Lantern: Journal of Language and Literature

CHILD ABUSE IN WIESEL’S NIGHT NOVEL (A SOCIOLOGICAL APPROACH)

Inosensius Taghi, Fety Surfaifel, Febe F I Wanggai — Wed, 30 Sep 2026 00:00:00 +0000

This study analyzes the issue of abuse against children in Elie Wiesel's Night novel through a sociological approach. The focus of this study is to identify the types and impacts of abuse experienced by children during the Holocaust as depicted in the novel. This study uses McCabe and Murphy's (2017) theory on the types of child violence and Shannon's (2009) theory on the impact of abuse. Using descriptive qualitative methods, the writer analyzes textual evidence in the novel to reveal how abuse is depicted and how it affects the characters of children. The research findings indicate that children in Night experience severe physical abuse, such as beatings and forced labor; emotional violence, including fear, separation, and humiliation; and neglect, which manifests itself through lack of food, security, and care.

VIOLATIONS OF CONVERSATIONAL MAKSIMS IN PODCAST “DIKEJAR SETORAN”

Riftia Riftia, Akmalia Khairani, Tatu S Rohbiah — Wed, 30 Sep 2026 00:00:00 +0000

This study aims to identify the types of maxim violations, examine how these violations generate implicit meaning (conversational implicature), and analyze the communicative functions of maxim violations in the podcast interaction based on Grice’s Cooperative Principle theory. This study employed a descriptive qualitative approach. The data were collected using the observation method followed by note-taking techniques. The data analysis technique used was the matching method. The data were obtained from conversations between Ebel and Praz on the Tuah Kreasi YouTube channel. The results of this study show several types of maxim violations, namely: 1) violations of the maxim of quantity with 16 utterances, 2) violations of the maxim of quality with 77 utterances, 3) violations of the maxim of relevance with 32 utterances, and 4) violations of the maxim of manner with 12 utterances. The maxim violations in this podcast were intentionally performed to create humorous effects and self-branding.

NARRATIVE CODES IN FROZEN II FILM (A STRUCTURALISM APPROACH)

Eugenia C J Pera, Febe F I Wanggai , Yulius Y Kasimo — Wed, 30 Sep 2026 00:00:00 +0000

STUDENTS' AND TEACHER'S PERCEPTIONS OF LEARNING ENGLISH IN A MULTICULTURAL CLASSROOM AT SMAS KARYA BUDI PUTUSSIBAU

Meliana V Ariyanti, Maliqul Hafis, Sahrawi Sahrawi — Wed, 30 Sep 2026 00:00:00 +0000

This research aims to analyze the perceptions of students and teachers regarding English language learning in multicultural classes at SMAS Karya Budi Putussibau and to explore their experiences in the learning process. This study uses a qualitative approach with thematic analysis techniques. Data were collected through classroom observations and in-depth interviews with one English teacher and eight students from class XI A who come from different cultural backgrounds. The research results show that students and teachers have a positive perception of English learning in a multicultural classroom. Multicultural Classroom is seen as a factor that creates a more varied, engaging, and non-monotonous learning atmosphere. Teachers see multicultural classrooms as an opportunity to enrich students' learning experiences. In practice, the teacher implements student-centered learning strategies through group discussions, educational games, interactive activities, and the use of the local language to reinforce students' understanding. However, this study also found several challenges, such as differences in dialects, communication styles, levels of participation, and students' confidence in using English, which sometimes create interaction barriers and misunderstandings. Therefore, the role of the teacher is crucial in creating an inclusive and comfortable learning environment that appreciates cultural diversity through the implementation of teaching strategies that are responsive to the needs of all students.

LEARNING ENGLISH MULTICULTURAL CLASSROOM: READING EXPERIENCE AND STRATEGIES OF EFL STUDENTS AT MTS NEGERI 2 PONTIANAK

Putri N R ‘Aisy, Maliqul Hafis, Sahrawi Sahrawi — Wed, 30 Sep 2026 00:00:00 +0000

This study aims to examine the reading experiences of EFL students in a multicultural classroom and identify the reading strategies they employ during English reading activities at MTs Negeri 2 Pontianak. The study utilizes a descriptive qualitative approach involving thematic analysis. Data were collected through classroom observations, semi-structured interviews with an English teacher and fifteen eighth-grade students from diverse cultural backgrounds, and documentation. The findings indicate that students generally have positive reading experiences in the multicultural classroom. Cultural diversity fosters a more engaging, interactive, and inclusive learning atmosphere, enabling students to exchange ideas, appreciate diverse cultural perspectives, and broaden their horizons. However, students also face challenges, particularly regarding the comprehension of unfamiliar vocabulary and cultural references within English texts. To overcome these difficulties, students employ various reading strategies, including cognitive strategies (e.g., identifying main ideas and inferring word meanings from context), metacognitive strategies (such as rereading texts and monitoring comprehension), and support strategies. Class discussions also play a crucial role in enhancing reading comprehension by encouraging collaboration and the exchange of ideas. Thus, the multicultural classroom not only provides meaningful reading experiences but also supports the development of effective reading strategies that strengthen students' comprehension and engagement in English language learning.