Article Per Year (5 Year)
p-Index From 2019 - 2024
0.444
P-Index
This Author published in this journals
All Journal Rubikon: Journal of Transnational American Studies
Riris Yusrina
Universitas Sebelas Maret
Humanities

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
RELIGIOUS EVENT (DOOM) AND PURITAN TEACHING IN MICHAEL WIGGLESWORTH’S POEM THE DAY OF DOOM Riris Yusrina
Rubikon : Journal of Transnational American Studies Vol 9, No 1 (2022)
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.457 KB) | DOI: 10.22146/rubikon.v9i1.73535

Abstract

American literature was strongly influenced by English literature because it was brought by the English colonies who came to America. The Colonial Period in American literature occurred from 1607 until 1775. Many writers had an important role in this period, such as John Winthrop, Anne Bradstreet, William Bradford, and William Wigglesworth. The colonial period started in the colonial era, one hundred years before the Revolution War. The Characteristics of the colonial Period such as historic, simple, religious, and influenced by the English tradition. One of the religious poems written in that era was Michael Wigglesworth’s “The Day of Doom”. It became one of the most famous poems from the Colonial Period. The puritan concept strongly existed in it, especially the Calvinism theology. Calvinist Theology has five concepts. They are Total and innate Depravity, Unconditional Election, Prevenient and irresistible grace, Perseverance of Saints, and Limited Atonement. The poem also represents the Day of Judgement which provides the conversation between God and the man.
Representation of NCLB Implementation Program and Its Impact on Hispanic Students: A Critical Discourse Analysis on Media Reports Riris Yusrina; Aris Munandar
Rubikon : Journal of Transnational American Studies Vol 10, No 1 (2023)
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/rubikon.v10i1.81504

Abstract

No Child Left Behind (NCLB) aims to improve US education system. Every student in the US must have the same rights to get a quality education. The state is responsible for providing fair, equitable and quality educational facilities to the community. In reality, however, the NCLB was not entirely successful. While the law stipulates equality for underprivileged students, in reality, the richer students get better facilities and the best teachers. In addition, not all school teachers meet the standards. Based on these problems, this study aims to examine the challenges NCLB faced. It also intends to investigate the ideal implementation of NCLB and its effectiveness for students in the United States. This research also explores minority groups, like Hispanics. They are the largest minorities in the US. This research seeks to answer (1) How is the NCLB implementation reported in the media? and (2) What are the impacts of the NCLB implementation on Hispanic students?. This study uses the theory of Critical Discourse analysis from Norman Fairclough and Jager with news articles as data sources. The news articles were taken from the New York Times, usnews.com, dailynews.com, fivethirtyeight.com, and CBS News. The results found that the NCLB is still problematic that still there are achievement gaps, protests, and low performance. In addition, there are still wrong beliefs, discrimination, and dishonesty regarding the implementation of NCLB. Through some possible ways to solve the problem, like supervising and revising NCLB.
Co-Authors Aris Munandar