The United States of America has a long history of discrimination based on race and gender. People were divided according to their race, religion, and skin tone. Both black males and their white partners discriminated against African American women. The application of Jim Crow Laws worsened their situation. Both individual and institutional discrimination had to be endured by them. Uncovering the racial and gender inequality faced by African American women is one of the themes explored in Theodore Melfi's Hidden Figure. The study's goals were to look at the fight for equality as a response to the prejudice towards people of color and women that three important female characters in Theodore Melfi's movie Hidden Figures experienced. A book by Margot Lee Shetterly served as the inspiration for the movie. The writers employed sociological, historical, and descriptive analytic methods to analyze this research. Through conducting library research, data was acquired. The main information was taken directly from the film, while the supporting information was gathered from books, magazines, and other sources related to English literature. The collected data were organized and evaluated before being used in the article. This research made it clear to the writers that the movie expressed opposition to discrimination against African American women. The three female protagonists of the movie experienced a variety of sorts of prejudice from their society, both at home and at work. The protagonists struggled with having to create their identities to be accepted by their society, especially by their coworkers at their place of employment who treat them equally and without any discrimination. They eventually won the right to be treated equally and were freed from various types of bias after considerable struggle and self-justification.
This research aims: 1) To describe Japanese and Indonesian Traditional Children's Games from the point of view of students of the Japanese Language Education Study Program; 2) To learn the extent of understanding or knowledge students have about traditional games for Japanese and Indonesian children. The research method is an open and closed online questionnaire with first-semester student respondents from the 2020/2021 class of the Japanese Language Education Study Program of Universitas Negeri Surabaya. The results showed that the majority of students, as many as stated that they knew traditional children's games, both Japanese and Indonesian, well. Meanwhile, traditional children's games, both Japanese and Indonesian, include similarities in shape, materials, how to play the games, and similarities in benefits. The difference lies in form as well as the primary material.
It is necessary for every language learner to master four language skills, such as listening, speaking, and reading. This study focuses on writing skill. Writing course in higher education is taught in freshman year and aims at equipping learners with writing and reading skills. Shokyuu Hyoki's lecture material (kanji) from the Kanji textbook Minna Nihongo Kanji 1 (English Edition) contains teaching materials that deal with kanji, saya, hiragana, romaji, identifying the same kanji, explanation of the same kanji, basic kanji strokes and so on. Based on the researchers' experience, when teaching was implemented, most students had not mastered the material provided. They reasoned that there were not enough books that could be used to study independently outside of class hours. In this connection, the researcher compiled student worksheet to help students practice independently outside lecture hours, practice writing, and continue to do assignments to support learning to write kanji.
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