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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English Education Journal English Language and Literature International Conference (ELLiC) Proceedings Prosiding Seminar Nasional Pascasarjana Ta'dib English Education Journal International Journal of Education, Vocational and Social Science
Januarius Mujiyanto
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Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : English Education Journal

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Examining Language Power Through Lakoff’s Language Features Utilization in the Movie Before Sunrise Anggraeni, Putri; Januarius Mujiyanto; Issy Yuliasri
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pag4mg44

Abstract

This research investigates the use of language power by male and female characters in the movie Before Sunrise, directed by Richard Linklater. Utilizing Text-Oriented Discourse Analysis (TODA) in qualitative analysis, the study examines how Jesse and Celine assert language power, as categorized by Wareing (1999), through their language features, as identified by Lakoff (1975). The research aims to uncover patterns of language use that reflect gendered communication and power dynamics within the film. It explores the differences in the aims of language features utilization to assert power exhibited by the characters. The findings indicate that the linguistic features used by Jesse and Celine serve different goals, leading to shifts in power dynamics and promoting communicative strategies that support gender equality. These findings contrast with Ardener's muted group theory, which posits that marginalized groups, particularly women, often have their voices suppressed. In Before Sunrise, Celine's portrayal as a strong, independent, and assertive character challenges this notion by demonstrating that women can and do exercise significant language power. These insights contribute to a deeper understanding of how language functions as a tool for power assertion within cinematic contexts, offering perspectives on gendered communication patterns and the representation of language power in movie as the product of contemporary literature.
Implementation of Project-Based Assessment to Assess the Students’ Speaking Skills in Vocational High School Eka Putri Dea Ayu Maharani; Januarius Mujiyanto; Sri Wahyuni
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/635fsz83

Abstract

Business and industry leaders are emphasizing the need for future employees to possess strong industry skills and, crucially, to communicate effectively in English to engage with international markets. This has led to a call for an assessment approach in vocational education that promotes higher-order thinking skills instead of just rote memorization and factual recall in English language instruction. Project-Based Assessment (PBA) is a key method in vocational education reform, engages various stakeholders through authentic tasks showcasing students' knowledge and skills. This study uses an explanatory sequential design to explore Project-Based Assessment's implementation in improving speaking skills at SMK Wisudha Karya Kudus, examining teacher and 70 students’ perception and its impact on motivation and skill enhancement. The findings of this study reveal that PBA had been implemented by the teacher since 2021 as it helped the teacher to find out some aspects of students’ skill by using one project. Out of 2 classes consists 70 students indicate a positive development in the performance both classes, reflecting a slight improvement in their skills. Though time management and English habitual became the obstacles in the implementation of this assessment approach, through motivation and positive feedback, the teacher is still able to help the students increasing their speaking skills.
Co-Authors Abdurrachman Faridi Djoko Sutopo Dwi Rukmini Eka Putri Dea Ayu Maharani Hartono, Rudi Haryani Haryani Hendra Putra Issy Yuliasri Khasanah Palupi Akbar Mazulfah Mazulfah Nimas Ulfatuz Zahro Maro Puji Astuti Putri Anggraeni Rudi Hartono Sari, Latifa Ika Sri Wahyuni Yuliati Yuliati