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All Journal FRANCISOLA OKARA: Jurnal Bahasa dan Sastra Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Franconesia Journal of French Teaching, Linguistics, Literature, and Culture Bhakti
Lasman, Diah Kartini
Universitas Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Ben Jelloun’s Point of View on Racism in the Essay Le Racisme Expliqueé À Ma Fille Annisa Nitya Pradivta; Diah Kartini Lasman
OKARA: Jurnal Bahasa dan Sastra Vol. 15 No. 1 (2021): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v15i1.4512

Abstract

Moroccan literature has been growing since the 1950s, when Morocco was still under French occupation. The big themes that commonly appear in Moroccan literature are the issues of colonialism and racism. One Moroccan writer whose work speaks a lot about racism is Tahar Ben Jelloun. This article aims to analyze one of Ben Jelloun's works entitled Le Racisme expliquée à ma fille. The essay discusses a father and his 10-year-old daughter about racism and what makes people became racist. In the essay, some words are in bold, and these words are mostly phenomena or social events related to the dark history of world civilization due to racism. This study used a qualitative method by using Genette's focalization theory and opposition theory by Greimas markers. The analysis results show that the concept of racism in this essay is conveyed through the father's focalization even though the essay's form is a question and answer between the father and daughter. The selection of forms of dialogue with father and daughter figures can be seen as a narrative strategy to convey the implicit meaning to combat racism. Anti-racism education in the family is Tahar Ben Jelloun's reflection on solutions to racism in the world.
L’évaluation de la compréhension orale dans le contexte de l’enseignement à distance pour les étudiants de la section française Universitas Indonesia Diah Kartini LASMAN; Sesulih Kapti LARAS
FRANCISOLA Vol 8, No 1 (2023): JUIN
Publisher : Department of French Language Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/francisola.v8i1.60898

Abstract

RÉSUMÉ. Pendant les années universitaires 2020/2021 et 2021/2022, à l’occasion de la crise sanitaire COVID-19, la plupart des cours et des évaluations au département du français de l’Universitas Indonesia se sont organisés à distance. Nous portons donc de l’intérêt à la question de la mise en œuvre de l’évaluation de la compréhension orale (CO), qui est souvent considérée difficile par les étudiants et par les enseignants, dans ce nouveau contexte de l’enseignement. Les données sur lesquelles nous nous appuyons sont les évaluations de fin semestre de CO des étudiants de la classe de 2020 du cours de KBP 1 jusqu’au KBP IV pendant les années universitaires 2020/2021 et 2021/2022. Cette étude de cas s’inscrit dans la méthodologie d’une recherche qualitative visant à présenter et analyser les démarches, les outils, et les contenus des évaluations effectuées afin de nous apporter des réflexions sur les possibilités d’évaluer la compréhension orale à distance, les éléments à prendre en compte, et les points d’amélioration.Mots clés : enseignement à distance, évaluation compréhension orale, FLEABSTRACT. During the academic years 2020/2021 and 2021/2022, on the occasion of the COVID-19 health crisis, most of the courses and assessments at the French department of Universitas Indonesia were organized remotely. We are therefore interested in the question of the implementation of the evaluation of oral comprehension (CO), which is often considered difficult by students and teachers, in this new context of teaching. The data we rely on are end-of-semester CO assessments of students in the Class of 2020 from KBP 1 through KBP IV during the 2020/2021 and 2021/2022 academic years. This case study is part of the methodology of a qualitative research aiming to present and analyze the approaches, the tools, and the contents of the evaluations carried out in order to provide us with reflections on the possibilities of evaluating oral comprehension at a distance, the elements to be taken into account, and the points for improvement.Keywords: distance learning, oral comprehension assessment, FLE
Sastra Dan Nasionalisme Di Sekolah Internasional Mardalena, Ismirani; Kartini Lasman, Diah; Silfania Zahra, Zalfa
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 2 No. 1 (2022): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.423 KB) | DOI: 10.58218/alinea.v2i1.151

