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All Journal International Journal of Active Learning NOTION: Journal of Linguistics, Literature, and Culture
Kustinah Kustinah
Universitas Widya Dharma Klaten
Arts Humanities Education Languange, Linguistic, Communication & Media

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Afro-American Literature: The Analysis of Gorilla, My Love by Toni Cade Bambara Kustinah Kustinah; Sri Haryanti; Suhud Eko Yuwono; Umi Sholihah
NOTION: Journal of Linguistics, Literature, and Culture Vol. 3 No. 1 (2021): NOTION: Journal of Linguistics, Literature, and Culture
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/notion.v3i1.3547

Abstract

It is said that Afro-American literature is the body of literature produced in the United states by writers of African descent. Today, Afro-American literature has become accepted as an integral part of American literature. In broad terms, Afro-American literature can be defined as writings by people of African descent living in the United States. This qualitative study analyzes a short story entitled Gorilla, My Love written by a female Afro-American writer, Toni Cade Bambara. The analysis of the study aims at answering the three problem formulation: (1) states the literariness of the text (2) explains how the literariness of the text play as a means to symbolize a “broader” text (the universe) and (3) writes the proof of mental evidences taken from the text. In analyzing the short story, this study uses Sociology of Literature and Psychology of Literature. The two theories help readers understanding the theme of the short story by reading the explanation about how the narrator of the story set the plot. This study uses narrative as its approach since this is a literary study where a short story is analyzed through its narrative structure. The conclusion of the study provides the proof of its research benefits: giving information to readers about the following: (1) all about Afro-American literature plus its life-experience, family-values, etc. (2) how a literary work can connect its readers to their life and (3) an understanding that a reading-act strengthens the definition that a literary work is as a portrait of human experience.
A Comparative Study on Students’ Grammar Achievement Taught by Lecture and Inquiry Methods Sri Haryanti; Kustinah Kustinah; Sukasih Ratna Widayanti
International Journal of Active Learning Vol 8, No 2 (2023): October 2023
Publisher : International Journal of Active Learning

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Abstract

Mastery of grammar/structure is central to mastery of language skills. Without mastering structure, students will have difficulty expressing their thoughts both orally and in written. Based on several years of teaching experience, researchers know that most students have succeeded in mastering lecture material through the lecture method. The researchers formulated two problems: 1) Is there a significant difference in structure learning achievement between students taught through lecture and inquiry methods?, 2) Which method results better structure learning achievement?.The population of this study are the third semester students of the English Education Study Program, Widya Dharma University of Klaten for the 2022/2023 Academic Year with a total of 20 students. The sampling technique used was purposive sampling. The independent variables in this study were students who were taught by lecture and inquiry methods. While the dependent variable was structure learning achievement. Researchers used the test method to collect data. The content validity of the test used was tested by comparing the content of the test with the content of the material taught in semester III. The data analysis method used was a statistical method of t-test. The mean of students taught by the lecture method is 76.6, and by the inquiry method is 73.91. The t-test calculation result of  0.181 does not fulfill any of the t-table lists, so there is no significant difference in structure learning achievement between students taught through lecture and inquiry methods; and lecture method is better at producing structure learning achievement. 
Co-Authors Sri Haryanti Suhud Eko Yuwono Sukasih Ratna Widayanti Umi Sholihah