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All Journal Jurnal Celtic ELT Forum: Journal of English Language Teaching
Ruly Indra Darmawan
Universitas Negeri Semarang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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EXPLORING THE INTERCONNECTEDNESS OF INTERNAL COLONIZATION AND MIMICRY IN GEORGE ORWELL’S ANIMAL FARM: A POST-COLONIAL ANALYSIS Ruly Indra Darmawan
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v10i2.29004

Abstract

In Animal Farm, George Orwell introduces mimicry and internal colonisation. Mimicry, a basic notion in human imitation, is used to study Napoleon and his porcine companions. Homi K. Bhabha's ambivalence and “same but not quite” theory examines mimicry. The pigs' behaviour is explained by these post-colonial theories. This study also shows how internal colonisation underlies narrative mimicry. This study claims that the story's copying indicates colonization's lasting effects and is a strategy for internal colonisation. Old Major's clear speech inspires Animal Farm residents to imitate humans, making them feel inadequate. This study reveals how internal or external colonisation divides colonised people. In this approach, people may adopt the conquering entity's cultural norms and values as superior. Another group may be indigenous. Internal colonisation by another party or associated group could result through imitation rivalry. This level requires imitation to demonstrate power. Animal Farm exemplifies colonised people imitating colonisers. This detailed analysis of Animal Farm by George Orwell shows how imitation and internal colonisation are interconnected.
Understanding feminist issues by reading Daniyal Mueenuddin’s “In Other Rooms, Other Wonders” in a prose class Sri Sumaryani; Maria Johana Ari Widayanti; Ruly Indra Darmawan
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.76433

Abstract

The teaching of English literary works in a foreign language context remains a textual-oriented activity. Students were required to comprehend the linguistic and thematic features of the texts. However, more often than not, students were not aware of the real sociocultural, economic, and political conditions from which the text was based because they focused more on understanding the textual contents of the text. In Indonesia where English was still considered as a foreign language, the phenomenon was common. This paper examined the results of a contextual approach given to students when discussing a literary text. The contextual approach was implemented in three stages: pre-reading activities; reading, discussing, and analyzing the text by paying attention to its linguistic features and plot; and connecting the text with real-life situations. The study involved 31 English Literature students at Universitas Negeri Semarang from the third semester. The text discussed was a short story titled “In Other Rooms, Other Wonders” which contained feminist issues. The researchers also used questionnaires and observed the students’ activities during the three stages to enrich the data. The results revealed that the approach helped the students to understand feminist issues more comprehensively. They were able to relate the circumstances depicted in the story with the real sociocultural, economic, and political conditions of the society where the story was based. The results also suggested that the method was effective in developing the students’ literacy skills.
Co-Authors Maria Johana Ari Widayanti Sri Sumaryani