Pub Date : 2021-10-06DOI: 10.30998/scope.v6i1.9880
A. Sohail, Muhammad Zawar Khan
This paper is based on the comparative study of the two poets, Allama Muhammad Iqbal from Pakistan and Walt Whitman from America as nationalistic poets of their specific age. Nationalism was a common theme in most of their works. These two poets belonged to different geographical social cultural and religious backgrounds but they have some similarities as well as differences. Allama Muhammad Iqbal was famous for the fan Islamist and he was considered as the Muslim nationalist of their time throughout the world while Walt Whitman was famous for American nationalism and democracy. All the time he speaks about the superiority of the American I have used the variation theory of comparative literature presented by changing Cao for the purpose to compare and contrast the work of two different for similarity as well as difference and another framework I will use comparative cultural studies presented by Totsy Zepetnek in my research.
{"title":"Nationalism in the Poetry of Dr. Allama Muhammad Iqbal and Walt Whitman: A Comparative Literary Analysis of I Hear America Singing and Tarana-I-Hindi","authors":"A. Sohail, Muhammad Zawar Khan","doi":"10.30998/scope.v6i1.9880","DOIUrl":"https://doi.org/10.30998/scope.v6i1.9880","url":null,"abstract":"This paper is based on the comparative study of the two poets, Allama Muhammad Iqbal from Pakistan and Walt Whitman from America as nationalistic poets of their specific age. Nationalism was a common theme in most of their works. These two poets belonged to different geographical social cultural and religious backgrounds but they have some similarities as well as differences. Allama Muhammad Iqbal was famous for the fan Islamist and he was considered as the Muslim nationalist of their time throughout the world while Walt Whitman was famous for American nationalism and democracy. All the time he speaks about the superiority of the American I have used the variation theory of comparative literature presented by changing Cao for the purpose to compare and contrast the work of two different for similarity as well as difference and another framework I will use comparative cultural studies presented by Totsy Zepetnek in my research.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"88 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131913020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-06DOI: 10.30998/scope.v6i1.9611
D. Andriani, E. Agustina, Agung Setiadi, Muhammad Zainudin Afas
The objective to this research was to find out whether or not there was any significant difference between students who were taught listening by using Shadowing Technique and who were not taught by using Shadowing technique at the tenth grade students of SMK Muhammadiyah 3 Sukaraja. All of The tenth grade students of SMK Muhammadiyah 3 Sukaraja that consisted of 152 students was as population. By using purposive sampling, the sample was class X TKJ 1with total 34 as experimental class and X TKJ 2 with total 35 as control class. The data analysis was carried out by using Independent t-test for SPSS 25 version. The result shows that value of t-obt = 3.434 is higher than t-t = 2.000 and the P-out put of sign (2-tailed) is (0.001<0.05). Based on the result, it means that there is any significant difference between students who are taught listening by using Shadowing Technique and who are not taught by using Shadowing technique at the tenth grade students of SMK Muhammadiyah 3 Sukaraja.
