This research is an analysis of an animation movie by Walt Disney Animation Studios entitled Zootopia. The story of Zootopia, just like other animation movies which can be generalized as intended for children. It contains a positive message which can be seen from the tagline of this movie; “This is Zootopia. Anyone can be Anything”. However, this research tries ascertaining the opposite as it can be seen that the message of the movie is not entirely true. It is under descriptively qualitative method supported by the Theory of Deconstruction as a framework -- that a text can betray itself and this movie is no exception. In Zootopia, just like in human world, the animals are divided into species and kinds or types. This division can clearly lead to discrimination, stereotypes and prejudice. At the end, the notion that anyone can be anything is right to some extend but there are certainly limitations and boundaries that one cannot across to avoid instability in the life of the animals. Thus, the movie can be ‘read’ as having an entirely different message. This research shows that an animation movie can also be interpreted in many ways and may indeed reflect what happens in our reality.
{"title":"Discrimination in Zootopia: A critical reading","authors":"Hianly Muljadi","doi":"10.30659/e.4.2.236-246","DOIUrl":"https://doi.org/10.30659/e.4.2.236-246","url":null,"abstract":"This research is an analysis of an animation movie by Walt Disney Animation Studios entitled Zootopia. The story of Zootopia, just like other animation movies which can be generalized as intended for children. It contains a positive message which can be seen from the tagline of this movie; “This is Zootopia. Anyone can be Anything”. However, this research tries ascertaining the opposite as it can be seen that the message of the movie is not entirely true. It is under descriptively qualitative method supported by the Theory of Deconstruction as a framework -- that a text can betray itself and this movie is no exception. In Zootopia, just like in human world, the animals are divided into species and kinds or types. This division can clearly lead to discrimination, stereotypes and prejudice. At the end, the notion that anyone can be anything is right to some extend but there are certainly limitations and boundaries that one cannot across to avoid instability in the life of the animals. Thus, the movie can be ‘read’ as having an entirely different message. This research shows that an animation movie can also be interpreted in many ways and may indeed reflect what happens in our reality.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90870147","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}
The need to provide equal education access through an inclusive system to students with difficulties (henceforth SwD) has witnessed a substantially growing interest in the last recent years. As a standard practice of education and accountability system is inseparable, the need to include SwD in large-scale assessments has also become a central interest of many pedagogical practitioners around the world. This situation has later initiated the invention of test accommodation. With their challenges and difficulties, SwD are not expected to take part in the regular procedure of assessments. This paper, with regard to the above assertions, seeks to examine the accommodation practice in Indonesian educational system. It will primarily focus on analysing the types of accommodation applied in the country’s English high-stake assessment and the evaluation of the effectiveness of the ongoing practice. Contrary to common belief, accommodation in a language test is not exclusively aimed to accommodate students with mobility and cognitive challenges. Test accommodation is also aimed at helping students who face difficulty in the language of classroom instructions. However, due to the limited space reason and the fact that the phenomenon of learning difficulties caused by the inability of students to understand the language of instruction is uncommonly reported in Indonesian educational settings, this paper will primarily focus on the accommodation issue for students with physical and mental difficulty. Apart from highlighting on the history of test accommodation as well as the related issues, this paper will cover the nature of Indonesia’s practice towards test accommodation and discuss its real implementation. Further recommendations on how the test accommodation should be conducted in Indonesia educational settings will be discussed.