Abstract

Globalisasi menuntut naiknya mutu pendidikan agar anak-anak Indonesia mampu bersaing di dunia Internasional. Disahkannya Peraturan Menteri Pendidikan dan Kebudayaan Nomor 31 Tahun 2014 tentang Kerja sama Penyelenggaraan dan Pengelolaan oleh Lembaga Pendidikan Asing dengan Lembaga Pendidikan di Indonesia serta Kurikulum 2013, yang berpedoman pada UU NO.20 tahun 2003, mendorong munculnya pendidikan berkualitas Internasional yang “mengadopsi kurikulum IB (International Bacalaureat), AAP atau Cambridge” di Indonesia. Orientasi kepada kurikulum internasional menimbulkan pertanyaan mengenai nasionalisme dan kebangsaan para siswa WNI. Salah satu strategi yang digunakan oleh sekolah yang berbahasa pengantar Bahasa Inggris serta mengadopsi kurikulum Internasional dalam menanamkan nasionalisme pada siswa berkewarganegaraan Indonesia adalah melalui pembelajaran Bahasa dan Sastra Indonesia dan menjadikan Bahasa dan Sastra sebagai salah satu mata ujian untuk mendapatkan diploma IB. Penelitian ini menganalisis hubungan pembelajaran sastra di sekolah berkurikulum IB dengan rasa nasionalisme pada siswa WNI. Data didapatkan dari wawancara tatap muka semi-terstruktur dengan guru dan siswa dari tiga sekolah Internasional, yaitu SPH Karawaci, SPH Kemang Village dan Binus School Simprug. Analisis dilakukan dengan mengaitkan data dengan konsep keindonesiaan yang dirumuskan dalam Diskusi Panel Serial: Membangun Budaya Bangsa dan Nilai Keindonesiaan Demi Masa Depan Bangsa. Hasil penelitian menunjukkan bahwa pembelajaran sastra Indonesia mampu membangun rasa kebangsaan siswa. Makna pembelajaran sastra Indonesia di sekolah internasional adalah meneguhkan identitas siswa sebagai warga Negara Indonesia yang mengenal bangsanya, kebudayaannya dan mampu berbahasa Indonesia dengan baik.
REVITALISASI KEARIFAN LOKAL TENTANG MATA AIR BAGI SISWA SMA KRISTEN WAIBAKUL, KABUPATEN SUMBA TENGAH, NUSA TENGGARA TIMUR LASMAN, Diah Kartini
Bhakti: Jurnal Pengabdian Masyarakat Vol. 2, No. 1
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Springs are a natural resource with significant ecological and cultural value for the people of Central Sumba Regency, particularly within the Marapu belief system. However, modernization and environmental changes threaten their sustainability. To revive local wisdom related to springs, the Community Service Team of FIB UI conducted a revitalization program at SMA Kristen Waibakul, Central Sumba. One of the main activities was an art competition themed "Springs in Sumbanese Culture," engaging students in interpreting the cultural and ecological values of springs through art. The competition received great enthusiasm, with 40 participants expressing their experiences and cultural identities through their artwork. The resulting artworks reflect a deep understanding of the role of springs in the lives of the indigenous Sumbanese people. Besides raising awareness of the importance of spring conservation, this activity also strengthened the younger generation’s pride in their local culture. The selected artworks were exhibited and published as an educational and promotional medium for local wisdom. This program is expected to serve as a model for sustainable, culture-based resource management.
The Identity Transformation of David through Consumption in Une nouvelle amie Lasman, Diah Kartini; Katim, Faiza Amara
Franconesia Vol. 4 No. 2 (2025): Franconesia: Journal of French Teaching, Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Prancis FBS UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/franconesia.42.4

Abstract

In modern society, consumption functions not only to fulfill material needs but also as a means of expression and identity formation, particularly in relation to gender. This study explores how gender identity transformation can occur through symbolic consumption. The film Une nouvelle amie (2014) by François Ozon serves as the corpus and is analyzed qualitatively through the narrative and cinematographic frameworks of Petrie & Boggs (2022) and Gustav Freytag’s Freytag Triangle (1863). Jean Baudrillard’s theory of consumerism (1970) is employed to examine how the consumption of symbolic objects by the protagonist contributes to identity construction. Additionally, Kathryn Woodward’s theory of identity (1997) is used to analyze how identity is formed through representation and social interaction. Findings reveal that symbolic consumption enables the character David to express femininity and construct a non-normative gender identity. Through engagement in inclusive social spaces and the consumption of gendered symbols, David constructs an identity outside traditional gender norms. This study highlights consumption not only as a visual signifier but also as an agentive medium in the construction of identity.
Systemic Racism against Unaccompanied Child Immigrants in Tori et Lokita (2022) Salsabila Fitri Suteja; Diah Kartini Lasman
Franconesia Vol. 5 No. 1 (2026): Franconesia: Journal of French Teaching, Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Prancis FBS UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/franconesia.51.3

