J-Lalite: Journal of English Studies
J-Lalite which is published twice a year (every June and December) is a double blind peer-reviewed publication consists of research-based and review articles, fresh ideas about language, literature, cultural studies which have never been published before. The journal covers all aspect relating to topics including: 1. Linguistics; 2. Applied Linguistics; 3. Discourse Analysis; 4. Critical Discourse Analysis; 5. Psycolinguistics; 6. Semiotics; 7. Stylistics; 8. Sociolinguistics; 9. Translation Studies; 10. Applied Translation; 11. Translation and Multimedia; 12. Interdiciplinary Translation; 13. Post-colonial literature; 14. Modern literature; 15. Film Studies; 16. Children Literature; 17. Cultural Studies; 18. Modern culture; 19. Popular culture; 20. Folk culture.
Articles
9 Documents
Search results for
, issue
"Vol 3 No 2 (2022): December"
:
9 Documents
clear
<![CDATA[Character Development of Estella/Cruella in Cruella (2021) Movie ]]>
<![CDATA[Nisa Meisa Zarawaki]]>;
<![CDATA[Andang Saehu]]>;
<![CDATA[Nurholis Nurholis]]>;
<![CDATA[Toneng Listiani]]>
<![CDATA[ J-Lalite: Journal of English Studies Vol 3 No 2 (2022): December ]]>
Publisher : <![CDATA[Program Studi Sastra Inggris Universitas Jenderal Soedirman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20884/1.jes.2022.3.2.5966
<![CDATA[This research focuses on process of identifying the main character’s character development starts by unravelling (1) the characterizations of the main character; (2) the conflicts experienced by the main character; and (3) the character development of main character. The researcher uses the theory of Petrie & Boggs to define character, conflict, and character development. Qualitative descriptive methods and analysis content are used to analyze deep problems to find the answers. The result showed that the conflicts happened to the main character are coming from internal conflict between Cruella and herself and external conflicts between Cruella and Catherine, Baroness, and the society. Also, the development of Cruella character is triggered by conflict, it is shown by the character's development constantly grew when enter the new act/story]]>
<![CDATA[Presuppositions of Social Activism in Marcus Rashford’s Open Letter ]]>
<![CDATA[Alya Zasha Khalisa]]>;
<![CDATA[Widyastuti Widyastuti]]>
<![CDATA[ J-Lalite: Journal of English Studies Vol 3 No 2 (2022): December ]]>
Publisher : <![CDATA[Program Studi Sastra Inggris Universitas Jenderal Soedirman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20884/1.jes.2022.3.2.7458
<![CDATA[This study analyzed the presuppositions in Marcus Rashford's open letter to the UK government regarding free school meals for children all over UK during the outbreak of Covid-19. His open letter is an essential part of social activism in a changing society. It was written with enthusiasm, optimism, and positivity for a new future. The study is conducted to fill the gap between the previous studies since no research has analyzed an open letter before. This study used Yule's theory (1996) of presuppositions and Cutting (2002) to analyze the data found in the letter. The results of the study found that the open letter used four kinds of presuppositions, which is existential, factive, lexical, and counterfactual presuppositions. Rashford was able to provide the audience with new data as an addition to the material they already knew by utilizing those presuppositions. Additionally, it refutes a common misconception. In this case, the UK government's stance is successfully influenced.]]>
<![CDATA[‘Firearming’ Fairytales: NRA and Gun Culture in American Fan-Fiction ]]>
<![CDATA[Bhakti Satrio Nugroho]]>
<![CDATA[ J-Lalite: Journal of English Studies Vol 3 No 2 (2022): December ]]>
Publisher : <![CDATA[Program Studi Sastra Inggris Universitas Jenderal Soedirman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20884/1.jes.2022.3.2.6061
<![CDATA[Gun issue becomes one of the most polemic issues in the United States alongside racism. Regardless, the last major gun control legislation to make it into law was the assault weapons ban in 1994 as part of a larger crime-related bill approved during Bill Clinton presidential period. After the assault weapons ban expired, American society is threatened by the increasing numbers of gun violence issue such as mass shooting and gun homicide. In this case, NRA involvement is vital towards gun culture in the United States. As non-profit organization, NRA has influential lobbying for any policies towards gun policies. Thus, this paper discusses the dissemination of gun culture on NRA family website www.nrafamily.org. In 2016, Amelia Hamilton rewrote two Grimm’s fairytales “Little Red Riding Hood (Has a Gun)” and “Hansel and Gretel (Have Guns). Since gun becomes commodity, these NRA versions of fairytales can be analyzed as part of consumer manipulation by using consumer capitalist theory. Thus, this analysis shows that those fan-fictionalized fairytales consist of two main aspects: gun as protector and gun culture as common culture in the United States. It embraces the rationalization of gun ownership’ in the United States despite its lethal consequences.]]>
<![CDATA[Personification in Call Us What We Carry Poems by Amanda Gorman 2021 ]]>
<![CDATA[Hafizh Assad]]>;
<![CDATA[Devi Hellystia]]>
<![CDATA[ J-Lalite: Journal of English Studies Vol 3 No 2 (2022): December ]]>
Publisher : <![CDATA[Program Studi Sastra Inggris Universitas Jenderal Soedirman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20884/1.jes.2022.3.2.6744
