E-Structural (English Studies on Translation, Culture, Literature, and Linguistics)

Representation of ecological issues through satire in Winston Groom’s Gump & Co.

Muhammad Rafy — 2026-09-24

This paper explores the depiction of the ecological crisis through satire in Winston Groom's Gump & Co., from an ecocritical perspective. The purpose of the present research is to trace and understand different types of ecological criticism inherent in the satirical narration in the novel. This research employs the technique of qualitative textual analysis of specific events in the story, dialogue, and points of view connected with human-environment relationships. It was found that satire is an effective narrative technique that raises awareness of environmental problems such as over-exploitation of natural resources, pollution, and commodification of nature, as well as socioecological consequences of losing biodiversity. Unlike in films where negative human activities are made to appear normal, they are depicted as clearly unreasonable and unethical in the novel. According to the results obtained, the use of satire in the novel significantly contributes to the formation of ecological consciousness as readers are given opportunity to reconsider their attitude towards nature without obligatory moral preaching. Thus, the research proves that popular literary works can to take part in environmental debate through depicting ecological problems in a simplified way.

Translation accuracy of an Indonesian divorce certificate by ChatGPT

Ronald Umbas — 2026-09-24

The increasing use of artificial intelligence (AI) in translation offers opportunities for efficient legal document translation. However, AI-generated translations remain challenging because legal documents require terminological precision and contextual accuracy. This study investigates the accuracy of an Indonesian divorce certificate translated into English using ChatGPT based on Nida and Taber’s concepts of formal and dynamic equivalence. A qualitative descriptive design was employed. Translation units from an Indonesian divorce certificate were categorized into legal, administrative, and socio-cultural terms. Each unit was analyzed in terms of lexical form, legal meaning, and contextual appropriateness. Legal terminology was generally translated accurately through formal equivalence when equivalent legal concepts existed in English. Administrative terminology showed mixed results: established governmental terms were generally appropriate, whereas culture-specific concepts presented accuracy problems. Socio-cultural expressions required dynamic equivalence and posed the greatest challenges because they reflected legal and cultural concepts without direct English equivalents. Overall, ChatGPT performed well in translating standardized legal terminology but showed limitations with culturally embedded and institution-specific expressions. ChatGPT has potential for assisting legal document translation, but culturally specific legal and administrative concepts require human evaluation to ensure semantic precision, contextual appropriateness, and legal reliability. This study demonstrates the application of formal and dynamic equivalence to evaluate ChatGPT-generated legal translations and provides practical insights into its strengths and limitations.

Digital storytelling with moral values

Oky Adinda Putri — 2026-09-25

This study explores how sixth-grade EFL students engaged with animated digital stories and interpreted moral values during classroom storytelling activities using YouTube Kids. A qualitative descriptive design was employed with 15 sixth-grade students in one public elementary school in Indonesia. Data were collected through classroom observations, student worksheets, and a reflection sheet. The data were analyzed using deductive coding based on the behavioral, emotional, and cognitive dimensions of student engagement, combined with inductive coding to identify patterns in students’ responses to moral values. The findings indicate three interconnected dimensions of engagement. Cognitive engagement was reflected in students’ efforts to follow story sequences, interpret characters’ actions and consequences, and connect story events with their own experiences. Emotional engagement appeared in students’ expressed feelings toward particular events and characters, including fear, surprise, sadness, relief, and enjoyment. Behavioral engagement was observed through attentiveness, pointing at the screen, raising hands, smiling and nodding, repeating phrases, and verbally responding during discussions. The reflection data also showed that students interpreted moral values in context rather than uniformly. In The Frightened Lion, students commonly identified ideas related to avoiding negative assumptions, checking situations before reacting, and thinking positively. In Snow White, students identified kindness, patience, generosity, and the avoidance of jealousy and arrogance, while some also emphasized responding to wrongdoing without returning the same wrongdoing. Several students connected these interpretations with personal experiences or intended actions. The findings provide qualitative evidence of multidimensional classroom engagement and students’ moral-value interpretation during digital storytelling activities. The study does not claim direct improvement in language proficiency or lasting behavioral change; rather, it highlights how animated stories can provide a context for observable participation, emotional responses, cognitive interpretation, and moral reflection in a young EFL classroom.

Being different is not wrong

Nieta Mirzarachma Hermawan — 2026-09-28

This study aims to examine the representation of children’s feelings of inferiority in the picture book The Day You Begin (2018) by Jacqueline Woodson and to explore how these feelings develop into self-acceptance. The study applies Alfred Adler’s theory of inferiority feelings, which explains that feelings of inferiority arise through social comparison but can also motivate individuals toward personal growth and compensation. Adopting a qualitative literary analysis, this research employs close reading and thematic interpretation of the picture book’s verbal narratives and illustrations to examine children’s emotional experiences. The findings reveal that children’s feelings of inferiority, primarily caused by differences in appearance, language, culture, food, and personal experiences, manifest in insecurity, fear of negative evaluation, social withdrawal, and hesitation to express themselves, while these emotional struggles are gradually transformed into self-acceptance through the courage to share personal experiences and supportive social interactions that foster confidence and a sense of belonging. This study contributes to the existing discussion on children’s literature by demonstrating how picture books can meaningfully represent children’s emotional development and the process of overcoming feelings of inferiority. It also highlights the role of storytelling in promoting empathy, inclusion, and appreciation of diversity, thereby enriching literary studies on children’s emotional experiences and identity formation.

English for Nusantara Kids

Setyo Utami — 2026-09-29

This study examines the representation of local culture in reading texts from the Grade 6 English module Bahasa Inggris: English for Nusantara Kids. The research aims to identify cultural themes embedded in the textbook and explore how these themes support English learning for young learners. The study applies Discourse Analysis (DA) to qualitatively investigate how cultural meanings are constructed through narratives, dialogues, and descriptions in the reading materials. The data consist of selected reading passages that reflect everyday activities, social interactions, and cultural practices. The analysis focuses on textual patterns, discursive interpretation, and the broader social context represented in the texts. The findings reveal ten major cultural themes: local food and culinary culture, family interaction and cooperation, health and hygiene education, traditional games and cultural heritage, peer interaction in children’s play, extracurricular activities, family communication and achievement, outdoor experiential learning, science and everyday learning, and agriculture and gardening. These themes indicate that the textbook emphasizes familiar cultural contexts and daily experiences. Overall, the study suggests that integrating local culture into English materials can support meaningful language learning while strengthening learners’ cultural awareness and identity.