A lecturer and students' perspective on ethnic snake games in speaking class at Universitas Muhammadiyah Malang. Therefore, lecturers are asked to apply it in the teaching and learning process because it can help lecturers to deliver the material in attractive ways to stimulate the students' enthusiasm. To answer the students' need, the researchers want to use a multimedia-based medium, Ethnic Snake Game, in the speaking class for Electrical Engineering students in UMM.
Based on the above explanation, the researchers want to know a teacher's and student's perspective on ethnic snake play - multimedia use in a class. Hopefully, by understanding the perspective of the teacher and the students towards the multimedia, it can help them to enhance the teaching and learning process in the classroom. After the activity was completed, the researchers gave a student questionnaire to students and the teacher questionnaire to the teacher at the end of the class.
If we imagine the lecturer's and students' expectation towards technology, the Ethnic Snake Game use would be the answer of the problems.
Implementing Role Play in English for Business Class
Berlinda Mandasari
This research aims to identify students' attitudes towards role-playing activities in the classroom and how role-playing technique is implemented. Through these activities, the researcher tried to determine the students' attitudes towards the activity they did and the performance of role plays in the classroom. Student An answer whether they are motivated or not in learning English by using role-playing technique.
Yes, I am happy and motivated to memorize vocabulary so that I do not get into trouble while practicing the role play).-student2-. Using a variety of communicative techniques, role play develops language fluency, promotes classroom interaction and increases motivation (Ladousse, 1995). A role-playing game is a very flexible learning activity, which offers a lot of room for variation and imagination.
Role play can therefore improve learners' speaking skills in any situation, and help learners to interact. Role playing can improve learners' speaking skills in any situation and helps learners to interact. This is the advantage of role play in that role play is that learners are given a chance to pretend to be someone else.
Functional language of scenarios can be activated and practiced through role playing in imaginary situation. In the interaction class, role play was performed by playing some role of an employee in certain company which they had prepared before. There are three topics in English for Business Class that they have to present using role play.
English Drama in the Late of Victorian Period (1880-1901)
Realism in Drama Genre Revival
Yuseano Kardiansyah
- Henry Arthur Jones
- Arthur Pinero
- Oscar Fingall O’Flahertie Wills Wilde
- George Bernard Shaw
In discussing the development of English drama, the role of late Victorian dramatists was really important in the field of modern drama. Here their roles in the development of English drama and the advancement of realism through their drama will be explained in detail. As a result, ultimately as a non-English playwright, Henrik Ibsen was quite important and influential in the development of English drama during the late Victorian period.
His first success came with "The Silver King" (1882), in which he impressed many critics for seeing him as such. However, his great achievement was due to his melodramas such as "The Profligate" in 1887 and "The Second Mrs. Therefore, Pinero's role in the development of drama during the late Victorian period cannot be underestimated, and his realistic drama style also contributed well. to the advance of realism in the realm of English drama history at the time.
His first play, "Vera: or, The Nihilists" in 1880, gave a rather minimal mastery of theatrical technique and a thinner grasp of the Russian political realities it attempted to dramatize. Lady Windermere's Fan: A Play about a Good Woman" in 1892 was Wilde's first major success on the London stage, and it was followed by "A Woman of No Importance" in 1893, both plays having a noticeable feminist bias, emphasizing the innate strength of their central female characters In addition to his terrible social reputation, however, Wilde's contribution to the development of English drama was obviously influential.
According to Adams Shaw's first play was a didactic reality play in three acts entitled "Widower's Houses" in 1892, and it was followed by "The Philanderer" in 1983, in which he portrayed an ideal of sexual freedom through this drama. Shaw was a member of "Fabian Society", in which that society had a goal of realizing socialism via democratic means (Samekto. In his works, Shaw delighted in saying and showing the opposite of what his audiences expected , such as "Arms and the man" in 1898 which presented a sympathetic figure of soldier who does not want to fight, and "The Devil's Disciple" in 1901 which presented the man whom conventional society considered evil and selfish, but willing to sacrifice himself for others (Thornley).and Robert.
Écriture Feminine in the Narration Level of Jeanette Winterson’s The Powerbook
Nisa’ul Fithri Mardani Shihab
In addition to a fragmented story, a female script also demonstrates the difference with the phallocentric discourse in the form of a narcissistic narrative. For that reason, I began conducting this research by categorizing textual symptoms in the novel according to the problem. The novel is set in the Napoleonic era and uses the first point of view to tell its story.