{"title":"The Influence of Shadowing Technique to The Students Listening Ability","authors":"D. Andriani, E. Agustina, Agung Setiadi, Muhammad Zainudin Afas","doi":"10.30998/scope.v6i1.9611","DOIUrl":"https://doi.org/10.30998/scope.v6i1.9611","url":null,"abstract":"The objective to this research was to find out whether or not there was any significant difference between students who were taught listening by using Shadowing Technique and who were not taught by using Shadowing technique at the tenth grade students of SMK Muhammadiyah 3 Sukaraja. All of The tenth grade students of SMK Muhammadiyah 3 Sukaraja that consisted of 152 students was as population. By using purposive sampling, the sample was class X TKJ 1with total 34 as experimental class and X TKJ 2 with total 35 as control class. The data analysis was carried out by using Independent t-test for SPSS 25 version. The result shows that value of t-obt = 3.434 is higher than t-t = 2.000 and the P-out put of sign (2-tailed) is (0.001<0.05). Based on the result, it means that there is any significant difference between students who are taught listening by using Shadowing Technique and who are not taught by using Shadowing technique at the tenth grade students of SMK Muhammadiyah 3 Sukaraja.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122957370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-06DOI: 10.30998/scope.v6i1.9976
H. Simanjuntak
Vocabulary is a tool for clarification of thinking, clearing, and satisfying expression of ideas. Hence, the research aims at investigating Vocabulary-learning strategy by EFL students. The data were collected by using questionnaires and interviews. This research employed a descriptive method by examining O’Malley and Chamot’s strategies (2004). The results show that the common strategies used by learners in vocabulary learning namely Reading short stories, Reading loudly, Repeating after the lecturers, Using English social media, Making list of memorized vocabulary, Skipping new word which likely does not need to study, Watching movie, Listening the song, Applying new words in the sentences, Making conversation with friends in and outside the classroom, Writing the word repeatedly, Asking the lecturers or classmates who understand more than them, and Asking the lecturers to translate the meaning of a word. Meanwhile, the strategies to develop their English vocabulary such as Writing the repeated word, Discovering the meanings of new words by using the dictionary, Memorizing new vocabulary, Saying the word loudly in front of the mirror, and Using English social media.
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Pub Date : 2021-10-06DOI: 10.30998/scope.v6i1.10261
Kristina Butar Butar, A. Pasaribu
Many researchers have conducted regarding cultural analysis in English textbooks. However, the comparison between English Textbook as ESL and EFL used in Indonesia in term of cultural analysis is relatively unexplored. After addressing the gap, this study mainly focuses on investigating the cultural contents between Cambridge Global English Key Stage 6 and Erlangga Grow with English Book. The data of the study were taken from the two books regarding the cultural dimensions. The theory of types of culture used is proposed by Hinkel (1999), namely source, target, and international culture. As for the theory of dimensions of culture, namely aesthetic, sociological, semantic, and pragmatic is taken from Adaskou, Britten and Fahsi. The findings reveal that Cambridge Global English Key Stage 6 contained more cultural materials than Erlangga Grow with English Book 6. Cambridge Global English Key Stage 6 contains more percentage or portion in culture types and dimensions which considers the importance of studying culture as a preparation for the learners to face intercultural communication in their future. This study contributes to a new perspective in the study of cultural dimension as well as
许多研究者对英语教材中的文化分析进行了研究。然而，从文化分析的角度比较英语教材作为第二语言与印度尼西亚使用的第二语言的研究相对较少。在解决了这一差距之后，本研究主要侧重于调查剑桥全球英语关键阶段6和埃尔朗加与英语一起成长的文化内容。本研究的数据取自两本关于文化维度的书。文化使用类型理论由ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1"，"itemData":{"author":[{"drop -particle":"" family":"Hinkel"，"given":"Eli"，"non-drop -particle":""，"parse-names":false，"suffix":""}]，"container-title":" culture in Second Language Teaching and Learning"，"id":"ITEM-1"，"issued":{"date-parts":[["1999"]]}，"页数":"196-219"，"publisher":"Cambridge "，"title":"Cultural "提出镜像”，“type”:“book”}，“uris”:[“http://www.mendeley.com/documents/?uuid=e8736554-25df-405e-abe5-1b6014dca62e”]}]，“mendeley”:{“formattedCitation”:“(Hinkel, 1999)”，“manualFormatting”:“Hinkel, 1999)”，“plainTextFormattedCitation”:“(Hinkel, 1999)”，“previouslyFormattedCitation”:“(Hinkel, 1999)”}，“properties”:{“noteIndex”:0}，“schema”:“https://github.com/citation-style-language/schema/raw/master/csl-citation.json”}Hinkel(1999)，即源、目标、国际文化。至于文化维度的理论，即美学、社会学、语义学和语用学，则借鉴了阿达斯库、布里顿和法赫西的理论。研究结果表明，剑桥全球英语关键阶段6比埃尔朗加英语成长第6册包含更多的文化材料。剑桥全球英语关键阶段6在文化类型和维度上包含了更多的百分比或部分，它考虑了学习文化作为学习者未来面对跨文化交流的准备的重要性。本研究为文化维度的研究开辟了新的视角，也为英语教学的比较研究开辟了新的视野。
