This study examines the Korean plosives phonological errors uttered by self-taught Korean language learners from Indonesia who have Javanese as their L1. This study reveal systematic difficulties learners face in perceiving and producing target-language sounds that often influenced by their first language. Analyzing these errors helps explain developmental patterns in pronunciation learning and informs effective teaching strategies. This study uses a qualitative descriptive approach and uses distinctive features by Schane (1973) from generative phonology transformational theory to identify the phonological process that happened in those errors and explain speech sounds using systematic features. The data from this study is collected from observing the pronunciation of fifteen Korean language learners through video calls by providing them texts to read in hangeul (the Korean writing system). We recorded the data, transcribed the phonetic transcriptions, analyzed and classified the phonological processes, discovered, and concluded the analysis. As a result, the findings show that learners produced twenty Korean plosives errors. These errors can be grouped into three main phonological processes, all of which are influenced by interference from Javanese phonology. This findings suggest that Korean pronunciation teaching for Indonesian learners should focus more on plosives and deal with the influence of the first language.
TikTok has quickly become one of the most widely used short-form video platforms worldwide, and its presence in language learning continues to grow. Although many digital-native learners engage with the platform daily, there is still limited research that brings together its pedagogical strengths and structural challenges in a systematic way. This study examines how TikTok can be integrated into language-learning contexts and what factors may limit its effective use. A systematic review of twenty peer-reviewed studies published between 2022 and 2024 was conducted to capture recent developments in post-pandemic digital learning. The selected studies focused on TikTok’s use in formal or semi-formal language-learning settings and were analyzed using qualitative thematic synthesis. The findings show that TikTok’s short-form and multimodal features support vocabulary development, speaking practice, pronunciation awareness, and learner engagement. Its brief and repeatable content encourages frequent exposure to language input. However, the platform’s entertainment-driven algorithm, limited capacity for deeper explanation, unequal digital access, and varying levels of teacher readiness pose challenges for structured classroom integration. Overall, TikTok offers meaningful pedagogical value when used intentionally within clear instructional frameworks. Its effectiveness depends on thoughtful alignment with learning objectives and careful integration into broader teaching strategies.
Writing is widely regarded as one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly in academic contexts, where students are required to produce coherent, linguistically accurate texts. This study investigates the types and frequencies of writing errors produced by EFL students across three academic paragraph genres: descriptive, comparison–contrast, and cause–effect. Adopting a qualitative descriptive design with an error-analysis approach, the study analyzed academic paragraphs written by 24 undergraduate students during a time-controlled final examination in a paragraph-writing course. Students’ writing errors were identified, categorized into grammatical, lexical, mechanical, and organizational errors, and compared across paragraph genres. The findings reveal that grammatical errors were the most prevalent across all genres, whereas mechanical and organizational errors varied by genre. Descriptive paragraphs exhibited high frequencies of grammatical and mechanical errors, comparison–contrast paragraphs showed prominent organizational difficulties, and cause–effect paragraphs demonstrated fewer errors overall but persistent grammatical challenges. These results demonstrate clear cross-genre differences in error patterns, indicating that paragraph genre significantly influences students’ writing difficulties. The study contributes to EFL writing research by highlighting the genre-sensitive nature of writing errors and underscores the need for genre-based instruction, feedback, and assessment in EFL paragraph writing pedagogy.
Arabic language learning in Indonesia is facing a critical transformation in the 21st century, shifting from conventional teacher-centered models to technology-integrated ecosystems. Despite the potential of mobile technology, there is a significant gap in empirical validation regarding which specific applications are effective and how they can be pedagogically integrated within the Indonesian curriculum . This study aims to fill this gap by identifying prior research, analyzing the effectiveness of mobile applications, and providing evidence-based recommendations for Arabic language educators. This study employs a Systematic Literature Review (SLR) design following the PRISMA framework. Data were systematically retrieved from DOAJ and Semantic Scholar databases using PICOS criteria and strictly limited to the 2021-2025 publication period. Study quality was rigorously assessed using the Mixed Methods Appraisal Tool (MMAT). The findings reveal that mobile applications significantly enhance learning outcomes, particularly in vocabulary retention, motivation, and specific skills such as reading, listening, and vocabulary mastery. Key tools identified include Lectora Inspire, Duolingo, Memrise, and Plotagon Studio. The study concludes that while highly effective, implementation is hindered by technical barriers and low teacher digital competency. Practical implications suggest that for direct classroom application, educators must transition from traditional models to facilitator roles, integrating gamified features like leaderboards and interactive feedback to foster student engagement . Furthermore, successful integration requires curriculum-aligned content and the adoption of offline-capable applications to bridge the digital divide in diverse educational settings.
