Volume-2, Issue-1, January 2026

Abstract

This article argues that Virginia Woolf's Orlando (1928) and Samuel Beckett's Endgame (1958), when read through a combined queer/crip theoretical lens, reveal a continuum in twentieth-century literature's critique of normative embodiment, temporality, and autonomy. While Orlando employs playful gender transformation and centuries-spanning narrative to challenge fixed identity and chrononormativity, Endgame presents a stark vision of disabled interdependence and stalled time in a post-apocalyptic setting. Through close textual analysis informed by queer theory (Butler, Halberstam) and disability studies (McRuer, Kafer), this study demonstrates how both texts destabilize the modern ideal of the autonomous, progressive, able-bodied subject. The comparison illuminates how privilege mediates experiences of non-normativity while revealing shared strategies of resistance to compulsory able-bodiedness and heteronormative time. Ultimately, this dual reading contributes to interdisciplinary conversations at the intersection of literary modernism, queer studies, and disability theory.

Keywords: queer theory, crip theory, disability studies, Virginia Woolf, Samuel Beckett, temporality, embodiment, modernism.

References

1. Adorno, T. W. (1991). Trying to understand Endgame. In R. Tiedemann (Ed.), Notes to literature (Vol. 1, pp. 241–275). Columbia University Press. (Original work published 1958)
2. Ahmed, S. (2006). Queer phenomenology: Orientations, objects, others. Duke University Press.
3. Beckett, S. (1958). Endgame: A play in one act. Grove Press.
4. Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.
5. Caughie, P. L. (1991). Virginia Woolf and postmodernism: Literature in quest and question of itself. University of Illinois Press.
6. Derrida, J. (1978). The theater of cruelty and the closure of representation. In Writing and difference (A. Bass, Trans., pp. 232–250). University of Chicago Press. (Original work published 1967)
7. Doan, L. (2001). Fashioning sapphism: The origins of a modern English lesbian culture. Columbia University Press.
8. Esslin, M. (1961). The theatre of the absurd. Anchor Books.
9. Freeman, E. (2010). Time binds: Queer temporalities, queer histories. Duke University Press.

10. Garland-Thomson, R. (2011). Misfits: A feminist materialist disability concept. Hypatia, 26(3), 591–609. 

    https://doi.org/10.1111/j.1527-2001.2011.01206.x

11. Heilbrun, C. G. (1973). Toward a recognition of androgyny. University of Chicago Press.
12. Halberstam, J. (2005). In a queer time and place: Transgender bodies, subcultural lives. New York University Press.
13. Kafer, A. (2013). Feminist, queer, crip. Indiana University Press.
14. Marcus, J. (1987). Virginia Woolf and the languages of patriarchy. Indiana University Press.
15. McMullan, A. (2010). Performing embodiment in Samuel Beckett’s drama. Routledge.
16. McRuer, R. (2006). Crip theory: Cultural signs of queerness and disability. New York University Press.
17. Mitchell, D. T., & Snyder, S. L. (2000). Narrative prosthesis: Disability and the dependencies of discourse. University of Michigan Press.
18. Muñoz, J. E. (2009). Cruising utopia: The then and there of queer futurity. New York University Press.
19. Murray, S. (2008). Representing autism: Culture, narrative, fascination. Liverpool University Press.
20. Oliver, M. (1990). The politics of disablement. Macmillan.
21. Sandahl, C. (2003). Queering the crip or cripping the queer? Intersections of queer and crip identities in solo autobiographical performance. GLQ: A Journal of Lesbian and Gay Studies, 9(1–2), 25–56. https://doi.org/10.1215/10642684-9-1-2-25
22. Smith, V. (1987). Orlando and the politics of pastiche. Modern Fiction Studies, 33(2), 253–273.
23. Woolf, V. (1928). Orlando: A biography. Hogarth Press. 

Keywords: queer theory, crip theory, disability studies, Virginia Woolf, Samuel Beckett, temporality, embodiment, modernism.

