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All Journal Jurnal Sosioteknologi Metalingua: Jurnal Penelitian Bahasa Journal of Research on English and Language Learning (J-REaLL) CALL
Purnama, Arry
Universitas Al-Ghifari
Arts Humanities Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS’ APPLICATION OF SYSTEMIC FUNCTIONAL LINGUISTICS ON MASS MEDIA AND SOCIAL MEDIA Arry Purnama
Jurnal Sosioteknologi Vol. 18 No. 2 (2019)
Publisher : Fakultas Seni Rupa dan Desain ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/sostek.itbj.2019.18.2.2

Abstract

The application of Systemic Functional Linguistics (SFL) is actually almost unlimited. However, for students, the broad scope of SFL application seems blurry. This study aims to look for the trend of students’ analysis employing SFL on different media. Using a qualitative method, this research focuses on comparing the outcome of students’ analysis in applying SFL on both mass media and social media. The findings showed that the students who applied SFL on the social media had more various discussions than those who applied it on the mass media. The varying discussions and analysis written by students applying SFL on the social media (further called social-media students) differed from students applying SFL on the mass media (further called mass-media students), related to some points. First, social-media students explored more language phenomena than did mass-media students using SFL on the mass media. Second, socialmedia students employed majority of the approaches of SFL in exploring language phenomena occurred on the social media, while mass-media students only used at least two approaches of SFL in exploring the phenomena occurring on the mass media. Penerapan Systemic Functional Linguistics (SFL) sebenarnya hampir tidak terbatas. Namun, bagi mahasiswa, cakupan penerapan SFL yang luas nampak kabur. Penelitian ini bertujuan untuk menemukan trend analisis mahasiswa yang menggunakan SFL dalam berbagai media. Dengan menggunakan metode kualitatif, penelitian ini difokuskan untuk membandingkan hasil penelitian mahasiswa pada media massa dan media sosial menggunakan pendekatan SFL. Hasil penelitian menunjukkan bahwa mahasiswa yang mengaplikasikan pendekatan SFL pada media sosial memiliki lebih banyak pembahasan dibanding mahasiswa yang mengaplikasikan SFL pada media massa. Beragamnya pembahasan yang ditulis oleh mahasiswa yang menerapkan SFL pada media sosial berbeda dari mahasiswa yang menerapkan SFL pada media massa, terkait dengan beberapa poin: pertama, mahasiswa yang menganalisis media sosial mengeksplorasi lebih banyak fenomena kebahasaan dibandingkan mahasiswa yang menganalisis media massa; dan kedua, mahasiswa yang menganalisis media sosial menggunakan sebagian besar pendekatan SFL dalam mengeksplorasi fenomena kebahasaan yang terdapat pada media sosial, sementara mahasiswa yang menganalisis media massa hanya menggunakan setidaknya dua pendekatan dalam mengeksplorasi fenomena yang terjadi pada media massa.
RACISM IN WHERE’S THE MONEY(2017) MOVIE Jeanniefer Sholihati; Arry Purnama
CALL Vol 3, No 1 (2021): CALL
Publisher : Universitas Islam Negeri Sunan Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/call.v3i1.12501

Abstract

Racism still needs attention because it still happens until now. Where’s the Money is attractive popular movie about black people so that this research focuses on exploring the kind of racism in Where’s the Money (2017) movie to get a closer look at some kinds of coming from the action and/or dialogue. The main objective of this research is to determine the forms of racism. The researchers employed Mark Harlsted’s theory of racism by literary criticism and an objective approach. This research is also framed in a qualitative descriptive method in collecting the data. The result shows that racial discrimination often occurs in the movie. There are three types of racial discrimination found in the movie: Pre-reflected Gut Racism, Cultural Racism, and Institutional Racism. The findings are ten data showing Pre-reflected Gut Racism, eight data exhibiting Cultural Racism, and three data displaying Institutional Racism. The three data that have been collected and listed are those that have been classified based on their form and types, and also analyzed according to the approach and theories. Based on the findings, it can be seen that Whites give opportunity to a Black to join his community only for their own advantages. That is, to make a good image in the society as open-minded individuals concerning the racial issues. Most people say that racism does no longer exist, but the reality makes different views. In the US, Black Lives Matter is one of the movements which becomes a great issue and very crucial, which is also related to racial topic. Keywords: Racial Discrimination; Racism; Movie; Pre-reflected Gut Racism;     Cultural Racism; Institutional Racism
THE REPRESENTATION OF HAMAS AND ISRAEL IN AMERICAN AND ARABIAN MASS MEDIA: A CRITICAL DISCOURSE ANALYSIS Arry Purnama
Metalingua: Jurnal Penelitian Bahasa Vol 14, No 1 (2016): METALINGUA, EDISI JUNI 2016
Publisher : Balai Bahasa Jawa Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (128.012 KB) | DOI: 10.26499/metalingua.v14i1.182