Abstract

Tori et Lokita (2022), a Belgian-French film by Jean-Pierre Dardenne and Luc Dardenne, portrays the struggles of two child immigrants from Benin and Cameroon attempting to survive in Belgium. This study examines how the film represents systemic racism and racial discrimination embedded within institutional structures. Employing a descriptive qualitative method, the research analyzes narrative, cinematographic, character, setting, and dialogue elements. Narrative analysis is conducted using A.J. Greimas’ actantial model and functional structure, while Critical Race Theory by Richard Delgado and Jean Stefancic is used to identify forms of systemic racism. The findings reveal that systemic racism is represented through the main characters’ experiences, particularly in the ineffective implementation of asylum policies for unaccompanied minors, institutional distrust toward immigrants, and the exploitation of individuals based on race and legal status. This study highlights film not only as a representational medium but also as a critical lens that exposes systemic racism and structural inequalities through the lived experiences of unaccompanied minors.
Sastra Dan Nasionalisme Di Sekolah Internasional Ismirani Mardalena; Diah Kartini Lasman; Zalfa Silfania Zahra
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 2 No. 1 (2022): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v2i1.151

Abstract

Globalisasi menuntut naiknya mutu pendidikan agar anak-anak Indonesia mampu bersaing di dunia Internasional. Disahkannya Peraturan Menteri Pendidikan dan Kebudayaan Nomor 31 Tahun 2014 tentang Kerja sama Penyelenggaraan dan Pengelolaan oleh Lembaga Pendidikan Asing dengan Lembaga Pendidikan di Indonesia serta Kurikulum 2013, yang berpedoman pada UU NO.20 tahun 2003, mendorong munculnya pendidikan berkualitas Internasional yang “mengadopsi kurikulum IB (International Bacalaureat), AAP atau Cambridge” di Indonesia. Orientasi kepada kurikulum internasional menimbulkan pertanyaan mengenai nasionalisme dan kebangsaan para siswa WNI. Salah satu strategi yang digunakan oleh sekolah yang berbahasa pengantar Bahasa Inggris serta mengadopsi kurikulum Internasional dalam menanamkan nasionalisme pada siswa berkewarganegaraan Indonesia adalah melalui pembelajaran Bahasa dan Sastra Indonesia dan menjadikan Bahasa dan Sastra sebagai salah satu mata ujian untuk mendapatkan diploma IB. Penelitian ini menganalisis hubungan pembelajaran sastra di sekolah berkurikulum IB dengan rasa nasionalisme pada siswa WNI. Data didapatkan dari wawancara tatap muka semi-terstruktur dengan guru dan siswa dari tiga sekolah Internasional, yaitu SPH Karawaci, SPH Kemang Village dan Binus School Simprug. Analisis dilakukan dengan mengaitkan data dengan konsep keindonesiaan yang dirumuskan dalam Diskusi Panel Serial: Membangun Budaya Bangsa dan Nilai Keindonesiaan Demi Masa Depan Bangsa. Hasil penelitian menunjukkan bahwa pembelajaran sastra Indonesia mampu membangun rasa kebangsaan siswa. Makna pembelajaran sastra Indonesia di sekolah internasional adalah meneguhkan identitas siswa sebagai warga Negara Indonesia yang mengenal bangsanya, kebudayaannya dan mampu berbahasa Indonesia dengan baik.
Co-Authors Annisa Nitya Pradivta Ismirani Mardalena Katim, Faiza Amara Salsabila Fitri Suteja Sesulih Kapti LARAS Silfania Zahra, Zalfa Zalfa Silfania Zahra