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[GAMIFIED LEARNING ON ESP MARITIME ENGLISH: A TEACHING FACTORY METHOD FOR ENHANCING CRITICAL READING SKILLS ]]>
<![CDATA[Jannatul Laily Noviabahari]]>;
<![CDATA[Yusuf Olayinka Shogbesan]]>;
<![CDATA[Eliasanti Agustina]]>;
<![CDATA[Amiruddin Hadi Wibowo]]>;
<![CDATA[Elga Tasya Ardiansah]]>
<![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.v27i2.17574
<![CDATA[This study investigates the integration of gamified learning into English for Specific Purposes (ESP) within Maritime English instruction and its role in improving students’ critical reading skills through the teaching factory approach. Maritime students are required to understand technical documents, safety procedures, and operational texts; however, traditional reading instruction often reduces student motivation and participation. This study employed a qualitative case study design involving 20 sea transportation students who had completed internships at port industries. Data were collected through semi-structured interviews, classroom observations, Quizizz activity records, and document analysis. The findings revealed that gamified learning created a more engaging and interactive learning environment. Students showed higher participation and motivation during reading activities through quizzes, leaderboards, role-playing tasks, and real-time feedback. The implementation of gamification also improved students’ comprehension of maritime texts and supported the development of critical thinking and problem-solving skills. Furthermore, the teaching factory approach provided contextual learning experiences by connecting classroom activities with real maritime workplace situations. The study concludes that gamified learning can effectively enhance critical reading performance in ESP Maritime English instruction. Future studies are recommended to examine the long-term impact of gamification and compare various learning platforms such as Quizizz, Kahoot, and Baamboozle.]]>
<![CDATA[CODE-MIXING AND CODE-SWITCHING IN INDONESIAN POP MUSIC: AN ANALYSIS OF THE LYRICS OF THE SONG “MAMA” BY COBOY JUNIOR ]]>
<![CDATA[Laylatul Mukharohmah]]>;
<![CDATA[Imelda Cristina Candra]]>;
<![CDATA[Ibnu Choirudin]]>;
<![CDATA[Dyah Ayu Sholeha]]>
<![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.v27i2.17616
<![CDATA[This study aims to analyze the forms and functions of code-mixing and code-switching in the lyrics of the song “Mama” by Coboy Junior. The method used is qualitative descriptive, with data collection techniques in the form of listening and note-taking. The results of the study indicate that the code-mixing found includes outer code mixing in the form of English words, phrases, and clauses inserted into Indonesian. The code-switching that occurs takes the form of inter-sentential switching that appears systematically during the transition from the verse to the chorus. The use of code-mixing and code-switching in this song serves primarily as an emotional expression, a means of reinforcing meaning, and an artistic strategy to highlight specific parts of the song. Additionally, this phenomenon reflects the social identity of adolescents as a bilingual group. These findings indicate that language use in music is not merely linguistic but also plays a crucial role in shaping the song’s meaning, emotion, and appeal.]]>
<![CDATA[PSYCHOLOGICAL CONFLICT AND PERSONALITY DYNAMICS OF ÉSON IN TATANG SUMARSONO’S SI PASER ]]>
<![CDATA[Rahma Noor Maulida]]>;
<![CDATA[Nuri Siti Nurjanah]]>;
<![CDATA[Siska Amelia]]>;
<![CDATA[Erlin Rintan]]>;
<![CDATA[Dedi Koswara]]>;
<![CDATA[Danan Darajat]]>;
<![CDATA[Maryam Roshan]]>
<![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.v27i2.17700
<![CDATA[This study examines the psychological conflicts experienced by the main character, Éson, in the novel Si Paser by Tatang Sumarsono. The research problem focuses on the types of internal conflicts and the psychological factors that influence the character's behavior. This study uses a qualitative descriptive method with a literary psychology approach. Data collection techniques were conducted through deep reading (close reading), which were then analyzed using Kurt Lewin's conflict theory and Sigmund Freud's psychoanalysis, including the structures of the id, ego, and superego. The results of the study show that Éson experiences three types of psychological conflicts: approach-approach, approach-avoidance, and avoidance-avoidance, with a dominance of approach-avoidance conflict. The findings also indicate that the ego plays a dominant role in mediating instinctual impulses (id) and moral demands (superego). Furthermore, there are six causal factors of the psychological conflicts, namely aggression, loss, personality, cognitive, helplessness, and behavior. These conflicts affect Éson's emotional and physical condition, and the avoidance-avoidance conflict emerges as the most psychologically burdensome form of conflict experienced by the main character, reflecting the complexity of children's psychological development in facing moral dilemmas and emotional attachments.]]>