{"title":"Reframing test accommodation practice on English high-stake examination in Indonesia","authors":"Imam Khasbani","doi":"10.30659/e.4.2.142-155","DOIUrl":"https://doi.org/10.30659/e.4.2.142-155","url":null,"abstract":"The need to provide equal education access through an inclusive system to students with difficulties (henceforth SwD) has witnessed a substantially growing interest in the last recent years. As a standard practice of education and accountability system is inseparable, the need to include SwD in large-scale assessments has also become a central interest of many pedagogical practitioners around the world. This situation has later initiated the invention of test accommodation. With their challenges and difficulties, SwD are not expected to take part in the regular procedure of assessments. This paper, with regard to the above assertions, seeks to examine the accommodation practice in Indonesian educational system. It will primarily focus on analysing the types of accommodation applied in the country’s English high-stake assessment and the evaluation of the effectiveness of the ongoing practice. Contrary to common belief, accommodation in a language test is not exclusively aimed to accommodate students with mobility and cognitive challenges. Test accommodation is also aimed at helping students who face difficulty in the language of classroom instructions. However, due to the limited space reason and the fact that the phenomenon of learning difficulties caused by the inability of students to understand the language of instruction is uncommonly reported in Indonesian educational settings, this paper will primarily focus on the accommodation issue for students with physical and mental difficulty. Apart from highlighting on the history of test accommodation as well as the related issues, this paper will cover the nature of Indonesia’s practice towards test accommodation and discuss its real implementation. Further recommendations on how the test accommodation should be conducted in Indonesia educational settings will be discussed.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86012061","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}
One of most arguable and observable social phenomena is gender inequality which is based on feminism thoughts. Considering how literature may portray human’s life along with its values, this study is purposed to elaborate and compare how feminism thoughts and gender inequality take place in various literary works. Based on the importance of feminism thoughts and gender inequality in cross cultural literature, then there is a necessity to conduct a comparative literature study which focused on feminism thoughts. This study took four kinds of literary works, namely drama, prose (short-story), movie, and poetry. Feminism approach as sociological approach was applied in this study altogether with comparative criticism and content analysis method. This study discussed how feminism thoughts got more supports and encouragement as the century progressed. By comparing literary works from 20th and 21st century, several important findings can be drawn, namely (a) feminism thoughts are getting stronger along with the progression of century, (b) feminism thoughts always oppose gender inequality as both are always found as binary oppositions in literary work, (c) both feminism and gender-inequality live through human’s values and repetitive actions, (d) personal and familial values are crucial in order to develop feminism thoughts and gender-inequality in an individual, and (e) the change of values, especially social and cultural values can bring changes in both feminism and gender inequality phenomena.
{"title":"Feminism thoughts in 20th and 21st century literary works: A comparative study","authors":"Fransiska Marsela Hambur, N. Nurhayati","doi":"10.30659/e.4.2.183-193","DOIUrl":"https://doi.org/10.30659/e.4.2.183-193","url":null,"abstract":"One of most arguable and observable social phenomena is gender inequality which is based on feminism thoughts. Considering how literature may portray human’s life along with its values, this study is purposed to elaborate and compare how feminism thoughts and gender inequality take place in various literary works. Based on the importance of feminism thoughts and gender inequality in cross cultural literature, then there is a necessity to conduct a comparative literature study which focused on feminism thoughts. This study took four kinds of literary works, namely drama, prose (short-story), movie, and poetry. Feminism approach as sociological approach was applied in this study altogether with comparative criticism and content analysis method. This study discussed how feminism thoughts got more supports and encouragement as the century progressed. By comparing literary works from 20th and 21st century, several important findings can be drawn, namely (a) feminism thoughts are getting stronger along with the progression of century, (b) feminism thoughts always oppose gender inequality as both are always found as binary oppositions in literary work, (c) both feminism and gender-inequality live through human’s values and repetitive actions, (d) personal and familial values are crucial in order to develop feminism thoughts and gender-inequality in an individual, and (e) the change of values, especially social and cultural values can bring changes in both feminism and gender inequality phenomena.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87945931","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}
This study investigated the acts of code switching by lecturers and student in thesis defence examination at a university in Banda Aceh, Indonesia. The study involved five participants (four lectures and one student) of the English Language Department. Data from recordings were used to analyse the types and functions of code switching that occurred during the defence. The types of code switching were analysed based on Poplack, and the functions of code switching were analysed based on the theories by Gumperz, Hoffman and Holmes. The result showed that there were three types of code switching found in 109 examples during the interactions between the lecturers and the student, they were: intra-sentential switching (77.06%), inter-sentential switching (15.59%), and tag switching (7.33%). In term of the functions of code switching, 10 functions were identified from 68 switches, they were: addressee specification at 22.05%, followed by interjections (16.17%), loanwords (16.17%), message qualifications (11.76%), transfer of the subconscious markers (8.82%), proper names (8.82%), quotations (5.88%), message reiteration (4.41%), personalization versus objectification (2.94%) and specific features of Islamic terms (2.94%) as the least. It can be concluded that in this case, code switching allowed the participants achieve a wide range of important and interesting ends in their discourse during the thesis defence examination.
