Articles
<![CDATA[Multimodal Representation of Gender in Two Senior High School Textbooks ]]>
<![CDATA[Asriyama, Weksa Fradita]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Wuli Fitriati, Sri]]>
<![CDATA[ English Education Journal Vol 10 No 1 (2020): March 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/eej.v10i1.34023
<![CDATA[The urgency in revealing multimodal gender representation in education is the background of this study. Two English textbooks for Senior High School students entitled “Talk Active†and “Pathway to English†were used as the subjects of the study. The objectives of the study are to explain multimodal representation of gender through its typical roles, conversational roles, and semantic representation found in the aforementioned English textbooks. In gathering the data, Brugeilles and Cromer’s (2009) gender representation analysis was adapted as instruments to gain the data for gender typical roles, Francis and Hunston’s (2002) analysis was employed to get the data for gender conversational roles, and lastly, Mills’ (1995) feminism language was used to collect the data for gender semantic representation. The findings revealed that in both textbooks males have typical roles as breadwinners in dometic sphere and leaders in social and occupational spheres, whereas females have nurturing roles in domestic phere, followers roles in social sphere and subordinates in occupational spheres. With regard to gender conversational roles, the findings shown that in “Talk Active†males are the dominant speakers and females are the deferential speakers, while in “Pathway to Englishâ€Â, the opposite happened. Lastly, the finding of gender semantic representation analysis told that both textbooks represent both gender equally, although some sexist ‘man’ affixes were found.]]>
<![CDATA[Multimodal Representation of Gender in Two Senior High School Textbooks ]]>
<![CDATA[Asriyama, Weksa Fradita]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Wuli Fitriati, Sri]]>
<![CDATA[ English Education Journal Vol 10 No 1 (2020): March 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.15294/eej.v10i1.34023
<![CDATA[The urgency in revealing multimodal gender representation in education is the background of this study. Two English textbooks for Senior High School students entitled “Talk Active†and “Pathway to English†were used as the subjects of the study. The objectives of the study are to explain multimodal representation of gender through its typical roles, conversational roles, and semantic representation found in the aforementioned English textbooks. In gathering the data, Brugeilles and Cromer’s (2009) gender representation analysis was adapted as instruments to gain the data for gender typical roles, Francis and Hunston’s (2002) analysis was employed to get the data for gender conversational roles, and lastly, Mills’ (1995) feminism language was used to collect the data for gender semantic representation. The findings revealed that in both textbooks males have typical roles as breadwinners in dometic sphere and leaders in social and occupational spheres, whereas females have nurturing roles in domestic phere, followers roles in social sphere and subordinates in occupational spheres. With regard to gender conversational roles, the findings shown that in “Talk Active†males are the dominant speakers and females are the deferential speakers, while in “Pathway to Englishâ€, the opposite happened. Lastly, the finding of gender semantic representation analysis told that both textbooks represent both gender equally, although some sexist ‘man’ affixes were found.]]>
<![CDATA[Multilingualism academic community in Purwokerto ]]>
<![CDATA[Ummi Nurjamil Baiti Lapiana]]>;
<![CDATA[Weksa Fradita Asriyana]]>;
<![CDATA[Eka Dyah Puspita Sari]]>;
<![CDATA[Nadia Wirda Ummah]]>;
<![CDATA[Memet Sudaryanto]]>
<![CDATA[ EKSPOSE Vol 20, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Bone ]]>
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DOI: 10.30863/ekspose.v1i1.1372
<![CDATA[Language is one of the cultural elements that shows self-identity in certain communities. Multilingualism in non-indigenous community in Purwokerto needs to be analyzed to see how natives and sojourners negotiate meanings and deliver messages in their daily multilingual interactions. The negotiation of meanings and delivery of messages become prominent points since multilingualism may lead into meaning shifting, identity changing, and or cultural conflicts between interlocutors. This study employs a descriptive qualitative approach to explain multilingual phenomena in Purwokerto academic community. The data were taken from direct and indirect interactions, such as scientific forums, scientific discussions, faculty meetings, scientific presentations, and social media. The findings and discussions show that the most frequent reasons for multilinguals to code-switch and code-mix is for talking about a particular topic (55.06%) and being empathetic about something (34.17%).Bahasa merupakan salah satu anasir kebudayaan sekaligus dapat menunjukkan identitas diri pada komunitas tertentu. Penerimaan multibahasa pada masyarakat non-native Purwokerto perlu dianalisis untuk melihat keberterimaan bahasa dan ketersampaiannya. Konsep multibahasa yang diterima interlocutors dapat mengalami pergeseran makna, perubahan identitas, maupun perselisihan budaya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan menjelaskan fenomena kebahasaan yang ada pada komunikasi akademik di Purwokerto. Transkrip data meliputi komunikasi yang terbentuk atas pola interaksi langsung dan tidak langsung yang meliputi pertemuan ilmiah dalam diskusi ilmiah, forum rapat, paparan materi maupun komunikasi akademik pada media sosial. Sebagian besar alasan yang mendasari penggunaan multibahasa adalah talking about particular topic (55.06%) dan empatic about something (34.17%). Selain itu, bentuk-bentuk penerimaan konsep multibahasa direfleksikan melalui campur kode dan alih kode melalui interaksi langsung maupun tidak langsung.]]>
