La Ogi : English Language Journal

RACISM IN P. DJÈLÍ CLARK’S RING SHOUT (2020): A MARXIST PERSPECTIVE

Erven Nofryan Romansa — Sat, 10 Jan 2026 00:00:00 +0000

This study analysed the racism in P. Djèlí Clark’s Ring Shout (2020) through a Marxist perspective by applying Cedric J. Robinson’s theory of racial capitalism and Antonio Gramsci’s concept of cultural hegemony. The researcher identifies the forms of racism depicted in the novel, examine the factors that contribute to the development of racism, and explore the impacts of racism on the characters and social structures portrayed. This research uses a qualitative descriptive method supported by Marxist literary approach, focusing on textual analysis of narrative events, dialogue, and character dynamics. The findings reveal that racism in Ring Shout appears in two primary forms: racial capitalism and cultural hegemony. Racial capitalism is represented through systemic exploitation, dehumanization, generational trauma, and institutional violence experienced by Black communities as a foundation for white economic and political power. Cultural hegemony is reflected through ideological manipulation, propaganda, religious discourse, and internalized racism. The study also concludes that the factors enabling racism to persist include structural racial hierarchy, material exploitation, systemic inequality, ideological domination, reproduction of consent, and cultural representation. Furthermore, the impacts of racism are shown through the development of resistance, expressed in the Black Radical Tradition and counter-hegemony movements.

SYMBOL OF FEAR IN RUMAAN ALAM’S “LEAVE THE WORLD BEHIND”

Ambar Andayani, Putra Fajar Deanova R. — Sat, 10 Jan 2026 05:48:12 +0000

Fear in contemporary literature is often represented not through explicit violence but through ambiguity and symbolic elements. This study examines how fear is constructed symbolically in Rumaan Alam’s Leave the World Behind. Drawing on Frederick William Dillistone’s theory of symbolism, this research interprets symbols as visible signs that represent invisible psychological realities. To strengthen the analysis, Starkstein’s concept of fear is applied to explain how uncertainty and the absence of information shape the characters’ emotional responses. This study employs a qualitative descriptive method, using narrative descriptions, dialogues, and events from the novel as primary data. The findings reveal that darkness functions as the dominant symbol of fear, representing confusion, loss of control, and psychological instability caused by the unexplained blackout. In addition, the black color symbolizes death, danger, and the unknown, particularly through images of animal corpses and abnormal animal behavior. These symbols collectively construct an atmosphere of anxiety and uncertainty, emphasizing that fear in the novel emerges from ambiguity rather than direct confrontation with visible threats. This study contributes to literary studies by demonstrating how symbolic strategies are used to represent psychological fear in contemporary fiction.

THE HEROINE’S JOURNEY OF NORA SEED IN MATT HAIG’S THE MIDNIGHT LIBRARY

Ambar Andayani, Maulana Nero Surya Wijayanto — Mon, 12 Jan 2026 00:00:00 +0000

This study analyzes the heroine’s journey of the female main character in Matt Haig’s The Midnight Library. The purpose of this research is to examine the emotional, and character development of the female main character as she navigates her inner struggles and life choices. The study applies Maureen Murdock’s theory of The Heroine’s Journey to understand how the protagonist experiences separation from her feminine identity, confronts internal conflict, and ultimately achieves healing and self-acceptance. This research focuses on key aspects of the heroine’s journey, including regret, emotional pain, and the process of reconciliation with the self. this study explores the feminism values reflected in the female main character’s journey, such as independence, emotional resilience, self-acceptance, and the balance between feminine and masculine traits. These values highlight how the novel presents female empowerment not through physical strength or external success, but through inner awareness and emotional growth. The method used in this research is qualitative, with the novel serving as the primary data source. Data are analyzed through close reading and interpretation based on Murdock’s theoretical framework. The findings show that the main character’s journey follows the stages of the heroine’s cycle, beginning with separation, continuing through trials, despair, concluding with integration, and self-understanding. The study concludes that The Midnight Library presents a modern representation of female heroism that emphasizes personal healing, self-discovery, and the importance of choosing life. Through this journey, the novel encourages readers to reflect on identity, regret, and the possibility of growth through acceptance.

EXPLORING MATTHEW'S FEAR AS A MOVE TO INDIVIDUATION IN LISA THOMPSON'S “THE GOLDFISH BOY”

Danu Wahyono, Muhammad Loverio — Mon, 12 Jan 2026 05:20:05 +0000

This research aims to analyse Matthew's fear as a move toward individuation in Lisa Thompson's novel The Goldfish Boy by examining how fear shapes his behavior and contributes to Matthew's journey toward individuation. His fear is related to his guilt over his baby brother's death, and an extreme fear of germs and social interaction forms the main psychological conflicts that curtail his everyday life. A psychological approach based on Carl Jung’s theory of individuation is used in this study to investigate how Matthew’s fears reveal deeper unconscious elements, including his persona, anima/animus, and the shadow that is a suppressed guilt and unresolved trauma, and how these elements relate to the individuation process, especially the stages that guide Matthew toward discovering his true self. This qualitative-descriptive research identifies dialogues, narrative descriptions, and events that reflect the psychological struggle of Matthew through close reading of the novel. The findings demonstrate that fear serves both as an obstacle and as a catalyst in Matthew’s development. His guilt-driven fear leads him to isolation, compulsive cleaning, and avoidance of social interaction, showing how fear can consume an individual and result in emotional suffering. However, Teddy Dawson’s disappearance becomes a turning point that forces Matthew to confront his fears, break his avoidance patterns, and gradually integrate the repressed parts of himself. When faced rather than avoided, Matthew’s fears transform into a driving force that enables personal growth, deeper self-understanding, and the early stages of individuation, helping him move toward self-awareness, emotional balance, and a more integrated sense of identity.

A COMPARATIVE ANALYSIS OF GRADE 7 AND GRADE 8 STUDENTS’ CREATIVE THINKING SKILLS USING THE EXPERIENTIAL LEARNING MODEL

Sam Hermansyah, Roni Roni, Jimmy Cromico, Firman Saleh — Tue, 13 Jan 2026 02:25:46 +0000

This study aims to conduct a comparative analysis of Grade 7 and Grade 8 students’ creative thinking skills through the implementation of the Experiential Learning model at SMPN 2 Pangsid. The research employed a quantitative approach using a pretest–posttest comparative design. The participants consisted of 20 students selected through purposive sampling, with 10 students from Grade 7A and 10 students from Grade 8A. Data were collected using a creative thinking test based on four indicators: fluency, flexibility, originality, and elaboration. The collected data were analyzed using descriptive statistics, normality tests, and Independent Samples t-Test with the assistance of SPSS software. The findings revealed that there was a significant improvement in students’ creative thinking skills after the implementation of the Experiential Learning model in both grades. Grade 7 students demonstrated a higher and more consistent increase in posttest scores compared to Grade 8 students. The statistical analysis indicated no significant difference in pretest scores between the two grades, while a significant difference was found in posttest results, confirming the effectiveness of the Experiential Learning model in enhancing creative thinking skills. These results suggest that Experiential Learning is an effective instructional approach for fostering students’ creative thinking through active engagement and meaningful learning experiences.