International Journal of English Literature, Linguistics, and Language Teaching (IJELLLT)
IJELLLT – International Journal of English Literature, Linguistics, and Language Teaching IJELLLT is a peer-reviewed, open-access international journal dedicated to advancing scholarship in English literature, linguistics, and language teaching. Published by EMAS Publishing Company, the journal provides a reputable academic platform for researchers, educators, and practitioners to disseminate innovative and impactful studies that contribute to the global development of English language and literary research. The journal publishes Four issues annually (January, April, July, October) and welcomes a variety of scholarly contributions, including Research Articles, Conceptual Articles, Critical Book Reviews, and Young Scholars Review & Reflection. All submissions undergo a rigorous double-blind peer-review process to ensure academic integrity, originality, methodological soundness, and alignment with international publishing standards.
The Role of Artificial Intelligence in Promoting Interactive English Language Teaching
The rapid development of artificial intelligence has transformed various aspects of education, including English Language Teaching. However, many English classrooms still rely on traditional instructional methods that limit student interaction and engagement. As a result, learners often become passive recipients of information rather than active participants in the learning process. This research aims to explore the role of artificial intelligence in promoting interactive English Language Teaching practices. A qualitative descriptive research design was employed to investigate how artificial intelligence tools were integrated into English instruction and how they influenced classroom interaction. The participants of this research consisted of undergraduate students and English instructors at a university who had experience using artificial intelligence–based applications in English learning activities. Data were collected through classroom observations, semi-structured interviews, and document analysis of students’ learning tasks. The collected data were analyzed using thematic analysis to identify patterns related to interaction, student engagement, and teaching strategies supported by artificial intelligence. The findings reveal that the integration of artificial intelligence encouraged more interactive learning environments by facilitating personalized feedback, collaborative tasks, and student-centered activities. Students demonstrated increased participation, confidence, and motivation when artificial intelligence tools were used to support learning. Additionally, instructors reported that artificial intelligence helped them design more dynamic lessons and respond to students’ individual needs. The research concludes that artificial intelligence plays a significant role in enhancing interactivity in English Language Teaching and highlights its potential to support meaningful and engaging language learning experiences.
Copyright (c) 2026 International Journal of English Literature, Linguistics, and Language Teaching (IJELLLT)
Living Alone in a Broken World: A Review of I Am Legend
I Am Legend is a post-apocalyptic science fiction movie released in 2007. The film was directed by Francis Lawrence and stars Will Smith as the main character, Dr. Robert Neville. The movie was adapted from the famous novel I Am Legendwritten by Richard Matheson. The story takes place in New York City after a dangerous virus destroys most of humanity and turns infected people into mutant creatures called Darkseekers. Robert Neville becomes the last healthy human living in the city. He spends his days searching for food, surviving alone, and trying to discover a cure for the deadly virus. The film combines action, horror, thriller, science fiction, and emotional drama. One of the most interesting parts of the movie is the empty and silent New York City, which creates a frightening atmosphere. The movie also shows deep emotional themes such as loneliness, survival, sacrifice, hope, and humanity. Besides entertaining viewers with exciting scenes and visual effects, the film teaches people to stay strong and never give up during difficult situations. Because of its emotional story and strong acting performance, I Am Legend became one of the most memorable survival movies ever made.
Learning Survival and Humanity through I Am Legend
I Am Legend is a science fiction and post-apocalyptic movie released in 2007. The film was directed by Francis Lawrence and stars Will Smith as Dr. Robert Neville, the main character in the story. The movie is based on the famous novel I Am Legend written by Richard Matheson. This film tells a story about a deadly virus that destroys humanity and turns many people into dangerous creatures called Darkseekers. The setting of the movie takes place in New York City, which becomes empty and frightening after the virus spreads everywhere. Robert Neville becomes the last human survivor in the city and tries to find a cure for the virus while surviving alone with his loyal dog, Sam. The movie combines action, thriller, horror, and emotional drama in one story. The visual effects and empty city scenes make the film look realistic and tense. Besides showing survival, the film also teaches viewers about loneliness, hope, sacrifice, and never giving up even in difficult situations. Because of its exciting story and emotional moments, I Am Legend became one of the most popular survival movies in the world.
