This research investigates the impact of the Character Habituation program on student academic performance at Makarios Christian School at Junior High level during the 2023/2024 academic year. Character education has emerged as a critical element in the development of students' ethical principles, conduct, and educational achievement. This investigation utilized a comparative analytical framework to evaluate the influence of character habituation approach on individual student performance and the broader academic milieu, using Bandura’s (1977) Social Learning Theory and Pearson’s (1901) theory of Correlation analysis. The findings indicate that: 1) The investigation revealed that students who regularly engaged in the Character Habituation program generally attained superior academic grades. This observation implies a moderate positive effect of the program on student performance. 2) Students who engaged in the program continued to encounter academic obstacles, whereas a select few who abstained from participation still achieved elevated grades. This suggests that additional variables, such as individual academic capabilities or learning difficulties, also play a significant role in influencing academic outcomes. 3) The outcomes from the Pearson correlation study suggested a moderate positive connection (r = 0.45) tying program involvement to educational achievement, illustrating that although the program aids in academic results, it is not the only major contributor. The implications of these findings are anticipated to inform educational policy by emphasizing the significance of character habituation programs in promoting comprehensive student development, proposing that the incorporation of moral and social principles into the educational curriculum can enhance both academic results and enduring values.

This study examines how Legally Blonde (2001) depicts femininity using a qualitative content analysis: intelligence, and gender dynamics by applying feminist criticism, gender performativity by Judith Butler (1990) and intersectionality frameworks by Kimberlé Crenshaw (1991). In addition, the elements of the visual narratives (cinematography), such as: camerawork, tones of colors were analyzed. As the result: 1) It reveals how the movie subverts traditional gender stereotypes by showing Elle Woods’ transformation from being perceived as a “dumb blonde” to a competent lawyer, challenging societal expectations that femininity equates to a lack of intelligence. 2) It highlights the challenges women face in male-dominated professions, as seen in Elle’s experience navigating Harvard Law School while maintaining her feminine identity. 3) It focuses on how Elle’s success illustrates that professional competence and femininity are not mutually exclusive, as her journey critiques the rigid expectations placed on women in professional spaces. This research offers a detailed perspective on gender roles in media, highlighting how movies can either question or uphold societal expectations related to gender and career achievement.

This study investigates the critical issue in Wonder Woman (1984) in feminist perspective, by using Judith Butler’s (1990) theory of gender performativity. The movie explores the interconnectedness of feminine strength and vulnerability, traditional gender roles, and the theme of power and agency. Diana Prince’s journey reflects the societal pressure on women to embody both strength and emotional complexity, while Barbara Minerva’s transformation into Cheetah represents the internalization of masculine ideals of power. As the results: 1) The movie demonstrates that feminine strength and vulnerability can coexist, subverting the notion that power must align solely with masculine ideals. 2) Wonder Woman (1984) critiques traditional gender roles by showing how women’s autonomy is often constrained by societal expectations, particularly in relationships and social responsibilities. 3) The movie reveals a significant difference in how power and agency are explored between male and female characters, with male characters like Max Lord wielding unchecked power, while female characters must navigate moral and societal limitations. Through Butler’s framework, Wonder Woman 1984 critiques traditional gender norms, suggesting that true empowerment comes from redefining power and success beyond patriarchal structures. This article is expected to enhance feminist discourse in movie analysis by offering a more profound insight into how media portrayals of women both challenge and uphold societal standards. Hence, it enhances critical conversations around gender, power, and identity, encouraging further exploration of how movies can influence and reflect progressing perspectives on gender equality.

This study examines the portrayal of gender roles of the characters and the social expectations in ‘Mulan,’ (2020) the live-action movie, using the feminist theory of gender performativity by Butler, J. (1990). The research focuses on how Mulan’s character challenges traditional gender roles in Chinese society, the significance of "chi" as a metaphor for inner strength and its gendered portrayal, and the societal consequences of defying gender expectations. By applying a qualitative approach, the study explores key aspects such as female stereotypes, empowerment, and cultural symbols within the movie, while connecting them to feminist theory. The research reveals that 1) Mulan’s character actively subverts the gender binary of masculinity versus femininity by assuming roles traditionally reserved for men, thereby challenging stereotypes about female weakness. 2) The metaphor of "chi" is analyzed as a representation of inner strength, with Mulan’s mastery of it breaking gendered associations of power with masculinity. 3) The movie highlights the societal risks women face when defying gender norms, as well as the rewards of embracing individuality and agency. The movie offers a nuanced depiction of gender roles, blending Confucian values with feminist ideals. Mulan’s journey not only represents female empowerment but also blurs the lines between traditional masculine and feminine traits, ultimately questioning the fixedness of gender identity. This study aims to contribute to feminist discussions in literary analysis through movies as media and offer insight into how globalized interpretations of cultural narratives can reflect evolving perspectives on gender equality.