<![CDATA[Do Textbooks Really Promote Gender Equality?: A Multimodal Analysis of Gender Roles ]]>
<![CDATA[Weksa Fradita Asriyama]]>;
<![CDATA[Eka Dyah Puspita Sari]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 4 No 1 (2022): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris (Universitas Internasional Batam) ]]>
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DOI: 10.37253/iallteach.v4i1.6723
<![CDATA[Gender equality has been promoted by UNICEF since 1995. One strategical way to promote gender equality is through education by exposing the youth to nonbiased learning materials. This paper investigates the representation of gender roles in two English textbooks for senior high school students. Gender related images and texts are taken as the data. The data were analysed using Bruggeilles and Cromer’s (2009) framework for gender typical roles. Findings reveal that in both textbooks, males have the roles as leaders in domestic, social, and occupational sphere while females are considered as keepers, protectors, and caretakers in those spheres.]]>
<![CDATA[Language Politeness Education through Language Behaviour Habits: Concerning the Indonesian and Japanese Viewpoints ]]>
<![CDATA[Ely Triasih Rahayu]]>;
<![CDATA[Slamet Riyadi]]>;
<![CDATA[Hartati Hartati]]>;
<![CDATA[Anggita Stovia]]>;
<![CDATA[Nisa Roiyasa]]>;
<![CDATA[Weksa Fradita Asriyama]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.3267
<![CDATA[Language politeness has universal characteristics. It means that speech communities from any country have their own language politeness based on the applicable norms. Language politeness education starts from family. Meanwhile, outside family communities, such as schools or society, language politeness education is greatly needed to create positive interactions between language users and certain communities. This research discussed language politeness education in two languages (Indonesian and Japanese) using a comparative qualitative case study in library research. The results of the study informed that Indonesian and Japanese are two languages that implement language politeness through both verbal and non-verbal languages. Verbal language is shown by the chosen polite words, while non-verbal language is shown by the speaking body gestures.]]>
<![CDATA[Measuring The Possibility Of Podcasts In Spotify Application To Improve Students’ Listening Skills On Narrative Texts ]]>
<![CDATA[Nu’mah Fatchiyah Disiwi]]>;
<![CDATA[mustasyfa thabib kariadi]]>;
<![CDATA[Weksa Fradita Asriyama]]>
<![CDATA[ JELLE Vol 4, No 2: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION 2023 ]]>
Publisher : <![CDATA[LPPM Universitas Pekalongan ]]>
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DOI: 10.31941/jele.v4i2.3325
<![CDATA[This research aimed to improve students’ listening skills using podcast in Spotify application. This research utilized a pre-experimental design with a quantitative approach involving 30 samples of students from MA EL-BAYAN Majenang. The research instruments were pre-tests and post-tets, which consisted of 40 questions based on the application used. The results of this research showed that the students’ listening skill after using podcast in spotify application was improved up to 55.5% from the mean pre-tests score 40.67 to mean post-tests score 63.25. Furthermore, the results of significance values was 0.001 < 0.05, it means that the students’ listening skills using podcasts in Spotify application significantly improved. In other words, Alternative Hypothesis was accepted and Null Hypothesis is rejected. Furthermore, it can be concluded that the use of podcast in spotify application was improve for students’ listening skill on narrative text at grade XI of MA EL-BAYAN Majenang. Based on the research result above, the use of podcast in spotify application was improve for students’ listening skill on narrative text at grade XI of MA EL-BAYAN Majenang. The researcher suggests that the English teachers should use podcast in spotify application for teaching-learning process, especially in listening skill. The researcher also suggests that the student should have more practice in listening skill to improve their abilities. Keywords: Listening Skill, Narrative Text, Podcast in Spotify Application]]>
<![CDATA[A CASE STUDY OF STUDENTS’ PERCEPTIONS ON REWARD AND PUNISHMENT GIVEN BY THEIR ENGLISH TEACHER ]]>
<![CDATA[Anisa Toharoh Nurhuda]]>;
<![CDATA[Erna Wardani]]>;
<![CDATA[Weksa Fradita Asriyama]]>
<![CDATA[ LEAD (Language, Education and Development) Vol 1 No 1 (2021): September ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya ]]>
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DOI: 10.20884/1.lead.2021.1.1.4828
<![CDATA[This research generally deals with reward and punishment in English teaching. It is mainly concerned with (1) the types of reward and punishment often given by English teachers, (2) students’ perceptions on reward and punishment given by their English teacher, (3) students’ feedback on reward and punishment given by their English teacher. The data were collected using questionnaire, interview, and observation. The data analysis was performed through the selection and transcription of the data related to the research objectives. The data were then presented descriptively. The results of this research indicate that (1) 80% of the students mention that the types of reward and punishment often given by their English teacher are praise, tribute, recommendation and commands, and notice, (2) 84% of the students claim that reward and punishment are important in English teaching, and based on the students’ feedback, (3) 76% of the students become more motivated in learning after receiving reward and punishment given by their English teacher. These findings suggest that reward and punishment has a significant effect on building up students’ motivation to learn and upgrading their academic achievement (grades).]]>
