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All Journal Humaniora DIKSI Buletin Al-Turas LITE: Jurnal Bahasa, Sastra, dan Budaya Language Circle : Journal of Language and Literature Poetika: Jurnal Ilmu Sastra Mozaik Humaniora VIVID Journal of Language and Literature English Teaching Journal : A Journal of English Literature, Language, and Education Journal of English and Education EDULITE: Journal of English Education, Literature and Culture ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture English and Literature Journal Wanastra : Jurnal Bahasa dan Sastra IJoLE: International Journal of Language Education Jurnal Ilmiah Lingua Idea LEKSIKA Martabe : Jurnal Pengabdian Kepada Masyarakat Humaniora GERVASI: Jurnal Pengabdian kepada Masyarakat Acuity : Journal of English Language Pedagogy, Literature and Culture NOTION: Journal of Linguistics, Literature, and Culture Bubungan Tinggi: Jurnal Pengabdian Masyarakat CALL Warta LPM Leksema: Jurnal Bahasa dan Sastra Metathesis: Journal of English Language, Literature, and Teaching

Ririn Kurnia Trisnawati

Universitas Jenderal Soedirman

Author-ID : 3176240

Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 38 Documents Claim Missing Document

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Articles

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SHIFTING NOIR ELEMENTS: AN OVERVIEW ON NOIR FICTION IN SOUTHEAST ASIA Trisnawati, Ririn Kurnia
Jurnal Ilmiah Lingua Idea Vol 8 No 2 (2017): Desember
Publisher : Fakultas Ilmu Budaya Universitas Jenderal Soedirman

The emergence of noir fiction in Southeast Asian countries has showcased particular evolvement of noir elements. The noir works produced in this region have embraced shifting noir themes and noir protagonists that slightly move away from what formerly constitutes noir fiction. Thus, this study aims at investigating to what extent these two noir elements from noir fiction produced in Southeast Asia has differed from its preceding noir works in the scholarship of noir genre. As a preliminary finding, this study only highlights the shifting noir elements taken from selected noir stories represented by some noir anthologies produced in Southeast Asia. They are KL Noir from Malaysia, Singapore Noir from Singapore, and Manila Noir from the Philippines. The result shows that noir themes have departed from criminality and violence to some other contextualized themes such as supernaturalism, religion, and colonial legacy. Meanwhile, noir protagonists are portrayed as those who are involved with criminality not only as criminals but also as âheroesâ. Finally, what is discussed in this study is expected to contribute to a larger discussion of fluidity in noir genre, and, also, noir, or darkness, is proven to be derived from various perspectives.  

Frederick Douglass' Narrative of the Life of Frederick Douglass: Between the Expressions of Unpleasant Feeling and Freedom Gaining on Slavery Ririn Kurnia Trisnawati; Rizki Februansyah
LITE: Jurnal Bahasa, Sastra, dan Budaya Vol 4, No 2 (2008): September
Publisher : Fakultas Ilmu Budaya, Universitas Dian Nuswantoro

Romanticism in America coincided with the period of national expansion and the emergence of a distinctive American voice triggering the American Renaissance. It was exactly when many American writers were able to express Americansâ€™ new expressions such as imaginative expression over emotion and individual, defense of individual potential and individual freedom as they were rarely vocalized during the former era.The upcoming idea of egalitarianism which is based on the American Liberalism urged Afro-American writers to spread out the spirit of freedom and egalitarianism. They describe several stories about living as a slave. Frederick Douglas has a leading role in the abolishment of slavery in the history of America with his masterpiece Narrative of the Life of Frederick Douglass. That is why the researchers want to find out the spirit of the Romanticism by proving how the social background had taken a part in creating well-known narratives.Using the Sociology of Literature approach, this research is assumed to give effect on shaping the meaning of Narrative of the Life of Frederick Douglass, where his work expresses liberalism in the period of Romanticism and could also be used to characterize the Romanticism. That is why literary discussion can not be separated from the issue when and where a work was written. The question when the literature was written is only a part of the discussion about this period including the remarks of the work and the question where it is associated with the society or sociological background where the work was created.Insecure feeling is one main feature of the Romanticism found in Narrative of the Life of Frederick Douglass. Douglass actualizes the correlation of song and slavery where song is depicted as an escape from the insecure feeling as experienced by slaves. The first objective is to show that when a slave is feeling insecure in his surroundings, then he will try to cheer himself up by singing and will become romantic, too. The second one is the strong spirit of the Romanticism thoroughly found in Narrative of the Life of Frederick Douglass that is the spirit of Liberalism â€“ almost all his narratives express his greatest dream of abolishing slavery trademark of his own. Meanwhile, the sociological background reflected in revolutionary movement took place in Douglassâ€™ surroundings and he accidentally experienced it himself. Then, he made his words to set the slaves free and slavery must be abolished for goodness.