{"title":"A Comparative Study of Cultural Types and Dimensions in English Textbooks","authors":"Kristina Butar Butar, A. Pasaribu","doi":"10.30998/scope.v6i1.10261","DOIUrl":"https://doi.org/10.30998/scope.v6i1.10261","url":null,"abstract":"<p><span lang=\"EN-US\">Many researchers have conducted regarding cultural analysis in English textbooks. However, the comparison between English Textbook as ESL and EFL used in Indonesia in term of cultural analysis is relatively unexplored. After addressing the gap, this study mainly focuses on investigating the cultural contents between Cambridge Global English Key Stage 6 and Erlangga Grow with English Book. The data of the study were taken from the two books regarding the cultural dimensions. The theory of types of culture used is proposed by </span><!--[if supportFields]><span lang=EN-US \u0000style='font-size:9.0pt;line-height:115%;font-family:\"Times New Roman\",\"serif\"; \u0000mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-bidi-font-family: \u0000Arial;mso-bidi-theme-font:minor-bidi;color:black;mso-ansi-language:EN-US; \u0000mso-fareast-language:EN-US;mso-bidi-language:AR-SA'><span style='mso-element: \u0000field-begin;mso-field-lock:yes'></span>ADDIN CSL_CITATION \u0000{\"citationItems\":[{\"id\":\"ITEM-1\",\"itemData\":{\"author\":[{\"dropping-particle\":\"\",\"family\":\"Hinkel\",\"given\":\"Eli\",\"non-dropping-particle\":\"\",\"parse-names\":false,\"suffix\":\"\"}],\"container-title\":\"Culture \u0000in Second Language Teaching and \u0000Learning\",\"id\":\"ITEM-1\",\"issued\":{\"date-parts\":[[\"1999\"]]},\"number-of-pages\":\"196-219\",\"publisher\":\"Cambridge \u0000University Press\",\"publisher-place\":\"Cambridge\",\"title\":\"Cultural \u0000Mirrors\",\"type\":\"book\"},\"uris\":[\"http://www.mendeley.com/documents/?uuid=e8736554-25df-405e-abe5-1b6014dca62e\"]}],\"mendeley\":{\"formattedCitation\":\"(Hinkel, \u00001999)\",\"manualFormatting\":\"Hinkel, \u00001999)\",\"plainTextFormattedCitation\":\"(Hinkel, 1999)\",\"previouslyFormattedCitation\":\"(Hinkel, \u00001999)\"},\"properties\":{\"noteIndex\":0},\"schema\":\"https://github.com/citation-style-language/schema/raw/master/csl-citation.json\"}<span \u0000style='mso-element:field-separator'></span></span><![endif]--><span lang=\"EN-US\">Hinkel (1999)</span><!--[if supportFields]><span lang=EN-US \u0000style='font-size:9.0pt;line-height:115%;font-family:\"Times New Roman\",\"serif\"; \u0000mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-bidi-font-family: \u0000Arial;mso-bidi-theme-font:minor-bidi;color:black;mso-ansi-language:EN-US; \u0000mso-fareast-language:EN-US;mso-bidi-language:AR-SA'><span style='mso-element: \u0000field-end'></span></span><![endif]--><span lang=\"EN-US\">, namely source, target, and international culture. As for the theory of dimensions of culture, namely aesthetic, sociological, semantic, and pragmatic is taken from Adaskou, Britten and Fahsi. The findings reveal that Cambridge Global English Key Stage 6 contained more cultural materials than Erlangga Grow with English Book 6. Cambridge Global English Key Stage 6 contains more percentage or portion in culture types and dimensions which considers the importance of studying culture as a preparation for the learners to face intercultural communication in their future. This study contributes to a new perspective in the study of cultural dimension as well as ","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115051759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-06DOI: 10.30998/scope.v6i1.9383
Fadhlur Rahman, Nizar Saputra
This paper specifically aims to examine conceptual and empirical studies on the evolution of English Language Teaching (ELT) worldwide and its progression affecting ELT in South Korea. A systematic review was used as the research methodology. A number of significant articles from top-tier journals and book chapters were analysed utilising a content analysis, to gain evidence-based solutions. This paper begins with the outset of EIL (English as an International Language) in general, and examines a paradigm shift concerning the prestige norms such as American English (AmE) and British Received Pronunciation (RP). This paper heavily emphasizes on the condition of English Language Teaching in South Korea, and what theoretical foundations can be utilized to English language program in South Korea. Furthermore, this paper critically investigates the interconnectedness complexities between English and the national language, along with the attitudes toward native and non-native English-speaking teachers. The findings reveal some particular recommendations which can be undertaken to reconceptualize the language policy, teachers’ recruitment and curriculum developments in South Korea.
