]]>;
<![CDATA[Muhammad Bahruddin]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 26 No. 2 (2025): Vol 26, No 1: August 2025 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v26i2.10722
<![CDATA[This study was conducted with the aim of analyzing the inner conflict experienced by the character William in Risa Saraswati's novel "William" from the perspective of Sigmund Freud's psychoanalysis. The main focus of this study is to examine how the id, ego, and superego influence William's behaviour and psychological conflict. Content analysis was used to examine the parts of the novel that reveal William's psychological dynamics. The results of this study found that the imbalance between the id, ego, and superego experienced by William caused serious inner instability. This made William a child who lost his identity and turned into a person full of pretense. This condition shows the urgency of understanding a person's psychological condition when experiencing complex social pressures. This study affirms that the psychoanalytic approach is effective for understanding the psychological dynamics of characters in literary works. Through the character of William in this novel, the findings are highly significant, as they reveal the psychological and social realities occurring within society up to the present day. These findings also show that Sigmund Freud's psychoanalytic study is relevant in a social context and in understanding the identity crisis and inner instability experienced by an individual.]]>
<![CDATA[ENGLISH LANGUAGE LEARNERS’ LEARNING ENGAGEMENT AT THE ENGLISH CAMP: A FABULOUS ENGLISH TEACHER’S NEW TEACHING INNOVATIONS ]]>
<![CDATA[Sayit Abdul Karim]]>;
<![CDATA[Yeni Nurbaiti]]>;
<![CDATA[Reza Arifah Zahra]]>;
<![CDATA[Suryo Sudiro]]>;
<![CDATA[Gordan Matas]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 26 No. 2 (2025): Vol 26, No 1: August 2025 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v26i2.10922
<![CDATA[This study examines innovative teaching methods and interactive activities in English language learning. Employing an in-depth interview as the instrument, this study aimed to understand the innovative strategies used by a female English teacher (WL) and the impact of interactive activities on students' language performance and outcomes at the English camp in MAN 1 Kuansing, in Riau Province. This study utilized a qualitative research design. It allows for an in-depth exploration of the innovative strategies and interactive activities implemented by a female English teacher. Additionally, the researchers conducted observations of the English camp activities to further document the learning process and the immersive learning environment. The findings revealed that the camp utilizes a comprehensive and immersive approach to cultivate a genuine enthusiasm for English among its participants. This includes a blend of engaging activities, multimedia elements, and culturally significant material to create a dynamic learning environment. The presence of a passionate and technologically proficient English teacher, who goes beyond conventional teaching, further enriches the language acquisition process. The study concludes that the English camp has successfully driven students’ performance by encompassing a strategy that involves students residing together in the dormitory and fostering a supportive learning environment. The researchers suggest that these findings may be used as guidelines for the development of similar language learning programs, promoting the use of successful and captivating language teaching innovations, especially for young learners]]>
<![CDATA[The Threats and Mitigation of ChatGPT on Academic Writing in Higher Education: Educators’ View ]]>
<![CDATA[Maya Nopita]]>;
<![CDATA[Dangin Dangin]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 26 No. 2 (2025): Vol 26, No 1: August 2025 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v26i2.11035
<![CDATA[This study examines the threats and mitigation strategies associated with the use of ChatGPT technology in higher education, with a focus on university-level educators. Using a qualitative approach with thematic analysis, interviews were conducted with four lecturers from the English Language Education Program. The findings reveal that while ChatGPT offers significant benefits, such as facilitating idea generation, accelerating the writing process, and enhancing understanding of complex materials, its excessive use poses serious risks. These include reduced student creativity, weakened critical thinking, and overreliance on instant results rather than deep learning. Educators express concern that such dependency may diminish students' ability to evaluate, analyze, and produce original academic work. To mitigate these threats, the study suggests several strategies: improving students digital literacy, integrating ethical guidelines for AI use, limiting ChatGPT's role in academic tasks (e.g., a maximum of 25% usage), and implementing assignments that require personal reflection, discussion, presentations, and case-based projects. These approaches aim to ensure that students remain active participants in the learning process rather than passive users of AI-generated content. In conclusion, ChatGPT should be positioned as an assistive educational tool, not a replacement for students' intellectual engagement to support meaningful and responsible learning in higher education.]]>
<![CDATA[IMPROVING EFL STUDENTS' WRITING PERFORMANCE THROUGH CHATGPT ]]>
<![CDATA[Yaritza Adriana Cipta]]>;
<![CDATA[Muhlisin Rasuki]]>;