An Analysis of Lecturers’ Use of Display Questions in Classroom Interaction
This study examines the use of display questions by lecturers in classroom interaction and their influence on student participation and responses. The research is based on discourse analysis, which views questions not only as linguistic structures but also as social actions that shape communication in educational settings. Previous studies suggest that questioning strategies are important for encouraging student engagement, but limited research has focused specifically on the use of display questions in higher education contexts. This study employs a qualitative research design using discourse analysis. Data were collected through classroom observation and note-taking, focusing on how lecturers use display questions and how students respond during the teaching and learning process. The findings show that display questions are commonly used to initiate interaction, stimulate student participation, and guide students’ thinking. These questions are often delivered in sequences and followed by additional questions to help students develop correct answers. The study also finds that lecturers use repetition and simplification to encourage responses, especially when students are passive or hesitant. However, students’ answers are generally short, and some students remain silent due to lack of confidence. Overall, the study concludes that display questions are an important teaching strategy that supports classroom interaction and learning. Their effectiveness depends on how they are used and the classroom environment.
Boosting Confidence Through Praise Expressions in English Language Learning
This study explores the role of praise expressions in fostering learners’ confidence in spoken English within English as a Foreign Language (EFL) classroom context. Praise expressions are considered an important aspect of classroom interaction because they function not only as evaluative feedback but also as emotional and motivational support for learners. In many EFL classrooms, students often experience speaking anxiety, fear of making mistakes, and low self-confidence, which may limit their participation in oral communication activities. Therefore, understanding how praise expressions contribute to learners’ confidence becomes essential in supporting communicative language learning. This study employed a qualitative descriptive research design to investigate the forms, functions, and influence of praise expressions used during classroom interaction. Data were collected through classroom observation and documentation, focusing on teacher-student interaction during speaking-related activities. The findings reveal that teachers frequently used praise expressions such as “good,” “excellent,” “great job,” and supportive comments encouraging students’ participation and effort. These praise expressions contributed positively to learners’ confidence by reducing speaking anxiety, increasing classroom participation, and encouraging students to express themselves more actively in English. The study also found that the effectiveness of praise depended on contextual factors, including the sincerity, specificity, and manner of delivery of the praise itself. Personalized and meaningful praise appeared to motivate learners more effectively than repetitive or overly general praise. Furthermore, praise expressions helped create a positive classroom atmosphere characterized by emotional support, reduced fear of negative evaluation, and stronger teacher-student relationships. The discussion highlights that praise should not be viewed merely as a simple compliment but as a meaningful pedagogical and sociolinguistic strategy that influences learner engagement and communicative development. This study concludes that deliberate and context-sensitive praise expressions can serve as an effective classroom practice for fostering speaking confidence and promoting greater communicative participation among EFL learners.
Code Switching on Social Media: Patterns, Motivations, and Identity Construction Among Bilingual Users
In the digital era, code-switching has become a common practice among bilingual users on social media. This study examines the patterns, motivations, and role of code-switching in identity construction. It draws on key theories such as John J. Gumperz (1982), Shana Poplack (1980), and Carol Myers-Scotton (1993). A qualitative descriptive method was used, with data collected from Instagram, Twitter (X), and TikTok through observation and documentation. The findings show that intra-sentential code-switching is the most dominant pattern, reflecting bilingual competence. The main motivations include expressing emotions, adapting to audiences, and enhancing communication style. Code-switching also plays a key role in constructing hybrid identities, combining global and local elements. The study concludes that code-switching is a meaningful and strategic practice, contributing to sociolinguistics and English Language Teaching in digital contexts.