<![CDATA[This research is supposed to find the types of personification and to know which personification types are dominant in Call Us What We Carry poems by Amanda Gorman. The previous research has emphasized the types, meanings, and functions of personification contained in literary work. The qualitative research method was used in this research. The data of this research were lines and stanzas which personification form is contained within the poem. This research used the types of personification theory by Breen (2021) to analyze the types of personification in the poem. The results of this research showed 3 types of personification which contained 51 data of personification types in total. The Platonic personification type which applied an action, picture, and the role of human knowledge into an inanimate object includes a total of 46 data was the most dominant of the three forms of personification since its characteristics most frequently occur in the lines and stanzas of Call Us What We Carry poems. Then, it is followed by the Prudentian personification type that has religious and deification aspects in their characters with a total of 3 data; it is uncommon to discover lines and stanzas in the Call Us What We Carry poems by Amanda Gorman that fulfill the features of Prudentian personification. The last position was occupied by the Aristotelian personification type which has a mundane and ironic characteristic. This personification type contained the least quantity of 2 data due to the rarity of lines and stanzas.]]>
<![CDATA[Simulation and Simulacra in Aldous Huxley’s Brave New World: A Baudrillardian Appraisal ]]>
<![CDATA[Md. Mozaffor Hossain]]>
<![CDATA[ J-Lalite: Journal of English Studies Vol 3 No 2 (2022): December ]]>
Publisher : <![CDATA[Program Studi Sastra Inggris Universitas Jenderal Soedirman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20884/1.jes.2022.3.2.6474
<![CDATA[Aldous Huxley’s Brave New World portrays a post-human totalitarian society namely “World State” which does not let humans be conceived in and born naturally from mothers’ wombs, rather it regards them as any creature which can be hatched, conditioned, fertilized, incubated and Bokanovskified to be manufactured in thousands. The system of power has thrown normality into exile while celebrating the procession of replicating humans in abnormal proliferation. I find this technological multiplication of humans identical to the march of simulacrum of any object or sign of today’s world, which Jean Baudrillard (1929-2007) elucidates in his Simulacra and Simulation (1981). This study intends to achieve a critical appraisal of the novel through Baudrillard’s illumination of simulation and simulacra]]>
<![CDATA[Frontmatter JES Vol. 3 (2) December 2022 ]]>
<![CDATA[JES Editorial Team]]>
<![CDATA[ J-Lalite: Journal of English Studies Vol 3 No 2 (2022): December ]]>
Publisher : <![CDATA[Program Studi Sastra Inggris Universitas Jenderal Soedirman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Frontmatter JES Vol. 3 (2) December 2022]]>
<![CDATA[First Language and Second Language in the Multilingual Context ]]>
<![CDATA[Voudina Ngarsou]]>
<![CDATA[ J-Lalite: Journal of English Studies Vol 3 No 2 (2022): December ]]>
Publisher : <![CDATA[Program Studi Sastra Inggris Universitas Jenderal Soedirman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20884/1.jes.2022.3.2.6944
<![CDATA[Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, and English is given the status of a foreign language. Many studies in English in non-native English speaking environment considered the students’ mother tongue as L1, but the current research aimed to show that the first language could refer to the second language and rethink what are called first language and second language in research on English language learning by contextualising the situation. Qualitative method was used. It did not involve the collection of data. It was based on literature: books, articles, and opinions. So, from the body of the paper, the findings showed that many studies in English referred to the first language not as the speaker’s mother tongue, but the second language. This meant that L1 in terms of the students’ native languages (indigenous languages) should not be included in studies that involve the influence of L1 on English, unless the L1 that refers to the native language is made clear in the study.]]>
<![CDATA[Backmatter JES Vol. 3 (2) December 2022 ]]>
<![CDATA[JES Editorial Team]]>
<![CDATA[ J-Lalite: Journal of English Studies Vol 3 No 2 (2022): December ]]>
Publisher : <![CDATA[Program Studi Sastra Inggris Universitas Jenderal Soedirman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Backmatter JES Vol. 3 (2) December 2022]]>
<![CDATA[Beyond the Reader, Towards the Player: Reconceptualizing the Reader-Response Theory through Video-Games ]]>
<![CDATA[Rachid Benharrousse]]>
<![CDATA[ J-Lalite: Journal of English Studies Vol 3 No 2 (2022): December ]]>
Publisher : <![CDATA[Program Studi Sastra Inggris Universitas Jenderal Soedirman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20884/1.jes.2022.3.2.6945
<![CDATA[The reader-response theory valorized the reader; without the latter, the text did not exist and had no meaning. The reader is deemed as an interpreter of an already rigid text. This theoretical limitation is evidenced in the understanding of the player in video-games. The scholarship equates the player to the reader in their passivity. The players, through playing, are not the object of the process of signification. They constitute their narratives across video-game categories. Role-playing reinforces the player’s identification within the game world beyond mere interpretation. The player’s lived experience is no longer separated from role-playing. Lived experience is intertwined with the gaming experience, which establishes double-faceted contextualization; the player’s lived experience shapes their gaming choices and vice versa. Hence, the players are not confined to being passive interpreters of an already assigned narrative; instead, they constitute their narratives, live within the game, and experience their video-games.]]>