Abstract

This research investigates the translation of idiomatic expressions in the Indonesian subtitles of the film Dead Poets Society (1989). Employing a descriptive qualitative design, the study identifies idioms in the English dialogue, analyzes the translation strategies applied, and evaluates the resulting meaning equivalence. Data were collected through documentation of the film's dialogue and official Indonesian subtitles, with analysis guided by translation strategy frameworks. Findings indicate that paraphrasing is the dominant translation strategy (53%), followed by idiom-to-idiom translation (27%), literal translation (13%), and omission (7%). While core meanings are generally preserved, metaphorical nuance and cultural connotations are frequently reduced. The study concludes that idiom translation in subtitling involves balancing semantic accuracy with the technical constraints of the medium, often prioritizing audience comprehension over stylistic preservation. These findings contribute to understanding the complexities of audiovisual translation and offer practical insights for subtitle practitioners.

Keywords: idiom translation, audiovisual translation, subtitling, translation strategies, Dead Poets Society, cross-cultural communication.

References

1. Ayu, D. M. I. (2023). Analisis penggunaan idiom pada film Coco karya Pixar Animation Studios. Jurnal Review Pendidikan dan Pengajaran, 7(1), 1–?.
2. Baker, M. (2018). In other words: A coursebook on translation (3rd ed.). Routledge.
3. Bell, R. T., & Lister, G. (2012). Linguistic and cultural challenges in audiovisual translation. Routledge.
4. Bobrow, S. A., & Bell, S. M. (1973). On catching on to idiomatic expressions. Memory & Cognition, 1(3), 343–346.
5. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
6. De Silva, A., Simangunsong, K. C., Herman, H., Silalahi, A. R., & Mufarizuddin, M. (2025). Meaning shifts in the English subtitle translation of verbal humor: A case study of Agak Laen (2024). African Journal of Advanced Arts and Humanities, 3(1). https://journals.evonexpublishers.com/index.php/AJAAH/article/view/50
7. Fernando, C. (1996). Idioms and idiomaticity. Oxford University Press.
8. Harliansyah, R., Kasmaini, K., & Fadhli, M. (2025). An analysis of idiomatic expression used in Hacksaw Ridge movie (2016). JWacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran, 22(2), ?.
9. Herman, H., & Hasibuan, R. R. N. (2020). An analysis of idiomatic expressions found in A Dog’s Journey (2019) movie script. Udayana Journal of Social Sciences and Humanities, 4(2), 68–72.
10. Herman, H., Sipayung, R. W., Ngongo, M., Sari, I., Fatmawati, E., Rahmawati, R., Sari, H. N., & Silalahi, R. Y. (2024). Improving the comprehension of English–Indonesian translation through translation procedures on Twitter web pages: A case on translation. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 19(4), 386–389.
11. Hinkel, E. (2017). Teaching idiomatic expressions and phrases: Insights and techniques. Iranian Journal of Language Teaching Research, 5(3), 45–59.
12. Ngongo, M., Sipayung, R. W., Afrianti, D., Fatmawati, E., Syathroh, I. L., Herman, H., Sari, H. N., & Saputra, N. (2024). Strategies in undertaking difficulties in translating idioms from English into Indonesian: A case on translation. Pakistan Journal of Life and Social Science, 22(1), 6528–6538. https://doi.org/10.57239/PJLSS-2024-22.1.00478
13. Nida, E. A., & Taber, C. R. (1982). The theory and practice of translation. Brill.
14. Patmawati, K. A. S., & Jayantini, I. G. A. S. R. (2024). Idiomatic expressions found in Taylor Swift’s song “All Too Well (10 Minute Version).” Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris, 2(5), 227–236.
15. Rozikin, A. K., Kasmaini, K., & Lubis, A. A. (2021). Idiomatic expressions analysis in Joker movie. Journal of English Education and Teaching (JEET), 5(4), 594–608.
16. Saraswati, N. (2024). English idiomatic expressions in EFL classroom through movies: Challenges and opportunities. Global Expert: Jurnal Bahasa dan Sastra, 12(1), 19–24.
17. Sinambela, E., Sipayung, R. W., Herman, H., Purba, R., Fatmawati, E., Ngongo, M., & Manurung, L. W. (2024). Investigating translation strategies used by students in translating metaphors from English into Indonesian: A case study on translation. Research Journal in Advanced Humanities, 5(4). https://doi.org/10.58256/m8qeqf93
18. Weir, P. (Director). (1989). Dead Poets Society [Film]. Touchstone Pictures.

