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This study analyzes the similarities and differences between Japanese and Indonesian compound words, with particular attention to their structural patterns and semantic characteristics. The data were collected from official news websites in Japan and Indonesia, including Asahi Shinbun and Kompas, through observation and note-taking techniques. The collected data were analyzed through the distributional method, and the contrastive analysis was conducted based on morphological theories proposed by Chaer (2015), Katamba (2018), and Kageyama (2016). The findings reveal that ten Japanese and Indonesian compound words share equivalent meanings. From a structural perspective, both languages exhibit various types of compound formations, including noun, adjective, and verb compounds. A notable structural difference is that Japanese compound words may undergo a phonological process known as rendaku. From a semantic perspective, compound words in both languages may be categorized as endocentric and exocentric. However, some compounds do not share the same idiomatic meanings, even though they are constructed from identical lexemes in each language.  

This study analyzes the similarities and differences between Japanese and Indonesian compound words, with particular attention to their structural patterns and semantic characteristics. The data were collected from official news websites in Japan and Indonesia, including Asahi Shinbun and Kompas, through observation and note-taking techniques. The collected data were analyzed through the distributional method, and the contrastive analysis was conducted based on morphological theories proposed by Chaer (2015), Katamba (2018), and Kageyama (2016). The findings reveal that ten Japanese and Indonesian compound words share equivalent meanings. From a structural perspective, both languages exhibit various types of compound formations, including noun, adjective, and verb compounds. A notable structural difference is that Japanese compound words may undergo a phonological process known as rendaku. From a semantic perspective, compound words in both languages may be categorized as endocentric and exocentric. However, some compounds do not share the same idiomatic meanings, even though they are constructed from identical lexemes in each language.  

This study aims to explore the influence of formal language skills on the use of slang among first-semester students in the English Language and Literature Education Program at Muhammadiyah University Maumere. The method used in this study is a descriptive qualitative approach with subjects consisting of first-year students. Information was collected through observation, questionnaire distribution, and brief interviews about daily language use habits and academic contexts. The findings of this study indicate that the majority of students actively use slang when interacting informally, especially when communicating with peers and on social media platforms. The use of slang serves as a way to express identity, build social solidarity, and facilitate social adjustment. However, deficiencies in formal language skills make it difficult for some students to recognize the appropriate use of language in context, so that elements of slang often creep into academic situations, such as in class discussions and assignment writing. This study concludes that formal language skills have an impact on the use of slang. Students with high formal language skills tend to be better at switching between language varieties according to context, while those with low formal skills are at greater risk of mixing them up.

This study aims to explore the influence of formal language skills on the use of slang among first-semester students in the English Language and Literature Education Program at Muhammadiyah University Maumere. The method used in this study is a descriptive qualitative approach with subjects consisting of first-year students. Information was collected through observation, questionnaire distribution, and brief interviews about daily language use habits and academic contexts. The findings of this study indicate that the majority of students actively use slang when interacting informally, especially when communicating with peers and on social media platforms. The use of slang serves as a way to express identity, build social solidarity, and facilitate social adjustment. However, deficiencies in formal language skills make it difficult for some students to recognize the appropriate use of language in context, so that elements of slang often creep into academic situations, such as in class discussions and assignment writing. This study concludes that formal language skills have an impact on the use of slang. Students with high formal language skills tend to be better at switching between language varieties according to context, while those with low formal skills are at greater risk of mixing them up.

This research is motivated by changes in students' academic communication patterns due to the rapid development of digital technology, which has the potential to affect the consistency of formal language use. In academic literacy, formal language plays a crucial role as a marker of professionalism and the accuracy of scientific communication. This study aims to analyze the shift in formal language use in students' academic communication and identify the factors influencing it in the digital era. The research method used a qualitative approach with a descriptive design. Data were collected through an online questionnaire in the form of open-ended questions to students at the University of Muhammadiyah Maumere who actively use digital media in academic communication. Data were analyzed by grouping respondents' answers and identifying language usage patterns. The results show that students understand the differences between formal and informal language, but their application in digital academic communication is not yet consistent. The shift is characterized by the use of abbreviations, slang, and inconsistencies in linguistic rules influenced by instant communication habits, social environments, and the nature of digital media. These findings emphasize the importance of continuously strengthening formal language literacy and academic communication ethics in higher education

