BATARA DIDI : English Language Journal

Orientalist Desires and Gothic Manifestations: A Study of William Beckford's 'Vathek'

Fatimah Harbi Hamad — 2024-08-26

This study offers a critical analysis of Gothic motifs and Orientalist themes in William Beckford’s Vathek with a view of how the latter contributes to the construction and reproduction of the ideological boundaries between the East and the West which are underpinned by cultural and moral differentialism. This way, the research illustrates how fear, horror and the supernatural are mobilised by Beckford to represent the Oriental as a space that is inherently dangerous and spiritually degenerate. The focus is also made on how the settings of the novel the confusing, infernal halls of Eblis, the vast, mysterious landscapes are not just the background, but characters themselves who embody and intensify the main character’s moral and spiritual degeneration. Furthermore, the penetration provided by the study gives insights as to how figures such as Nouronihar and Carathis exemplify yet disrupt the Orientalist stereotype of the fatal female. Due to this research, the interconnectivity between Gothic and Orientalist Studies has been presented, and it gives an insight into how socio-political imperialisms such as culture supremacy are perpetuated by Vathek. In other words, the findings enrich extant scholarly debate by offering an analytic of how the two architectonic styles weave together in the novel, to create cultural and moral ideologies.

Sociolinguistic Communicative Competence of Graduate English Language Education Students in Classroom Interactions

Suciaty Pratiwi — 2024-08-26

The sociolinguistic communicative competence idea pertains to an individual's ability to proficiently comprehend, produce, and use language in a way that is congruent with the particular situation. Therefore, it is important to thoroughly examine the students' level of competency while they participate in classroom activities, especially throughout the process of engaging in conversations. The present study was carried out at Pascasarjana UNM, including a sample of English graduate students in their third semester. A single class consisted of a total of 25 pupils. The researcher used a discourse analysis methodology to examine and interpret the collected data. A comprehensive collection of six recordings was undertaken to document the students interactions throughout class, supplemented by an additional five recordings derived from the interview segments. Subsequently, the transcriptions underwent meticulous scrutiny and analysis, with a specific emphasis on the student’s sociolinguistic proficiency as outlined by Sato & McNamara (2019) in the context of speech actions. The findings unearthed a diverse array of sociolinguistic communicative ability among graduate students, including assertive force, directive force, commissive force, and expressive force. The students used their abilities to embrace their classmates, provide crucial information, inquire, articulate expectations, provide ideas, and condense the subject. Through the analysis of the functions, it was determined that students mostly used a directed approach, characterized by their reliance on questioning. This method was used 67 times, representing 28% of the overall usage. By comprehending the communication patterns of students, instructors may customize their approach and pinpoint efficacious learning tactics for each person.

Between the Existential Angst and the Absurdist Quest: Samuel Beckett's Waiting for Godot and the Search for Meaning

Sameer Abd Al hussein Hassan — 2024-08-26

This paper explores the existential themes present in Samuel Beckett's iconic play, Waiting for Godot. The paper aims to unravel the existential intricacies and complexities of meaning and purpose in a world devoid of both through the lens of Albert Camus' absurdist philosophy and Jean-Paul Sartre's existentialist philosophy. The play explores into the realm of the absurd, compelling the audience to confront the existential nature of existence and actively pursue significance. The protagonists' persistent inquiry and pursuit of significance mirror the existentialist notion of constructing personal purpose in a world devoid of inherent meaning. Through an analysis of the characters, dialogue, and setting, the paper illuminates the ways in which Beckett's work reflects and challenges existential ideas, ultimately offering a deeper understanding of the human condition and the quest for meaning.

An Analysis of Speech Act Strategy Used by Teacher in Teaching English as Foreign Language

Sriwahyuni Sriwahyuni — 2024-08-26

This research elucidated and examined the practice of teacher speech actions in the context of teaching English as a second language. The present study used qualitative research approaches. The present study investigated the verbal expressions of professors at Universitas Negeri Makassar. The data consisted of teacher comments and other utterances. The researcher actively participated in all aspects of this inquiry, including the whole process from concept to data report. Data was obtained by audio video and observational methods. The data was gathered, documented, chosen to align with study objectives, organized into data sheets, and then analyzed and assessed using Searle's speech act theory. The study revealed that the teacher used many speech acts, including locutionary, illocutionary, and perlocutionary activities. There were 122 words (51.69%) that had locutionary actions. There was a total of 107 illocutionary activities, accounting for 45.33% of the utterances, and 7 perlocutionary acts, or 2.97%. Teachers using speech acts in English instruction use them to validate, rectify, elucidate, apprise, and assert on behalf of their students. Directives include a range of directives, such as reminders, requests, instructions, and warnings. Expressive words include expressions of gratitude, warm greetings, praises, and dissatisfaction. Compliments are reciprocal in nature. Instructions were used by teachers the most often, accounting for 93 instances or 45.15 percent of all speech activities. The purpose of the teacher's speech was to pose an inquiry.

Exploring the Impact of Learning Activities on Self-efficacy in Academic Writing among Iraqi EFL Learners

Ghada Kadhim Kamil — 2024-08-26

This study examined Iraqi EFL learners academic writing self-efficacy and learning practices. The research used purposive sampling to recruit 60 undergraduate and graduate students using a mixed method approach. Participants self-efficacy in academic writing is assessed using the validated Self-efficacy in Academic Writting Scale (SEAWS) and Self-efficacy questionnaire, instructors anonymous grading of relevant writing assignments. Participants experiences with learning activities and academic writing self-efficacy are explored in semi structured interviews. Social cognition theory and the model of writing self-efficacy served as the theoretical compass for this investigation. The research collects quantitative data from pre and post experiment surveys on self-efficacy and qualitative data from interviews to provide a complete picture. Data analysis used SPSS Software to analyze learning activities, self-efficacy, and academic writing performance. A statistically significant rise in participants self-efficacy after participating in learning activities was shown by results from pre and post questionnaire analyses (T = -2.37, p = 0.012*). Transcript thematic analysis reveals participant experiences patterns and themes. This research adds to the current body of knowledge by providing new insights into how learning activities affect the academic writing self-efficacy of Iraqi EFL learners.