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Pub Date : 2021-10-06DOI: 10.30998/scope.v6i1.10237
Mildan Af, N. Nurhayati, I. Istikomah
Students’ lack of vocabulary and grammar knowledge can influence their reading skills. This research is aimed at finding the effects of vocabulary and grammar mastery on students’ reading skill. The fourth semester of UNINDRA students in Jakarta were the research participants. The sample was selected through simple random sampling. There were three variables; vocabulary and grammar mastery and English reading skill. Objective tests were administered to the students for the data. Correlation technique and multiple regressions were used for data analysis. The research findings reveal first significant effects of vocabulary and grammar mastery both partially and collectively on the students’ English reading skill, proved by Sig.0.000 < 0.05 and Fo184.710, with correlation coefficient 0.90 and determination coefficient is 0.809 or 80.9%. The regression equation is: Y = 2.071+ 0.529X1 + 0.414X2. It means that the students’ English reading skill is strongly influenced by their vocabulary and grammar mastery. Secondly, there is a significant effect of vocabulary mastery on the reading skill of the fourth semester of UNINDRA students Jakarta, proved with the score of t observed = 5.263 > t table= 1.987and Sig. 0.000 < 0.05. Thirdly, there is a significant effect of grammar mastery on the reading skill of the fourth semester of UNINDRA students Jakarta proved with the score of t observed = 4.514 > t table= 1.987and Sig. 0.000 < 0.05. The conclusion is that there are significant effects of the students’ vocabulary and grammar mastery both partially and collectively on their reading skill.
{"title":"Vocabulary and Grammar Mastery on Students’ Reading Skill","authors":"Mildan Af, N. Nurhayati, I. Istikomah","doi":"10.30998/scope.v6i1.10237","DOIUrl":"https://doi.org/10.30998/scope.v6i1.10237","url":null,"abstract":"Students’ lack of vocabulary and grammar knowledge can influence their reading skills. This research is aimed at finding the effects of vocabulary and grammar mastery on students’ reading skill. The fourth semester of UNINDRA students in Jakarta were the research participants. The sample was selected through simple random sampling. There were three variables; vocabulary and grammar mastery and English reading skill. Objective tests were administered to the students for the data. Correlation technique and multiple regressions were used for data analysis. The research findings reveal first significant effects of vocabulary and grammar mastery both partially and collectively on the students’ English reading skill, proved by Sig.0.000 < 0.05 and Fo184.710, with correlation coefficient 0.90 and determination coefficient is 0.809 or 80.9%. The regression equation is: Y = 2.071+ 0.529X1 + 0.414X2. It means that the students’ English reading skill is strongly influenced by their vocabulary and grammar mastery. Secondly, there is a significant effect of vocabulary mastery on the reading skill of the fourth semester of UNINDRA students Jakarta, proved with the score of t observed = 5.263 > t table= 1.987and Sig. 0.000 < 0.05. Thirdly, there is a significant effect of grammar mastery on the reading skill of the fourth semester of UNINDRA students Jakarta proved with the score of t observed = 4.514 > t table= 1.987and Sig. 0.000 < 0.05. The conclusion is that there are significant effects of the students’ vocabulary and grammar mastery both partially and collectively on their reading skill.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125254098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-06DOI: 10.30998/scope.v6i1.7675
Risna Saswati
This study sheds lights on the effectiveness of multiple choice of reading comprehension test items in measuring learners’ reading comprehension competence. This study applies descriptive quantitative method of research that uses statistical analysis to measure the effectiveness of the individual test item. The study uses the theories of multiple-choice test type and Item Analysis (IA). The data were taken from multiple choice test type of reading comprehension test given to 51 freshman students attending Literal Reading class. The test had 31 numbers comprising the questions of Text A, B and C. The reading comprehension test items were measured by the procedure of Item Analysis using the Item Facility, Item Discrimination and Distractor Efficiency. The result of this study is there are 13 items in reading comprehension test which are in need to be reviewed by the teachers. It is needed to be revised since the test is intended to be put in the question bank and be used repeatedly for the future use.