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

This research is motivated by changes in students' academic communication patterns due to the rapid development of digital technology, which has the potential to affect the consistency of formal language use. In academic literacy, formal language plays a crucial role as a marker of professionalism and the accuracy of scientific communication. This study aims to analyze the shift in formal language use in students' academic communication and identify the factors influencing it in the digital era. The research method used a qualitative approach with a descriptive design. Data were collected through an online questionnaire in the form of open-ended questions to students at the University of Muhammadiyah Maumere who actively use digital media in academic communication. Data were analyzed by grouping respondents' answers and identifying language usage patterns. The results show that students understand the differences between formal and informal language, but their application in digital academic communication is not yet consistent. The shift is characterized by the use of abbreviations, slang, and inconsistencies in linguistic rules influenced by instant communication habits, social environments, and the nature of digital media. These findings emphasize the importance of continuously strengthening formal language literacy and academic communication ethics in higher education

This study analyzes the impact of learning motivation levels on student attendance discipline at the Saint Ignasius Catholic Vocational School in Wairterang. The background of the problem highlights the low level of student attendance, which is caused by the lack of intrinsic and extrinsic motivation in the vocational education environment. This phenomenon impacts the effectiveness of learning and overall student achievement. The purpose of the study is to identify the causal relationship between learning motivation and attendance discipline, and to measure the significant influence of motivation variables on attendance discipline. The approach used is quantitative with a Likert-scale questionnaire survey method. The study sample involved students in grades X-XII at the Saint Ignasius Catholic Vocational School in Wairterang, with data analysis using simple linear regression to test the hypothesis. The results of the study are expected to show a positive and significant influence of learning motivation on attendance discipline. Practical implications include recommended strategies for guidance and counseling (BK) teachers, such as individual counseling programs, attendance-based reward systems, and the integration of intrinsic motivation through vocational extracurricular activities. These strategies are expected to improve learning effectiveness and build students' disciplined character in vocational high schools

Beginner students often face difficulties in academic writing, such as organizing ideas, choosing correct grammar, and expressing information in their own words. Because of this, many students use QuillBot as a writing support tool. This study aims to understand how QuillBot helps beginner writers become more independent in academic writing. The research used a mixed-method approach with 30 students from the English Language and Literature Department at the State University of Medan, with data collected through a Likert-scale questionnaire and open-ended reflections. The findings show that more than 70% of the students use QuillBot frequently in their writing tasks. Most students said that QuillBot helps improve grammar accuracy, sentence clarity, and paraphrasing skills, and also increases their confidence in writing. The summarizing feature also helps students identify and restate main ideas. However, 59% of the students noted that using QuillBot too much may reduce creativity and lead to dependency. The study concludes that QuillBot is helpful as a supporting tool for writing, but it should be used in balance. Students still need to practice writing independently so they can develop their own writing style and confidence.

Beginner students often face difficulties in academic writing, such as organizing ideas, choosing correct grammar, and expressing information in their own words. Because of this, many students use QuillBot as a writing support tool. This study aims to understand how QuillBot helps beginner writers become more independent in academic writing. The research used a mixed-method approach with 30 students from the English Language and Literature Department at the State University of Medan, with data collected through a Likert-scale questionnaire and open-ended reflections. The findings show that more than 70% of the students use QuillBot frequently in their writing tasks. Most students said that QuillBot helps improve grammar accuracy, sentence clarity, and paraphrasing skills, and also increases their confidence in writing. The summarizing feature also helps students identify and restate main ideas. However, 59% of the students noted that using QuillBot too much may reduce creativity and lead to dependency. The study concludes that QuillBot is helpful as a supporting tool for writing, but it should be used in balance. Students still need to practice writing independently so they can develop their own writing style and confidence.

Globalization has brought significant impacts across various sectors of life, including language and literature. Rapid flows of information, intercultural interactions, and the dominance of international languages such as English have triggered changes, adaptations, and even identity confusion in the use of local languages and the development of literary works. This paper explores the influence of globalization on the evolution of language and literature, both in the context of preservation and creativity. Language undergoes modifications in structure and vocabulary as a result of cultural interaction and technological advancement, while literature evolves in terms of genres and media, as reflected in the emergence of digital literature and literacy phenomena on social media platforms. On the other hand, globalization also provides opportunities for local literary works to reach international audiences through translation and digital media. Using a descriptive and analytical approach, this paper highlights the challenges and opportunities arising from the intersection of globalization, language, and literature, as well as their significance in formulating strategies to maintain cultural identity through language and literary expression.

