Journal Corner of Education, Linguistics, and Literature

Racism and Racial Segregation in Hidden Figures: Discrimination Against Black Women in America

2026-07-21T14:14:41+00:00

This study examines the representation of racism and racial segregation in the film Hidden Figures as a portrait of discrimination against Black women in the United States during the 1960s. The analysis focuses on the experiences of its three main characters Katherine Johnson, Dorothy Vaughan, and Mary Jackson who worked at NASA in a racially segregated and male-dominated professional environment. This study employed a qualitative descriptive approach to analyze the representation of racism and racial segregation in the film Hidden Figures. Data were collected through repeated observation and documentation of scenes and dialogues in the film multiple times, and was examined using thematic analysis based on intersectionality and representation theory. The analysis applies intersectionality theory together with Stuart Hall’s representation theory to explore how race and gender intersect in shaping social oppression and media representation. The findings indicate that the film portrays both explicit and implicit forms of structural discrimination, including segregated facilities, limited professional recognition, and the marginalization of intellectual contributions. At the same time, the film functions as a counter narrative that challenges dominant stereotypes about Black women in science and technology. Through its representation, Hidden Figures not only reflects historical realities of systemic racism but also serves as a medium of social criticism that promotes awareness of racial and gender justice.

Analysis of Morphological and Semantic Transformations of English Words with Indonesian Affixes in Digital Communication

2026-07-10T02:39:35+00:00

Nowadays, the increasing use of English words combined with Indonesian affixes in digital communication has given rise to a unique form of linguistic innovation that reflects the interaction between the local and global language. This research aims to analyze how Indonesian affixes influence the morphological structure and semantic meaning of English words which are used in digital communication. This research uses qualitative descriptive to analyze 45 lexical items found from Instagram and YouTube comment sections. The data selected from real online interactions containing English words attached to Indonesian affixes. Data were analyzed by following four stages, such as data reduction, classification, interpretation, and conclusion. The findings show that the Indonesian suffix -nya is the most frequently used representing 66.67% of the collected data, followed by the prefixes di-, ke-, nge-, ter-, se-, and the suffix -an. These affixes modify English words by adapting them to Indonesian grammatical structures while preserving or extending their meanings. Unlike previous studies that primarily examined English-Indonesian lexical borrowing through corpus data or magazine texts, this study contributes new insights by examining the morphological and semantic adaptation of English lexical items in spontaneous digital interactions on Instagram and YouTube. The research determines that Indonesian-English hybrid expressions showcase linguistic innovation, facilitate efficient digital interaction, and exemplify the active development of bilingual language usage in modern Indonesian online conversations.

An Analysis of The Cultural Meaning of The Osuleng Dance in The Banggai Island Regency

2026-07-10T03:06:13+00:00

The objectives of this research are (1) to find out function of the utilized in the Osuleng dance. (2) to get description of elements and roles of the Osuleng dance in the socio-cultural life of the Banggai Islands ethnic (3) to comprehend the symbolic meaning of the ‘upturned hand’ movement in the Osuleng dance. This research is descriptive qualitative study. The data were taken based on observation of researcher concerning the Onsuleng dance. In identifying and analysing the function the role and meaning use semantic theory. Based on the result of the research it can be concluded that in preserving the Osuleng dance by learning it not only as a performance but also as a living philosophy containing values of togetherness, openness, and respect for ancestors. The Osuleng dance should be integrated into the formal and informal education curriculum, such as local content subjects or extracurricular activities in schools, to instil cultural values from an early age.

Preferred Learning Media and Learning Strategies of High-Achieving English Learners

2026-08-03T09:40:35+00:00

This study investigated the learning media preferences and cognitive learning strategies used by high-achieving English learners in informal English learning outside the classroom. Employing a qualitative case study design, the study involved three participants from the English Education Study Program, batch 2022, at Universitas Tanjungpura, selected through purposive sampling based on a grade point average of at least 3.70, a TOEFL score of at least 520, and verified English-related achievements. Data were collected through semi-structured interviews and documentation, then analyzed using thematic analysis. The findings reveal three themes. First, participants preferred video-, audio-, and text-based media, with video being the most dominant due to its multimodal nature. Second, participants applied four cognitive strategies, namely inferencing, translation, resourcing, and note-taking, flexibly based on content difficulty and individual habits. Third, learning media and cognitive strategies were interconnected, with media providing language input and strategies enabling meaningful processing of that input. These findings suggest that informal English learning among high-achieving learners is an active, self-directed, and cognitively engaged process that also contributes to their academic development.

The Application of Gamification to Elementary School Students’ Understanding of Mathematical Concepts

2026-07-21T14:29:57+00:00

The low level of Mathematical concept understanding among elementary school students remains a problem influenced by the use of teaching methods that tend to be conventional. This study aims to analyze the effect of gamification on the Mathematical concept understanding of third-grade elementary school students. This study used a quantitative approach with a pre-experimental method through a One-Group Pretest-Posttest Design. The research subjects were 21 third-grade elementary school students. Data were collected through tests and documentation. The research instruments included pretest and posttest questionnaires. The data were analyzed using descriptive analysis and a statistical test specifically, a paired-sample t-test to determine the effect of gamification on students’ conceptual understanding. The implementation of gamification elements such as experience points, badges, levels, challenges, and rewards was able to create a more enjoyable and interactive learning environment. The results showed that the average pretest score increased from 66.29 to 81.62 in the posttest, indicating that the application of gamification improved the understanding of Mathematics concepts. The results of the Paired Sample t-Test obtained a significance value of <0.001 meaning the sig value <0.05, thus indicating that there was a statistically significant difference between the pre-test and post-test scores. These findings confirm that the implementation of gamified learning had a significant positive effect on improving the mathematical conceptual understanding of third-grade elementary school students.