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[ENHANCING STUDENTS' ENGLISH SPEAKING SKILLS: INSTRUCTORS' STRATEGIES IN BLENDED LEARNING ENVIRONMENT ]]>
<![CDATA[Asih Ernawati]]>;
<![CDATA[Dwi Suweni]]>
<![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.v27i1.14597
<![CDATA[This research examines the instructional strategies employed by English instructors to enhance students’ speaking skills in a blended learning environment. Despite the fact that blended learning has been widely adopted in formal higher education settings, few studies have investigated how blended learning operates in small private English courses with diverse young adult learners. The purpose of this study is to identify the strategies used in designing blended speaking lessons and to examine its perceived impacts on student performance. A qualitative case study design was carried out which involved two experienced instructors teaching five speaking classes. The researchers collected the data through classroom observations and semi structured interviews. The data were analyzed using thematic analysis. The results of this study reveal three dominant strategies: task-based speaking cycles across online and offline modes, structured asynchronous practice using digital platforms, and personalized feedback loops. These strategies were perceived to improve students’ fluency, confidence, and autonomy by providing low pressure rehearsal spaces and targeted support. These demonstrate that effective blended speaking instruction depends more on intentional pedagogical design than on technological sophistication, particularly in contexts where the resources are limited. This research expands the current understanding of blended learning practices beyond higher education environments. Keywords: Blended Learning, Speaking Skills, English Language Teaching, Instructor Strategies, Students Performance]]>
<![CDATA[RHETORIC OF FORGETTING AND LINGUISTIC TRAUMA IN SHERINE’S BATMANNA ANSAK: DERRIDEAN DECONSTRUCTION ]]>
<![CDATA[Muhammad Dzulfikri Jauhar]]>;
<![CDATA[Muhammad Hasyim]]>
<![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.v27i1.15453
<![CDATA[This study investigates how the rhetoric of forgetting and linguistic trauma are represented in Sherine Abdel Wahab's "Batmanna Ansak" through the deconstruction of binary oppositions. Using a qualitative descriptive approach, the research analyzes five purposively sampled lyrical units, focusing on Derrida’s concepts of differance, trace, and binary structures such as memory/forgetting and life/death. The analysis reveals that the lyrics systematically undermine binary oppositions through rhetorical repetition. The expressed desire to forget (absence) paradoxically strengthens the presence of memory as an indelible trace. Phrases like "I wish I could forget you" create a suspension of meaning, where linguistic trauma manifests as a dependency between the illusion of love and the reality of pain. Ultimately, the song presents a hyperreality of trauma that blurs the boundaries between presence and absence, offering a poststructuralist insight into how language shapes and deforms human emotional dynamics. This study concludes that the text opens an endless interpretative space, resisting linear narratives of emotional resolution.]]>
<![CDATA[FOOD-BASED ACRONYM STRATEGY FOR TEACHING ADJECTIVES IN ELEMENTARY EFL ]]>
<![CDATA[Irina Vezner]]>;
<![CDATA[Nur Jamilah]]>;
<![CDATA[Octa Pratama Putra]]>
<![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.v27i1.16090
<![CDATA[This study aimed to explore the use of a food-based acronym strategy in teaching English adjectives to fourth-grade elementary school students. The research was conducted using a descriptive qualitative method with a case study approach involving ten students. The instructional focus was on adjectives related to human personality and feelings, which were taught through mnemonic strategies using familiar food names. Data were collected through classroom observations, students’ written responses, and reflective arguments before and after the implementation of the strategy. The data were analyzed using comparative qualitative analysis to identify changes in students’ understanding and learning behavior. The results showed that students were able to recognize and recall adjectives more effectively after learning through the food-based acronym strategy. The findings also indicated increased student engagement, enthusiasm, and confidence during the learning process. The strategy helped students organize adjective vocabulary in a more meaningful and memorable way. In conclusion, the food-based acronym strategy was found to have pedagogical value as a simple and practical approach for supporting English vocabulary learning among elementary school students.]]>
<![CDATA[LITERATURE CIRCLES USING CLASSIC INDONESIAN SHORT STORIES TO IMPROVE CRITICAL SPEAKING SKILLS ]]>
<![CDATA[Ayu Melati Ningsih]]>;
<![CDATA[Rahmah Fithriani]]>;
<![CDATA[Pardi]]>
<![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.v27i2.16093