This paper examines how romantic tone is carried across languages in film subtitling, where text must be brief, well-timed, and easy to read. We focus on Dilan 1990, a popular Indonesian teen romance known for playful, indirect lines that rely on inference and rhythm. Today, many studios generate first-pass subtitles with neural machine translation and then rely on human post-editors to refine style and timing. We ask how well AI handles this kind of subtle, affect-rich dialogue and where human editing still adds value. We compare 24 well-known lines addressed by Dilan to Milea in two versions: the official English subtitles and outputs produced by ChatGPT under the same line-level constraints. Using a practical set of translation techniques (e.g., modulation, compression, adaptation) and a tone rubric (playfulness/coyness, warmth, persona/rhythm), we perform a line-by-line analysis. The human subtitles tend to keep implicature and pace through concise, idiomatic choices that fit character and reading speed. The AI versions are fluent but more likely to explain subtext or lengthen the line, which can blunt teasing and shift the scene’s mood. AI can match human choices when the source line is already compact and direct. Where meaning depends on ellipsis, metaphor, and micro-timing, human post-editing remains crucial. We close with practical guidelines for NMT-plus-post-editing workflows in romance subtitling.
Reading skills are very important for elementary school students to master in order to improve their learning outcomes. Lack of reading comprehension skills is a problem for fifth graders. Therefore, this study was conducted to help students improve their reading comprehension skills. The purpose of this study was to develop, test the feasibility, and test the effectiveness of digital pop culture zone media based on the student team achievement division (STAD) model to improve the reading comprehension of fifth graders. This study used the Research and Development (R&D) method by Borg and Gall in Sugiyono's book, which is abbreviated into eight stages, including potential and problems; data collection; product design; design validation; design revision; preliminary testing; product revision; and usage testing. This study developed digital pop-culture zone media based on the STAD model. Digital pop-culture zone media is highly suitable for application with the six steps of the STAD model because it helps students become more active in group discussions as a way to improve their reading comprehension. The results of the expert assessment of the media and materials reached 91.67% and 95% with a very feasible criterion, and obtained scores of 92.85% and 96% for the results of the teacher and student response questionnaires with a very feasible criterion for the media and model used. Therefore, STAD-based digital pop culture zone media is declared to be very feasible and effective for improving reading comprehension.
The short story "Strong Horse Tea" by Alice Walker is examined critically in this article through a feminist and intersectional lens. Set in the mid-twentieth-century rural American South, the short story chronicles the difficult life of Rannie Toomer, a poor Black woman whose frantic attempts to save her ailing child reveal the interconnected effects of class, gender, race, and health care inequalities. This study, which is based on qualitative textual analysis, uses contextual interpretation, thematic analysis, and close reading to analyze Walker's story. It pays special attention to how systemic neglect, illiteracy, silence, and limited access to education are represented. The theoretical framework draws on feminist literary criticism, intersectionality, and Black feminist thought to interpret her experiences. The analysis shows that Rannie Toomer's repeated physical journeys to seek help symbolize embodied resistance within limited social structures. In contrast, her silence in medical and social settings reflects internalized discrimination shaped by racial and socioeconomic exclusion. By situating the story within the broader tradition of African American women's literature and health humanities scholarship.By showing how mobility, caregiving labor, and silence function as entwined methods of helplessness and resistance in the lives of marginalized women, the article advances Black feminist literary criticism.