Teachers’ Instructional Language and Student Response in EFL Classroom: A Discourse Analysis
Classroom interaction is a crucial component of English as a Foreign Language (EFL) learning because teachers’ instructional language significantly influences student participation, comprehension, and communicative development, particularly in Indonesian contexts where English exposure is largely limited to classroom settings. Grounded in Sinclair and Coulthard’s classroom discourse theory and Walsh’s framework of instructional interaction, this study investigates the types of teachers’ instructional language and patterns of student responses in an EFL classroom within the context of Introduction to Basic Instruction (IBI) and Qualitative Research Methodology. Using a qualitative research design with discourse analysis, data were collected through classroom observation, audio recording, and field notes, then analyzed by categorizing teacher language into directive, elicitation, clarification, and feedback forms, alongside student responses in verbal, non-verbal, and silence-based patterns. The findings revealed that directive language was the most dominant instructional strategy, functioning both as classroom management and pedagogical modeling, while elicitation promoted critical engagement and language production. Student responses varied according to linguistic competence, confidence, and academic readiness, with silence often reflecting cognitive processing rather than disengagement. The discussion highlights that teachers’ instructional language serves not only as pedagogical communication but also as a model for future teaching practice. This study concludes that strategic instructional language is essential for fostering interactive EFL learning, enhancing student participation, and supporting pedagogical development in teacher education contexts.
Integrating Social Issues in English Language Teaching to Enhance Students’ Critical Awareness
English Language Teaching often emphasizes linguistic competence while overlooking students’ awareness of social issues embedded in real-life communication. As a result, English learning may become detached from students’ social realities and critical engagement with societal challenges. This research aims to explore the integration of social issues in English Language Teaching and its contribution to enhancing students’ critical awareness in the classroom. A qualitative descriptive research design was employed to examine teaching practices that incorporated social topics such as inequality, environmental issues, and cultural diversity into English learning activities. The participants consisted of undergraduate students enrolled in a general English course at a university. Data were collected through classroom observations, semi-structured interviews, and analysis of students’ written and oral tasks. The data were analyzed using thematic analysis to identify patterns related to students’ engagement, critical responses, and language use during learning activities. The findings reveal that integrating social issues into English Language Teaching encouraged students to actively participate in classroom discussions, express opinions, and reflect on social realities using English. Students demonstrated improved critical awareness, as shown by their ability to analyze problems, express perspectives, and connect language learning with social contexts. Additionally, the integration of social studies content made English learning more meaningful and relevant to students’ lives. The research concludes that combining social issues with English instruction supports both language development and critical consciousness, suggesting the need for pedagogical approaches that position English learning as a tool for social understanding and civic engagement.
The Effect of Study Habits on Students’ English Achievement
English achievement among students is often influenced by various factors, including their study habits. In many educational contexts, students demonstrate different levels of engagement, consistency, and strategies in learning English, which can affect their overall language proficiency. This research aims to examine the effect of study habits on students’ English achievement. A survey research design was employed to collect quantitative data from participants. The population consisted of secondary school students actively learning English, and a total of 150 students were selected using stratified random sampling to ensure representative participation across different grade levels. Data were collected through a structured questionnaire measuring study habits, including time management, consistency, and learning strategies, and students’ English achievement scores obtained from standardized school tests. Data analysis was conducted using descriptive statistics to summarize study habits and achievement levels, followed by inferential statistics, including correlation and regression analysis, to examine the relationship between study habits and English achievement. The findings indicate a significant positive correlation between students’ study habits and their English achievement, suggesting that students who demonstrate consistent, well-organized, and strategic study behaviors tend to achieve higher scores in English. This research highlights the importance of fostering effective study habits to improve language learning outcomes. Educational implications include the need for teachers and institutions to support students in developing structured and effective study routines to enhance English proficiency.
Empowering Students’ Speaking with Authentic Tasks to Learn English beyond the Classroom: Student-Generated Video
The growing demand for English speaking proficiency in EFL contexts highlights the need for learning approaches that provide authentic communication opportunities beyond traditional classroom practices. Limited exposure to real-life language use often restricts students’ speaking development, confidence, and engagement. Integrating student-generated videos as authentic tasks offers an alternative pathway by allowing learners to actively construct language through meaningful digital experiences. A qualitative approach was employed to explore students’ perceptions, reflective experiences, and speaking performance in learning speaking skills through student-generated video projects. Data were collected using questionnaires, reflective journals, and speaking performance assessments involving undergraduate EFL students. The findings reveal that video-based authentic tasks enhanced students’ confidence, fluency, vocabulary development, pronunciation awareness, and communicative engagement. Reflective journals indicated the emergence of metacognitive awareness, emotional regulation, and learner autonomy as students evaluated their learning processes and identified strategies for improvement. Speaking assessment results further demonstrated positive development across fluency, pronunciation, vocabulary, grammar accuracy, and comprehension, although grammatical accuracy remained relatively lower compared to other components. The integration of rehearsal, reflection, and authentic communication within video production created a holistic learning environment supporting both linguistic and psychological aspects of speaking development. These findings suggest that student-generated video projects can serve as effective technology-mediated authentic learning practices that foster communicative competence and active learner participation in EFL speaking instruction.