<![CDATA[This study investigates the use of literature circles with the Indonesian classic short story Senyum Karyamin to improve EFL students’ critical speaking skills. The research employed a Classroom Action Research (CAR) design consisting of two cycles: planning, acting, observing, and reflecting. The participants were 20 university students enrolled in an English speaking class. Data were collected through speaking performance tests, classroom observations, field notes, and students’ reflection journals. Quantitative data were analyzed using mean score comparison, while qualitative data were examined through thematic analysis and triangulation. The results indicate significant improvement in students’ speaking performance. The overall mean speaking score increased from 67.6 in Cycle 1 to 80.0 in Cycle 2. The percentage of students achieving the minimum mastery level (≥70) rose from 50% to 90%. Observation data also revealed increased classroom engagement, with active participation improving from 60% to 90% and use of English during discussion from 58% to 86%. Reflection journals further indicated growth in students’ confidence, organization of ideas, and moral engagement with the literary text. These findings suggest that literature circles using culturally relevant literary texts can effectively promote communicative competence, critical thinking, and collaborative learning in EFL classrooms.]]>
<![CDATA[THE EFFECT OF THE LET'S READ APPLICATION TO STUDENTS' CRITICAL THINKING ABILITIES FOR ELEMENTARY SCHOOL ]]>
<![CDATA[Aldi Nur Rois]]>;
<![CDATA[Endang Sri Maruti]]>
<![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.v27i1.16218
<![CDATA[This study aims to determine the effect of the Problem Based Learning (PBL) learning model assisted by Let's Read media on students' critical thinking skills in the Javanese language subject of grade IV SDN Teguhan 02. The background of this study is the still low implementation of learning that encourages critical thinking in elementary schools. The study used a Posttest-Only Control Group Design with a saturated sampling technique, involving 34 students divided into an experimental class and a control class. The data collection instrument was a multiple-choice test of 20 questions given after the learning. The prerequisite test showed that the data were normally distributed and homogeneous. The t-test results showed a significance value of 0.000 < 0.05, which means there is a significant effect of the use of the PBL model assisted by Let's Read media on students' critical thinking skills. The average posttest score of the experimental class reached 81.76, higher than the control class which was only 63.24. This shows that the use of the PBL model with the help of interactive digital media such as Let's Read can significantly improve students' critical thinking skills.]]>
<![CDATA[SYNTACTIC STRUCTURES OF EXPERIENCED AND TRAINEE RECEPTIONISTS IN HANDLING GUEST COMPLAINTS ]]>
<![CDATA[I Komang Ardana]]>;
<![CDATA[Putu Agus Murtono]]>;
<![CDATA[I Wayan Swandana]]>
<![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.v27i2.16910
<![CDATA[Effective communication plays a crucial role in hospitality services, particularly when hotel receptionists respond to guest complaints. However, limited attention has been given to how syntactic structures are used by receptionists with different levels of professional experience. This study aims to compare the syntactic structures used by experienced and trainee hotel receptionists when handling guest complaints. The research employed a qualitative descriptive approach. Data were collected from 120 complaint-response utterances produced by 12 receptionists working in star-rated hotels in Bali, consisting of six experienced receptionists and six trainee receptionists. The utterances were obtained from receptionist–guest interaction transcripts and analyzed based on syntactic structure classification, including simple, compound, and complex sentences. The results show that trainee receptionists tended to rely more frequently on simple sentence constructions, while experienced receptionists demonstrated a wider variety of syntactic structures, particularly compound and complex sentences. These findings indicate that professional experience may influence the diversity of syntactic patterns used in complaint-handling interactions. The study highlights the importance of developing varied syntactic structures in hospitality communication to support more effective responses to guest complaints.]]>
<![CDATA[COLONIAL TRACES IN FICTION: HOMI K. BHABHA’S POST-COLONIAL ANALYSIS OF THE SHORT STORY COLLECTION "BEDIL PENEBUSAN" BY KIKI SULISTYO ]]>
<![CDATA[Aslan Abidin]]>;
<![CDATA[Nuratika Jamhur]]>;
<![CDATA[Ridwan]]>
<![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.v27i2.17010
<![CDATA[This study examines colonial traces in Kiki Sulistyo’s short story collection Bedil Penebusan through Homi K. Bhabha’s post-colonial perspective. Employing a qualitative approach, the study uses interpretive textual analysis through close reading and thematic coding to identify mimicry, ambivalence, and in-betweenness within the narratives. The findings indicate that colonial traces are reflected in the themes of power, social conflict, and the relationship between local communities and authority. In addition, the characters’ identities occupy an ambivalent position between traditional values and modern influences. This reflects the dynamic process of post-colonial identity formation through cultural negotiation. Therefore, the short story collection Bedil Penebusan portrays social conflict and reveals the enduring influence of the colonial legacy on identity and power relations in society. This study contributes to post-colonial literary criticism by demonstrating how local Indonesian narratives negotiate colonial memory and cultural identity through ambivalent characterization and hybrid social realities. Furthermore, the findings reinforce Homi K. Bhabha’s concept of cultural hybridity as a relevant framework for understanding the persistence of colonial discourse in contemporary Indonesian literary texts.]]>