The study aims to investigate how cadets and teachers perceive and explore the main challenges faced in joining the Panrita English Village program. This study used a qualitative approach to gain an in-depth understanding of cadets’ and teachers’ perceptions and the main challenges of the program, with nine cadets and three lecturers. The techniques of data analysis used semi-structured interviews, participant observation, and document analysis. Findings show that most cadets and teachers loved the program since it was not monotonous, gave good chances for every participant to speak, and used a small class structure with one teacher handling just 10–12 cadets. Thoughts to boost confidence in English included role-playing, group debates, and language games. The interview results reveal significant challenges faced by cadets participating program. These challenges typically arise from scheduling conflicts caused by academic commitments, mandatory university activities, and unplanned extracurricular engagements. The responses provide insight into how these constraints influence participation and suggest potential improvements to enhance engagement and learning outcomes. This concludes that the program has successfully improved cadets' English speaking skills through interactive activities such as role-playing, debates, and language games, but its sustainability and broader impact depend on addressing scheduling constraints and implementing more flexible learning. The implication needs to be developed with a more flexible learning approach so that its success in improving cadets' English-speaking skills can be sustained despite facing academic schedule constraints. Further research needs to involve more institutions and longitudinal designs to strengthen the program's impact and sustainability.
Despite extensive scholarship on ritual symbolism, studies of Indonesian indigenous rituals have largely treated material objects as culturally meaningful entities without explaining how their meanings are structurally produced, authorized, and stabilized within ritual systems. In particular, the application of Roland Barthes’ structural semiotics to ritual language remains underdeveloped. This study investigates how linguistic authorization functions as a mechanism of semiotic closure through which material objects acquire ritual efficacy within a structured sign system. Employing a qualitative ethnographic design, data were collected through participant observation, interviews with ritual specialists (Basir and Telun), and documentation of ritual utterances and material practices in the Tiwah mortuary ceremony among Kaharingan adherents in Central Kalimantan. The analysis applies Barthes’ Expression-Relation-Content (E-R-C) framework to trace how denotative meanings are transformed into culturally regulated connotations through ritual sequencing and authorized speech. The findings demonstrate that ritual objects do not possess inherent efficacy; rather, their meanings emerge from the structured alignment of material form, ritual position, and linguistically sanctioned authority. Gold (bulau) is reconstituted from a precious metal into a cosmological mediator, while rice (behas) functions as a relational semiotic resource whose meaning is generated through ordered deployment and sequential address. By foregrounding linguistic authorization as a structural mechanism that stabilizes connotation and limits interpretive variability, this study extends Barthesian structural semiotics and offers a transferable analytical model for examining how ritual meaning is produced and governed across diverse cultural contexts of ritual language and symbolism.
English is the third most spoken language in Madagascar, after French, the national language, and Malagasy, the native language, yet its teaching in rural schools remains challenging due to limited exposure, insufficiently trained teachers, and curriculum constraints. This study focuses on investigating the contribution of the task-based approach to learners’ development of critical speaking, as it helps them use language critically in their everyday lives and enhances their communicative competence. This study also explores the challenges learners face in class that limit their critical speaking development. Utilizing a qualitative approach, data were collected through semi-structured online interviews with two English teachers from junior and senior high schools. The findings reveal that learners from senior high school have improved their speaking skills and critical expression through a task-based approach (role play, debates). In contrast, those from junior high school are still taught through a teacher-centered approach, as they are beginner-level students with limited prior exposure to English; thus, their critical ability is still low. The most significant challenges encountered while developing critical skills are learners’ difficulty in mastering the language itself and the curriculum's extensive content, which must be taught and mastered within a short timeframe. These results highlight the need for curriculum reform that prioritizes communicative tasks, scaffolding at lower levels, and increased instructional time for English. This study contributes to a deeper understanding of classroom practice in rural areas of Madagascar by exploring strategies that foster learners' communicative and critical skills within an English as a Foreign Language setting.
This study revisits the perceptions of pre-service English teachers (PSETs) in Indonesia and Thailand on English as an International Language (EIL) concept. This topic under-study scrutinizes their beliefs about the EIL development and implementation, their exposure to diverse English varieties, and the cultural factors that influence their teaching approaches. Review of related literature and studies shows that there has been lack of comparative analysis between non-English-speaking countries regarding Indonesian dan Thai PSETs perception of EIL. This study, therefore, comprises the factors support and hinder the practice of English as an International Language (EIL) in Indonesia and Thailand and the PSETs in Indonesia and Thailand perceive the practice of English as an International Language (EIL) as the focuses understudy.This paper employs a qualitative research method comprised of interviews and observations to study the perspectives of the PSETs under-study. However, generalization of the phenomena will not be attempted as the limitation of the respondents for this study attempts the in-depth analysis of the perceived value on EIL teaching in Indonesia and Thailand. The study pursues a view PSETs as to convey the initial overview and comparison between two countries respecting the EIL practices. This study focuses on 4 (four) PSETs from state high schools in Indonesia and Thailand. The study presents that while teachers acknowledge the global ownership of English, native-speaker norms still dominate assessment standards and curriculum design. Exposure to different English accents is recognized as beneficial, but challenges such as cultural resistance, resource limitations, and lack of real-life practice hinder effective EIL implementation. The findings suggest that systemic changes are needed in curriculum design, teacher training, and assessment methods to align with EIL principles. Future research should explore the long-term impact of EIL-based pedagogy and policy adaptations in non-English-speaking countries so that the practices can be positively beneficial for the implementation of EFL teaching in the context of non-native English-speaking countries.
