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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) EDUPY English Review: Journal of English Education English and Literature Journal Abdimas Dewantara Journal on Education JEdu: Journal of English Education Frasa: English Education and Literature Journal Journal of English Language Teaching and English Linguistics
Rudha Widagsa
Universitas PGRI Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Direct Sexist in Pitch Perfect Series Movies Aulia Nisa’ Khusnia; Rudha Widagsa
Journal on Education Vol 5 No 1 (2022): Journal on Education: Volume 5 Nomor 1 Tahun 2022
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v5i1.754

Abstract

The term "sexist language" refers to any form of speech that features or gives preference to one gender over another. As a form of discrimination based on a person's gender, sexism is unacceptable. The merits and flaws of society are reflected in this widely held belief. One of the most pervasive and unchangeable social norms is sexism. This article aims at finding the direct sexism found in the Pitch Perfect Series Movie. It belongs to qualitative research. The data for this study come in the form of individual words, phrases, and clauses within larger portions of text like sentences and paragraphs. Collecting data entails the following procedures: (1) downloading the film; (2) watching the film; (3) making notes on the film's use of language and setting; and (4) identifying examples of indirect sexism using the categories provided. There are data showing direct sexism. Those belong to humor, presupposition, conflicting messages, and endocentric messages. Words, phrases, and clauses within sentences and paragraphs represent the majority of this study's data. It's a joke, but shame, disappointment, prejudice, a clash between feminism and gender, and the male perspective all contribute to the perpetuation of sexism
Stress Alternation in English Morphological Derivation Words Produced by Native Speakers of Indonesia RUDHA WIDAGSA
Journal of English Language Teaching and English Linguistics Vol. 3 No. 1 (2016): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.234 KB) | DOI: 10.31316/eltics.v3i1.10

Abstract

Although English students (English-L2) are allowed to retain their local accent when speaking English, they may not be intelligible if they use inappropriate stress in communication. This research is intended to find out how English-L2 produce stress in English morphological derivation words. The respondents of this study are 10 students of English Department (PBIUPY) Who are native speakers of Indonesian. PRAAT software is applied to analyse the recordings, including measuring the pitch of each word, the highest pitch indicates the primary or strongest stress in each word. The instruments of this study are 5 morphological derivation words which have different level and variation of stress. The result illustrates that English-L2 produce inappropriate stress alternation in English morphological derivation words. Most English-L2 are not able to distinguish between strong and weak stressed syllables. It is proved by the pitch which they produce have a broadly simillar pattern. Keywords: stress, alternation, English-L2
INTONATION OF ENGLISH DECLARATIVE SENTENCE PRODUCED BY ENGLISH DEPARTMENT STUDENTS Rudha Widagsa
Journal of English Language Teaching and English Linguistics Vol. 1 No. 1 (2014): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (631.102 KB) | DOI: 10.31316/eltics.v1i1.382

Abstract

This research is aimed at finding and describing the intonation of English declarative sentence produced by English Department students of Universitas PGRI Yogyakarta. The intonation is analyzed based on contour approach through the movements of pitch. The researcher uses three students as his respondents. The data are analized through three steps, firstly, data are collected through listening and recording process, secondly, the recording data are converted to soundwave and pitch diagrams using PRAAT software, at this point, PRAAT text grid is applied to make the pitch diagrams easy to understand, and finally, the researcher draws conclusion according to the contour of pitch in the diagrams. The result of this research illustrates that the respondents tend to rise the pitch at end of English declarative sentence which correspondingly changes the mood of the sentence into an interrogrative sentence. English declarative sentences generally have falling intonation and native speakers of English do not rise the pitch at the end of declarative sentences. However, this research shows that students of English have inadequate knowledge about suprasegmental features in English particularly intonation.
TEACHERS’ BELIEF ON THE IMPLEMENTATION OF ENGLISH AS A MEDIUM ISNTRUCTION (EMI) IN STEM EDUCATION (A CASE STUDY IN AN INDONESIAN CAMBRIDGE STANDARD SCHOOL) Hindun Astiani; Rudha Widagsa
Journal of English Language Teaching and English Linguistics Vol. 6 No. 1 (2021): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (529.793 KB) | DOI: 10.31316/eltics.v6i1.1273

Abstract

This research aims to map out teachers‟ beliefs about, perceptions of, and classroompractices emphasizing English as the medium instruction towards STEM education. Thisstudy addresses the following research questions: (1) what are teachers‟ beliefs on applyingEnglish as the medium instruction through STEM subjects in elementary school? (2) Howdoes English as medium instruction impacts STEM subjects for elementary school? (3)What do teachers identify as challenges and barriers to use English as medium instructionin teaching STEM subjects? Moreover, this research determined as the first step to designpre-service teacher to teach STEM disciplines subjects emphasizing English as the mediuminstruction. A multi-case case study was conducted with two elementary school teachers.These two teachers were purposefully selected from a Cambridge Standard School torepresent science, mathematics, and as English teachers as well. Data collection consists ofdocument analysis, classroom observations, and interviews. Triangulation was used tovalidate the data. Data were analyzed using the constant comparative method. Findingsfrom the case studies are (1) teachers‟ beliefs influence their professional coursework,classroom practices, and how they perceived future education, (2) as the medium ofinstruction changes the classroom gets more interactive and students have fun in learning,(3) new vocabularies that students have not known and matched approach were two bigbarriers for teachers.
An EFL Teacher Perspective on Implementation of Dual Curriculum (Cambridge and Indonesian K13 National Curriculum) at Mutiara Persada School, Yogyakarta RUDHA WIDAGSA
Journal of English Language Teaching and English Linguistics Vol. 7 No. 1 (2022): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (592.767 KB) | DOI: 10.31316/eltics.v7i1.2074

Abstract

The aim of this research is to find out the problems and the strategies of the EFL teacher on the implementation of Cambridge and national curriculum (k13) at Mutiara Persada school of Yogyakarta. This research is conducted based on the difficulties encountered by EFL teacher in the implementation of Cambridge and National Curriculum on fourth grade of Mutiara Persada Elementary School of Yogyakarta. This research adopted a qualitative research design. This type of problem was dealing with personal struggle of the EFL teacher when teaching using the two curricula in an international class. The struggle could be psychological, technical, or just simply lack of knowledge in the field. Those kinds of problem would be appropriate if approached using personal interaction such as deep interview. The result of this research found that the most common problem was not from the teacher’s background of study which in this research is EFL teacher. However, the problem comes from how the teacher adapted to the both of curriculums. Instead, the EFL teacher has better understanding of English terms that are used in Cambridge textbook. Teacher with English background also has better understanding in viewing the students’ skill which in turn the teacher knows how to adapt themselves with the student’s capacity. EFL teacher also has benefit in teaching global mindset to the student which is part of Cambridge curriculum’s goal. The researchers also find out the strategy that the teacher used which is once that the terms are understood then the problem was to make the students understand that the term in Indonesian and in English is similar in meaning, only different in language. Since teaching young learners only uses a simple terminology, not the complex one, the only adaptation that the teacher made was only in the terms used.
Co-Authors Aulia Nisa’ Khusnia Dwipa, Nendra Mursetya Somasih Hindun Astiani Indah Lestari Juang Kurniawan Syahruzah Laela Sagita Laela Sagita Nafisah Endahati Nendra Mursetya Somasih Dwipa Primasari Wahyuni Ratri Mindarti Sri Wiyanah