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All Journal Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA ATAVISME JURNAL ILMIAH KAJIAN SASTRA
Nita Novianti, Nita
Departemen Pendidikan Bahasa Inggris, Fakultas Pendidikan Bahasa Dan Seni, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi No. 229, Bandung,
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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 1 
TRIANGLING BELLOW’S SEIZE THE DAY Novianti, Nita
Jurnal Pendidikan Bahasa dan Sastra Vol 15, No 2 (2015): Volume 15, Nomor 2, Oktober 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v15i2.1243

Abstract

AbstractOver the years, new theories of literary criticism have invariably emerged as a response, critique to, and development of the earlier criticisms. This paper introduces a relatively new literary theory that can enrich the repertoire of literary criticism in Indonesian context, namely family systems therapy or FST, through a critical analysis of Seize the Day by Saul Bellow, an American author whose works mainly deal with the theme of family and the issues revolving it. Partly a critique to Freud’s psychoanalysis and its variants, family systems therapy holds that one’s identity is a part of a matrix of identity, thereby requiring the analysis of one’s interrelatedness with the others involved in the matrix in order to understand one’s self. The analysis shows that the protagonist of the novel, Wilhelm, is involved in a triangle in his effort to cope with his anxiety. Triangling is also found to be merely one of the many outlets for the protagonist’s anxiety. The paper concludes that family systems theory is appropriate to critically analyze literary works dealing with family matters, such as Seize the Day. This theory offers new insights not only into the practice of literary criticism but also into seeing problems in life. Keywords: Family systems therapy, triangle, anxiety  AbstrakTeori-teori kritik sastra terus bermunculan, baik sebagai tanggapan, kritik, atau perkembangan dari teori-teori sebelumnya. Makalah ini memperkenalkan sebuah teori yang cukup baru yang bisa memperkaya khasanah kritik sastra di Indonesia, yaitu terapi sistem keluarga, melalui sebuah analisis terhadap novel berjudul Seize the Day karangan Saul Bellow, seorang penulis Amerika yang karya-karyanya terutama mengangkat tema keluarga dan permasalahan yang melingkupinya. Sebagai kritik terhadap teori Psikoanalisis oleh Freud dan variasi-variasinya, terapi sistem keluarga percaya bahwa identitas seseorang adalah bagian dari matriks identitas, sehingga analisis terhadap keterhubungan seseorang dengan orang lain yang terlibat dalam matriks tersebut diperlukan jika ingin memahami diri seseorang. Analisis menunjukkan bahwa protagonis novel tersebut, Wilhelm, terlibat dalam sebuah hubungan segitiga atau triangling dalam usahanya untuk menghadapi kegelisahan hidupnya; selain itu, hubungan segitiga hanyalah satu dari sekian jalan keluar untuk kegelisahan yang dihadapi protagonis. Makalah ini menyimpulkan bahwa teori psikoterapi keluarga cocok untuk menganalisis secara kritis karya-karya sastra yang berkenaan dengan masalah keluarga, seperti Seize the Day. Teori ini menawarkan sudut pandang baru, tidak hanya terhadap praktik dalam kritik sastra, tapi juga terhadap cara melihat permasalahan dalam hidup. Kata kunci: Terapi sistem keluarga, segitiga, kegelisahan.
BILDUNGSROMAN FOR CHARACTER EDUCATION IN HIGHER EDUCATION: AN INDONESIAN CONTEXT Novianti, Nita
International Journal of Education Vol 9, No 2 (2017): February 2017
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v9i2.5474

Abstract

Considering the lack of research on character education in higher education, this paper proposes that Bildungsroman, a genre concerned with a protagonist’s development and education from childhood to adulthood, fits perfectly into the recent need of literary works for teaching character education in college. Employing literature review, this paper argues that Bildungsroman satisfies the major requirements for literary works for character education in college drawn from O’Sullivan (2004). Bildungsroman also provides a rich source for cultivation of character traits as stipulated by the Indonesian Department of National Education (2010). Furthermore, the general theme of self-development is highly appropriate to the nature of character education in higher education, namely as a continuation and consolidation of the character developed in college students’ previous education. It is expected that the present study will contribute to the teaching of character education through literature, although further studies are required in order to explore the effective teaching and learning techniques.
PEDAGOGICAL COMPETENCE DEVELOPMENT OF UNIVERSITY TEACHERS WITH NON-EDUCATION BACKGROUND: THE CASE OF A LARGE UNIVERSITY OF EDUCATION IN INDONESIA Novianti, Nita; Nurlaelawati, Iyen
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.15711