{"title":"The types and functions of code switching in a thesis defense examination","authors":"Usman Kasim, Y. Q. Yusuf, S. Ningsih","doi":"10.30659/e.4.2.101-118","DOIUrl":"https://doi.org/10.30659/e.4.2.101-118","url":null,"abstract":"This study investigated the acts of code switching by lecturers and student in thesis defence examination at a university in Banda Aceh, Indonesia. The study involved five participants (four lectures and one student) of the English Language Department. Data from recordings were used to analyse the types and functions of code switching that occurred during the defence. The types of code switching were analysed based on Poplack, and the functions of code switching were analysed based on the theories by Gumperz, Hoffman and Holmes. The result showed that there were three types of code switching found in 109 examples during the interactions between the lecturers and the student, they were: intra-sentential switching (77.06%), inter-sentential switching (15.59%), and tag switching (7.33%). In term of the functions of code switching, 10 functions were identified from 68 switches, they were: addressee specification at 22.05%, followed by interjections (16.17%), loanwords (16.17%), message qualifications (11.76%), transfer of the subconscious markers (8.82%), proper names (8.82%), quotations (5.88%), message reiteration (4.41%), personalization versus objectification (2.94%) and specific features of Islamic terms (2.94%) as the least. It can be concluded that in this case, code switching allowed the participants achieve a wide range of important and interesting ends in their discourse during the thesis defence examination.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"434 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88370190","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}
As Goronga (2013) notes that classroom interaction encourages students to actively participate in teaching learning process. Teacher question plays an important role to trigger students' critical thinking or Higher Order Thinking Skills (HOTS). This paper highlights questions revealed in teaching learning process that triggering students' critical thinking. Class observation and interview is conducted and then analyzed based on Bloom’s taxonomy. Data eventually show that remembering is mostly uttered to stimulate the students to state what they know about the topic and recall particular information. This means teachers find difficulties to practice questions with HOTS aspects. Teachers need to have more practice on how to encourage students to have critical thinking as one of skills in this disruptive era.
{"title":"HOTS in teacher classroom interaction: A case study","authors":"Y. Yulia, Fenita Rizki Budiharti","doi":"10.30659/e.4.2.132-141","DOIUrl":"https://doi.org/10.30659/e.4.2.132-141","url":null,"abstract":"As Goronga (2013) notes that classroom interaction encourages students to actively participate in teaching learning process. Teacher question plays an important role to trigger students' critical thinking or Higher Order Thinking Skills (HOTS). This paper highlights questions revealed in teaching learning process that triggering students' critical thinking. Class observation and interview is conducted and then analyzed based on Bloom’s taxonomy. Data eventually show that remembering is mostly uttered to stimulate the students to state what they know about the topic and recall particular information. This means teachers find difficulties to practice questions with HOTS aspects. Teachers need to have more practice on how to encourage students to have critical thinking as one of skills in this disruptive era.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"173 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79549797","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}
The inseparable linkage between reading and writing has gained a crucial emphasis on language learning. It has been regarded as a constructive issue for the improvement in teaching English skills. However, little attention is given to the underlying relationship between students’ motivation in reading and their achievement in writing. This current research aimed at the correlation between students' reading motivation and their writing achievement across gender. It involved 50 third-year EFL students enrolled essay writing course divided into two classes in the ELT department. The quantitative data were collected through the use of the questionnaire on motivation in reading. Correlation analysis completed using Pearson product-moment revealed that the students' motivation in reading significantly positive influences their writing scores. It described that changes in students' reading motivation are a very weak correlation with the changes in their writing score. Another finding demonstrated that female and male students’ reading motivation and their writing achievement are significantly different. It signified that the differences correlation coefficient of both male and female students. Finding teaching implication is one of the areas that future researchers are suggested to investigate. Regarding the research findings, it indicates that there are more extensive areas offered for further studies in the relationship between reading and writing.