From the aspect of narration, the non-linearity of the novel's plot is constructed through the change of narrators in the same narrative body without any visible sign. In terms of narration, this novel also uses a similar technique to the other two novels. Unlike Showalter's, which focuses on the thematic aspects of the novel, Kellaway's review pays more attention to the narrative style of The Powerbook.
Consequently, before specifically discussing the textual symptoms displayed at the récit level, I first discuss the novel's story content, or histoire level. Things that are considered normative are played with in the novel by showing a rather fluid (gender and sexual) identity. At the récit level, the Powerbook narrative is generally fragmented, which makes it.
All the above parts show how the novel addresses the narrator outside the text, namely the reader, in the form of the pronoun "you". One of the stories set in the past is found in a chapter titled "Open Hard Drive". The discussion of the level of narration of The Powerbook shows that the novel tells the story in the form of female writing by means of its non-linear plot, which comes in bits and pieces.
Predicates of Indonesian and English Simple Sentences
Ingatan Gulö
This means that the verb subject or predicator, the noun phrases that act as direct object and indirect object, as well as the adverbials that may be present in a ditransitive sentence, for example, are all included in the predicate because they follow the subject. From the examples below, the italicized parts act as the predicates and the underlined ones are the predicators. In Indonesian, sentence (3) can be used as an example, because the adverbial ke sini can be omitted, leaving the verb datang alone as the predicator.
There is another example from the collected and analyzed data that is worth presenting here, such as Mereka semua menengah 'They all died', in which, as in (1), one verb functions as both predicate and predicate. However, the problem that Indonesian students face in learning English is not as difficult as the ones we will discuss below. It is obvious from the italicized phrases that they function as sentence predicates.
The one in (24) uses Nenek moyangku 'My ancestors' as the subject, prepositional phrase ke Suriname as the main predicate, and another phrase sunatan tahun yang lalu as an adverb of time. In addition to adverbs, phrases related to time and number can also function as predicates in Indonesian. Sentences like Mobil merak tiga and Acaranya jam tujuh, for example, use the word tiga 'three' and the phrase jam tujuh 'seven hours' which relate to number and time as the predicates.
These sentences cannot simply be translated into English as *Their car is three and *The party is at seven without the presence of appropriate to be as the main part of the predicates. Most of the types of Indonesian predicates discussed in this article are realized differently in English sentences. In addition to verbs, however, other word classes, such as nouns and adjectives, are used as predicates in Indonesian sentences.
Ephebophilia Suffered by the Main Character in the Novel Lolita by Nabokov
Dina Amelia 1 , Febri Diantika Dintasi 2
Humbert’s Sexual Encounters, and Fantasies as an Ephebophile
After his sexual encounter with Annabel, Humbert becomes obsessed with girls much younger than his age. In fact, I want the reader to see "nine" and "fourteen" as the boundaries—the mirrored beaches and rosy rocks—of an enchanted island haunted by those nymphs of mine and surrounded by a vast, misty sea. Throughout the story, Nabokov seems to emphasize the idea that Humbert's suffering is the result of his unfulfilled desires towards Annabel.
Ironically, Humbert's sexual encounters and fantasies with younger girls (especially Lolita) in the story only show that Annabel is the main focus of his sexual desires. While the story mainly describes his relationship and his attraction to Lolita, the way he pursues all the other girls emerges as a result of his sexual experience with Annabel. At this point, it's understandable that Humbert's erotic thoughts and attraction to younger girls begin the first time he caresses Annabel's body.
It seems that Nabokov as the author creates an implication in the story and reinforces the idea that Annabel is in every girl and woman that Humbert is attracted to. The above quote clearly shows that his sexual arousal towards her body has already taken over his life. Unfortunately in the story, she seems to be depicted simply as an object of erotic fantasy.
Nabokov presents the idea of adoration of children from actions and statements in the story. For this reason, Nabokov rarely details the sexual encounter between Humbert and Lolita throughout the story, since Humbert's desires for Lolita are not only to make love to her, touch her or possess her body, but also to fulfill his fantasies related to his sexual orientation towards young girls. She became the "ideal" woman for him and eventually leads to his sexual orientation.