Development of ‘Statistics Board’ Teaching Media for the Statistics Course in the English Language Education Program.
This study developed Statistics Board teaching materials for English Education students at KH Abdul Chalim University. Statistics is important for students’ academic writing and Research, but current materials often do not meet the needs of non-mathematics students. The Research used the ADDIE model, which includes analysis, design, development, implementation, and evaluation. Participants were English Education students and expert validators. Data came from expert validation, student questionnaires, and achievement tests, and were analyzed both quantitatively and qualitatively. The results show that the Statistics board materials are valid, practical, and effective. Students found the materials clear, easy to use, and relevant, and their learning outcomes improved. These materials are a suitable alternative resource for statistics courses.
Not Love: A Study of Family Betrayal and the Deception of Affection
The novel Not Love is a contemporary romance work written by Quenliiiiiii and published in 2025 by Blackswan Books. It is presented in paperback format and consists of approximately 304 pages. The book is written in Bahasa Indonesia and targets young adult and adult readers who are interested in modern romantic fiction. As a printed edition released through an independent publisher, the novel is distributed through online bookstores and selected retail platforms. The International Standard Book Number (ISBN) assigned to this edition is typically listed in its publication details to facilitate cataloging and academic referencing; students are advised to verify the exact ISBN (978-623-84843-4-3) from the physical copy or the publisher’s official listing to ensure citation accuracy. The book’s cover design and layout reflect contemporary popular fiction trends in Indonesia, and its publication marks the transition of the author’s work from digital writing platforms into formal print circulation, thereby establishing its bibliographic legitimacy for academic review and critical analysis.
A Review of Tentang Kamu: Memory, Identity, and the Meaning of Humanity
The book reviewed in this article is entitled Tentang Kamu, written by Tere Liye and published in 2016 by Republika Penerbit. The novel consists of 524 pages and is identified by the ISBN 978-602-0822-12-2. As one of Tere Liye’s notable works, Tentang Kamu presents a narrative that combines a life story with elements of investigation, offering readers both emotional depth and moral reflection. This bibliographic information is provided to give readers a clear context of the book before engaging with the critical review.
Critical Book Review: “Convenience Store Woman”
This book review examines Convenience Store Woman by Sayaka Murata, a contemporary Japanese novel that critically explores issues of social conformity, self-identity, and gender roles in modern society. The novel portrays the life of Keiko Furukura, a woman who finds meaning and stability through her long-term work at a convenience store while resisting socially imposed expectations such as marriage and permanent employment. This review aims to analyze the novel’s thematic focus and its contribution to discussions on individuality and social norms. Through a critical literary approach, the review highlights Murata’s use of a minimalist narrative style to challenge dominant societal definitions of normality and success. The analysis reveals that Convenience Store Woman functions as a form of social criticism by exposing the pressure to conform and the marginalization of those who deviate from accepted norms. Overall, this book offers significant academic value for studies in contemporary Japanese literature, identity, and gender discourse.