<![CDATA[Henri Fatkurochman]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 26 No. 2 (2025): Vol 26, No 1: August 2025 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v26i2.11540
<![CDATA[In the era of digital learning, enhancing students’ writing abilities has become increasingly important, particularly for EFL learners who often face challenges in grammar and vocabulary. The integration of AI tools such as ChatGPT offers a potential solution to these issues by providing language support during the writing process. This study investigates how ChatGPT can be effectively utilized to support EFL students in improving their writing skills in English. Employing a Classroom Action Research (CAR) method, the study was conducted in two cycles involving 33 XI-6 students at SMAN 1 Kalisat. Data were collected through pre-tests, post-tests, and classroom observations, and analyzed both quantitatively and qualitatively. Findings revealed a substantial increase in students’ average writing scores from 44.26 in the preliminary test to 80.51 in the post-test of Cycle 2 indicating notable improvement in grammatical accuracy and vocabulary usage. These results was achieved through changes in prompt design, where the instructions were simplified and the feedback that given ChatGPT was translated in Bahasa Indonesia, to make students easier to understand the explanation. The study concludes that AI tools, when implemented with guided support, can serve as effective facilitators in the development of essential language skills. ]]>
<![CDATA[SPEAKING ANXIETY AMONG SIXTH SEMESTER ENGLISH EDUCATION STUDENTS IN MICROTEACHING PRACTICE ]]>
<![CDATA[Silvia Floresia Ndate]]>;
<![CDATA[Rosanita Tritias Utami, M.Pd]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 27 No. 2 (2026): Vol 27, No 2: August 2026 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v27i2.11728
<![CDATA[This study explores the speaking anxiety experienced by sixth-semester students during English microteaching practice at Universitas Bhinneka PGRI Tulungagung. The study aims to investigate students’ perceptions, contributing factors, and anxiety levels. A mixed-method approach was employed. Qualitative data were collected through semi-structured interviews and classroom video observation, while quantitative data were obtained using the Foreign Language Classroom Anxiety (FLCAS). The results revealed three main types of anxiety experienced by students: communication apprehension, test anxiety, and fear of negative evaluation. Four major factors were found to influence their anxiety: psychological, social, linguistic, and contextual. Based on the FLCAS data, 66.67% of students experienced severe speaking anxiety, while 13.33% experienced panic-level anxiety. These findings suggest that high levels of anxiety can have a significant impact on students’ speaking performance in teaching practice. Therefore, there is an urgent need for teaching strategies that help students to reduce anxiety and build confidence in the classroom.]]>
<![CDATA[THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING ON STUDENTS’ SPEAKING SKILLS. ]]>
<![CDATA[Nino Indiyati Naida]]>;
<![CDATA[Indri Astutik]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 27 No. 1 (2026): Vol 27, No 1: February 2026 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v27i1.11843
<![CDATA[This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing students’ speaking skills. The research is motivated by the observed deficiency in learners’ practical speaking abilities, which limits their communicative competence in real-world interactions. TBLT is proposed as a dynamic instructional method aimed at fostering greater communicative fluency and learner confidence. A quantitative quasi-experimental design was employed, utilizing a pretest-posttest control group approach. Two classes were selected through random sampling: the experimental group received instruction via TBLT, while the control group followed conventional teaching methods. Homogeneity tests confirmed that both groups were statistically comparable, whereas normality tests revealed a non-normal distribution, prompting the use of the Mann-Whitney U test for analysis. The results yielded a significance value of 0.00 (p < 0.05), indicating a statistically significant improvement in the experimental group compared to the control group. These findings support the conclusion that Task-Based Language Teaching has a meaningful and positive impact on students’ speaking proficiency]]>
<![CDATA[THE EFFECT OF EDUCANDY APPLICATION ON STUDENTS’ ENGLISH WRITING SKILLS ]]>
<![CDATA[Hanin Pratiwi]]>;
<![CDATA[Anita Fatimatul Laeli]]>;
<![CDATA[Hanafi Laeli]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 27 No. 2 (2026): Vol 27, No 2: August 2026 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v27i2.11892
<![CDATA[This study investigates the effect of using the Educandy app in improving the English writing skill of vocational high school students, particularly in writing procedure texts. Writing is one of the productive language skills that is considered more complex than listening, speaking, or reading because it requires command of different aspects, including content, organization, grammar, mechanics, and style. To address this, the researcher employed the Educandy application game platform with interactive quizzes, matching games, and memory tests in the writing learning process. The research was conducted using a quantitative method with a quasi-experimental study design in the form of two groups: an experimental group treated using the Educandy app and a control group taught using conventional methods. The sample was 43 students from tenth-grade Visual Communication Design students at a private Vocational High School in Jember. Student compositions were evaluated on a rubric that scored the five writing fundamentals. According to the statistical results from the Mann-Whitney U test, the value of 0.001 indicates a very highly significant positive effect of the application on the students' compositions. The results of this study show that Educandy has a significant effect on students’ English writing skills in writing procedure texts.]]>