Keywords: idiom translation, audiovisual translation, subtitling, translation strategies, Dead Poets Society, cross-cultural communication.

Abstract

This paper examines Vishwajyoti Ghosh’s Delhi Calm (2010) as a paradigmatic graphic narrative that stages political dissent through what can be termed “graphic silence”: the deliberate use of visual omission, negative space, fragmented panels, and allegorical absence to represent repression, censorship, and the contested production of cultural memory during the Indian Emergency (1975–1977). Moving beyond conventional readings of political comics that emphasize satire or direct allegory alone, the study argues that Delhi Calm uses silence as an aesthetic and rhetorical strategy to register trauma, complicity, and resistance. Drawing on New Historicism, cultural memory theory, and graphic-narrative scholarship, the paper performs a sustained text–image analysis of the novel’s major sequences, focusing on its deployment of animal allegory, urban iconography, panel rhythm, and visual metaphors for surveillance. Methodologically, the study combines close formal analysis of panels and sequences with contextualization in historical scholarship on the Emergency and memory studies. The analysis shows that Ghosh’s visual grammar—gutter silence, collapsed chronology, repetitive framing, and the substitution of absent human faces with symbolic animal masks—creates a counter-archive that both bears witness to and critiques official historiography. By staging silence rather than narrating every fact, Delhi Calm invites readers to inhabit the affective textures of fear and to interrogate processes of forgetting and enforced amnesia. The paper concludes that graphic silence functions as a mode of political dissent: it exposes the limits of overt protest under authoritarian conditions, preserves marginalized memories, and models an ethics of reading attentive to omission as evidence. Delhi Calm therefore expands the formal and political possibilities of Indian graphic literature and provides a vital intervention in debates about memory, power, and representation in postcolonial democratic cultures.

Keywords: Graphic novel; Delhi Calm; Emergency (India); political memory; silence; visual narrative; New Historicism; cultural memory.

References

1. Assmann, J. (2011). Cultural memory and early civilization: Writing, remembrance, and political imagination (D. H. Wilson, Trans.). Cambridge University Press. (Original work published 1992)
2. Banerjee, S. (2004). Corridor. Penguin Books.
3. Chute, H. L. (2010). Graphic women: Life narrative and contemporary comics. Columbia University Press.
4. Foucault, M. (1995). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). Vintage Books. (Original work published 1975)
5. Ghosh, V. (2010). Delhi calm. HarperCollins.
6. Greenblatt, S. (1990). Learning to curse: Essays in early modern culture. Routledge.
7. Hirsch, M. (2012). The generation of postmemory: Writing and visual culture after the Holocaust. Columbia University Press.
8. McCloud, S. (1993). Understanding comics: The invisible art. Kitchen Sink Press.
9. McCloud, S. (2000). Reinventing comics: How imagination and technology are revolutionizing an art form. William Morrow.
10. Sennett, R. (1977). The fall of public man. W. W. Norton & Company. 

Keywords: Graphic novel; Delhi Calm; Emergency (India); political memory; silence; visual narrative; New Historicism; cultural memory.

Abstract

Writing is a complex academic skill that requires not only linguistic proficiency but also higher-order cognitive abilities such as organization, coherence, and critical thinking. Peer review, in which students provide feedback on each other’s writing, has been widely promoted as a strategy to enhance writing performance. This systematic literature review examines empirical studies published between 2020 and 2025 to evaluate the effectiveness of peer review in improving students’ writing across diverse educational contexts. A total of 25 studies were included, encompassing secondary, undergraduate, and postgraduate learners in EFL, ESL, and first-language writing settings. Findings indicate that peer review positively impacts higher-order writing skills, including content development, organization, coherence, and revision practices, while improvements in grammar and mechanics were more variable. Structured implementation, such as the use of rubrics, peer review training, and guided feedback, was associated with more consistent improvements. Students generally reported positive perceptions, citing increased engagement, motivation, and awareness of writing quality, although challenges such as feedback reliability and cultural hesitancy in critique were noted. Overall, the review highlights that peer review is an effective pedagogical tool when appropriately scaffolded and integrated with teacher guidance. Implications suggest that educators should employ structured peer review practices to foster collaboration, reflection, and critical engagement with writing. Future research should investigate longitudinal outcomes, optimal peer review configurations, and strategies to enhance feedback quality.