<![CDATA[COVID-19 PEDAGOGY IN ONLINE SCHOOL FIELD INTRODUCTION PROGRAM AT JUNIOR AND SENIOR HIGH SCHOOLS IN PURWOKERTO ]]>
<![CDATA[Erna Wardani]]>;
<![CDATA[Indriyati Hadiningrum]]>;
<![CDATA[Weksa Fradita Asriyama]]>
<![CDATA[ LEAD (Language, Education and Development) Vol 2 No 1 (2022): November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya ]]>
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DOI: 10.20884/1.lead.2022.2.1.4834
<![CDATA[The Covid-19 pandemic has changed the educational process at all levels globally. Educational activities that originally took place in face-to-face activities have turned into online or network activities. This online activity also has a great influence on the ability to educate and teach teachers and students practicing School Field Introduction programs. This study aims to determine (1) the Supervising Teacher's perception of the implementation of the Online School Field Introduction Program for English Education Undergraduate students and (2) the Supervising Teacher's perception of the student's pedagogical competence during School Field Introduction programs for English Education Undergraduate students. There are 8 Junior High Schools (SMP), 7 Senior High Schools (SMA), and 2 Vocational High Schools (SMK) which are the venues for the event. This study uses a descriptive method where the researcher provides a detailed description of the perception of the supervising teacher on the implementation of the online school field introduction program and the student's pedagogical ability in the activity. The results showed that the implementation of the Online School Field Introduction Program was going well and the students' pedagogical abilities still needed to be improved in teaching and learning activities. This is evidenced by positive perceptions of campus communication points (80%), coordination and debriefing activities (86%), drop-off and withdrawal activities (82%), the mentoring process (81%), and the reporting process (80%) of a total of 50 supervising teachers as respondents. Meanwhile, in terms of students' pedagogical abilities, neutral perceptions are found in the understanding students (74%), development of high school students' potentials (70%), and understanding the educational foundation for the benefit of learning (72%). However, negative perceptions are centered on the designing and implementing learning (56%) as well as the designing and implementing evaluation (54%).]]>
<![CDATA[Improving the Students' Vocabulary Mastery through Youtube-based English Children Songs ]]>
<![CDATA[Febriana, Annisa Roro Kinanti]]>;
<![CDATA[Kariadi, Mustasyfa Thabib]]>;
<![CDATA[Asriyama, Weksa Fradita]]>
<![CDATA[ Jurnal Vokasia Vol 4 No 1 (2024): June 2024 ]]>
Publisher : <![CDATA[Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed ]]>
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DOI: 10.20884/1.vokasia.2024.4.1.12142
<![CDATA[This research was conducted to improve the students’ vocabulary mastery through YouTube-based English children song. A quantitative method with a pre-experimental design was employed with the samples of 27 students at Annida Islamic elementary school. Pre-test and post-test instruments consisting 30 questions were formulated based on YouTube-English Children Songs. The results showed that the students’ vocabulary improved up to 13.4% from the mean pre-test score of 52.93 to the post-test score of 81.30. The results also showed the significance value of 0.002 < 0.05 meaning that the students’ vocabulary mastery significantly increased after using YouTube-based English Children Songs. The implementation of YouTube-based English children song was considered fairly effective (0.7 > gain > 0.3) proven by the gain score of 0.51 (medium category) obtained from the mean pre-test score of 52.93 and post-test of 81.30. Thus, the implementation of YouTube-based English children song can improve the students’ vocabulary mastery at Grade IV of Annida islamic elementary school Sokaraja and was considered effective to improve the students’ English vocabulary mastery. It is suggested that English teachers should implement YouTube-based English children songs in their teaching and learning processes and the students should practice more using YouTube-based English children songs to improve their English vocabulary mastery. Keywords: : YouTube, English Children songs, Vocabulary Mastery]]>
<![CDATA[Do Textbooks Really Promote Gender Equality?: A Multimodal Analysis of Gender Roles ]]>
<![CDATA[Asriyama, Weksa Fradita]]>;
<![CDATA[Sari, Eka Dyah Puspita]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 4 No. 1 (2022): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v4i1.6723
<![CDATA[Gender equality has been promoted by UNICEF since 1995. One strategical way to promote gender equality is through education by exposing the youth to nonbiased learning materials. This paper investigates the representation of gender roles in two English textbooks for senior high school students. Gender related images and texts are taken as the data. The data were analysed using Bruggeilles and Cromer’s (2009) framework for gender typical roles. Findings reveal that in both textbooks, males have the roles as leaders in domestic, social, and occupational sphere while females are considered as keepers, protectors, and caretakers in those spheres.]]>