<![CDATA[PRAGMATIC STRATEGIES IN BUYER-SELLER COMMUNICATION AT PASAR LANGSA: SPEECH ACTS, POLITENESS, AND IMPLICATURE ]]>
<![CDATA[Nora Fitria]]>;
<![CDATA[Cut Faizah]]>;
<![CDATA[Nyak Mutia Ismail]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 27 No. 2 (2026): Vol 27, No 2: August 2026 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v27i2.13180
<![CDATA[This study examines pragmatic strategies in buyer–seller interactions at Pasar Langsa, Aceh. Adopting a qualitative descriptive design with a pragmatic lens, it integrates participant observation, five-to-ten-minute naturalistic recordings, and semi-structured interviews with 10 sellers and 50 buyers across five commodity categories. Analysis is informed by Austin and Searle’s speech act theory, Brown and Levinson’s politeness model, and Gricean implicature. Findings show ritualized openings and closings anchored in greetings, blessings, and kinship address that frame transactions as moral and relational events. Buyers routinely deploy indirect directives through comparative remarks or budget cues; sellers respond with commissives-especially quality guarantees-often couched in religious expressions. Nonverbal cues (smiles, head-tilts, handling products) and prosody (rising offers, slowed requests) co-manage stance and mitigate face threats. Code-switching between Acehnese and Indonesian indexes solidarity versus neutrality, while generational differences mark degrees of directness. Crucially, commodity type shapes interactional length and complexity: durable goods invite multi-round bargaining; perishables are negotiated briefly and decisively. These results refine existing marketplace pragmatics by foregrounding implicature as a structural engine of negotiation and by evidencing a religiously inflected politeness that sustains trust. The study suggests pedagogical uses for teaching pragmatics, practical guidance for vendor communication, and contributes to cultural documentation of traditional markets under pressure from retail modernization.]]>
<![CDATA[“TIME TO SHINE IN ENGLISH”: EXPLORING STUDENTS’ LEARNING MOTIVATION AND PROGRAM EFFECTIVENESS ]]>
<![CDATA[Muhammad Haydar Nasir]]>;
<![CDATA[Fika Megawati]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 27 No. 1 (2026): Vol 27, No 1: February 2026 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v27i1.13947
<![CDATA[This “Time to Shine in English” is a creative program designed to help students learn English in an enjoyable way. This program employs an interactive and innovative approach to enhance student engagement and motivation at the junior high school level. Understanding the benefits and challenges of its implementation is essential; therefore, this study aims to explore students' in depth perceptions of the “Time to Shine in English” program, particularly regarding motivation and effectiveness in learning English. The study employs a qualitative methodology, utilizing a case study framework to explore the research focus in depth and contextually. A total of 19 students from grades 7 and 9 participated in the study, selected through purposive sampling. Data collection was carried out through comprehensive interviews, participatory observations, and the systematic analysis of relevant documents. The findings reveal that a game based approach is effective in engaging students. In the case of 7th graders, their willingness to participate in class as well as their confidence in speaking English improved greatly. Additionally, the memorization techniques applied in the program help 9th grade students expand their vocabulary. Key factors influencing the program's effectiveness include the use of interactive media, teacher support, and diverse learning methods.]]>
<![CDATA[TRAUMA AND THE MEANING OF LIFE FOR THE CHARACTER AKAZA IN THE MOVIE DEMON SLAYER: INFINITY CASTLE ]]>
<![CDATA[Laylatul Mukharohmah]]>;
<![CDATA[Anas Ahmadi]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol. 27 No. 1 (2026): Vol 27, No 1: February 2026 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v27i1.13970
<![CDATA[Penelitian ini bertujuan untuk menganalisis trauma dan pencarian makna hidup tokoh Akaza dalam film “Demon Slayer: Infinity Castle” melalui perspektif psikologi eksistensial Viktor E. Frankl. Metode yang digunakan adalah analisis kualitatif deskriptif-interpretatif terhadap adegan-adegan film dan tinjauan pustaka terkait logoterapi, trauma, dan dinamika tokoh. Hasil penelitian menunjukkan bahwa trauma berulang yang dialami Akaza membentuk penderitaan eksistensial yang menjerumuskannya ke dalam ketidakbermaknaan dan pseudo-makna berupa obsesi terhadap kekuasaan. Namun, kilas balik kepada tokoh-tokoh penting membawa kembali nilai-nilai cinta dan tanggung jawab, yang mendorong pilihan sikap eksistensial positif hingga tercapai transendensi-diri. Penelitian ini memperluas penerapan logoterapi pada tokoh-tokoh antagonis dan menunjukkan bahwa media populer dapat merepresentasikan dinamika eksistensial secara kompleks. Temuan ini berkontribusi pada pengembangan studi psikologi tokoh dalam film dan memperkuat potensi narasi fiksi sebagai media pendidikan psikologis dan reflektif.]]>
