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All Journal English Education Journal JURNAL IQRA´ Jurnal Ragam Pengabdian PESHUM
Ali Mustofa
Universitas Negeri Surabaya, Indonesia
Humanities Education Environmental Science Social Sciences Other

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The Influence of NetFlix Series on English Teachers’ Language Maintenance Miranda Muge Aisyah; Ali Mustofa; Slamet Setiawan
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.65604

Abstract

Netflix series have emerged as a popular culture medium with an impact on the language skills of its audience. To explore the influence of Netflix series on English teachers' language skills, this research utilized a qualitative case study approach. A total of 20 English teachers participated in the study by completing a demographic survey. Participants were selected purposively based on their experience in maintaining language skills using authentic materials, including Netflix series. Data collection involved the use of a questionnaire and interviews. The questionnaire aimed to gather demographic information and elicit participants' perceptions regarding the benefits of watching Netflix series for language skill maintenance. Subsequently, interviews were conducted to obtain in-depth insights into participants' responses from the questionnaire. Five English teachers voluntarily took part in the interview process. Thematic content analysis was employed to analyze the data collected from the questionnaire and interviews. The findings of the study revealed various benefits for English teachers in terms of strengthening their language skills. These benefits included fostering a positive attitude towards teaching, enhancing language proficiency, and improving cultural awareness. The study suggests that watching Netflix series has a profound impact on English teachers' language development. In summary, this qualitative case study highlights the positive influence of Netflix series on English teachers' language skills. The research suggests that incorporating Netflix series into language learning routines can be a valuable tool for English teachers. The study contributes to understanding the potential benefits of utilizing popular media platforms like Netflix for language skill development among educators.
Lesbian Image and its Representation in Bodies Bodies Bodies (2022) Movie Netasyabila Emanda Septa; Ali Mustofa
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/vv40pg61

Abstract

This study will discuss how lesbian identity is represented and performed in the film Bodies Bodies Bodies (2022) in the form of characters Bee and Sophie. The textual analysis involves the analysis of the selected scenes where the researcher will examine how lesbian identity is produced in terms of visual signs, dialogue, emotional interaction and character behaviour. Based on the representation theories (Hall, 1997) and the concept of queer identity in cinema (Benshoff and Griffin, 2005), the analysis will be based on the production of meaning in the context of everyday interaction, bodily proximity, silence, vulnerability, and power dynamics. The results suggest that lesbian identity in the film is expressed as normalized and socially assimilated in an atmosphere of a modern youth, which is, at the same time, characterized by emotional insecurity, mistrust, and instability. Lesbian identity is enacted through emotional dependency, jealousy, reassurance, confrontation and power shifts and not through verbal declaration. The study adds to the discussion of the topic of queer representation in modern cinema by demonstrating how the performance of lesbian identity is produced and performed through minor visual and emotional practices in a mainstream film story.
Till Bisexual Ambiguity: A Multimodal Study in Alien Stage Animation Project Mahdyah Fitri; Ali Mustofa
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 4: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i4.18882

Abstract

Representation of bisexuality remains underexplored in contemporary media, particularly when sexual identity is implied rather than explicitly stated. Previous studies have examined gender performativity and queer identities in literary works; however, few have investigated how bisexuality is constructed through multimodal narratives. This study aims to analyze the implied bisexuality of Till in Alien Stage using Judith Butler’s theory of Gender Performativity (1990; 1999; 2004) and Eve Sedgwick’s Epistemology of the Closet (1990). Employing a qualitative descriptive method and multimodal analysis, the study examines visual, verbal, and auditory elements across the series. The findings reveal that Till maintains a consistent masculine gender performance despite emotional attachments to both Mizi and Ivan, while his sexuality is communicated through narrative ambiguity, subtext, and emotional interactions. The study concludes that Alien Stage represents bisexuality through implication rather than explicit identification, challenging heteronormative assumptions about gender and desire.
Optimizing Microlearning in English Language Learning: The Role of Learning Involvement and Independence on Vocational School Student Satisfaction Fera Anita Yuana; Ali Mustofa; Pratiwi Retnaningdyah; Ahmad Munir
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.7894

Abstract

This study presents the optimization of microlearning in English learning for vocational high school students by emphasizing the role of learning engagement and independence on satisfaction and language skills. The background of the study stems from the low achievement of vocational high school students' English skills and the need for learning strategies that are more adaptive to the characteristics of the digital generation. The purpose of this study is to analyze the influence of microlearning content, learning engagement, and learning independence on English skills and student learning satisfaction, both directly and in complex structural relationships. The method used is a quantitative approach with an explanatory research design through Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis of 300 grade X students of a state vocational high school in Mojokerto. Data were collected through a Likert scale questionnaire and an English proficiency test, then analyzed to test validity, reliability, and the relationship between variables in the structural model. The results showed that learning engagement was the most dominant factor that significantly influenced English skills and learning satisfaction. Microlearning content did not significantly influence English skills, but made a positive contribution to learning satisfaction. Learning independence significantly influenced learning satisfaction, but did not show consistent support for English skills. These findings confirm that successful language learning is determined more by the quality of student interaction and active participation than simply the presentation of digital content. The study's conclusions suggest that microlearning needs to be integrated with interactive learning strategies to achieve optimal results. This research provides important implications for the development of technology-based learning models in vocational education and recommends further research incorporating mediating variables such as motivation and social interaction.
Co-Authors Ahmad Munir Fera Anita Yuana Mahdyah Fitri Miranda Muge Aisyah Netasyabila Emanda Septa Pratiwi Retnaningdyah SLAMET SETIAWAN