Globalization has brought significant impacts across various sectors of life, including language and literature. Rapid flows of information, intercultural interactions, and the dominance of international languages such as English have triggered changes, adaptations, and even identity confusion in the use of local languages and the development of literary works. This paper explores the influence of globalization on the evolution of language and literature, both in the context of preservation and creativity. Language undergoes modifications in structure and vocabulary as a result of cultural interaction and technological advancement, while literature evolves in terms of genres and media, as reflected in the emergence of digital literature and literacy phenomena on social media platforms. On the other hand, globalization also provides opportunities for local literary works to reach international audiences through translation and digital media. Using a descriptive and analytical approach, this paper highlights the challenges and opportunities arising from the intersection of globalization, language, and literature, as well as their significance in formulating strategies to maintain cultural identity through language and literary expression.

Digital transformation in higher education has reshaped learning patterns and students’ academic practices, including how they manage and complete academic tasks. On the one hand, digital learning offers flexibility and easy access to learning resources; on the other hand, it has intensified tendencies toward academic task procrastination. This study aims to analyze students’ academic task procrastination as a socially constructed reality within the context of digital learning. The research adopts a qualitative approach with a case study design conducted at IAIN Fattahul Muluk Papua. Data were collected through in-depth interviews with students and lecturers and analyzed using Peter L. Berger and Thomas Luckmann’s social construction theory, encompassing the processes of externalization, objectivation, and internalization. The findings indicate that task procrastination is externalized through flexible learning schedules, digital media distractions, fatigue with instructional methods, and academic pressure. These practices are subsequently objectivated through students’ collective experiences and social relations with lecturers, leading them to be perceived as normative behavior in digital learning. Furthermore, task procrastination is internalized as a habit and an adaptive, taken-for-granted strategy within students’ learning rhythms. This study affirms that academic task procrastination cannot be reduced to an individual problem alone; rather, it emerges from the complex interaction between technological structures, pedagogical practices, and academic social dynamics. The findings are expected to contribute to the development of more reflective and contextual digital learning policies and strategies.

Digital transformation in higher education has reshaped learning patterns and students’ academic practices, including how they manage and complete academic tasks. On the one hand, digital learning offers flexibility and easy access to learning resources; on the other hand, it has intensified tendencies toward academic task procrastination. This study aims to analyze students’ academic task procrastination as a socially constructed reality within the context of digital learning. The research adopts a qualitative approach with a case study design conducted at IAIN Fattahul Muluk Papua. Data were collected through in-depth interviews with students and lecturers and analyzed using Peter L. Berger and Thomas Luckmann’s social construction theory, encompassing the processes of externalization, objectivation, and internalization. The findings indicate that task procrastination is externalized through flexible learning schedules, digital media distractions, fatigue with instructional methods, and academic pressure. These practices are subsequently objectivated through students’ collective experiences and social relations with lecturers, leading them to be perceived as normative behavior in digital learning. Furthermore, task procrastination is internalized as a habit and an adaptive, taken-for-granted strategy within students’ learning rhythms. This study affirms that academic task procrastination cannot be reduced to an individual problem alone; rather, it emerges from the complex interaction between technological structures, pedagogical practices, and academic social dynamics. The findings are expected to contribute to the development of more reflective and contextual digital learning policies and strategies.

This study aims to comprehensively describe the psychological dynamics of Natta's character in the novel Rumah Tanpa Cahaya through the framework of Sigmund Freud's psychoanalytic theory. The main focus of the study is to analyze the structural interactions of personality including the Id, Ego, and Superego, and to identify various self defense mechanisms activated by the character due to the internal conflict he experiences. The method used is descriptive qualitative with a literary psychology approach as the main analytical basis for dissecting the hidden inner character. The results of the study indicate that Natta's character's behavior is a form of integrative struggle that demands immediate gratification (Id), rational consideration of painful reality (Ego), and strong moral pressure from the internalization of social norms (Superego). Natta's Id demands the fulfillment of basic needs for security and affection. Meanwhile, the Superego provides moral pressure that triggers disproportionate anxiety. Natta's Ego operates as a mediator that works hard to balance the drives of the Id and the demands of the Superego, which forces the Ego to activate self-defense mechanisms such as repression, rationalization, and especially sublimation. This mechanism serves as a psychic barrier to maintain her mental stability and prevent her from experiencing total collapse due to the accumulation of past trauma. Overall, this novel depicts the complexity of the human psyche in the face of existential crises and unresolved past wounds.

