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All Journal Dinamika Bahasa dan Budaya Wiralodra English Journal (WEJ) JELL (Journal of English Language Learning LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Rosyid, Ocid Abdul
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Visual Discourse Analysis of "Cinderella 2021": Exploring Gender Roles, Cultural Elements, and Societal Perspectives Nurhaliza, Diana Putri; Puspitasari, Dewi; Rosyid, Ocid Abdul
Dinamika Bahasa dan Budaya Vol 19 No 2 (2024): DINAMIKA BAHASA DAN BUDAYA
Publisher : Universitas Stikubank (UNISBANK) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35315/bb.v19i2.9829

Abstract

This research employs visual discourse analysis to dissect the visual elements within the film "Cinderella 2021." The primary objective is to comprehend how the film portrays notions of work, gender roles, and the significance of male and female characters, alongside embedded cultural elements. Through this analysis, the study seeks to unveil the impact of these cinematic depictions on societal perceptions, aiming to contribute to a broader discourse on enhancing perspectives within the community. The recurrent adaptations of Cinderella across various cinematic renditions offer a unique opportunity to scrutinize the evolving perspectives on gender issues throughout time. The narrative serves as a critical lens for dissecting society's attitudes towards female protagonists, their agency, and the nuanced definition of a "happy ending." Consequently, the enduring popularity of Cinderella not only attests to her timeless allure but also positions her as a cultural artifact that prompts contemplation on the intricate dynamics of gender representation within the realm of storytelling. This research sheds light on the film's potential to influence or challenge prevailing societal views, thereby fostering a more informed and progressive dialogue on gender roles and cultural representations. Keywords: Visual Discourse Analysis, Cinderella, social perception, gender roles, cultural representation
Classroom Interaction Using IRF Pattern Carried Out by Lecturer in English Classrooms: A Discourse Analysis Ariska, Ria; Rosyid, Ocid Abdul; Puspitasari, Dewi
Journal of English Language Learning Vol. 8 No. 1 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i1.9243

Abstract

The most common pattern in classroom interaction is teacher initiates the talk in the class, learners respond to teacher talk, and teacher responds by giving corrective feedback to the learners. From this pattern it explains teacher’s dominance in the classroom interaction. Therefore, the significance of this study on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunities for learners to engage in classroom interaction. The data were taken from observation of a conversation in the classroom. The result of this study is the teaching using IRF pattern can facilitate learner-initiated communication and give opportunities for learners to engage in classroom interaction.
NAVIGATING GRAMMAR CHALLENGES: STUDENTS’ STRUGGLES AND PATHS TO SUCCESS Dzimar, Muhammad; Puspitasari, Dewi; Rosyid, Ocid Abdul
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.373

Abstract

Grammar courses often pose significant challenges for undergraduate students, particularly when instructional methods fail to align with their learning needs. This study explores the real-life experiences of four students enrolled in a mandatory grammar course at UIN K.H. Abdurrahman Wahid Pekalongan (UIN Gusdur), focusing on the obstacles they encounter and their efforts to overcome them. Using a narrative inquiry approach, the research gathered data through in-depth interviews and surveys to document the students’ individual perspectives. The findings highlight several critical issues, including ambiguous teaching methods, limited vocabulary acquisition, and difficulties in applying grammatical tenses across different contexts. These challenges are compounded by a lack of sufficient support, which undermines the students’ ability to grasp essential grammatical concepts. Despite these difficulties, the students demonstrated resilience by actively seeking supplementary resources and adopting independent learning strategies. The results underline the importance of targeted pedagogical interventions to address the specific needs of grammar learners. This study concludes by emphasizing the need for educators to provide tailored support and resources while encouraging students to take an active role in their learning. By combining personalized instruction with student initiative, grammar education can become more effective and engaging for learners.
Integrating Religious Moderation Into English Learning Materials: A Narration of Two Teachers Puspitasari, Dewi; Khasanah, Nur; Nofianto, Norma; Rosyid, Ocid Abdul; Maulida, Chusna
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4601

Abstract

This study narrates the journey of integrating religious moderation into English learning materials through the lens of narrative inquiry. By focusing on the experiences of two English teachers, the research explores the challenges and successes encountered during the incorporation of religiously moderate perspectives into their curriculum. Through detailed interviews, the teachers' narratives reveal their motivations, strategies, and the pedagogical implications of blending religious moderation with language instruction. The findings underscore the importance of cultural sensitivity and the potential for such integration to enhance students' holistic understanding of language and intercultural competence. This narrative inquiry not only contributes to the field of English for Specific Purposes learning material but also offers valuable insights for educators seeking to harmonize religious values with academic objectives.
Co-Authors Ariska, Ria Chusna Maulida Dewi Puspitasari Dzimar, Muhammad Nur Khasanah Nurhaliza, Diana Putri