Abstract. This study aims to describe the gender inequality contained in the novel Death of an Ex-Minister by Nawal el Saadawi using gender theory by Mansour Fakih (2005) which includes marginalization, subordination, stereotype, violence, and workload. The method used was descriptive qualitative. The results showed that there was gender inequality that was manifested in four forms: marginalization, subordination, stereotyping, and violence. Marginalization occurs in the form of dismissals by male superiors to female employees who were considered to often express opinions that differ from them. Subordination was indicated by the position of women who were lower than men. Whereas, stereotyping occurred with the negative attachment of a husband to his wife that because he was the one who gave food he had the right to do anything to his wife. The violence occurred in the form of physical violence by a husband against his wife and sexual violence experienced by a woman who was raped by ten men. Keywords: Gender, Gender Inequality, the novel Death of an Ex-Minister
Harassment among students are worrying phenomenon in the current digital era. Becausing the news spreads fast but does not create a deterrent effect for students especially at the junior high school level. This study aims to determine the forms of harassment that are common in the school environment, sanctions imposed on perpetrators and finally efforts to overcome harassment by the school. To achieve these objectives the researchers used a descriptive qualitative approach to change, explain the phenomenon of abuse that occurs among students in schools. Types of descriptive research are primary data sources namely informants consisting of school principals, teachers, and students. And the Secondary data is documents. Data collection techniques used were observation, interviews, and documentation. The data analysis technique used is descriptive qualitative. The results showed that there were many forms of violence which were commonly found by students in the school environment, both physical and psychological violence. Physical form includes, a) hitting, b) pinching, c) pressing down on the ear, and d) throwing using shoes. The form of psychological violence is giving harsh words. sanctions given by teachers for violence against students, namely: a) verbal reprimands, and b) written reprimands. The efforts made by teachers to overcome violence against students are: a) preventive measures (holding dialogue between teachers, parents, and students b) repressive actions by calling on school to avoid harassing student.
The aim of this research was to identify the types of politeness strategies used by male and female lecturer during the classroom interaction, and to find out the target achieve by the male and female lecturer in using politeness strategy. The researcher has chosen four English lecturer (two male and two female) at Universitas Muhammadiyah Makassar. The researcher joined in the class and recorded the activities when lecturer was teaching. The researcher applied descriptive qualitative method to analyze the data, by doing data reduction, data display and conclusion. The researcher used the theory of politeness strategy by Brown and Lavinson (1987) which consists of positive politeness, negative politeness, bald on record and off record. The result of the research showed that the male and female lecturer used four politeness strategy, namely of positive politeness occurred in seventy-one politeness, negative politeness occurred in thirty politeness, bald on record occurred in six politeness and off record occurred thirty-five politeness. Then there were one hundred forty-two politeness strategies occurred in classroom interaction. Furthermore, the results of the research showed that the target achieve by the male and female lecturer was by doing some activity such as “come to the students’ desk and call their name one by one” those activity can create cooperative interactions between lecturers and students, help students to have positive feelings towards lessons, motivate them to participate actively in class and also shapes the character and self-development of students to the material that had been prepared.
Social competence is one of the competency standards that teachers must possess to be accredited as educators. With the social competence of teachers, they can communicate and associate effectively with any circle. Teacher competence is theoretically studied separately based on government law no. 14/2005 on teachers and lecturers. This research aims to determine the EFL teachers' social competence in Junior High School who followed the Professional Education Program. The sample of this study was 47 EFL teachers in the 2020-2021 academic year taken from the first and second Batches. The instrument used to collect data was closed questionnaires in the google form using the Likert scale. The collected data were then computerized and tabulated using descriptive statistics (frequency and percentage). The results showed that most EFL teachers (55%) agreed to treat students fairly and not discriminate against their parents/guardians and the school environment because of their religion, ethnicity, gender, and socioeconomic status. EFL teachers also discuss with colleagues and provide positive responses to others, can adapt well or adapt anywhere, and communicate the results of learning innovation through various media, peers, the scientific profession orally, writing, and other forms. It indicates that the Professional Education Program for In-Service Teachers contributes to the EFL teachers of junior high schools, in particular on social competence.
Remaja Indonesia saat ini sedang mengalami perubahan sosial yang cepat dari masyarakat tradisional menuju masyarakat modern, yang mengubah norma-norma , nilai-nila dan gaya hidup mereka. Perubahan-perubahan yang terjadi pada remaja dapat menimbulkan permasalahan yang dapat mengganggu perkembangan di masa depan. Penelitian ini bertujuan untuk mengetahui hubungan tingkat pengetahuan, lingkungan sosial, dan sumber informasi terhadap penyakit menular seksual pada remaja di SMA Negeri 3 Parepare. Metode penelitian menggunakan metode survei analitik, pendekatan cross sectional. Penarikan sampel sistematik random sampling, didapatkan 101 sampel. Pengumpulan data penelitian melalui pengisian kuesioner, data dianalisis menggunakan SPSS versi 24. Hasil penelitian diperoleh ada hubungan tingkat pengetahuan (p=0,010), sumber informasi (p=0,003) terhadap pengetahuan penyakit menular seksual pada remaja, dan tidak ada hubungan lingkungan sosial terhadap pengetahuan penyakit menular seksual pada remaja (p=0,710) di SMA Negeri 3 Parepare. Saran, untuk instansi terkait khususnya sekolah untuk terus memberikan informasi melalui penyuluhan atau seminar serta mengadakan perbaikan kebijakan guna meningkatkan pengetahuan penyakit menular seksual pada remaja.
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