{"title":"Indonesian EFL students’ reading motivation and writing achievement across gender","authors":"Ajeng Inayatul Ilahiyah, Diah Maya Andina, Punggulina Andawaty Tiven, B. Cahyono","doi":"10.30659/e.4.2.119-131","DOIUrl":"https://doi.org/10.30659/e.4.2.119-131","url":null,"abstract":"The inseparable linkage between reading and writing has gained a crucial emphasis on language learning. It has been regarded as a constructive issue for the improvement in teaching English skills. However, little attention is given to the underlying relationship between students’ motivation in reading and their achievement in writing. This current research aimed at the correlation between students' reading motivation and their writing achievement across gender. It involved 50 third-year EFL students enrolled essay writing course divided into two classes in the ELT department. The quantitative data were collected through the use of the questionnaire on motivation in reading. Correlation analysis completed using Pearson product-moment revealed that the students' motivation in reading significantly positive influences their writing scores. It described that changes in students' reading motivation are a very weak correlation with the changes in their writing score. Another finding demonstrated that female and male students’ reading motivation and their writing achievement are significantly different. It signified that the differences correlation coefficient of both male and female students. Finding teaching implication is one of the areas that future researchers are suggested to investigate. Regarding the research findings, it indicates that there are more extensive areas offered for further studies in the relationship between reading and writing.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79010686","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}
Designing new pedagogy in response to the advancement of technology that requires the integration of literacy has became the issue in ELT classroom. What is more, the conception of teaching English skills, including writing, is not merely limited to the language skills target but also how the learners become multiliterate in facing todays’ world. This article puts forward the framework of multiliteracies that is integrated in process writing approach to bridge the gap between literacy education and writing pedagogy. This study aims at investigating the enactment of the incorporation of multiliteracies with process writing approach and to explore the learners’ reflection toward the use of the framework in their writing practices. The data were taken from online surveys, the participants’ reflection, observation, and focus group discussion in the end of the study. Researcher used qualitative analysis with embedded quantitative data. The proposed framework was delivered to pre-service teachers (PST) in English Writing subject at the English Language Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya, Indonesia. Step by step procedures in process writing approach were incorporated with multiliteracies along with some activities used in teaching writing. Findings indicated that implementing the framework in teaching writing provides PSTs with the opportunities to embrace the multiple modes of meaning making and digital technology in writing, produce texts, and present them in multimodal and creative ways. In addition, despite several challenges in its implementation, the activities helped to improve the writing skill, decrease the chance of plagiarism, and increase the authentic writing. Finally, PSTs were motivated to enhance their digital literacy used in writing practices. As a result, the study suggests that multiliteracies had a space in the teaching writing skill following the guided procedures in process writing approach.