Social conformity; Self-idNBentity; Gender roles; Contemporary Japanese literature; Social criticism
Beyond Reality and Identity: A Critical Review of Tere Liye’s Bumi
Bumi is a popular Indonesian fantasy novel written by Tere Liye and first published in 2014 by Gramedia Pustaka Utama. The novel is the opening series of the “Bumi” saga, which later developed into one of the most successful modern fantasy franchises in Indonesia. The story combines fantasy, adventure, science fiction, and teenage drama into an engaging narrative that appeals to young adult readers. The novel consists of approximately 440 pages and is written in simple yet imaginative language, making it accessible to both teenage and adult audiences. The main characters are Raib, Seli, and Ali, three high school students who discover extraordinary powers and become involved in adventures across parallel worlds. Raib possesses the ability to disappear, Seli can produce electricity from her hands, and Ali is portrayed as a genius with exceptional intelligence. The setting alternates between the ordinary modern world and magical realms full of advanced civilizations and mysterious creatures. Through its unique plot, the novel explores themes of friendship, identity, courage, destiny, and self-discovery. Tere Liye successfully introduces Indonesian readers to a locally written fantasy universe that can compete with international fantasy literature. The novel has received positive responses due to its strong characterization, imaginative storytelling, and emotional depth. As a result, Bumi has become one of the most influential contemporary Indonesian fantasy novels among young readers.
Finding Light Through Fragility: A Critical Review of Kita Pasti Bahagia
Kita Pasti Bahagia is a contemporary Indonesian novel written by Tissa Biani and published in 2021 by PT Bukune Kreatif Cipta. The book consists of 160 pages and carries the ISBN 9786022204015. Positioned within the genre of inspirational and young adult fiction, the novel explores themes of emotional struggle, healing, and the gradual pursuit of happiness in the face of personal challenges. Through accessible language and reflective narration, the author presents characters who navigate inner conflict, vulnerability, and growth, emphasizing that happiness is not an instant condition but a process shaped by resilience and self-acceptance. With its concise structure and relatable psychological themes, the novel contributes to contemporary Indonesian popular literature by offering motivational insight into self-development and emotional maturity.
From Tragedy to Transcendence: A Critical Exploration of Spiritual Growth in Hafalan Shalat Delisa
Hafalan Shalat Delisa is a religious and inspirational novel written by Tere Liye and first published in 2005 by PT Gramedia Pustaka Utama, Jakarta. The book is presented in paperback format with a softcover laminated finish and typically measures approximately 13 x 20 cm (standard Indonesian trade size). The first edition consists of 270 pages (the total may vary slightly across reprints), printed in black ink on cream book paper, and categorized under religious fiction, inspirational literature, and disaster narrative. The ISBN of the widely circulated edition is 978-979-22-1697-5. The cover design generally features a simple yet symbolic illustration reflecting themes of innocence and hope, often portraying a young girl against a soft-toned background that evokes emotional depth and spirituality. Set in Lhok Nga, Aceh, and inspired by the 2004 Indian Ocean tsunami, the novel targets a broad readership, including adolescents and adults, and is written in accessible language that emphasizes sincerity (ikhlas), faith, resilience, and familial love. Due to its emotional impact and moral message, the novel achieved national popularity and was later adapted into a motion picture, strengthening its cultural presence in contemporary Indonesian literature.
Constructing Moral Authority in Tere Liye’s “Bulan”: A Critical Book Review
This paper provides a comprehensive review of the novel Bulan by Tere Liye, the second installment in the Earth series. The analysis focuses on the author's intricate world-building techniques and the narrative evolution of the main characters—Raib, Seli, and Ali—as they navigate the socio-political challenges within the Sun Clan. By examining the "Sun Flower Festival" as a central plot device, this review explores themes of integrity, teamwork, and the struggle against systemic corruption. Furthermore, a personal student perspective is included to bridge the gap between fictional fantasy and real-life moral dilemmas. This review concludes that Bulan serves as a significant benchmark for contemporary Indonesian fantasy literature, offering both entertainment and profound ethical reflections.
Tere Liye, Bulan Novel, Parallel Universe, Young Adult Fantasy, Character Development, Narrative Analysis.