This research analyzes "Haiti Is My Home" through the framework of Stuart Hall's Cultural Identity Theory (1990), investigating the emotional and psychological impacts of displacement on children, the influence of memory and nostalgia in identity formation, and the varied approaches to adaptation within a novel environment. The narrative centers on Marie, a young girl who is uprooted from Haiti to Boston following a catastrophic earthquake, as she endeavors to acclimate to her new surroundings while her cousin Johanne fully embraces their altered circumstances. The findings indicate: 1) The examination illustrates that displacement profoundly undermines Marie's sense of self. Her emotional and psychological distress is manifest in her struggle to reconcile her past in Haiti with her current reality in Boston, intensing in feelings of alienation and resistance to assimilation. Conversely, Johanne embodies the constructive potential of adaptation, exhibiting resilience and enthusiasm regarding their newfound situation. 2) Memory and nostalgia are crucial in the formation of Marie's identity, as her recollections of Haiti offer comfort, yet simultaneously worsen her alienation from Boston. Sensory stimuli, such as the aroma of familiar cuisine, tether Marie to her past, complicating her adjustment to her new environment. 3) The contrasting behaviors of Marie and Johanne underscore the varied ways in which individuals cope with displacement, illustrating that adaptation is shaped by both individual experiences and emotional connections to prior contexts. This suggests that cultural identity is constructed and shaped and continually redefined, especially in the context of displacement and migration. The narrative's exploration of the issue of cultural dislocation highlights that identity is not static but is continuously reshaped in response to emerging realities.

This research examines Ruth Siburt’s ‘Anca’s Journey’ through the lenses of Liberal Feminism and Cultural Hybridity, focusing on how the story addresses traditional gender roles and the complexities of migration. Using Betty Friedan’s Liberal Feminism (1963) to explore themes of female empowerment through education and Homi K. Bhabha’s Cultural Hybridity (1994) to analyze identity negotiation as a secondary theory, As the results: 1) Anca’s Journey subverts traditional gender roles by portraying Anca’s intellectual growth as a central form of empowerment. Her education allows her to transcend societal expectations typically placed on young girls, aligning with Friedan’s feminist ideals. 2) The story highlights the resilience and agency of its female characters, particularly Anca and her mother, as they navigate societal pressures in a patriarchal, migration-focused narrative. Anca’s refusal to accept labels like "lame" demonstrates her resistance to restrictive social judgments, while her mother’s protective role illustrates maternal agency. 3) Anca's intellectual growth is a key factor in her ability to navigate her cultural environment, as she balances the expectations of her Romanian heritage with her new life in America. This reflects both feminist and hybrid identity formation theories. These findings illustrate how Anca’s Journey not only challenges traditional gender expectations but also reflects the broader social realities of migration, using education as a means of empowerment and identity negotiation.

This research investigates how archetypes within children's literature not only reinforce cultural traditions and values in collective unconsciousness of individuals, but also emphasize the role of family unity and generational continuity in maintaining cultural heritage in a modern, globalized context in the preservation of cultural identity within the children's book "A Lucky Chinese New Year." By analyzing the Hero, Child, and Caregiver archetypes as embodied by the characters, the primary Jungian theory used in the analysis is Carl Jung's Archetypal Theory (1959), particularly focusing on the collective unconscious and universal archetypes. Meanwhile, Confucianism theory by Tu Weiming (1985) was used as the secondary theory to discuss cultural context. The study reveals how these archetypes support the themes of cultural preservation, renewal, and family unity. As the results: 1) Lily's actions embody the Hero's journey, demonstrating how even small actions by young individuals can significantly contribute to maintaining cultural traditions; This reinforces the idea that cultural preservation is a collective effort that transcends age. 2) The Child archetype in Lily symbolizes new beginnings and the continuity of cultural practices across generations, emphasizing the role of the younger generation in sustaining and revitalizing traditions and reflecting a cyclical pattern of cultural renewal. 3) The Caregiver archetype, embodied by Lily's family, highlights the importance of family support in upholding and transmitting cultural heritage. Together, these archetypes illustrate the interconnectedness of individual and collective efforts in creating narratives with similar themes to ensure the cultural traditions are preserved and passed down to future generations; this demonstrates the powerful role of children's literature in cultural preservation.

