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This study analyzes George Orwell's novel Animal Farm as a reflection of social conflicts in the 1917 Russian Revolution using M.H. Abrams' mimetic approach. The novel functions as an allegory, with Mr. Jones representing Tsar Nicholas II, Snowball as Leon Trotsky, and Napoleon as Joseph Stalin. Through the mimetic approach, this research identifies how the rebellion, power struggles, and the corruption of revolutionary ideals are depicted in the novel, ultimately leading to dictatorship that mirrors the regime they initially rejected. Orwell highlights how the revolution's original vision of equality was ultimately betrayed by the new leaders. The findings of this study show that Animal Farm not only critiques Stalinism but also reflects broader social and political phenomena related to the concentration of power, abuse of authority, and the cyclical nature of power in history. This study supports mimetic theory by demonstrating how literature can deeply reflect historical realities, contributing to the discourse in both literature and politics, and serving as a reminder of the dangers of authoritarianism.

The article titled “The Philosophical Meaning of ‘Sega Golong’ as a Form of Resolve in the Serat Babad Bendaran” aims to explain the philosophy of sega golong as a form of resolve and to describe the various forms of resolve found in the Serat Babad Bendaran as a reflection of the sega golong philosophy. This study falls under philological research, drawing its primary data from the Serat Babad Bendaran. It employs Kutha Ratna’s theory of literary anthropology. Data collection was conducted using literature review and textual analysis methods. The research methodology employed is qualitative descriptive. This study reveals that the philosophy of sega golong, as a form of resolve, is an effort or inner drive within an individual to achieve specific life goals. There are five forms of resolve in the Serat Babad Bendaran, namely courage, hard work, perseverance and initiative, and discipline. It is hoped that these forms of resolve can serve as examples in the pursuit of human life goals.

This study analyzes George Orwell's novel Animal Farm as a reflection of social conflicts in the 1917 Russian Revolution using M.H. Abrams' mimetic approach. The novel functions as an allegory, with Mr. Jones representing Tsar Nicholas II, Snowball as Leon Trotsky, and Napoleon as Joseph Stalin. Through the mimetic approach, this research identifies how the rebellion, power struggles, and the corruption of revolutionary ideals are depicted in the novel, ultimately leading to dictatorship that mirrors the regime they initially rejected. Orwell highlights how the revolution's original vision of equality was ultimately betrayed by the new leaders. The findings of this study show that Animal Farm not only critiques Stalinism but also reflects broader social and political phenomena related to the concentration of power, abuse of authority, and the cyclical nature of power in history. This study supports mimetic theory by demonstrating how literature can deeply reflect historical realities, contributing to the discourse in both literature and politics, and serving as a reminder of the dangers of authoritarianism.

The article titled “The Philosophical Meaning of ‘Sega Golong’ as a Form of Resolve in the Serat Babad Bendaran” aims to explain the philosophy of sega golong as a form of resolve and to describe the various forms of resolve found in the Serat Babad Bendaran as a reflection of the sega golong philosophy. This study falls under philological research, drawing its primary data from the Serat Babad Bendaran. It employs Kutha Ratna’s theory of literary anthropology. Data collection was conducted using literature review and textual analysis methods. The research methodology employed is qualitative descriptive. This study reveals that the philosophy of sega golong, as a form of resolve, is an effort or inner drive within an individual to achieve specific life goals. There are five forms of resolve in the Serat Babad Bendaran, namely courage, hard work, perseverance and initiative, and discipline. It is hoped that these forms of resolve can serve as examples in the pursuit of human life goals.

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.