<![CDATA[EXPLORING CONTEXTUAL PROBLEM-BASED LEARNING PRACTICES WITHIN DEEP LEARNING-ORIENTED ENGLISH INSTRUCTION FOR ANALYTICAL EXPOSITION TEXTS: A QUALITATIVE STUDY ]]>
<![CDATA[Lathifah Nur Karimah]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Muhaimin Abdullah]]>
<![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.v27i2.17755
<![CDATA[As Indonesian secondary schools move forward, their educational system is becoming more inclined towards developing meanings, reflective thinking and learner-oriented approaches for deep learning. For English language teaching in particular, critical reasoning and understanding social contexts through reading analytical exposition texts should be the focus. However, conventional classroom learning practices usually make students passive receivers who pay attention to the structural aspects of texts. Consequently, this study investigated contextual Problem-Based Learning (PBL) strategies in teaching analytical exposition texts from deep learning perspective. This study used qualitative case study research with an English teacher and eleventh-grade students at one public senior high school in Indonesia. Data were collected through observations, interviews, document analysis, and reflective field notes. The finding indicates that PBL helped students to collaborate, reflect, analyze, think critically and work contextually in the classroom. Contextual PBL facilitates students' participation in arguing, analyzing socio-cultural issues and writing critically in their analytical exposition text. The implementation of PBL reveals several major features of deep learning including meaningful learning, mindful learning, joyful learning, collaboration, and learner autonomy. Nevertheless, there were some obstacles in PBL practice including time restrictions, unequal participation, varied literacy proficiency among students, and teachers' struggles in forming a context-based learning problem. Overall, contextual PBL plays a vital part in promoting deep learning-oriented English instruction through development of critical literacy in students.]]>
<![CDATA[FROM ‘BURGER’ TO 'TACO': UNVEILING STUDENT ARGUMENTATION SHIFTS IN SEMANTIC MASTERY THROUGH CULINARY MNEMONICS ]]>
<![CDATA[Nurul Aini]]>;
<![CDATA[Mila Krivokuća]]>;
<![CDATA[Octa Pratama Putra]]>
<![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.v27i2.18922
<![CDATA[Due to the high cognitive load associated with complex language jargon, understanding semantics frequently presents a substantial obstacle for EFL students, especially when it comes to differentiating subtleties between polysemy, hyponymy, and homonymy. Grounded in cognitive load theory, mnemonic strategies are theoretically well-suited to address this challenge, as they reduce extraneous cognitive burden by anchoring abstract semantic categories to familiar, concrete schemas. This qualitative case study examines the efficacy of the Semantic Menu, an original instructional framework using culinary-themed mnemonics individually assigned to students based on their specific diagnosed semantic learning difficulties. Over the course of six weeks, two stages of interviews and written assignments were used to gather data from six undergraduate students, each purposively selected based on notable difficulty articulating semantic relations and subsequently paired with a mnemonic, such as B.U.R.G.E.R, N.A.C.H.O.S, or C.H.I.P.S, tailored to their diagnosed conceptual gap. The findings suggest substantial qualitative improvement in students' performance: structured, logical, and accurate argumentation replaced the initial conceptual ambiguity ('the terminological fog'), with each participant's progress closely aligned with the semantic sub-domain targeted by their assigned mnemonic. By using culinary anchors as an individualised cognitive scaffold, learners' anxiety levels decreased and their capacity to classify complex sense relations stabilised. These findings suggest that connecting abstract theoretical concepts to familiar, personally relevant schemas increases confidence in academic analysis while also improving retention. This study implies that individualized, creative scaffolding is an essential teaching strategy for closing the gap between passive theoretical knowledge and active analytical proficiency in linguistics.]]>