A Critical Book Review of Negeri 5 Menara by Ahmad Fuadi: Education, Motivation, and the Spirit of Perseverance
Negeri 5 Menara is an inspirational novel written by Ahmad Fuadi and published in 2009 by PT Gramedia Pustaka Utama. The novel belongs to the genres of education, motivation, and religious fiction, telling the story of Alif Fikri, a young boy from West Sumatra who continues his education at an Islamic boarding school called Pondok Madani. There, he meets five close friends from different regions of Indonesia who later become known as Sahibul Menara. This novel contains approximately 423 pages and uses simple, engaging language mixed with Arabic, English, and Minangkabau expressions, which strengthen the cultural and educational atmosphere of the story. As the first book in the Negeri 5 Menara trilogy, followed by Ranah 3 Warna and Rantau 1 Muara, the novel is inspired by the author’s real-life experiences in a pesantren. Through themes of friendship, discipline, hard work, and perseverance, the novel delivers strong moral values and motivation, especially through its famous motto, “Man Jadda Wajada,” which means “He who strives will succeed.”
Narrating Marginalized Education in Andrea Hirata’s Laskar Pelangi: A Critical Book Review
Laskar Pelangi was written by Andrea Hirata and first published in 2005 by Bentang Pustaka, Yogyakarta, Indonesia. The novel comprises 529 pages in its original Indonesian edition and belongs to the genre of semi-autobiographical fiction. It is the first installment of the Laskar Pelangi tetralogy, followed by Sang Pemimpi, Edensor, and Maryamah Karpov. The narrative is set in Belitung Island during the 1970s and draws heavily from the author’s own childhood experiences. The story centers on ten underprivileged students and their two dedicated teachers at a small Muhammadiyah elementary school that struggles to survive amid economic hardship and institutional neglect. Written in Indonesian, the novel combines realistic social commentary with inspirational storytelling, addressing themes of education, poverty, social inequality, friendship, and resilience. Since its publication, Laskar Pelangi has gained national and international recognition, has been translated into multiple languages, and was adapted into a successful film in 2008.
Unveiling Identity and Resilience: A Critical Review of Tentang Kamu
This book review examines Tentang Kamu by Tere Liye, a contemporary Indonesian novel that explores themes of memory, identity, moral resilience, and humanity. The review aims to analyze the book’s central ideas, narrative structure, and literary contribution, as well as to evaluate its strengths and limitations from an academic perspective. Using a descriptive–analytical approach, the review summarizes the novel’s storyline, which follows the investigation of Sri Ningsih’s life journey through the perspective of a young lawyer, and highlights how personal history intersects with social injustice and ethical struggles. The evaluation focuses on character development, narrative technique, thematic coherence, and moral value, while also addressing issues related to narrative length and emotional intensity. The review finds that Tentang Kamu is a significant literary work that effectively conveys humanitarian values and character education through accessible language and emotionally engaging storytelling. Despite its extensive length, the novel offers meaningful insights into human endurance and integrity. Overall, this book is recommended for students, educators, and readers interested in moral literature and contemporary Indonesian narratives.
humanity; memory; identity; life journey; moral values
Reimagining English Language Teaching in the Era of Artificial Intelligence
The rapid development of artificial intelligence (AI) has significantly transformed various aspects of education, including English Language Teaching (ELT). This conceptual article explores how AI reshapes pedagogical practices, teacher roles, and learner engagement in contemporary ELT contexts. Rather than focusing on empirical data, this paper critically examines theoretical perspectives and current discourses related to AI integration in ELT. Drawing upon constructivist learning theory, learner autonomy, and technology-enhanced language learning, the article argues that AI should not be perceived as a replacement for teachers, but as a pedagogical partner that enhances instructional quality and personalization. AI-driven tools such as adaptive learning platforms, automated feedback systems, and intelligent tutoring systems offer new opportunities for individualized learning, formative assessment, and continuous language exposure. However, this article also highlights critical challenges, including ethical concerns, digital inequality, over-reliance on technology, and the potential erosion of human interaction in language learning. The discussion emphasizes the need for pedagogically grounded AI integration, where human values, cultural sensitivity, and communicative competence remain central. This article concludes that effective ELT in the AI era requires a balanced approach that combines technological innovation with reflective teaching practices, professional development, and ethical awareness. The conceptual insights presented in this paper aim to support educators, curriculum designers, and policymakers in rethinking ELT frameworks that are responsive to technological change while preserving the human essence of language education.