<![CDATA[EFFORTS TO IMPROVE READING ABILITY AND LEARNING OUTCOMES THROUGH INTERACTIVE MULTIMEDIA IN ELEMENTARY SCHOOL ]]>
<![CDATA[Endang Sri Maruti]]>;
<![CDATA[Binti Halimatus Sholikhah]]>;
<![CDATA[Vivi Rulviana]]>
<![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.v27i2.17027
<![CDATA[This research is motivated by the low reading ability and Indonesian language learning outcomes of second-grade students at SDN Glonggong 04. The main problems include students' difficulties in reading comprehension, low interest in reading due to the impact of post-pandemic learning loss, and learning methods that are still conventional and lack variety. This research aims to improve reading ability and learning outcomes through the application of interactive multimedia. The method used is Classroom Action Research (CAR), which is implemented in two cycles. Each cycle consists of planning, action implementation, observation, and reflection. The research subjects were 20 second-grade students at SDN Glonggong 04. Data were collected through testing, observation, interviews, and documentation techniques, then analyzed descriptively, quantitatively and qualitatively. The results of the study showed a significant increase in each cycle. In the pre-cycle conditions, learning completeness only reached 30%. After the application of interactive multimedia in Cycle I, the percentage of completeness increased to 60% with an average score of 71.45. The most drastic increase occurred in Cycle II, where all students (100%) achieved the Minimum Completion Criteria (KKM) with an average score increasing to 76.8. In addition to cognitive aspects, students' learning activities and motivation also experienced positive reinforcement during the learning process. Based on these findings, it can be concluded that the use of interactive multimedia is effective in improving reading skills and Indonesian language learning outcomes in second-grade students at SDN Glonggong 04.]]>
<![CDATA[PODCAST SHOW ON STUDENTS' SPEAKING SKILL OF SMA SA’IDIYAH BANGKALAN: EXPERIMENTAL STUDY ]]>
<![CDATA[Puspita Laili]]>;
<![CDATA[musdalifah musdalifah]]>;
<![CDATA[Annisa Kurnia Asri]]>
<![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.v27i2.17299
<![CDATA[Proficiency in spoken English is essential for individuals to articulate their thoughts, emotions, and concepts effectively. Students will be active and confident when they can speak English. In the learning process, choosing media for learning English is important. In addition, teachers must be creative in using it in teaching English. This research used a podcast show as a self-improvement medium to measure students’ speaking skills. Students can study without feeling bored or uninterested in the lesson. The objective of this research is to examine the effect of a podcast show on students’ speaking skills. This research used a quantitative method, especially a pre-experimental research design with a one-group pre-test and post-test. The tenth-grade senior high school students were the research sample. There were twenty students. The data collection technique was a test of practicing a dialogue. The value of the paired sample T-test was significant 0,00 < 0,05. Therefore, applying a podcast show through self-confidence gives a positive effect on the students’ speaking skills.]]>
<![CDATA[EXAMINING TIKTOK INFLUENCE ON STUDENTS’ ENGLISH-SPEAKING SKILLS IN THE DIGITAL ERA ]]>
<![CDATA[Aulia Ulfa]]>;
<![CDATA[Luluk Choirun Nisak Nur]]>;
<![CDATA[Ulfa Wulan Agustina]]>;
<![CDATA[Nurul Afidah]]>
<![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.v27i2.17385
<![CDATA[This study aims to examine whether there is a significant correlation between TikTok social media use and students’ English-speaking skills. In the digital era, social media has become widely used by students and is often associated with language learning practices. This research employed a quantitative approach with a correlational design. The participants were 31 third-semester students of the English Education Study Program at KH. A. Wahab Hasbullah University. Data were collected through a questionnaire measuring TikTok usage and a speaking test assessing students’ speaking skills. The data were analyzed using the Pearson Product-Moment correlation. The findings showed that the correlation coefficient was r = –0.1734, indicating a very low negative correlation. With df = 29 and an r-table value of 0.355 at the 5% significance level, the obtained r-value was lower than the critical value. Therefore, the null hypothesis was accepted, meaning that there is no significant correlation between TikTok use and students’ English-speaking skills. These findings indicate that students’ use of TikTok does not necessarily contribute to the improvement of speaking skills, as it is mostly used for entertainment rather than for educational purposes.]]>