Employing Mary Whitebird’s Short Story Ta-Na-E-Ka to Raise Student’s Ecological Awareness Ririn Kurnia Trisnawati
Humaniora Vol 26, No 2 (2014)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

This paper proposes Mary Whitebird’s Ta-Na-E-Ka to be used as the teaching material to raise students’ ecological awareness based on the research conducted in the English Department, Jenderal Soedirman University, Purwokerto, Indonesia. This is because literature is believed to represent authentic social, political, ecological, and historical events from a particular range of periods, so literature can be employed as authentic teaching material to teach both the language and culture embedded in it. In this particular study, Mary Whitebird’s Ta-Na-E-Ka was chosen because it offers a distinct ecological theme. The literary theory exercised is Ecocriticism, i.e. the study of the relationship between literature and the physical environment; it celebrates nature, the life force, and the wilderness told in the story. This qualitative study employs the data gained from the readers’ questionnaire. It successfully probes the readers’ understanding of the elements of the story, e.g., characters and characterization and theme; it also shows that students are able to capture the issue of nature, physical environment and their relationship with the Kaws as it is proposed by ecocriticism. Therefore, the readers, who are students, become the ecocritics; they are more caring to the world and its nature. In other words, their ecological awareness has sharpened eventually, and Mary Whitebird’s Ta-Na-E-Ka has been successfully used both as the teaching material and as the authentic material to understand the ecocentric value narrated in the story.

Empowering Literature For Educating Character Building (A Study Case On Readers Of O. Henry's After Twenty Years) Ririn Kurnia Trisnawati
Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i1.4444

When Martin Luther King, Jr. mentioned that “We must remember that intelligence is not enough. Intelligence plus character that is the goal of true education”, he must have completely understood that education is never enough without educating the students' characters. Nowadays, characterbuilding-based curriculum has been promoted throughout the country to educate students' character building. It also soon becomes the government's concern and urgency to teach character building to students of any level as it is mentioned in the Decree of National Education Ministry number 045/U/2002. However, there are some problematic matters in designing its teaching materials whether it is between didactic and non-didactic or implied and vice versa method of teaching. To propose a prospective solution of teaching character building to students; therefore, this paper aims to probe and to share a case study from the readers of O. Henry's After Twenty Years who happen to be the students of Book Report class at English Language and Literature Department of Jenderal Soedirman University in Purwokerto Central Java. The short story is given to the students as the teaching material to seek the most efficient way of teaching them character building as it is reflected within the short story. Given the short story, read it, responded and finally answered the questionnaire, those students are able to identify the character building embedded in that particular literary work and to learn them from the story. Besides, derived from the students' questionnaire, it can be concluded that students can educate themselves the character building through the story by mentioning those learned characters, and they also can show their selfreflection after learning it. In conclusion, there is possibility of using literature as prospective teaching material in educating students' character building by analyzing the qualities embedded in the literature e.g. novels, short stories and poems, and doing this is also a way of empowering literature for a greater life benefit.Keyword: Character building, Teaching material, and Literature empowerment

Committing An Affair In The Marriage Life: Readers’ Interpretation Of Virginia Woolf’s "the Legacy” Ririn Kurnia Trisnawati
Journal of English and Education (JEE) Vol. 1 No. 1 (2007): VOLUME 1 NO 1 JUNE 2007
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v1i1.6432

Producing the interpretation of a literary work can be done by giving responses toward the work and employing the subjective criticism, one strain of the reader-response theory, can analyze that interpretation. This paper was aimed at describing and analyzing individual responses and die communal interpretations produced by the readers of Virginia Woolf s "The Legacy", particularly toward its theme about the affair case happened in the marriage life. It was also to find out the involvement of die subjective motive die readers possessed toward the production of their individual responses and the communal interpretations. The findings show that the readers produced individual responses along with the symbolization of their subjective motive, in terms of the personal experience of affair case in the marriage life, the personal belief about that affair and love, and the reading experience. In those individual responses, it was found both the identical and the various individual responses formed by the readers. The production of this identical response involved the identical symbolization of the readers' subjective motive. The readers also had gone through the communal discussion and they approved two communal interpretations. Firstly, Angela's affair was common due to her unhappy marriage life condition. The reason was because the readers had experiences affair case similar to Angela's affair and her unhappy marriage life. This similar condition between Angela's affair and readers' personal experience influenced the readers to accept that as the communal interpretation. Secondly, the direct and indirect personal experience of affair case could cause a different position in responding to Angela's affair. It was because the distance the readers had. Another point was revealed that the readers had involved their subjective motive as the symbolization consciously.