Book Review: Gabrielle Zevin’s Tomorrow, and Tomorrow, and Tomorrow
Tomorrow, and Tomorrow, and Tomorrow (2022) is a contemporary literary novel written by Gabrielle Zevin and published by G. P. Putnam’s Sons. The book consists of 384 pages and carries ISBN 9780593158273. Centered on the lifelong creative partnership between Sam Masur and Sadie Green, the narrative follows their journey as video-game designers whose personal histories, artistic ambitions, and emotional struggles shape the evolution of their collaboration. The novel moves across multiple time periods—from childhood to adulthood—while exploring themes of friendship, trauma, identity, creativity, and the intersection of digital and artistic culture. Zevin structures the story through shifting perspectives, nonlinear chronology, and intermedial narrative forms influenced by video-game logic. These narrative choices invite readers to reconsider how human relationships are built, fractured, and repaired over time. This review presents an overview of the book’s central ideas and major chapters, offering an objective summary before engaging with a critical evaluation of its literary qualities. The strengths and limitations of the novel are assessed in terms of narrative clarity, theoretical value, character depth, stylistic innovation, and contribution to contemporary English literature. The review concludes with a reflection on the book’s usefulness for both academic and general audiences, emphasizing its relevance to discussions of digital art, narrative theory, and representations of creative labor. Ultimately, Zevin’s novel stands as a significant contribution to twenty-first-century literary fiction through its thoughtful portrayal of artistic collaboration and emotional resilience.
Politeness Strategies in English WhatsApp Conversations Among PPNI Mojokerto Students
Politeness in English digital communication plays an essential role for students in non-English disciplines, including those studying health sciences who frequently rely on WhatsApp for academic coordination and professional discussions. At PPNI Mojokerto, students often engage in English-based WhatsApp exchanges for coursework, group tasks, and interactions with lecturers or clinical instructors. However, many of them still struggle to select appropriate politeness strategies, especially when making requests, clarifying information, or responding to peers in sensitive situations. This research aims to investigate the types of politeness strategies used by PPNI Mojokerto students in their English WhatsApp conversations and to examine how these strategies reflect their pragmatic awareness in digital settings. Using a descriptive qualitative design, this research involved twelve health science students who actively participated in English WhatsApp groups. Data were collected through conversation screenshots obtained with informed consent and supported by semi-structured interviews to understand the pragmatic intentions behind their linguistic choices. The data were analyzed using content analysis to categorize politeness strategies and interpret their communicative functions. The findings reveal that positive politeness strategies were the most frequently used, showing the students’ tendency to maintain group harmony and encourage supportive interaction. Negative politeness strategies and off-record expressions appeared when addressing authority figures or handling clinically sensitive topics. This research provides insight into how non-English majors negotiate English politeness in digital communication, offering valuable implications for ELT practices targeting pragmatic competence among health students.
The Role of AI Chatbots in Supporting Independent English Learning
This research investigates the role of AI chatbots in supporting independent English learning among university students who require flexible, individualized assistance outside classroom settings. The study emerges from the growing challenge faced by learners who often struggle to obtain immediate feedback, personalized guidance, and consistent practice opportunities when learning autonomously. The purpose of this research is to explore how AI chatbot interaction contributes to learners’ linguistic development, learning confidence, and engagement in self-directed English study. Using a descriptive qualitative design, the researchers collected data from fifteen undergraduate students enrolled in an English education program. The participants were selected purposively based on their frequent use of AI chatbots for academic or language-learning purposes. The main instruments used in this study were semi-structured interviews, activity logs, and written reflections documenting students’ experiences while using AI chatbots for independent learning tasks. The data were analyzed using thematic analysis to identify recurring patterns related to perceived usefulness, challenges, and learning outcomes. The findings reveal that AI chatbots offer accessible, responsive, and adaptive language support that enhances students’ vocabulary development, writing clarity, and overall learning autonomy. Students reported increased confidence due to the availability of instant explanations and feedback, although some concerns emerged regarding overreliance and occasional inaccuracies provided by AI. Overall, the research highlights that AI chatbots function as a valuable supplementary tool for independent English learning, contributing to improved learner engagement and self-regulated learning behaviors.