Oral tradition such as folklore that include storytelling has historically functioned as a dynamic medium for education, social commentary, social reflection in African societies. This tradition is observed to have been adopted in contemporary African literary writers. While acknowledging that not all African literature uniformly engages with oral tradition in didactic ways, this research examines the extent to which Head’s story The Collector of Treasures acts as a vehicle for social critique and educational enlightenment. Thus, the specific objectives of this study are: i) explore how storytelling functions as a vehicle for social reflection by identifying and critically examining the social issues reflected on in the text; and ii) examine the pedagogical value storytelling provides amidst modern education by analysing the educational insights conveyed through storytelling in the text. The study adopts a qualitative research approach and applies the thematic and interpretive analytical technique. Findings from the analysis show that Head’s story provides reflection on social issues specifically gender-based violence, reproductive coercion, the collapse of family structure and the moral failure of formal education and institutional authorities within the postcolonial contexts. It prompts call for critical reflection on whether traditional and existing social practices, personal behaviour, and societal norms promote values such as responsibility, equity, compassion, justice, and recognises the invaluable role of women. Furthermore, the text educates on the emotional and social consequences of abuse, the value of women’s empowerment through work and education, the importance of love and mutual respect in in human relationships and responsibility. This study concludes that Bessie head effectively adapts the communal, reflective, and instructive functions of oral storytelling to the written form. The study recommends integration of such literary texts in formal educational framework, re-evaluation of the purpose of formal education, and support for women economic empowerment.
Critical reading is central to academic literacy in EFL higher education, yet many students struggle to engage strategically with complex academic texts. While prior research has examined reading strategies extensively, empirical attention has been limited to how perceived Difficulty and reading perceptions jointly relate to the use of critical reading strategies in Indonesian university contexts. This study adopted an explanatory sequential mixed-method design involving 32 Indonesian EFL undergraduate students. Quantitative data were collected using a four-point Likert-scale questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression. The quantitative phase was followed by semi-structured interviews to explain and contextualize the statistical patterns. The findings indicate that students generally reported high levels of strategy use and positive perceptions of reading, while perceived Difficulty remained moderate. Correlation results showed that reading perception was moderately associated with strategy use, whereas perceived Difficulty demonstrated weak relationships. Although the regression model did not reach statistical significance, reading perception displayed a marginal predictive tendency, suggesting that students’ epistemic orientation toward reading may play a more meaningful role than perceived textual challenge in shaping strategic engagement. Qualitative findings further revealed that students conceptualize Difficulty as multidimensional, encompassing workload, time constraints, motivation, and contextual relevance, rather than merely linguistic complexity. This study suggests that fostering positive perceptions of reading may be more pedagogically impactful than focusing solely on reducing textual Difficulty. The findings contribute to theoretical discussions of the affective–cognitive dimensions of critical reading and offer practical implications for designing strategy-oriented instruction in EFL higher education.
Animated films play a crucial role in conveying moral messages and shaping character, especially for young audiences. Although there have been previous studies examining Moana (2016) from perspectives such as gender roles or cultural representation, there has been a lack of focus on the analysis of instrumental values, especially for the sequel, Moana 2. Therefore, this study aims to identify the instrumental values represented by the main character, Moana, in Moana 2, while analyzing how these values are reflected through the narrative and her interactions with other characters. This study uses a qualitative descriptive approach with content analysis, where the data comes from Moana's dialogues throughout the film, which were coded and interpreted using Rokeach's 1973 instrumental values framework. The results reveal that 17 out of 18 instrumental values are represented. These values are evident in her decision-making process, her leadership role, her way of resolving conflicts, and her interpersonal interactions, which show that these values serve as ethical guidelines that shape her character development. Ultimately, the conclusion is that Moana 2 depicts Moana as a morally mature leader, with her instrumental values integrated into the storyline, thereby reinforcing the function of animated films as an effective tool for character education and moral development.