Keywords: Peer review, writing performance, systematic literature review, higher-order writing skills, student engagement, EFL/ESL education.

References

1. Bruffee, K. A. (1984). Collaborative learning and the “conversation of mankind.” College English, 46(7), 635–652.
2. Berg, E. C. (1999). The effects of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing, 8(3), 215–241.
3. Carson, J. G., & Nelson, G. L. (1996). Chinese students’ perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5(1), 1–19.
4. Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning and Instruction, 20(4), 328–338.
5. Falchikov, N. (2001). Learning together: Peer tutoring in higher education. RoutledgeFalmer.
6. Ferris, D. R. (2003). Response to student writing: Implications for second language students. Lawrence Erlbaum Associates.
7. Girsang, S. E. E., Tumanggor, E. A. P., Metboki, Y., Herryani, H., Herman, H., Syathroh, I. L., Fitriadi, A., & Saputra, N. (2025). Empowering students’ ability in writing descriptive texts through Point Illustration Explanation (PIE) strategy: A case on teaching strategy. Studies in Media and Communication, 13(1), 366–377. https://doi.org/10.11114/smc.v13i1.7466
8. Herman, H., Siallagan, H., Fatmawati, E., Sherly, S., Ngongo, M., Lubis, H. T., & Syathroh, I. L. (2025). Exploring the emerging domain of research on media for teaching learning process: A case on improving reading comprehension skills. Journal of Curriculum and Teaching, 14(4), 354–366.
9. Herman, H., Shaumiwaty, S., Sipayung, R. W., Solissa, E. M., Fatmawati, E., Girsang, S. E. E., & Saputra, N. (2024). A Systemic Functional Linguistic approach to improve students’ ability in writing English text. Educational Administration: Theory and Practice, 30(4), 1822–1830.
10. Hu, G. (2005). Using peer review with Chinese ESL student writers. Language Teaching Research, 9(3), 321–342.
11. Hyland, K. (2003). Second language writing. Cambridge University Press.
12. Liu, J., & Hansen, J. G. (2002). Peer response in second language writing classrooms. University of Michigan Press.
13. Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30–43.
14. Min, H.-T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118–141.
15. Nelson, G. L., & Carson, J. G. (1998). ESL students’ perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7(2), 113–131.
16. Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122.
17. Patchan, M. M., & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: How students respond to peers’ texts of varying quality. Instructional Science, 43(5), 591–614.
18. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing.
19. Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.
20. Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23–30.
21. Rumapea, E. L. B., Kapoh, R. J., Novianti, C., Yuniarsih, Y., Harita, I. P. S., Herman, H., & Saputra, N. (2025). Investigating the use of comic strips media on developing students' narrative writing skills: A case study in language teaching. *Al-Ishlah: Jurnal Pendidikan, 17*(2), 2526–2536. https://doi.org/10.35445/alishlah.v17i2.7345
22. Simanjuntak, V. H. M., Sari, I., Kamengko, D. F., Syathroh, I. L., Manurung, E., Herman, H., & Thao, N. V. (2025). Investigating the use of contextual teaching and learning on students’ writing recount text: A case on teaching method. Indonesian EFL Journal, 11(2), 323–332.
23. Sinaga, A. W., Herman, H., & Situmeang, S. A. (2025). The effect of storyboard on students’ ability in writing narrative text at the tenth grade of SMA Swasta Kampus Nommensen Pematangsiantar. EDUCTUM: Journal Research, 4(5), 135–141.
24. Tsui, A. B. M., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147–170.
25. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
26. Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179–200. 

Keywords: Peer review, writing performance, systematic literature review, higher-order writing skills, student engagement, EFL/ESL education.