{"title":"Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection","authors":"Salim Nabhan","doi":"10.30659/e.4.2.156-170","DOIUrl":"https://doi.org/10.30659/e.4.2.156-170","url":null,"abstract":"Designing new pedagogy in response to the advancement of technology that requires the integration of literacy has became the issue in ELT classroom. What is more, the conception of teaching English skills, including writing, is not merely limited to the language skills target but also how the learners become multiliterate in facing todays’ world. This article puts forward the framework of multiliteracies that is integrated in process writing approach to bridge the gap between literacy education and writing pedagogy. This study aims at investigating the enactment of the incorporation of multiliteracies with process writing approach and to explore the learners’ reflection toward the use of the framework in their writing practices. The data were taken from online surveys, the participants’ reflection, observation, and focus group discussion in the end of the study. Researcher used qualitative analysis with embedded quantitative data. The proposed framework was delivered to pre-service teachers (PST) in English Writing subject at the English Language Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya, Indonesia. Step by step procedures in process writing approach were incorporated with multiliteracies along with some activities used in teaching writing. Findings indicated that implementing the framework in teaching writing provides PSTs with the opportunities to embrace the multiple modes of meaning making and digital technology in writing, produce texts, and present them in multimodal and creative ways. In addition, despite several challenges in its implementation, the activities helped to improve the writing skill, decrease the chance of plagiarism, and increase the authentic writing. Finally, PSTs were motivated to enhance their digital literacy used in writing practices. As a result, the study suggests that multiliteracies had a space in the teaching writing skill following the guided procedures in process writing approach. ","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88426715","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}
9/11 will always be a traumatic experience not only for Americans but also for the rest of the world. This trauma has been re-articulated in a number of mass culture or popular culture products, such as novels or films. As argued by Landsberg (2004), mass culture could be used to attract the public in making sense of history, memory, politics and identity, including traumatic moments. In this article, the chosen case, a short film by Iñárritu’s entitled 11'09''01 shows how a cultural product intended for the masses has the potentials to change the structure of memory construction. The film has been criticized to be focusing on the traumatic aspect and do not highlight the heroic discourse, which was the most celebrated notion of the 9/11 tragedy. As the most experimental entry, this article argues that the short film among the others in the same project represents an effort to empathize with the pain felt on that day by utilizing ‘authentic’ materials, such as segments of media broadcasts from all over the world and recordings of the victims’ last phone calls to their loved ones. It also uses the images of people falling or jumping from the two towers leading into the ethical challenges for the cinematic documentation of a traumatic event, which will also be discussed in this article. The main method of analysis is textual analysis and Landsberg’s conceptualization of Prosthetic Memory is used to interpret the data. The article concludes that the short film could be seen as a Transferential Space in transferring memories of 9/11 to the audience who might not have experience it directly.
{"title":"Prosthetic memory: Re-creating the experience of trauma in Iñárritu’s 11'09''01","authors":"S. Tambunan","doi":"10.30659/e.4.2.226-235","DOIUrl":"https://doi.org/10.30659/e.4.2.226-235","url":null,"abstract":"9/11 will always be a traumatic experience not only for Americans but also for the rest of the world. This trauma has been re-articulated in a number of mass culture or popular culture products, such as novels or films. As argued by Landsberg (2004), mass culture could be used to attract the public in making sense of history, memory, politics and identity, including traumatic moments. In this article, the chosen case, a short film by Iñárritu’s entitled 11'09''01 shows how a cultural product intended for the masses has the potentials to change the structure of memory construction. The film has been criticized to be focusing on the traumatic aspect and do not highlight the heroic discourse, which was the most celebrated notion of the 9/11 tragedy. As the most experimental entry, this article argues that the short film among the others in the same project represents an effort to empathize with the pain felt on that day by utilizing ‘authentic’ materials, such as segments of media broadcasts from all over the world and recordings of the victims’ last phone calls to their loved ones. It also uses the images of people falling or jumping from the two towers leading into the ethical challenges for the cinematic documentation of a traumatic event, which will also be discussed in this article. The main method of analysis is textual analysis and Landsberg’s conceptualization of Prosthetic Memory is used to interpret the data. The article concludes that the short film could be seen as a Transferential Space in transferring memories of 9/11 to the audience who might not have experience it directly. ","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77144666","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}
Mpu Tabah Chalifatah Aji, Nunuk Suryani, Akhmad Arif Musadad
Religion in a contextual meaning as a social practice contributes to the formation of religious cultural arts as well as religious archaeology. This research context discusses about ‘Keris’ as a form of religious cultural ideas and a full comprehension of the supernatural power outside the human himself (religiousness value). This research becomes significant to do since in the middle of global extremism lifting up again ‘Keris’ as a part of networking collective as a Javanese wisdom of life. Moreover the implication is that the religious philosophical value which is applied universally and symbolized in ‘Keris’ archaeology is able to lead to the realization of cultural identity which tightens nationalism in heterogeneity not homogeneity, creates awareness of the preservation of the religious archaeology as a form of religious cultural ideas. This research uses an ethnography qualitative research supported by interviews along with Talcon Parson’s the theory of Societies. It located in Solo, Jawa Tengah. The result of the study also shows that the dynamics of ‘Keris’ development genealogically is not only as a part of self-identity of Javanese society (invulnerability symbol). Kris in this case is also related to the society’s mentality system which is close to the philosophical value of religiousness which is fully comprehended as ethics and wisdom of life.
