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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) Calakan: Jurnal Sastra, Bahasa, dan Budaya
Sibuea, Todo
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Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The Manifestation Of Symbolic Violence In The Great Gatsby (2013): Pierre Bourdieu’s Perspective Tamo, Mensiana; Sibuea, Todo
Calakan : Jurnal Sastra, Bahasa, dan Budaya Vol. 3 No. 3 (2025): Nopember
Publisher : PT. Alahyan Publisher Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61492/calakan.v3i2.372

Abstract

Symbolic violence is a gentle, imperceptible, and invisible violence that is often maintained by dominant groups through symbols, languages, cultures, and social norms. This study investigates the manifestation of symbolic violence in The Great Gatsby (2013) using Bourdieu’s theory of symbolic violence, focusing on concepts such as capital, habitus, field, and doxa. With a descriptive qualitative method and a multimodal critical discourse analysis approach, this study focuses on how symbolic violence is conveyed through various semiotic modes in the film, including verbal language, bodily gestures, visuals, and spatial arrangements. This study analyzes selected scenes that represent symbolic violence, focusing on six characters: Gatsby, Tom, Daisy, George, Myrtle, and Nick. The findings reveal that symbolic violence operates subtly through interactions shaped by social position and the unequal distribution of capital. Rather than being exercised by a single dominant character, symbolic violence emerges as a dynamic process where power shifts depending on who possesses dominant capital within specific social fields. These forms of symbolic violence are reinforced through the interplay of verbal, visual, gestural, and spatial elements of the film.
Pelatihan Asistensi Artificial Intelligence (AI) terkait penulisan Bahasa Inggris pada PT. KCI Indonesia Dinanti, Putri Ayienda; Sibuea, Todo
Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) Vol 9, No 4 (2025): Jurnal Pelayanan dan Pengabdian Masyarakat (PAMAS)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM Universitas Respati Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52643/pamas.v9i4.7069

Abstract

The Artificial Intelligence (AI) Assistance Training for English writing at PT. KCI Indonesia is designed to address the written communication challenges faced by employees. This program aims to enhance English writing skills by utilizing AI technology that provides real-time feedback on grammar, vocabulary, sentence structure, and giving ideas to write. In the era of globalization, strong written communication skills have become essential to ensure professionalism in various business documents. Furthermore, this training is designed to support employees in drafting documents that align with the needs of the business context. The program's implementation methods include socialization, training, mentoring, and performance evaluation. The training results indicate improvements in employees' writing skills, making them more efficient. Employees have become more confident in preparing various types of business documents. The company's employees are now better equipped to enhance English literacy within the business context. With an innovative AI-based approach, this program offers a relevant solution for PT. KCI to face future global challenges
Teacher’s Asynchronous Written Corrective Feedback in Online Esp Classroom: Students' Perceptions Sibuea, Todo; Rahmawati, Irma
Edukasi Vol 12 No 01 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/8qrwqq35

Abstract

The current study investigates the types and focus of an EFL teacher’s corrective feedback and the students’ perceptions about their teacher’s feedback. This study adopts a mixed-method approach by combining quantitative and qualitative data to examine the teacher’s electronic asynchronous feedback. The data for this study were collected by conducting online observations of the teacher’s classes which were mediated by a Learning Management System (LMS), an online survey distributed to the course’s students and a semi-structured interview with selected participants. The respondents who filled out the survey were 17 undergraduate students from the communication department at a private university in Jakarta, Indonesia. The students took a mandatory English for Specific Purposes (ESP) course and participated in this study voluntarily. The findings revealed that the ESP teacher preferred providing direct and focused feedback in her online classes. The focus of her feedback was oriented toward the processes of learning and the levels of self-regulation. In terms of perception, the part-time students perceive the teacher’s direct and focused feedback as helpful in indicating their weak areas in L2 competency and appropriate for online courses.
Co-Authors Dinanti, Putri Ayienda Irma Rahmawati Tamo, Mensiana