Mastery in English medical terminology is crucial for health science students to engage with academic material, comprehend clinical information, and communicate successfully in professional settings. Many learners have ongoing challenges due to the lack of specialized, self-directed learning tools designed for their specific discipline and contextual requirements. This study performed the needs analysis phase of the ADDIE instructional design paradigm to examine the unique requirements for a self-learning e-module in English medical terminology. Data were gathered from 64 students participating in nursing, midwifery, and medical programs via a validated online questionnaire and semi-structured interviews with two faculty lecturers. The analysis investigated three dimensions: learners' needs, existing shortcomings, and favored learning modalities. The findings indicated that students necessitate terminology proficiency mainly for comprehending lectures, interpreting medical literature, and fulfilling academic tasks; encounter significant difficulties in contextual understanding, precise application, and pronunciation; and favor multimedia learning incorporating visual aids, interactive activities, and self-evaluation components. Instructors verified the absence of digital resources tailored to various disciplines that facilitate independent study. The results encourage the development of a mobile-compatible, multimedia-enhanced e-module to connect passive recognition with active application of medical terminology, promoting vocabulary proficiency and learner autonomy in English for Medical Purposes.
The intense competition in the Indonesian cosmetics market is a factor in analyzing the linguistic strategies used to compete in this increasingly fierce market. Besides emphasizing product quality, taglines are the primary selling point and consumer attraction. This phenomenon has created two situations. Firstly brands that initially emphasized history and local culture have shifted to adopting foreign languages in their taglines. Secondly local brands that directly adopting foreign languages, not only in their brand names but also in their taglines. The methodology used in this research is a comparative discourse. That focuses on three core elements (the choice of language code, its function (indexicality), and its speech acts). This study consists of six brand taglines and 12 product taglines. All were collected from Instagram and e-commerce platforms in June 2025. The data were classified into two groups: 'Local Authenticity' (Sariayu, Mustika Ratu, Viva) and 'Global Aspiration' (Somethinc, Scarlett, Make Over). The findings of this study indicate that the 'Local Authenticity' group predominantly uses Indonesian in 55.56% of their taglines. This group is also dominant in assertive actions to index the values of trust and practicality.In contrast, ‘Global Aspiration’ group favored English in 77,78% of cases, predominantly using assertive and expressive act to build an identity indexing global trends and innovation. The conclusion of this study confirms that the choice of language in a beauty product tagline is a fundamental strategic step in market segmentation and building a brand identity that aligns with target consumers in the digital age. This provides brand writers and marketers with actionable insights into strategically indexing language codes to align brand identity with target market expectations.
Meaning extends beyond the literal form of language since it is a dynamic system. Defixis is a remarkable pragmatic phenomenon in language usage; it refers to a collection of statements whose meaning is contingent upon characteristics including speaker, place, time, discourse, and social context. Everyday speech, literary works, and creative expressions (such as song lyrics) all include deixis. Songs are great resources for linguistic analysis and language acquisition because they provide rich contextual references, which are a result of the language's genuine usage. There is a dearth of literature on pragmatics in literary and media texts, although there is some study on deixis in song lyrics, especially as it pertains to ELT. The purpose of this research is to dissect the album Being Funny in a Foreign Language for its deixis and the pragmatic roles they play in certain tracks. Based on Levinson's (1983) theory, this research used a qualitative content analysis methodological approach to classify deixis as follows: personal, temporal, geographical, discourse, and social. Five songs were chosen at random using a purposive sample strategy to gather data for the investigation. As a source of information, documentation procedures were used to gather the official lyrics of the five songs. In addition, the data were evaluated by classifying different kinds of deixis and then determining how often each kind occurred. Out of a total of 482 deixis expressions, 455 were found to be personal (94.40%), 2 to be spatial (0.41%), 7 to be temporal (1.45%), 17 to be discourse (3.53%), and 1 to be social (0.21%), according to the findings. The study revealed that personal deixis was the most common form of deixis, with discourse, time, location, and social deixis following closely behind. Each of these types added to the rich contextual meaning found in the song lyrics. This discovery suggests that students' comprehension of pragmatic studies, particularly as it pertains to deixis, might be enhanced by using song lyrics as realistic teaching resources.