Deconstructing Power Relations in Film: A Critical Film Analysis of Joker (2019)
This research employs Derrida’s theory of deconstruction to critically examine the representation of power relations in the film Joker (2019). Positioned within the broader field of film studies and critical theory, deconstruction provides a productive lens for uncovering the internal contradictions, unstable meanings, and binary oppositions that structure the film’s portrayal of societal authority and marginality. The purpose of this research is to reveal how Joker simultaneously constructs and disrupts hierarchies of power through its visual language, character development, and narrative progression. Using qualitative textual analysis, the research investigates key scenes in which dominance, resistance, institutional control, and social exclusion are depicted, focusing on the ways the film both reinforces and challenges conventional power structures. Findings indicate that power in Joker is not presented as stable or singular; rather, it emerges as fluid, fragmented, and continually contested across social, psychological, and political dimensions. The film exposes cracks within dominant ideologies by foregrounding marginal voices, ambiguous moral positioning, and contradictions in character motivations that destabilize the narrative’s coherence. Through these ruptures, the film ultimately challenges traditional understandings of power, inviting multiple interpretations that resist authoritative or fixed readings. This research contributes to the growing scholarship on critical film analysis by demonstrating how deconstruction can illuminate the complexities and ambivalences embedded in cinematic representations of power, positioning film not as a closed text but as an open field of tensions and interpretive possibilities.
Copyright (c) 2025 International Journal of English Literature, Linguistics, and Language Teaching (IJELLLT)
Navigating Class Struggle: A Case Study of Teachers’ Challenges in Indonesian Pesantren
This research investigates the complex class struggle experienced by teachers working in Indonesian pesantren, focusing on how economic hierarchy, institutional structure, and social expectations shape their professional lives. The research draws upon key literature addressing class dynamics in educational institutions, teacher identity formation, and structural inequalities in faith-based schools, highlighting a theoretical gap concerning how class struggle manifests uniquely in pesantren contexts. Using qualitative case study methods, the researcher collected data through semi-structured interviews, naturalistic observations, and institutional document analysis involving teachers of various roles and socioeconomic backgrounds. Findings reveal recurring issues such as unequal workload distribution, limited professional autonomy, salary disparity, and symbolic hierarchy shaped by seniority and religious capital. Teachers reported navigating tensions between spiritual devotion and economic survival, frequently negotiating between institutional loyalty and personal wellbeing. These insights contribute to broader discussions on class struggle in educational settings, demonstrating that pesantren—while spiritually rich—can also reproduce hierarchical systems that influence teachers’ agency and professional growth. The research highlights the need for more equitable institutional policies, improved teacher welfare, and stronger professional development systems that acknowledge the socio-economic realities of pesantren educators. Overall, the study offers practical and theoretical implications for improving teacher conditions in Islamic boarding schools.
Enhancing English Speaking Confidence through Interactive Classroom Practices in Sudan
This research explores how interactive classroom practices enhance English speaking confidence among Sudanese learners in higher education settings. Many students in Sudan face persistent challenges in oral communication due to limited exposure, anxiety, and teacher- centered instructional traditions. Using a descriptive qualitative design, the research focuses on capturing learners’ authentic experiences, perceptions, and difficulties as they work to improve their speaking abilities. Data were collected through classroom observations and semi-structured interviews with university-level students enrolled in English language programs. The findings show that learners respond more positively when teachers integrate interactive strategies such as pair work, role-play, guided conversation, and collaborative problem-solving activities, which effectively reduce anxiety, increase motivation, and create a supportive classroom environment. Students also emphasized that constructive feedback, non-threatening correction methods, and the use of culturally relevant materials play a central role in strengthening their confidence. The results indicate that interactive engagement not only develops students’ linguistic competence but also enhances their willingness to communicate and their belief in their ability to speak English. Overall, the research suggests that ELT practitioners in Sudan should move from traditional lecture-based approaches toward more student-centered practices that prioritize meaningful classroom interaction in order to cultivate more confident English speakers who can participate successfully in both academic and social communication contexts.