This study analyzes the sociolinguistic phenomena of code-switching and code-mixing in the academic context of students in Pekalongan, Central Java. As a region with diverse backgrounds dominated by the Pekalongan dialect (Ngapak Javanese), interactions between students create space for complex language dynamics. This study aims to identify variations, roles, and factors that cause code-switching and code-mixing in student interactions. The method applied is descriptive qualitative with data collection through inactive participant observation, recording, and in-depth interviews at various universities in Pekalongan. Data analysis is carried out through the steps of data reduction, data presentation, and verification using triangulation techniques. The results show that the application of language codes is divided into two categories: an internal category that includes Indonesian and regional languages (Javanese), and an external category that includes foreign languages (English or Arabic). Code-mixing can be found at the word, phrase, and clause levels. The main factors that drive this phenomenon include participants, conversation themes, situational circumstances, and the purpose of communication in building solidarity among group members (ingroup).  The Pekalongan dialect plays a crucial role as a means of communication to build closeness and demonstrate local identity, amidst the need to use formal language on campus. This research concludes that code-switching and code-mixing are not merely linguistic phenomena, but also ways in which students adapt socially to balance their cultural identity with academic demands.  

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

. Film as a mass communication medium not only functions as entertainment, but also as a means of representing power relations in society. Miracle in Cell No. 7 works by Hanung Bramantyo show various forms of official domination and legal inequality which are relevant to be studied through a hegemony perspective. This research aims to describe the forms of hegemony that appear in the film and interpret the social criticism conveyed through the narrative and visualization. The research uses qualitative methods with listening and note-taking techniques, then the data is analyzed through reduction, presentation and drawing conclusions based on Antonio Gramsci's theory of hegemony. The research results show that this film contains four forms of hegemony: ideological hegemony through the instillation of disciplinary values; hegemony of power through apparatus domination and abuse of authority; cultural hegemony through the imposition of a single standard of behavior; and moral hegemony through the formation of ethical judgments that benefit those in power. These findings indicate that films not only present emotional stories, but also present criticism of legal injustice and structural domination. This research confirms that visual media plays an important role in forming public awareness regarding the practice of power in social life.

This study aims to comprehensively describe the psychological dynamics of Natta's character in the novel Rumah Tanpa Cahaya through the framework of Sigmund Freud's psychoanalytic theory. The main focus of the study is to analyze the structural interactions of personality including the Id, Ego, and Superego, and to identify various self defense mechanisms activated by the character due to the internal conflict he experiences. The method used is descriptive qualitative with a literary psychology approach as the main analytical basis for dissecting the hidden inner character. The results of the study indicate that Natta's character's behavior is a form of integrative struggle that demands immediate gratification (Id), rational consideration of painful reality (Ego), and strong moral pressure from the internalization of social norms (Superego). Natta's Id demands the fulfillment of basic needs for security and affection. Meanwhile, the Superego provides moral pressure that triggers disproportionate anxiety. Natta's Ego operates as a mediator that works hard to balance the drives of the Id and the demands of the Superego, which forces the Ego to activate self-defense mechanisms such as repression, rationalization, and especially sublimation. This mechanism serves as a psychic barrier to maintain her mental stability and prevent her from experiencing total collapse due to the accumulation of past trauma. Overall, this novel depicts the complexity of the human psyche in the face of existential crises and unresolved past wounds.

This study analyzes the sociolinguistic phenomena of code-switching and code-mixing in the academic context of students in Pekalongan, Central Java. As a region with diverse backgrounds dominated by the Pekalongan dialect (Ngapak Javanese), interactions between students create space for complex language dynamics. This study aims to identify variations, roles, and factors that cause code-switching and code-mixing in student interactions. The method applied is descriptive qualitative with data collection through inactive participant observation, recording, and in-depth interviews at various universities in Pekalongan. Data analysis is carried out through the steps of data reduction, data presentation, and verification using triangulation techniques. The results show that the application of language codes is divided into two categories: an internal category that includes Indonesian and regional languages (Javanese), and an external category that includes foreign languages (English or Arabic). Code-mixing can be found at the word, phrase, and clause levels. The main factors that drive this phenomenon include participants, conversation themes, situational circumstances, and the purpose of communication in building solidarity among group members (ingroup).  The Pekalongan dialect plays a crucial role as a means of communication to build closeness and demonstrate local identity, amidst the need to use formal language on campus. This research concludes that code-switching and code-mixing are not merely linguistic phenomena, but also ways in which students adapt socially to balance their cultural identity with academic demands.