{"title":"Item Analysis of Reading Comprehension Test: A Study of Test Scores Interpretation","authors":"Risna Saswati","doi":"10.30998/scope.v6i1.7675","DOIUrl":"https://doi.org/10.30998/scope.v6i1.7675","url":null,"abstract":"This study sheds lights on the effectiveness of multiple choice of reading comprehension test items in measuring learners’ reading comprehension competence. This study applies descriptive quantitative method of research that uses statistical analysis to measure the effectiveness of the individual test item. The study uses the theories of multiple-choice test type and Item Analysis (IA). The data were taken from multiple choice test type of reading comprehension test given to 51 freshman students attending Literal Reading class. The test had 31 numbers comprising the questions of Text A, B and C. The reading comprehension test items were measured by the procedure of Item Analysis using the Item Facility, Item Discrimination and Distractor Efficiency. The result of this study is there are 13 items in reading comprehension test which are in need to be reviewed by the teachers. It is needed to be revised since the test is intended to be put in the question bank and be used repeatedly for the future use.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132249535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-09DOI: 10.30998/SCOPE.V5I2.3401
L. Setyowati
One of the effects of the 2019-20 Coronavirus pandemic is relied on education throughout the world. Education in Indonesia is also affected by the COVID-19 virus. All levels of education from elementary schools to tertiary institutions (universities) both under the Indonesian Ministry of Education and Culture and those under the Indonesian Ministry of Religion are "forced" to learn from home because of face-to-face learning removed to prevent COVID-19 transmission. Under these conditions, the education system can adopt Seamless Learning. Seamless Learning allows students to determine when and where they will learn. This research is a literature study reviewing studies which show that Seamless can now be done to replace traditional systems during pandemic. Seamless Learning can be an option for learning methods that can be applied during the COVID-19 quarantine period. Seamless Learning allows students to learn more independently and does not sacrifice students with certain hours and duration as long as the material is affordable and accessible to students. Students can easily access material and are not limited by certain devices making it easier for students who do not have a computer or laptop.