Toni Morrison's The Bluest Eye: When Beaaty Turns Out To Be Hegenomy Ririn Kurnia Trisnawati
Journal of English and Education (JEE) Vol. 2 No. 1 (2008): VOLUME 2 NO 1 JUNE 2008
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v2i1.6452

The United States of America is a race-conscious society that those who are colored (as opposed to white) have generally been put in inferior positions and treated accordingly. Consequently, apparently White Anglo Saxon Protestants (WAPS)has been inherently put as the dominant group whereas the African American is consciously placed as one of the subordinate ones. Theory of hegemony proposed by Antonio Gramscihas been believed as a means to understand the position of the superior and the inferior groups in the society. Meanwhile, the concept of beauty is an example of cultural institution; hence, the standard of beauty is based on the dominant group e.g. White people, so there is the White beauty standard as a means of hegemonic practice in the American society. This phenomenon is thoughtfully depicted by Toni Morrison in The Bluest Eye. Therefore, this writing aims at describing the phenomena when beauty turns out to be the hegemonic practice of White beauty standard in African American society as it is depicted in Toni Morrison's The Bluest Eye.lhc study shows that White beauty standard has been the hegemonic practice that is consciously alive in the African Americans as the society members involved in the story. The hegemony itself is from the beauty standards which are standardized using the White people's beauty standards e.g. light skinned, blue eyes, blonde, slimmer body image, etc. The White beauty standard hegemony is not solely the single reason of maintaining domination and power; in fact, society members, and their will and consciousness have also participated in it. Therefore, the implications occur within the society under the hegemonic practices or the hegemonized society, so do the characters in this novel. Those implications are extracted from the characters living in the novel as the characters are the hegemonized subject in practice. It is the fact that White beauty standard hegemony has led to the emergence of intra-racial discrimination happening within the African American society as it is reflected in the literary work due to the characters' efforts to seek for White's approval. The second is the emergence of the self-loathing upon the characters in the novel, and the third is the emergence of the self identity degrading.

Implementing Reader-Response Theory: An Alternative Way of Teaching Literature Research Report on the Reading of Booker T Washington's Up from Slavery* Ririn Kurnia Trisnawati
Journal of English and Education (JEE) Vol. 3 No. 1 (2009): VOLUME 3 NO 1 JUNE 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v3i1.6478

Reader-response theory shifts the critical focus from a text to a reader. It diverts the emphasis away from the text as the sole determiner of meaning to the significance of the reader as an essential participant in the reading process and the creation of meaning. Thus, both explanations place a reader as an active participant along with the text in the production of interpretation of that literary work from the point of view of the reader-response theory.As a result, if teaching literature is to accommodate the students' role in making interpretation, it is supposed to place them as the active readers to interpret and shape the meaning of that particular literary works; it is not preaching or directing them into a specific meaning decided previously. Students as the active readers must be given opportunity and space to develop their opinion and argumentation to shape and define what a particular text means to them. Therefore, by understanding and applying reader-response theory in teaching and learning literature in the classroom, at the same time, teachers could have a different teaching and learning method e.g. learners-centered learning.This paper is going to depict how the understanding of a literary work's meaning and interpretation is composed by the readers—the students; how the students could function themselves as active readers who successfully manage to interpret the literary work based on their responses and how finally this particular group of readers could finally agree on the particular interpretation. Besides, it is to place students both as the readers and learners of a discussed literary work as the center of teaching and learning literature as they are the active agent to shape the literary work's meaning. By doing so, teachers are also the ones who encourage students to express their opinions, and eventually students' critical thinking could be embraced. Hence, teaching and learning literature could become an interactive and collaborative process.

