PARAFRASE : Jurnal Kajian Kebahasaan & Kesastraan

Breaking The Silence: Analyzing Child Sexual Abuse and Its Psychological Effects in Eishes Chayil’s Hush

Mateus Rudi Supsiadji — 2026-01-25

Child sexual abuse (CSA) is a global issue with devastating psychological consequences for victims, including depression, anxiety, and post-traumatic stress disorder (PTSD). Extensive psychological research has documented the effects of CSA, focusing primarily on clinical outcomes, legal frameworks, and therapeutic interventions (Rahm et al., 2013; Mathews, 2019). However, less attention has been paid to how CSA is portrayed and understood through literature, particularly in communities where cultural and religious norms suppress disclosure. This study explores the psychological effects of child sexual abuse (CSA) on the victims and their families through a qualitative analysis of the novel Hush by Eishes Chayil. The novel tells the story of child sexual abuse within an insular Chassidic Jewish community in Brooklyn, highlighting the unique challenges faced by CSA victims in religious communities. The study focuses on the psychological effects of CSA on the main character, Gittel, who witnesses her best friend's sexual abuse by her brother and struggles with the trauma and shame that follows. The analysis examines the psychological impacts of CSA on Gittel, including post-traumatic stress disorder (PTSD), depression, anxiety, and emotional distress. The study employs a qualitative approach to analyze the novel, using close reading techniques to identify sentences that reflect child sexual abuse and its effects. The data is collected through a detailed analysis of the novel's narrative, including conversations, descriptions, and thoughts of the main characters. The findings highlight the profound effects of CSA on mental health and emphasize the need for increased awareness, support, and intervention strategies tailored to insular communities. The study's findings contribute to a deeper understanding of the psychological effects of CSA and inform efforts to promote healing, justice, and prevention. By shedding light on the hidden trauma depicted in "Hush", this research aims to raise awareness about the experiences of CSA victims in religious communities and advocate for greater understanding and support.

The Portrayal of an Androgynous Female Protagonist in Louisa May Alcott’s Little Women

Shesa Kurnia Ilahi — 2026-01-25

This study focuses on the oppression and struggles faced by Jo March in Louisa May Alcott’s Little Women (2018) as androgynous woman. The source of data in this study is from Louisa May Alcott’s Little Women (2018). The theory that is used in this study is radical-libertarian Feminism from Tong and Botts (2018) and characteristics of bitch from Freeman in Fahs’ book (2020). This study uses library research to collect the data. The data is collected from reading the novel Little Women by Louisa May Alcott (2018). The data of this study are dllerived from the monologue, dialogue between the characters, and the author’s narration. The points of this study are finding out three types of oppression experienced by Jo March in Louisa May Alcott’s Little Women (2018) as androgynous woman such as mental, verbal, and social oppression and knowing the result about Jo March’s struggle which reflects radical-libertarian feminism namely struggle for the idea and struggle for androgynous woman

Integrating Digital Tools in Project-Based Learning To Enhance Nursing Students’ Critical Thinking Skills

Nyayu yayu suryani — 2026-01-30

Critical thinking is essential for nursing students to ensure evidence-based decision-making and safe clinical practice. However, many students struggle with English academic reading, which limits their ability to develop these skills. This mixed-methods study explored nursing students’ perceptions of technology-assisted Project-Based Learning (PjBL) in enhancing critical thinking and collaboration. Thirty-five final-year nursing students engaged in group-based critical reading tasks using digital tools such as Google Translate and ChatGPT. Quantitative results showed significant improvement in critical thinking scores, rising from low (10) to medium-high levels (18–24), though progress was inconsistent. Qualitative findings revealed challenges related to limited vocabulary, grammar, and confidence, alongside benefits of collaborative learning and digital support. These findings align with Paul and Elder’s intellectual standards and the community of inquiry framework, emphasizing the need for structured strategies that integrate technology, academic literacy, and affective support. Practical implications include incorporating guided critical reading, digital literacy training, and differentiated scaffolding into nursing curricula to prepare students for global healthcare contexts.