{"title":"Utilization of Seamless Learning as a Learning Model during Covid-19 Pandemic in Indonesia","authors":"L. Setyowati","doi":"10.30998/SCOPE.V5I2.3401","DOIUrl":"https://doi.org/10.30998/SCOPE.V5I2.3401","url":null,"abstract":"One of the effects of the 2019-20 Coronavirus pandemic is relied on education throughout the world. Education in Indonesia is also affected by the COVID-19 virus. All levels of education from elementary schools to tertiary institutions (universities) both under the Indonesian Ministry of Education and Culture and those under the Indonesian Ministry of Religion are \"forced\" to learn from home because of face-to-face learning removed to prevent COVID-19 transmission. Under these conditions, the education system can adopt Seamless Learning. Seamless Learning allows students to determine when and where they will learn. This research is a literature study reviewing studies which show that Seamless can now be done to replace traditional systems during pandemic. Seamless Learning can be an option for learning methods that can be applied during the COVID-19 quarantine period. Seamless Learning allows students to learn more independently and does not sacrifice students with certain hours and duration as long as the material is affordable and accessible to students. Students can easily access material and are not limited by certain devices making it easier for students who do not have a computer or laptop.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115837177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-15DOI: 10.30998/SCOPE.V5I1.6404
Wahyu Indah Mala Rohmana
Recently the issue of integrating religion view into all life aspects has emerged rapidly. It has something to do with building especially children’s character since they were a child. Moreover, cases of students who lack of norms and attitudes are growing immensely. Hence, the integration of religion in this case Islamic value into all subjects at school is urgently needed. In English Language Teaching (ELT), immersing Islamic value has been constrains by English Teachers because of the limitation of knowledge. Therefore, this paper presents and discusses the values and ethics in Islam its forms and sources. It shades more lights on the infusion of Islamic values and ethics in ELT, the role of teachers, challenges faced in embedding Islamic values into English materials. This paper uses qualitative descriptive research. Library research was used by taking into account some journals and sources related with instilling Islamic values in English teaching. The data then is explained by using descriptive analysis. Finally, this study concludes with some recommendations for tracking the challenges such as inserting exercise with Islamic values in the English topics, using Islamic names for person, event or places, connecting the relevant verse of Holy Book or using it as the material to be translated and using English books containing Islamic messages.
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Pub Date : 2020-06-27DOI: 10.30998/SCOPE.V4I2.6239
Leni Tiwiyanti, Yulia Sofiani
Anime and manga can closely present Japanese culture. The concept of Hinata Hyuga as a woman ninja in Naruto Shippuden, an anime film, depicts the gender ideology of Japanese culture. The research aims to describe the representation of gender ideology in Hinata Hyuga's figure and to know the semiotic representation in Hinata Hyuga as a woman who has broken the Japanese gender ideology. The scope of this study is investigating the woman's identity in gender ideology (feminism), by seeing signs represented in Hinata Hyuga. The research is qualitative and applies a descriptive qualitative method. The primary data source of this research is taken from Naruto Shippuden animated film. After the animated film is obtained, the researchers watch several series which are related to Hinata Hyuga. To get the expected research purpose, theory by Simone de Beauvoir about gender ideology combined with semiotic Barthes is applied to analyze the representation of gender ideology. The results show that Hinata Hyuga is a Japanese woman who can be a strong ninja who has broken Japanese gender ideology. In short, by seeing signs, semiotic can prove that Hinata’s characterization is not defined as a weak woman. Hinata’s identity as a Japanese woman, who is expected to be calm, gentle, fragile and in charge of all the housework is deconstructed into a strong and brave woman who refuse to give up in any problems.
{"title":"The Representation of gender Ideology in Hinata Figure, Naruto Shippuden Film","authors":"Leni Tiwiyanti, Yulia Sofiani","doi":"10.30998/SCOPE.V4I2.6239","DOIUrl":"https://doi.org/10.30998/SCOPE.V4I2.6239","url":null,"abstract":"Anime and manga can closely present Japanese culture. The concept of Hinata Hyuga as a woman ninja in Naruto Shippuden, an anime film, depicts the gender ideology of Japanese culture. The research aims to describe the representation of gender ideology in Hinata Hyuga's figure and to know the semiotic representation in Hinata Hyuga as a woman who has broken the Japanese gender ideology. The scope of this study is investigating the woman's identity in gender ideology (feminism), by seeing signs represented in Hinata Hyuga. The research is qualitative and applies a descriptive qualitative method. The primary data source of this research is taken from Naruto Shippuden animated film. After the animated film is obtained, the researchers watch several series which are related to Hinata Hyuga. To get the expected research purpose, theory by Simone de Beauvoir about gender ideology combined with semiotic Barthes is applied to analyze the representation of gender ideology. The results show that Hinata Hyuga is a Japanese woman who can be a strong ninja who has broken Japanese gender ideology. In short, by seeing signs, semiotic can prove that Hinata’s characterization is not defined as a weak woman. Hinata’s identity as a Japanese woman, who is expected to be calm, gentle, fragile and in charge of all the housework is deconstructed into a strong and brave woman who refuse to give up in any problems.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"723 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122002046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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