In the Qur'an, changes in morphological patterns (wazan) not only produce grammatical variations, but also give birth to differences in meaning. One of the most productive roots in the Qur'an is the root [س-ل-م], which gives birth to various derivations. The word سلم is often interpreted in a limited way as "peace" or "Islam". This study aims to identify all derivations of the root [س-ل-م], classify its morphological form, and analyze its core meaning and semantic development in the translation of the Qur'an of the Ministry of Religion of the Republic of Indonesia. This study uses a qualitative-descriptive design with a morpho-semantic approach. Data were collected through a documentation technique by tracing all Qur'anic verses containing derivatives of the root, then analyzed through the stages of identification, morphological classification, determination of core meaning, and contextual analysis. The results showed that the root س-ل-م (s-l-m) appeared 140 times with 16 derivative forms, dominated by the nominal form (112 data) rather than the verbal (28 data). Semantically, these roots form a network of meanings that include existential salvation, spiritual surrender, theological systems (Islam), collective identity (Muslim), social peace, and cosmic surrender. This study confirms that the concept of salvation in the Qur'an is multidimensional and linguistically structured.
In contemporary discussions of Iranian women’s writing, Embroideries (2005) by Marjane Satrapi is often read primarily as a humorous or subversive critique of patriarchy. However, less attention has been given to how the memoir constructs memory as a performative and collective site of agency within postcolonial feminist discourse. Set during an afternoon domestic gathering, the graphic narrative depicts Iranian women negotiating identity, sexuality, and honor through storytelling across three generations. Drawing on feminist narratology and postcolonial feminist theory, this study examines how narrative voice, dialogic exchange, and graphic sequencing work together to produce agency as a relational process rather than an individual attribute. Butler’s theory of performativity is applied to recurring speech acts such as gossip, confession, and teasing, showing how agency emerges through repetition, citation, and collective participation. Cixous’s concept of écriture féminine further illuminates how Satrapi’s fragmented visual style and intimate domestic dialogue transform everyday experience into a gendered mode of writing. Rather than presenting memory as passive recollection, the memoir figures remembering as an embodied and dialogic practice shaped by classed and domestic contexts. By displacing politics from spectacular historical rupture to intimate domestic interaction, the memoir reconceptualizes the collective as inherently political, demonstrating how shared storytelling operates as a mode of critique, negotiation, and survival. These findings contribute to feminist and postcolonial scholarship by expanding approaches to graphic memoir beyond trauma and autobiography, and by rethinking Iranian women’s agency as relational, performative, and grounded in everyday social practice.
This paper presents a pragmatic analysis of the social media discourses of Nigerians in the diaspora. The diaspora phenomenon has been a major theme of discussion and discourse on the African continent, and Nigeria presents a unique case. The paper employs a qualitative approach to attempt a pragmatic analysis of online discourses concerning Nigerians in the diaspora. The data were fifty (50) screenshots of posts by Nigerians in the diaspora sourced from Facebook and Twitter. The data were subjected to pragmatic analysis anchoring on Attribution theory to construe how Nigerian diasporic social media discourses are structured to project ascribing (attributing) justification for adulation and condemnation of Nigeria and their host countries. Findings reveal that Nigerians in the diaspora foreground condemnation of Nigeria as regards economic hardship, leadership failure, impunity and religious deceit and condemnation of the host countries in terms of racism practice, unfavourable weather, stress at work, scarcity of desired food items and unfavourable immigration laws. Adulation expressed about Nigeria concerns liveliness, local foods, communal life and cheap commodities while adulation about the host countries’ borders on availability of jobs, good standard of living, good leadership style, justice and access to quality social amenities. It is concluded that despite leaving Nigeria for other countries in search of a better life, Nigerians in the diaspora are not completely fulfilled as they still appreciate certain things and lifestyles about Nigeria wish they have no access to in their host countries and they express their dislike about their host countries which are communicated in their social media discourses. It is therefore concluded that there is no country that has all human needs and there is none that does not have anything desired.