{"title":"Religious cultural Arts in mentality system of Javanese society: A critical analysis to the dynamics of ‘Keris’ development as a religious archaelogy","authors":"Mpu Tabah Chalifatah Aji, Nunuk Suryani, Akhmad Arif Musadad","doi":"10.30659/e.4.2.247-260","DOIUrl":"https://doi.org/10.30659/e.4.2.247-260","url":null,"abstract":"Religion in a contextual meaning as a social practice contributes to the formation of religious cultural arts as well as religious archaeology. This research context discusses about ‘Keris’ as a form of religious cultural ideas and a full comprehension of the supernatural power outside the human himself (religiousness value). This research becomes significant to do since in the middle of global extremism lifting up again ‘Keris’ as a part of networking collective as a Javanese wisdom of life. Moreover the implication is that the religious philosophical value which is applied universally and symbolized in ‘Keris’ archaeology is able to lead to the realization of cultural identity which tightens nationalism in heterogeneity not homogeneity, creates awareness of the preservation of the religious archaeology as a form of religious cultural ideas. This research uses an ethnography qualitative research supported by interviews along with Talcon Parson’s the theory of Societies. It located in Solo, Jawa Tengah. The result of the study also shows that the dynamics of ‘Keris’ development genealogically is not only as a part of self-identity of Javanese society (invulnerability symbol). Kris in this case is also related to the society’s mentality system which is close to the philosophical value of religiousness which is fully comprehended as ethics and wisdom of life.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81656280","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}
Everyone faces emotional challenges. It can influence their behavior since emotion is an incredibly strong drive on human behavior. This powerful emotion can lead someone to take actions that he might not regularly do, or keep away from the conditions that someone enjoys. Emotionality is related to a range of psychological phenomena, including mood, temperament, personality, and motivation. The ability to control emotions in the self and others is called Emotional Intelligence (EI). EI can be found not only in real life but in literary works such as a novel. In line with that interesting topic, this article, therefore, explores the EI and the implications of EI of the main character in Belva Plain’s Blessings. In analyzing the novel, the study applied a psychological approach. The technique of analyzing the data was a qualitative descriptive method. The findings of the study showed Jennie’s EI, that is composed of emotional self-awareness, self-regulation, motivation, and social skills. Furthermore, the results revealed the implications of Jennie’s EI; she becomes successful because she is good at self-regulation and motivation. She is also good at self-awareness, empathy and social skills, so she has better interpersonal relations.
{"title":"Emotional intelligence in Belva Plain’s Blessings","authors":"Nori Indriyani, Rahmi Munfangati","doi":"10.30659/e.4.2.204-215","DOIUrl":"https://doi.org/10.30659/e.4.2.204-215","url":null,"abstract":"Everyone faces emotional challenges. It can influence their behavior since emotion is an incredibly strong drive on human behavior. This powerful emotion can lead someone to take actions that he might not regularly do, or keep away from the conditions that someone enjoys. Emotionality is related to a range of psychological phenomena, including mood, temperament, personality, and motivation. The ability to control emotions in the self and others is called Emotional Intelligence (EI). EI can be found not only in real life but in literary works such as a novel. In line with that interesting topic, this article, therefore, explores the EI and the implications of EI of the main character in Belva Plain’s Blessings. In analyzing the novel, the study applied a psychological approach. The technique of analyzing the data was a qualitative descriptive method. The findings of the study showed Jennie’s EI, that is composed of emotional self-awareness, self-regulation, motivation, and social skills. Furthermore, the results revealed the implications of Jennie’s EI; she becomes successful because she is good at self-regulation and motivation. She is also good at self-awareness, empathy and social skills, so she has better interpersonal relations.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73130733","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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