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All Journal Komunikator Studies in English Language and Education
Dharma, Nindya Soraya
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Shadow of Horror: A Semiotic Analysis of Cinematic Transitions in Ivanna (2022) Abigail, Michelle Devina; Intyaswati, Drina; Dharma, Nindya Soraya
Komunikator Vol. 16 No. 2 (2024)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jkm.24223

Abstract

This research examines the representation of scenes in the movie Ivanna (2022) using the shadow technique through a qualitative approach and Charles Sanders Peirce's semiotic theory. Ivanna is a horror film that tells the story of the spirit of Ivanna, a Dutch woman who was beheaded by Japanese soldiers during their colonization of Indonesia. The depiction of the sadism of the massacre that befell Ivanna, combined with the time-setting connectivity through the shadow technique, makes the study of how this technique produces a smooth transition between two realities with different time settings a unique and interesting subject. This study, which employs the shadow technique, complements film representation studies, an area that has not been extensively explored. Peirce's semiotics involve categories in the meaning process, commonly referred to as the meaning triangle, which includes the sign, the sign reference, and the sign use. The results show that cinematography effectively presents a visual representation of the narrative, particularly in the horror genre, where light plays a key role in creating tension. In conclusion, Ivanna successfully combines both elements to convey messages and enhance the audience's experience.    
Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Damayanti, Ika Lestari; Hamied, Fuad Abdul; Kartika-Ningsih, Harni; Dharma, Nindya Soraya
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26957

Abstract

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.
Co-Authors Abigail, Michelle Devina Drina Intyaswati Fuad Abdul Hamied Ika Lestari Damayanti Kartika-Ningsih, Harni