This paper investigates the power relations present in the children's narrative "How Turtle Got His Shell, Why Tigers Can't Climb Trees" through the framework of Michel Foucault's concepts regarding power, discipline, and resistance. The research utilized a qualitative approach, encompassing meticulous textual analysis and content examination, to discern and evaluate occurrences of power-related issues portrayed within the tale. Additionally, the illustrative components pertinent to these critical themes were subjected to scrutiny. By categorizing elements of power and resistance in a binary framework, the study affords a nuanced comprehension of the interplay between these factors within the narrative. The findings reveal: 1) Both narratives exemplify the manner in which power is manifested through hierarchical systems and regulatory practices, while simultaneously highlighting the intrinsic resistance that emerges within these power structures. 2) The selective distribution of knowledge in "How Turtle Got His Shell, Why Tiger Can’t Climb Trees" exemplifies Foucault's assertion that knowledge is intertwined with power, whereby those in positions of authority utilize it to uphold control alongside resistance. 3) The narratives reflect the dynamics of power relations in multicultural contexts, where dominant and subordinate groups interact, often leading to both subtle and overt forms of resistance. The findings emphasize the importance of critical engagement with children's stories to understand power dynamics and their impact on young readers. This illustrated children’s storybook serves as a poignant example of how children's literature can reflect real-life power struggles and societal issues. This research highlights the need for literature that nurtures a child's development and fosters a healthy sense of responsibility and respect within their communities.

This study aims to reveal how human actions impact environmental damage as depicted in the novel Hujan by Tere Liye. The research design used a qualitative method, equipped with an ecocriticism theory of Anthropocentrism by Greg Garrard to explore the anthropocentrism in the novel. The results show; 1) The environmental damage: different kinds of environmental harm, including pollution, apocalypse, dwelling, and earth, with humans as the main cause and the impact that causes the ecosystem damage which eventually leads to extinction; 2) The environmental abuse: the role of humans in the destruction of the environment is reflected in the actions of destroying nature carried out by humans on the basis of the anthropocentrism paradigm; 3) The ecological ethics: the novel highlights the critical need for adhering to environmental wisdom, which includes maintaining harmony with nature, adopting sustainable practices, and considering long-term consequences of human actions.environmental values are embodied in the novel following the principles of environmental ethics.

This article investigates the implications of race-swapping character representation in the 2023 live-action adaptation of Disney's "The Little Mermaid," focusing on the casting of Halle Bailey, a Black actress, as Ariel. Utilizing postcolonial criticism frameworks, particularly Robert J.C. Young's theories, this study explores the historical and cultural significance of this casting decision. The findings suggest that the movie's approach to race-swapping serves as a means to challenge and redefine traditional racial narratives within popular media. The research identifies three primary outcomes: 1) Reimagining racial roles is exemplified in the movie by the casting of a Black actress in a traditionally white role disrupts conventional racial representations, prompting viewers to reconsider the historical association of race with specific characters and roles. 2) The race-swapping encourages viewers a re-evaluation of historical narratives in the story, deepening the audience's understanding and allowing for a more inclusive perspective of the past of different racial groups. 3) Upon promoting racial inclusivity and diversity, the movie strives to prioritize the significance of acknowledging the historical experiences of the marginalized societies in an effort not to be forgotten or eliminated. The movie approach leads to dual perspectives and biases: promoting inclusivity while also at the same time reimagining historical issues related to race. Consequently, this study highlights the importance of critically engaging with media representations to foster a more inclusive and representative cultural landscape by examining its historical biases. The movie's innovative approach to character representation encourages the need for ongoing dialogue about the intersections of race, history, and societal roles in contemporary media​.