Abstract

Pedagogical competence of university teachers or lecturers has lately gained much attention from researchers; however, no research has specifically examined the pedagogical competence of lecturers with a non-education background. Herein, drawing upon Olsson et al. (2010) pedagogical competence development and under the Indonesian legislation of lecturer pedagogical competence, we investigated the efforts made by lecturers with a non-education background in a large Indonesian university of education to develop their pedagogical competence. As many as 40 lecturers took part in our preliminary survey of lecturer pedagogical development, and 20 of them joined our interviews and focus group discussions. Based on the results of the survey and focus group discussions, we gained a description of the efforts made by the lecturers in developing their pedagogical competence, their perceptions of the extent to which their university has facilitated their pedagogical development, and the perceived challenges. Recommendations are drawn based on the results of the research to create a model of pedagogical competence development that is suitable for the lecturers and lecturers with a non-education background in general.
The fever of English 2.0 in Indonesia: University students’ and faculty members’ attitudes towards English in different multilingual landscapes Abdurahman, Nur Hafiz; Gandana, Isti Siti Saleha; Novianti, Nita
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13315

Abstract

The global spread of English has become a widely felt phenomenon, arousing different perceptions and attitudes among those who encounter it. The dominant use of English in virtual spaces has led to the emergence of ‘English 2.0,’ which has been perceived as a new concept of learning English involving networked learning and the use of digital technologies. This study explores Indonesian university students’ and faculty members’ attitudes towards the use of English in both face-to-face and virtual contexts. Adopting a mixed methods approach, it involved two hundred and fifty-one respondents through which questionnaires were distributed and completed. Responses to Likert-scale items were analysed using a paired-samples t-test of SPSS, while open-ended responses were used to yield a more in-depth analysis. The results show that there were mixed attitudes towards English among the respondents. This study suggests that while virtual domains can provide a space for learning and practicing English, a beneficial utilisation of the language ultimately depends on how English language learning is planned and designed.
THE PRACTICE OF GENRE-BASED PEDAGOGY IN INDONESIAN SCHOOLS: A CASE OF PRESERVICE TEACHERS IN BANDUNG, WEST JAVA PROVINCE Nurlaelawati, Iyen; Novianti, Nita
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6869

Abstract

This paper reports preservice teachers’ knowledge and understanding about genre-based pedagogy in the curriculum and its implementation in their EFL classrooms. Six participants who were taking their teaching practicum program in two different state schools took part in the study. Employing a case study design, the data were collected through questionnaire, observations, interviews, and document analysis (lesson plans). The findings show that the preservice teachers had varying degrees of knowledge and understanding of what genre-based pedagogy is and how to apply it in the teaching and learning. All of them, though, believe that genre-based pedagogy is very useful and applicable in EFL teaching and learning. Out of the six participants, four employed the pedagogy in their classroom teaching and learning. There is, however, a gap between what the preservice teachers know and understand about genre-based pedagogy and how they apply it in the classroom. Most of the preservice teachers skip the most important part in genre-based pedagogy, namely building knowledge of the field. They also do not give feedback to their students’ writing. These findings have some implications for the English teacher education in Indonesia. Teacher education institutes should pay more attention on preservice teachers’ practices in the classroom. Cooperation between the teacher supervisor, lecturer, and preservice teachers is really needed.
ENGLISH LITERATURE TEACHING: AN INDONESIAN CONTEXT Novianti, Nita
Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i1.2660