TESTING STUDENTS' ACCOUNTABILITY IN COOPERATIVE LEARNING CLASSROOM: A CASE STUDY OF WRITING 2 CLASS Ririn Kurnia Trisnawati
Journal of English and Education (JEE) Vol. 4 No. 2 (2010): VOLUME 4 NO 2 DECEMBER 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v4i2.6509

A classroom implementing cooperative learning (CL) has to carefully design and organize the lesson so that each student could interact with others, and most importantly all students are motivated to increase each, other's process of learning. It is because CL will benefit the students when they perform interaction structured by interdependence among the students. However, one major issues emerging under the cooperative learning classroom is to make sure that students gain the lesson objectives of the • designed class, and in fact, the students really learn each other as well. The teacher needs to know best that students work cooperatively among the group, and each student contributes during the learning process. Students' accountability needs to be assessed in order to achieve the benefits of CL. Therefore, one primary way to ensure accountability is through testing.This research report is to investigate both the individual and group accountability in the cooperative learning classroom and whether or not CL setting benefits the students. The research is conducted in Writing 2class in which students work in-group by doing the team project writing on paragraphs. Students' individual and group accountability is assessed by the quizzes, and it is cross-checked through the class discussion.The study shows that students' individual accountability is supported by their competence. The performance of group accountability is closely related to their competence. Their answers and responses show positive effects of working and learning each other; therefore, they do benefit from this CL setting in Writing 2 class.

Gender stereotypes in Nancy Meyers’ “The Intern” (2015): A study of film audience response Ririn Kurnia Trisnawati; Dian Adiarti; Mia Fitria Agustina
EduLite: Journal of English Education, Literature and Culture Vol 6, No 1 (2021): February 2021
Publisher : Universitas Islam Sultan Agung

Previous film studies focusing on gender stereotypes have been sufficiently conducted, yet what remains understudied is the study of film audience about dynamic gender stereotypes shown in one film. Conducting film audience study with the issue of dynamic gender stereotype allows discussions about audience’s perceptions, awareness and underlying knowledge of gender stereotypes. This study attempts to unravel responses collected from thirteen audience of Nancy Meyer’s “The Intern” (2015) and formulates two research objectives i.e. first, to discuss how the audience of “The Intern” perceive the dynamics of gender stereotype depicted in the film and, second, to examine the underlying insights of their perceptions. The incorporated theories are film audience study, serving also as methodological approach, and the discourse of gender stereotype and its changing perspectives. The finding and discussion show that the audience of “The Intern” perceive the inclusion of gender stereotypes and its dynamic change in the film, and their perceptions are followed by several reasons and insights: the story-line of “The Intern” and the audience’s prior knowledge about gender stereotypes. Awareness and sensibility of gender stereotypes are also revealed after watching “The Intern”. Lastly, discussion about the intersection of the audience’s prior knowledge with the exposure about gender stereotype from various resources is also carried out.

Saussure semiotic of animals in Zootopia (2016) Krisna Novendra Haris; Mia Fitria Agustina; Ririn Kurnia Trisnawati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 15, No 2 (2021)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v15i2.10713

This study aims to find out the meaning of the animal characters in the Zootopia movie. Zootopia is an animated movie that uses animals as characters; thus, it is challenging to analyze those animals since they brought different signs from common ones. Therefore, this research focuses on three animal characters e.g., mouse, rabbit, and fox which are considered as important signs in Zootopia that thus need to be interpreted. In interpreting the signs, this study employs Saussure's semiotic theory which relates to a sign that contains a signifier and its use or interpretation as signified. This research used qualitative methods. It is found that the stereotypes of the three animal characters in the movie are different from the common acceptance. The movie tries to break stereotypes about mouse, rabbit and fox. Finally, it is hoped that this study may create more awareness to see anything not based on its prevailing labels.

Co-Authors Afidah, Ari Aidatul Chusna, Aidatul Amanda, Naura Fitri Asyida’, Miqda Al Auza’i Ashfahany Dian Adiarti Dian Adiarti Dian Adiarti, Dian Dian Ari Safitri Difayana, Alifia Gian Eka Ugi Sutikno, Eka Ugi Hadiningrum, Indriyati Hanifah, Asmaa Hartati, Nariswari Hasiana, Evelyn Theodora I Gusti Wayan Murjana Yasa Krisna Novendra Haris Mia Fitria Agustina Mutyas, Sekar Hayuning Najib Noorashid, Najib Nariswari Hartati Normala Putri Adzkiya Prameswary, Putri Bintang Raihan Nurul Fahira Ramadhan, Muhammad Royhan Rizki Februansyah Saptiadi , Nur Alifia Putri Saptiadi, Nur Alifia Putri Sari, Eka Dyah Puspita sari, tribuana Syamsi, Ekaprilia Mutiara Syarifa, Alika Rahma Yunita, Tiara Rachma

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