Abstract

This paper analyzes Christopher Shinn’s Dying City as a depiction of trauma that evades typical frameworks of loss, grief, and psychological paralysis. Reading it from the perspectives of contemporary trauma theory, the paper argues that the play presents trauma as an epistemic and moral standstill rather than an accessible and healable wound. Using core arguments of trauma theorists such as Cathy Caruth and Dominick LaCapra, the paper finds that the play dramatizes trauma as an unclaimed experience which is resistant to closure and remains inaccessible to the talking cure. The protagonist’s disillusionment with the cherished ideals behind a war he once believed in leads to a crisis of the self, primarily due to a shattering realization of his own complicity in the atrocities committed in the name of justice. Through emphatic stage devices such as pauses, fragmented narration, non-linear timeframe, and doubling of roles, the play skillfully employs the theatrical medium to stage the limits of knowing such incidents. The play also showcases how trauma moves beyond the individual to involve the survivors left behind in intimate domestic spaces. Their continuous struggle with the uncertainty of events relates to the core claim of the inaccessibility of trauma for those who survive. By exploring trauma as an ethical crisis alongside its psycho-social dimensions, this paper extends the implications of trauma in existing research on post-9/11 literature and adds a new dimension to debates around the morality of modern warfare, cultural trauma, and collective responsibility.

Keywords: cultural, disillusionment, epistemic, ethical, inaccessible, theatrical, trauma.

References

1. Alexander, J. C., Eyerman, R., Giesen, B., Smelser, N. J., & Sztompka, P. (2004). Cultural trauma and collective identity. University of California Press.
2. Benson, S. (Ed.). (2013). The Methuen Drama book of new American plays. Bloomsbury Methuen Drama.
3. Berger, J. (1997). Review: Trauma and literary theory. Contemporary Literature, 38(3), 569–582. https://doi.org/10.2307/1208980
4. Caruth, C. (1996). Unclaimed experience: Trauma, narrative, and history. Johns Hopkins University Press.
5. Jena, D., & Samantray, K. (2021). Traumatic experiences and their representation in narratives: A study. International Journal of English Language Studies, 3(11), 1–6.
6. LaCapra, D. (2001). Writing history, writing trauma. Johns Hopkins University Press.
7. Shinn, C. (2008). Dying city. Theatre Communications Group.
8. Tal, K. (1996). Worlds of hurt: Reading the literatures of trauma. Cambridge University Press.
9. Ullah, I. (2020). War memory, psychological trauma, and literary witnessing: Afghan cultural production in focus. SAGE Open. https://doi.org/10.1177/2158244020961128. 

Keywords: cultural, disillusionment, epistemic, ethical, inaccessible, theatrical, trauma.

Abstract

This study employs a Marxist-feminist lens to analyze the systemic marginalization and exploitation of female characters in three African novels: Buchi Emecheta’s Second Class Citizen (1974), Nawal El Saadawi’s Women at Point Zero (1975), and Amma Darko’s Faceless (2003). Moving beyond cataloguing instances of patriarchal violence, the paper argues that these texts depict women’s oppression as fundamentally intertwined with capitalist economic relations, wherein the female body and labor are commodified, and social reproduction is exploited. Through qualitative textual analysis, the study examines how structures of patriarchy and capitalism converge to relegate women to a state of “second-class” existence, extracting both productive and reproductive labor while denying autonomy. The analysis reveals a continuum of exploitation—from the domestic sphere and formal employment to the informal sexual economy—highlighting how gender subordination is materially produced and sustained. The paper concludes that a Marxist-feminist framework is essential for understanding the depth of women’s oppression in these narratives and for envisioning liberation that addresses both economic and patriarchal domination.

Keywords: Marxist feminism, social reproduction, commodification, patriarchy, African literature, gender exploitation.

References

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2. Asamoah–Gyimah, K., & Duodu, F. (2007). Introduction to research methods in education BE 158. The Institute for Educational Development and Extension, University of Education.
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6. Eisenstein, H. (2005). A dangerous liaison? Feminism and corporate globalization. Science & Society, 69(3), 487–518.
7. Emecheta, B. (1994). Second class citizen. Heinemann. (Original work published 1974)
8. Gohar, S. (2016). Empowering the subaltern in Woman at Point Zero. Journal of International Women's Studies, 17(4), 174–186.
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12. Landry, N. E. (2006). Establishing power and status within hierarchies of femininity [Doctoral dissertation, Saint Mary's University]. Library and Archives Canada.
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Keywords: Marxist feminism, social reproduction, commodification, patriarchy, African literature, gender exploitation.