Abstract

Literature has gained an increasingly important place in language learning. Particularly in the EFL context, it has been regarded as beneficial for the improvement of English skills. However, there is not much attention given to the teaching of English literature for the sake of literature, not merely as a tool or technique in language learning, especially in Indonesia. The research therefore aims to investigate the teaching of English literature to EFL students in Indonesian universities. More specifically, it attempts to find how English literature lecturers select literary texts, what problems encountered by lecturers in teaching English literature to EFL students, and how they cope with the problems. A case study to three lecturers teaching three different literature courses in a state university in Indonesia was conducted. The findings show that: First, lengths, levels of language difficulty, canonical status, and the cultural background of the author become the main consideration for selecting the literary texts to teach; Second, the problems encountered are of threefold, namely reading habit, English proficiency, and resources; and Third, some of the strategies to cope with the problems consist of individual reading assignment, reading group, and taking the most advantage of the internet for teaching resources. This research has demonstrated that there are many areas for further studies in the teaching of English literature to EFL students in Indonesia, finding effective teaching models is one of them.
Read alouds 2.0 in an Indonesian tertiary EFL classroom Novianti, Nita; Abdurahman, Nur Hafiz
Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i3.15259

Abstract

Read alouds have long been advocated as a reading practice that is not only appropriate for children but also for adult learners. Empirical evidence shows that reading aloud could be an effective strategy for EFL students’ reading comprehension. However, its practice in EFL literature classrooms has received scarce attention. To fill this practical gap, this article reports on the adoption of read alouds 2.0 in a tertiary EFL literature classroom. The read aloud 2.0 aims to help students make meaning of literary texts. In this practice, blended discussion was carried out through Edmodo as a learning platform for virtual engagement between teacher and students and between students and their peers. The implication of this practice is that both teachers and students maximize their engagement with literary texts both face-to-face and virtually.
THE HEROINES OF DON JUAN Novianti, Nita
ATAVISME Vol 18, No 2 (2015): ATAVISME, Edisi Desember 2015
Publisher : Balai Bahasa Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24257/atavisme.v18i2.117.221-231

Abstract

In spite of the large number of female characters who play the major part in the life of the main character in Byron?s Don Juan, it is still the main character himself, Don Juan, who has garnered great attention from the critics. Hence, the present research will focus on the female characters of Byron?s Don Juan and reveal how their sexuality and femininity are represented. It is found that while there are subversion and challenging of femininity and sexuality, such as female unusual sexual prowess exhibited by Gulbeyaz and some other female characters, it is precisely the challenging of feminine conventions and the inability to suppress their sexuality that lead the female characters to their doom. Meanwhile, the female characters who successfully suppress their sexuality have a better ending, or at least, manage to survive. Abstrak: Meskipun terdapat banyak karakter perempuan yang berperan penting dalam kehidupan karakter utama Don Juan karya Byron, tetap saja yang selama ini menjadi pusat perhatian para kritikus sastra adalah karakter utamanya, yaitu Don Juan. Oleh karena itu, penelitian ini akan fokus pada karakter-karakter perempuan dalam Don Juan karya Byron dan mengungkap bagaimana femininitas dan seksualitas mereka direpresentasikan. Ditemukan bahwa meskipun ada sub versi dan penentangan terhadap konvensi femininitas dan seksualitas perempuan, seperti yang ditunjukkan oleh kekuatan seksual Gulbeyaz dan beberapa karakter perempuan lainnya, justru sub versi dan penentangan serta ketidakmampuan mereka menahan seksualitasnya yang membawa karakter-­karakter perempuan ini pada kesengsaraan. Sementara itu, karakter perempuan yang berhasil menahan seksualitasnya hidupnya berakhir bahagia, atau setidaknya bisa bertahan hidup. Kata-­kata Kunci: Don Juan; feminitas; karakter perempuan; seksualitas
Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework Novianti, Nita; Thomas, Angela; To, Vinh
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25049

Abstract

The practice of critical literacy in EFL contexts answers the need for EFL pedagogy that considers the complex social and political dimensions of foreign language learning. Many teachers are still discouraged from practicing critical literacy due to the many challenges they encounter.  In this paper, we outline a practical framework that can help teachers navigate the complexity of practicing critical literacy in EFL contexts.  The framework consists of four resources of critical literacy practice, namely curriculum and standards, students’ experiences and background, local social issues, and text selection.  The classroom activities include text analysis and critique, bridging the word and the world, and social action. Particular issues in EFL pedagogy are addressed with implications for the practice of critical literacy.
Co-Authors Gandana, Isti Siti Saleha Halimatussadyah, Farrah Iyen Nurlaelawati Nur Hafiz Abdurahman Thomas, Angela To, Vinh