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All Journal INFORMASI Studies in English Language and Education
Amjad Alsyouf
Al-Balqa Applied University
Education Languange, Linguistic, Communication & Media Library & Information Science

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HEGEMONIC MASCULINITY IN ARCHETYPAL AFRICAN NOVELS Amjad Alsyouf
Informasi Vol 48, No 2 (2018): INFORMASI
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (236.136 KB) | DOI: 10.21831/informasi.v48i2.21657

Abstract

The study attempts to examine the concept of hegemonic masculinity in Tayeb Salih's Season of Migration to the North (1966) and Chinua Achebe’s Things Fall Apart (1958). To achieve that it deals with two concerns. First, it tackles the process of development of masculinity attempting to identify hegemonic masculinity among other stages within this process.  Secondly, it investigates hegemonic masculinity as a concept occasionally occurs in popular African fiction with emphasis placed on its presence in Salih's Season of Migration to the North and Achebe’s Things Fall Apart. The research concludes with a recommendation to focus more research efforts on literature that deals with hypermasculinity, the stage succeeding hegemonic masculinity, as it needs immediate consideration due to its critical impact on contemporary world and audience.HEGEMONI MASKULINITAS DALAM NOVEL-NOVEL ARCHETYPAL AFRICANPenelitian yang bertujuan untuk mengkaji konsep mengenai hegemoni maskulinitas di Tayeb Salih’s Season of Migration to The North (1996) dan Chinua Achebe’s Things Fall Apart (1958) ini berfokus pada dua hal. Pertama, mengkaji proses perkembangan maskulinitas untuk mengidentifikasi hegemoni maskulinitas. Kedua, menginvestigasi hegemoni maskulinitas sebagai sebuah konsep yang selalu muncul dalam karya-karya fiksi afrika dengan penekanan pada Salih’s Season of Migration to The North and Achebe’s Things Fall Apart. Penelitian ini memberikan simpulan dan rekomendasi pada fokus penelitian selanjutnya yang berkaitan dengan hipermaskulinitas, seperti suksesnya hegemoni maskulinitas yang perlu dipertimbangkan penelitiannya karena dampak yang kritis dari dunia dan audiens saat ini.
Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking Amjad Alsyouf; Murad Al Kayed
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (422.952 KB) | DOI: 10.24815/siele.v8i2.18649

Abstract

This paper proposes Interactive Intervention Strategy (IIS) as an effective activity to teach English as a Foreign Language (EFL) in the Arab world and other similar EFL environments. It explores the impact of IIS on the speaking skills (fluency, pronunciation, vocabulary, and grammar) of EFL students in the Jordanian context. The study used a quasi-experimental quantitative design to analyze the data. The sample of the study consisted of 30 students as a control group and 30 students as an experimental group. Both groups were enrolled in a speaking course in their first semester. The study employed an interview post-test to evaluate the effectiveness of IIS in teaching speaking skills. IIS is sought in this context to excite the minds of the learners with target subjects using untraditional techniques. It is designed to help in eliminating L2 learners’ confusion and increasing their motivation by adapting the activities of the traditional teaching environment. IIS is thus proposed as a strategy that challenges the traditional approaches to teaching EFL in helping the learners to use English as a communicative language through developing extra-class interactive sessions demonstrated to support EFL speaking classrooms.
Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking Amjad Alsyouf; Murad Al Kayed
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.18649

Abstract

This paper proposes Interactive Intervention Strategy (IIS) as an effective activity to teach English as a Foreign Language (EFL) in the Arab world and other similar EFL environments. It explores the impact of IIS on the speaking skills (fluency, pronunciation, vocabulary, and grammar) of EFL students in the Jordanian context. The study used a quasi-experimental quantitative design to analyze the data. The sample of the study consisted of 30 students as a control group and 30 students as an experimental group. Both groups were enrolled in a speaking course in their first semester. The study employed an interview post-test to evaluate the effectiveness of IIS in teaching speaking skills. IIS is sought in this context to excite the minds of the learners with target subjects using untraditional techniques. It is designed to help in eliminating L2 learners’ confusion and increasing their motivation by adapting the activities of the traditional teaching environment. IIS is thus proposed as a strategy that challenges the traditional approaches to teaching EFL in helping the learners to use English as a communicative language through developing extra-class interactive sessions demonstrated to support EFL speaking classrooms.
Co-Authors Murad Al Kayed