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All Journal Rubikon: Journal of Transnational American Studies Bakti Budaya: Jurnal Pengabdian kepada Masyarakat JOLALI: Journal of Language and Literature
Traesar, Livia
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE PORTRAYAL OF FEMALE VILLAINS: A REPRESENTATION STUDY ON CRUELLA Traesar, Livia; Saktiningrum, Nur
Rubikon : Journal of Transnational American Studies Vol 11, No 2 (2024)
Publisher : Pengkajian Amerika, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/rubikon.v11i2.94900

Abstract

The portrayal of female villains in media and movies has evolved significantly, as evidenced through the lens of Stuart Hall's representation theory and film analysis concepts. Traditionally confined to one-dimensional roles perpetuating gender stereotypes, contemporary cinema showcases multi-dimensional characters like those in Cruella, challenging societal norms and defying traditional gender expectations. By employing narrative and non-narrative film analysis techniques, these characters are revealed as agents of subversion and empowerment, embodying a new archetype of female villains characterized by individual agency and autonomy. However, despite this progress, the lingering impact of gender stereotypes persists, influencing how female villains are depicted on screen. Thus, ongoing critical analysis and advocacy for more diverse and authentic representations of women in media remain crucial.
A GENDER PERFORMATIVITY ANALYSIS ON GENDER NORMS PORTRAYED IN LOUISA MAY ALCOTT’S LITTLE WOMEN Traesar, Livia; Sujiwa, Krisna
JOLALI: Journal of Language and Literature Vol. 3 No. 1 (2025)
Publisher : Universitas Respati Yogyakarta (UNRIYO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35842/jolali.v3i1.48

Abstract

This research analyses gender norms and performativity in Louisa May Alcott's Little Women (1868) using Judith Butler's gender performativity theory. Alcott's semi-autobiographical portrayal of the March sisters paints a vivid picture of nineteenth-century American gender norms and their societal ramifications. This study focuses on Jo March and Theodore "Laurie" Lawrence and examines how their refusal to comply with standard gender norms reveals the performativity of gender. Jo, an outspoken and ambitious writer, and Laurie, a sensitive aspiring musician, are both subjected to social pressures to conform to traditional conceptions of femininity and masculinity, resulting in feelings of alienation and misfitting. By examining their problems, the research demonstrates how gender, as defined by societal and cultural assumptions, limits individual expression and imposes conformity. The study uses Butler's framework to show how Alcott's characters adopt gendered behaviors to fulfill society's expectations, emphasizing the tension between uniqueness and societal conventions. The research dives deeper into Alcott's subversion of preconceptions, as seen by Jo's rejection of traditional female roles and Laurie's challenges to masculine standards. Finally, this research emphasizes Little Women's ongoing importance as a critique of gender stereotypes and a reflection on the larger societal assumptions that shape identity. This study reinforces the importance of Alcott's work in conversations about gender performativity and societal expectations by locating it within feminist discourse.
Enhancing Children’s Speaking Skills through Game-Based Learning Adhitya, Galant Nanta; Kristiawan, Yohanes Angie; Traesar, Livia; Nurhantoro, Tri Septa; Hapsari, Apriliana
Bakti Budaya Vol 9 No 1 (2026): 2026: Edisi 1
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/bakti.21316

Abstract

This study aims to evaluate the implementation of Game-Based Learning (GBL) to enhance speaking skills and vocabulary acquisition among young EFL learners at Domby Kid’s Hope 1, Yogyakarta. The problem addressed in this study is the low motivation and limited active use of English, particularly in speaking. To address this issue, GBL was implemented through activities like Duduk Senang and Animal Guessing, designed to increase student engagement and reduce anxiety when speaking. The method used was a descriptive qualitative approach, with data collected through pre- and post-tests, classroom observation, and reflective evaluation. The results showed that GBL successfully improved students' ability to recognize and use English vocabulary related to numbers and animals, as well as increased their confidence in speaking. All students showed significant progress after engaging in GBL activities. The implications of this study suggest that GBL can serve as an effective and enjoyable alternative to traditional language teaching, especially in non-formal education settings, and can contribute to the development of more engaging language teaching methodologies for young learners. === Penelitian ini bertujuan untuk mengevaluasi penerapan Game-Based Learning (GBL) dalam meningkatkan keterampilan berbicara dan penguasaan kosakata pada pelajar bahasa Inggris usia dini di Domby Kid’s Hope 1, Yogyakarta. Masalah yang dihadapi adalah rendahnya motivasi belajar dan keterbatasan dalam penggunaan Bahasa Inggris secara aktif, terutama dalam berbicara. Untuk mengatasi hal ini, GBL diterapkan melalui aktivitas permainan seperti Duduk Senang dan Tebak Hewan, yang dirancang untuk meningkatkan keterlibatan siswa dan mengurangi kecemasan saat berbicara. Metode yang digunakan adalah pendekatan deskriptif kualitatif dengan pengumpulan data melalui tes awal dan akhir, observasi, serta evaluasi reflektif. Hasil penelitian menunjukkan bahwa GBL berhasil meningkatkan kemampuan siswa dalam mengenali dan menggunakan kosakata bahasa Inggris terkait angka dan hewan, serta meningkatkan rasa percaya diri dalam berbicara. Semua siswa menunjukkan kemajuan signifikan setelah mengikuti aktivitas GBL. Implikasi dari kegiatan ini menunjukkan bahwa GBL dapat menjadi alternatif yang efektif dan menyenangkan dalam pengajaran Bahasa Inggris, terutama di lingkungan pendidikan non-formal, dan dapat memberikan kontribusi dalam pengembangan metodologi pengajaran bahasa yang lebih menarik bagi pelajar muda.
PUBLISHING WHITENESS: RACIAL AUTHORSHIP, CULTURAL APPROPRIATION, AND MARKET-DRIVEN MULTICULTURALISM IN R.F. KUANG’S YELLOWFACE Traesar, Livia
Rubikon : Journal of Transnational American Studies Vol 13, No 1 (2026)
Publisher : Pengkajian Amerika, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/rubikon.v13i1.116956

Abstract

This article examines how R. F. Kuang’s Yellowface portrays the contemporary U.S. publishing Indus­try as a racialized system shaped by market-driven diversity discourse. Although publishing insti­tutions increasingly promote diversity, questions remain about whether such initiatives distribute narrative authority or merely repackage inequal­ity. The research addresses this problem by ana­lyzing how the novel represents authorship, cul­tural appropriation, and institutional legiti­macy. Drawing on whiteness studies, sym­bolic an­nihilation, and neoliberal multiculturalism, this research employs a qualitative interpretive method based on close textual reading. The find­ings reveal that diversity in the novel functions primarily as a market strategy rather than a transformative commitment. Minority narratives remain commercially valuable even when minority authorship is displaced, while whiteness contin­ues to operate as an invisible norm that author­izes representation. The analysis also demon­strates how controversy, rebranding, and per­formative identity sustain institutional power within an attention-driven cultural economy. These dynamics show that inclusion can coexist with dispossession when authority over storytell­ing remains unevenly distributed. This article contributes to scholarship on contemporary cul­tural production by positioning Yellowface as a critique of neoliberal diversity discourse’s re­shaping of authorship and legitimacy in the twenty-first-century publishing industry.
Co-Authors Adhitya, Galant Nanta Apriliana Hapsari, Apriliana Saktiningrum, Nur Sujiwa, Krisna Tri Septa Nurhantoro, Tri Septa Yohanes Angie Kristiawan