Abstract

KONFLIK antara Palestina dan Israel yang berlangsung sejak beberapa dekadeterakhir masih tidak terselesaikan sampai saat ini. Beragam argumentasi mengenaipenyebab konflik menyebar secara global karena peran media massa. Dari sudutpandang paradigma kritis, media massa bukan merupakan institusi netral yangmemberitakan segala hal secara objektif. Media massa selalu memilikikecenderungan-kecenderungan tertentu dalam memberitakan sesuatu. Olehkarena itu, kecenderungan-kecenderungan tersebut perlu untuk diobservasi lebihlanjut. Berdasarkan penjelasan di atas, penelitian ini berfokus pada cara mediamassa merepresentasikan Hamas dan Israel melalui pemberitaan media massa,terutama pemberitaan dari CNN yang mewakili media masa Amerika dan AlJazeera yang mewakili media masa Arab. Menggunakan ancangan kualitatifdan metode deskriptif, peneliti menemukan bahwa CNN merepresentasikan Hamassecara negatif dan merepresentasikan Israel secara positif. Di sisi lain, Al Jazeeramerepresentasikan Hamas secara positif tetapi merepresentasikan Israel secaranegatif. Representasi-representasi diatas berasal dari kesan-kesan yang akandidapatkan oleh pembaca berkaitan dengan pihak-pihak yang terlibat dalamkonflik. Media masa dengan sengaja membangun dikotomi seperti ini untukmempengaruhi pembaca agar pembaca mendukung atau menentang salah satupihak; karena pembaca sangat mungkin mendukung pihak yang memiliki kesanpositif daripada pihak yang memiliki kesan negatif. AbstractTHE Palestine-Israel conflict which has run for decades remains unsolved. Variousargumentations about the main cause of the conflict emerged globally as the result ofthe news released by the mass media. In critical paradigm, mass media is not a neutralentity which reports everything happens objectively. Mass media has its own tendencyin reporting what happens. Therefore, the tendency of the report needs to be observedin detail. Based on the background above, this research focused on the way of massmedia in representing Hamas and Israel within the conflict, especially CNN representingthe American mass media and Al Jazeera representing the Arabian mass media. Usingqualitative approach and descriptive method, the researcher found that within the conflict,CNN represented Hamas relatively negatively but represented Israel relativelypositively. On the other hand, Al Jazeera represented Hamas relatively positively butrepresented Israel relatively negatively. The positive and negative representation comefrom the impression given by the mass media toward the sides involved in the conflict.The mass media deliberately construct this dichotomy toward the sides involved in theconflict to influence the reader; because by having a positive impression, for example,the reader will possibly support one side rather than another.
LANGUAGE MARGINALIZATION AND (POSSIBLE) LANGUAGE RACIALIZATION IN THE INDONESIAN HIGHER-EDUCATION ENGLISH PEDAGOGY Purnama, Arry
CALL Vol. 7 No. 1 (2025): CALL
Publisher : Universitas Islam Negeri Sunan Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/call.v7i1.44976

Abstract

This study describes the subtle practice of language marginalization in the Indonesian higher-education English pedagogy. Employing an autoethnographic method to scrutinize my personal narratives concerning assumptions, biases, and internalized ideologies, I formulated two research questions to guide the inquiry: (1) How does language marginalization take form in the teacher-student interactions and teachers’ perception toward students in the context of Indonesian higher-education English pedagogy? (2) How do these practices of language marginalization relate to language racism in the context of Indonesian higher-education English pedagogy? Through this study, I argue that language marginalization could occur tacitly in any English higher-education subject where students had to showcase their English production, such as speaking and writing courses. This is when their English productions are complained and appropriated due to the internalized monolingual ideology. Language marginalization could also ensue in any classes whether or not teachers demand students to demonstrate their English productive skills. In this case, the phenomenon is bolstered by the teachers’ attitudes and assumptions on students based on students’ physical phenotypes and language production. I also demonstrate how language marginalization relates to language racism in Indonesia’s higher-education settings, in a way that both occur simultaneously and the former fuels the latter. Finally, I suggest some recommendations for Indonesian English teacher for more productive, just pedagogical practices.
Infusing critical pedagogy in language-skill classrooms: A critical autoethnography of a teacher of color as a praxis of decolonization Arry Purnama
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i2.25210

Abstract

This study responds to concerns about the scarcity of teaching materials (and methods) because a classic tenet of critical pedagogy often discourages English teachers from applying the philosophy. In this critical autoethnography, the author presents his lived experience as an English student and teacher-educator of color in Indonesia, a multilingual country, through eleven narratives focused on language-skill classrooms. The data were collected using the critical incident procedure and analyzed using content analysis. Through this study, the author found that English-language-skill classrooms are so positivist, prescriptive, and formalistic that they leave no room for knowledge-making activities, nor do they cultivate students’ critical thinking. Thus, the author proposes three teaching strategies to infuse critical pedagogy into English language-skill instruction: providing sociohistorical contexts, offering alternative narratives, and exposing various grammatical conventions of World Englishes. These teaching strategies are the author’s transformative praxis, believed to be applicable to teaching language-skill subjects in multilingual countries whose students’ first language is not English and in post-colonial countries where the trace of colonialism still influences educational practices. As a critical autoethnography, this study solely highlights the author’s experiences, and therefore the findings are not generalizable. This is the study’s main limitation. Yet, the author hopes this work provides verisimilitude that resonates with other English students, teachers, and teacher-educators, so that more autoethnographic work in the same vein can manifest.
Co-Authors Jeanniefer Sholihati