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All Journal INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Valentina Edellwiz Edwar
Universitas Negeri Yogyakarta
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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WACANA RESISTENSI PEREMPUAN DALAM FILM LIKE & SHARE (2022): ANALISIS WACANA KRITIS SARA MILLS Arif Rohman Hakim; Valentina Edellwiz Edwar; Ritma Fakhrunnisa; Atika Silma Nabila
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 21 No 1 (2025)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/30daw196

Abstract

Artikel ini menganalisis konstruksi wacana dalam film Like & Share yang disutradarai oleh Gina S. Noer. Penelitian ini bersifat kualitatif dengan analisis wacana kritis Sara Mills sebagai kerangka berpikir teoritis. Berdasarkan hasil analisis ditemukan bahwa film Like & Share menghadirkan wacana resistensi perempuan atas nilai dan stereotip patriarki dalam masyarakat. Film Like & Share menghadirkan wacana resistensi dengan cara menghadirkan posisi subjek perempuan yang tersubordinasi oleh nilai patriarki. Selain itu bagian awal film tampak bersepakat dengan konsep male gaze baik pada tataran visual yang maupun dialog film. Visual film menekankan pada tubuh perempuan sedangkan dialog menghadirkan perspektif perempuan atas nilai-nilai patriarkal. Wacana resistensi kemudian dihadirkan melalui dampak nilai patriarki kepada perempuan dan dinamika relasi kuasa yang terjadi pada relasi personal tokoh Sara dan Lisa. Strategi tersebut dapat dinyatakan efektif dalam menghadirkan konsep kesetaraan gender pada pembaca. Selain menghadirkan wacana resistensi, Like & Share juga mengangkat wacana women support women yang dihadirkan melalui relasi tokoh Sara dan Lisa.
Short story writing training with a diversity mindset for teachers Else Liliani; Valentina Edellwiz Edwar; Kusmarwanti; Hadi Prasetyo; Suminto A. Sayuti
INOTEKS: Jurnal Inovasi Ilmu Pengetahuan,Teknologi, dan Seni Vol 30, No 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ino.v30i2.91217

Abstract

Teachers’ limited confidence in literary writing and difficulties completing manuscripts for publication constrain their capacity to develop culturally responsive reading materials. This article examines the implementation and outcomes of a diversity-oriented short story writing and publication program for Indonesian language teachers at Islamic junior secondary schools (MTs) in Bantul, Indonesia. Conducted from May 10 to July 22, 2025, the program involved 31 teachers and adopted a process-based writing approach emphasizing revision, editing, and publication. Activities combined motivational talks, lectures, discussions, writing workshops, structured mentoring, and anthology production. Participants received individualized feedback through online mentoring groups, while program outcomes were assessed through manuscript development and participant evaluations collected using Google Forms. The program produced Sandal Bapak, an anthology comprising 31 teacher-authored short stories. Mentoring observations indicated improvements in idea development, diction, plot, setting, characterization, and narrative techniques. Among the 27 participants who completed the evaluation, all reported that the training was useful, the facilitators were competent, and the materials offered new insights. Participants’ engagement, digital communication tools, facilitators’ expertise, and institutional collaboration supported implementation, whereas teachers’ schedules limited opportunities for face-to-face sessions. These findings suggest that combining iterative writing instruction with sustained mentoring and a tangible publication goal can support teachers in completing literary manuscripts and developing resources that engage with cultural diversity. However, the incomplete evaluation response and absence of standardized pre- and post-training measures limit conclusions about the magnitude of skill improvement. The program offers a practical model for publication-oriented teacher professional development in literary education and classroom practice.
Co-Authors Arif Rohman Hakim Atika Silma Nabila Else Liliani Hadi Prasetyo Kusmarwanti Ritma Fakhrunnisa Suminto A. Sayuti